Principals Today Magazine Issue #95

Issue 95 Term 3 | 2012

www.principalstoday.co.nz

LEADERS IN EDUCATION NEWS SINCE 1989

the tech FRONTIER

Keeping up with technology’s evolutionary curve

fuelling future learning Lessons from the private sector

principal q&a

The state of education today

cultural counter revolutions Developing leadership in teens

no mean feat

Paralympian Sophie Pascoe’s amazing London mission

pl us ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

• Daily planning made simple • Is your school sitting on a goldmine?

• A better way to balance the books • How friendly is your school website?

• Mapping out a sustainable future

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers

AFTER SCHOOL CARE THAT GOES MUCH FURTHER

George Bautista said it was his wife Hazel who originally wanted to run an after-school care service. But today it is George and his sKids team of 30 people who run services in 10 schools across Mangere, Otara and Papatoetoe.

Every day they care for around 300 children on behalf of working parents and caregivers.

During holidays they keep the kids well occupied for the full working day.

George worked in various retail management positions for 17 years until he was made redundant. So he followed Hazel’s idea of running an after school service and discovered Safe Kids in Daily Supervision in 2009.

The service was looking for someone to run the after school programme at Mangere Bridge Primary in South Auckland.

“The sKids programme was developed in detail but it also gave us opportunities to try new things,” George says.

Their success at Mangere Bridge encouraged them to manage a second local school at sKids’ request. They now assist

other operators in South Auckland schools with decile levels ranging from 1 to 6.

“Every day we make an impact in the lives of our children,” George says.

Wayne MacGillivray, principal of Mayfield School in Otara, a decile one school, says after school care can be a provision beyond a child minder service.

“We have taught some to make spaghetti when they otherwise thought it came from a can. We have made fresh cakes. We have taken them on confidence courses and other daily trips which have been first–time experiences for them.

“A programme likes sKids is able to support children with their learning once school has finished. It is able to reduce the pressure on our working families by ensuring that children are doing their homework when they are in care.

“The feedback we get from teachers is that the children’s essays improve because their minds are active with these experiences.

There are numerous studies that show extra-curricular activities make a positive impact on a child.

“George and his team have quickly become part of who we are as a school. He supports us in many ways and we always include him and his team in our school-wide activities.

“We see them change and blossom as a result,” George says.

George Bautista with a group of his charges on afield trip - making essays more interesting.

sKids is now in 89 low and high decile New Zealand schools.

Our programme managers come from many different backgrounds: teachers, accountants, graphic designers, IT, marketing managers, operations managers, home makers, HR specialists, pilots, legal secretaries, business owners.

Their common passion is helping children to reach their potential intellectually, physically and emotionally.

To find out more about sKids, contact Chris Bartels.

Email chris@skids.co.nz or phone 0800 754 372

“One of George’s team was able to support our Samoan group in preparation for a community event in our school. Skids kids are active and engaged learners.”

Wayne MacGillivray, Principal of Otara’s Mayfield school. After-school care can go beyond child minding.

Issue 95 Term 3 | 2012

www.principalstoday.co.nz

LEADERS IN EDUCATION NEWS SINCE 1989

Contents 8 fuelling future learning

the tech FRONTIER

Lessons from the private sector

Keeping up with technology’s evolutionary curve

fuelling future learning Lessons from the private sector

principal q&a

The state of education today

cultural counter revolutions Developing leadership in teens

Learning first hand from successful entrepreneurs can prove an inspirational and lifechanging experience

no mean feat

Paralympian Sophie Pascoe’s amazing London mission

pl us ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

• Daily planning made simple • Is your school sitting on a goldmine?

• A better way to balance the books • How friendly is your school website?

• Mapping out a sustainable future

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers Advisor

Principals Today

4,566

Issue 95

www.principalstoday.co.nz Academy House 47B Birmingham Drive Middleton PO Box 1879 Christchurch

12 cover story

MANAGING DIRECTOR Gary Collins

GENERAL MANAGER

Rebecca Harris

OPERATIONS MANAGER Di Barclay

ADMINISTRATION

Kylie Moore ADMIN MANAGER Kelly Clarke Lucy Neill Judy Slater Rachel Cooper

SALES & ADVERTISING

14 VIEWPOINTS An everyday habit that ruins careers and daily planning made simple

Award-winning Howick College teacher Nathan Kerr and others talk about staying ahead of technology’s evolutionary curve

19 HELPING KIDS HANDLE STRESS Reading between the lines of childhood behaviour

Supplements

24 CENTRE SPREAD PULL OUT A handy and practical school trip and fundraising planner for your Staffroom noticeboard 30 SCHOOL CAMPING Camping destinations that each deliver a little difference

37 EDUCATION TOOLS Maths solutions for all students 38 PERFORMING ARTS Setting the stage for student achievement 39 SCHOOL TRIPS The old saying that ‘diversity is the spice of life’ couldn’t be more apt when it comes to education 40 RESOURCES Focusing on priority learners

PRODUCTION

20 no mean feat

41 ICT How friendly is your school’s website?

42 SUSTAINABILITY Mapping out a sustainable future

Phone: 03 940 4732 Fax: 0800 555 054 Email: production@academy.net.nz

www.magazinestoday.co.nz

10 EXPLORING EDUCATIONAL BOUNDARIES How big challenges reap big rewards

19 EVENTS DIARY Courses, events and seminars near you

On the eve of his final Olympic mission, Dave Currie talks about the state of the Games and those who play them

Phone: 03 940 4734 Fax: 0800 555 054 Email: editor@academy.net.nz

ISSN 1170-4071 (Print) ISSN 2230-6358 (Online)

9 SUPER STUDENTS Hannah Cosgrove goes a little bit country and Theodore Carlos’ table-top technology

Tackling the tech frontier

London calling

Jonathon Taylor EDITOR Corazon Miller Karen Pasco Melinda Collins Marie Sherry

Disclaimer: This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services.

A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication.

Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice.

Contents Copyright 2012 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

7 SCHOOL ZONES A few quick questions and answers about school zoning

36 SWIMMING POOLS Testing the water

NEWSROOM

Ian Knott PRODUCTION MANAGER Carolynne Brown CO-ORDINATOR Jenna Day DESIGNERS Janelle Pike Sarah Betman Jarred Shakespeare Andrea Frame

6 IDENTIFYING HIDDEN SKILLS Helping young job seekers take the first step

18 CULTURAL COUNTER REVOLUTIONS Developing leadership in teens

16 the champions’ champion

Bill Thew Verne Williams Evaon Watkins Melissa Sinclair

News

15 PRINCIPAL Q&A Lincoln High School’s Linda Tame talks about the state of education today

ABC circulation as at 31/03/12

HEAD OFFICE

Issue 95 / Term 3, 2012

Case study in determination Paralympian Sophie Pascoe’s amazing mission to defend gold in London

43 FINANCES A better way to balance the books 44 FUNDRAISING Is your school sitting on a goldmine?

45 PROPERTY High-impact playground surfacing is an important factor in any school or educational environment

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VISITING WELLINGTON?...

t a y sta CAMP ELSDON WE LOOK FORWARD TO WELCOMING SCHOOLS WHO WISH TO VISIT THE WELLINGTON AREA. Many schools travelling long distances to visit Te Papa and other Wellington attractions, know that Camp Elsdon provides a quiet night’s sleep after a long day.

The camp is 25 minutes from downtown Wellington and is nestled in a bush setting overlooking Porirua Harbour. We have up to 94 beds and a kitchen/dining room and a hall for meetings or other activities.

SCHOOLS PAY $10 PER PERSON PER NIGHT ON A SELF-CATERING BASIS. Transport to and from Camp Elsdon can be fun. Try long distance trains stopping at Porirua Station. Take a train to Wellington to visit Te Papa, Parliament, National Libraries, Archives, Katherine Mansfield’s Birthplace, Botanical Gardens, Carter Observatory and Zealandia (Karori Park Sanctuary) – being a few of the places to visit in Wellington.

Camp Elsdon sits at the entrance to Colonial Knob walkway which offers native walks up to panoramic views of Wellington, Kapiti and the South Island. The camp is also very handy (5 minutes drive) to the local Porirua city centre, Te Rauparaha Arena Events Centre, supermarkets, aquatic centre (with hydroslide/wave machine), go karts, ten pin bowling, adventure golf at Pirates Cove, and 10 minutes away from the NZ Police Museum and multi-level confidence course at Adrenalin Forest.

For more information send us an email or check us out on the web:

www.campelsdon.co.nz The Manager, 18 Raiha Street, Elsdon | Porirua City. 5022 Phone: (04) 237 8987 | Fax: (04) 04 237 8977 Email: camp_elsdon@xtra.co.nz

News

The call of the

wilderness

The hunt is on for New Zealand’s most adventurous teenagers.

The Sir Edmund Hillary Outdoor Pursuits Centre of New Zealand (OPC), with support from Youthtown, is calling for Year 9 and 10 students nationwide to test themselves in a range of challenging adventures.

The competition, now in its seventh year, is New Zealand’s premier adventure sport event for this age group (mostly 13 and 14 year olds).

Teams of eight, representing their schools, get stuck into a range of fun but testing challenges, including orienteering, kayaking, problem solving, rock climbing and mountain biking, in an Amazing Race-style competition, equivalent to the Hillary Challenge for senior secondary students. They need no special outdoor experience to enter – just a ‘give it a go’ attitude.

The competition has two stages: 12 one-day regional heats and a gruelling five-day final. Only the best teams from each region will be selected to compete in the fiercely competitive final. Whangarei High School took the ultimate title last year after a gruelling five-day final at the OPC base on Great Barrier Island.

“Our main aim is to get these kids having fun in the outdoors,” says OPC

events manager Darren Ashmore.

“The students get to use all sorts of physical and mental skills, and get guidance from some of the best instructors in the business. But most of all they get to enjoy throwing themselves into new challenges.”

The competition runs over three months with regional events in the following locations: • July 26 – Nelson/Tasman/Westport • July 31 – Canterbury/Northern Aoraki/ West Coast • Aug 2 – Otago/Southland/Southern Aoraki • Aug 7 – Northland • Aug 9 – Waitakere/North Harbour • Aug 14 – Hawke’s Bay • Aug 16 – Auckland/Counties Manukau • Aug 21 – Waikato • Aug 22 – Taranaki • Aug 28 – Wellington/Wairarapa • Aug 30 – Manawatu/Whangarei • Sept 11 – Bay of Plenty

... helping young job seekers take the first step

Ever considered that playing computer games, doing volunteer work for a community charity, or even feeding the neighbour’s cat could help a student get a job?

Careers New Zealand website content manager Bernie Burrell says a backdrop of record youth unemployment – more than 24 percent for 15 to 19 year olds in New Zealand – and global economic uncertainty meant tools like Know Your Skills would become increasingly critical to young Kiwi students as they transitioned from secondary school into work or training.

Special education principals are urging the Government to retain some residential facilities around the country.

The call is in response to ministry plans to move to a new wrap-around model for special education, which could result in the closure of one or more of the country’s four special residential schools.

The model aims to take students out of the residential schools - McKenzie and Halswell in Christchurch, Westbridge in Auckland and Salisbury in Nelson - and have them live at home to be managed by a range of agencies. A decision is expected in a few months.

needs may not be addressed by the proposed service and may therefore be alienated from education. ``We would like to see all four schools remain open, but with reduced rolls, in the best interests of the students with special needs. We cannot afford to throw the baby out with the bath water.

“There will always be a number of students who require intensive support in a residential setting, particularly those students in rural and provincial settings where specialised services may be limited or non-existent.’’

The key to successful learning in a residential school was the 24 hour consistent and focused intervention, he says.

The Special Education Principals’ Association Executive believes there are grounds for the Government to keep open some residential facilities for students with high learning, behavioural, social and emotional needs, some of whom have an underlying intellectual impairment.

Special Education Principals’ Association president Graeme Daniel says Education Minister Hekia Parata and the ministry must retain some residential facilities for students whose

Special Education Principals’ Association president Graeme Daniel

These events will decide which teams advance to the finals in December.

For more information contact Darren Ashmore, OPC events manager: M 0275 301226 or email opcevents@gmail.com

Identifying hidden skills

Careers New Zealand has an online tool that helps all people – but particularly young people looking to enter the workforce for the first time – identify the various skills they pick up in their daily lives and suggests ways they can use these skills to find work. Know Your Skills is a self help, interactive learning tool developed by Careers New Zealand to assist job seekers.

Principals urge retention of residential facilities

“We had more than three million visits to our website last year and we know young people are really struggling for work at the moment. The problem is many of them think that if they don’t have paid work experience, they don’t have any skills. This simply isn’t true,” Burrell says.

Making reading easy An innovative assessment tool is helping new entrants play a central role in their own learning.

The tool, developed by University of Canterbury PhD student Karyn Carson, has taken two-and-a-half years to perfect.

It works like a simple 15 minute computer game and can be operated by a five year old without adult supervision.

“Our new Know Your Skills online tool will show people how to identify their unique skills and then how to use these in their job hunting.”

It features four tasks on rhyming, identifying the first sound in a word and recognising letters and letter sounds. More complicated tasks can be added to suit children aged between five and-a-half and six.

To learn more about Know Your Skills, visit : knowyourskills.careers.govt.nz

The tool has been designed to assess a child’s phonological awareness

6 | Term 3, 2012 www.principalstoday.co.nz

and produce data a teacher can use to develop tailor-made reading programmes. Phonological awareness is the ability to identify and use the sounds in spoken language. Children need phonological awareness to read.

Karyn, a former speech-language therapist and New Zealand Top Achiever Doctoral Scholarship recipient, says “In the past, a child may have sat down with his teacher and been assessed using a formal paper-based test, which can be time consuming for both teacher and child.”

The tool also identifies children who are likely to struggle with reading a year down the track. Preliminary tests show her tool is between 92 to 94 percent accurate in assessing a child’s reading ability at six years old.

“This tool not only frees up teacher time, it also means five year olds – including those who may experience reading difficulties – are more likely to get tested in this crucial area of reading development.”

News

In the

Zone

Liz Gordon, vice president of the New Zealand Association for Research in Education, answers a couple of quick questions about school zoning.

Do New Zealand schools skew their zones towards higher socio-economic areas?

Is it fair?

Why is this allowed?

Zoning has been the most contested area of the Tomorrow’s Schools legislation. The law has been changed four times: in 1989, 1991, 1997 and 2001. The pre-1997 free market was chaotic, unsustainable and blatantly unfair at times. Stories of children living right next to a school being excluded from it, and children being selected on dubious and potentially murky grounds, were common at this time.

Under Tomorrow’s Schools, schools are self-managing and are expected to make these decisions for themselves.

The Ministry of Education has had no political mandate to order schools to change zones, and indeed has been generally prohibited from doing so both by law and by political will.

Since then, National (1997 legislation) and Labour (2001 legislation) have both supported the use of ‘reasonable convenience to a school’ as the guideline for schools in setting zones.

Such a term is deliberately vague, and allows schools huge leeway in setting their zones.

Yes - and both primary and secondary schools do so. This is particularly apparent in areas which have a mix of wealthy and poorer areas. In our 2005 research, one area of Christchurch was zoned to three primary schools, while other areas were not contained in any zone, but were surrounded by zones.

In short, the right to draw zones that are favourable to schools is enshrined in the legislation. Whether it is fair is an empirical question, and Lubienski’s detailed study demonstrates that poorer students get reduced access to some schools, as does our own work.

While it has taken over 20 years, the shortcomings of Tomorrow’s Schools are now fairly evident. The move towards charter schools to enshrine more choice is out of step with the current moves.

Are things changing?

Is the call for a review a good thing?

There does seem to be a growing understanding that school choice and competition actually reduces chances for some children to do well in New Zealand schools. The Ministry is now putting large amounts of money into schemes such as PB4L (positive behaviour for learning), health-promoting schools, Te Kotahitanga and other schemes to overcome disadvantage.

New Zealand researchers have amassed a huge amount of evidence about how the school system in New Zealand works, and where the problems lie. An evidence-based review that lays bare political agendas and seeks high quality solutions would be a good thing. On the other hand, education does tend to be a political football, so I am unsure about whether a proper review on those terms is possible.

www.principalstoday.co.nz Term 3, 2012 | 7

News

By Corazon Miller

Fuelling future learning

As the next generation attempts to map out the blueprints of their lives, an opportunity to interact and learn first hand from successful entrepreneurs can prove an inspirational and life-changing experience – making a potential career.

To help prod the younger generation in the right direction, a unique venture instigated by the Asia New Zealand Foundation offers an ongoing relationship between schools and leading New Zealand businesses.

Christchurch Boys High School (CBHS) and ANZCO Foods have united in a partnership which, earthquakes and snowstorms aside, is still going strong for the third year running.

ANZCO Foods, which has its corporate office in Christchurch, is one of New Zealand’s largest exporters, with sales of $1.3 billion annually and employs over 3,000 staff worldwide. Its core business is to produce process and market New Zealand beef and lamb products.

Shaking hands The Business Education Partnership (BEP), is but one of the few under Asia New Zealand Foundation’s roof. The not-for-profit organisation whose vision is to increase Asian awareness in New Zealand, set up the partnerships to link schools and businesses, “generating an increased focus on Asian knowledge and ensuring young New Zealanders can compete in the region”.

CBHS and ANZCO Foods formalised its BEP, three years ago, after round table discussions between the two parties which solidified their visions for the partnership. Topping the list of objectives included; increasing the links with and knowledge of Asia, generating agribusiness interest and fostering career interests and development.

The CBHS liaison, Phil Robson, says it is all about “real learning, for real beginnings”. He says the partnership is great for the boys as it enables them to see how the classroom translates into the real world.

Heather Burton, the ANZCO Foods link, says through the partnership the boys are able to see, talk and learn from a successful entrepreneur like the company’s founder Sir Graeme Harrison, who is always more than happy to talk and share his knowledge. “There are opportunities in agriculture that are tremendous and he encourages them to look at this as a career option, it is about getting young people enthused in the meat industry, which is so very important to the NZ economy.”

8 | Term 3, 2012 www.principalstoday.co.nz

Meet and greets During the years the partnership has been running, CBHS and ANZCO have met several times through events designed specifically to educate and encourage the boys about agribusiness and the Asian markets.

From a cooking class, to a field trip to a Five Star Beef feedlot, both parties have made the most of the partnership to provide the students with interesting and interactive educational opportunities.

- As part of the Asian cooking component of the food technology class, ANZCO Foods provided grain-fed, marbled beef for the students to use in their traditional Japanese beef meal.

- In business studies, Heather herself went and spoke to the students, telling them about the theory of HR and employee engagement.

- A highlight, for CBHS’ agricultural students was a trip down to ANZCO’s five-star-beef farm at the Wakanui feedlot.

Year 13 scholarship agriculture student, Tim Turner, was one of a group of students, who went to Wakanui. He speaks highly of the trip, saying the opportunity was a great experience that gave him an insight into the agricultural industry.

“It was a great chance for us to see first-hand how this place worked… the knowledge gave us so much information. It was also interesting to hear about the market in Asia that the beef are raised for.”

Heather says the trip was one way of giving the students a hands-on experience where they could learn about how the business works, both nationally and in relation to exports overseas.

Asian markets Heather says from the beginning ANZCO has recognised the importance of having an international presence, and has been instrumental in helping to increase awareness around the growing Asian market during the past three decades.

She explains part of what makes Asia such a viable market region is its close proximity to New Zealand, its large population bases, as well as its growing wealth which results in greater demand for beef.

With offshore marketing offices in Japan, Europe, the UK, North America, China, Australia and Taiwan, ANZCO has worked on developing relationships.

These have played a critical role in its market success. The majority of ANZCO beef is exported to Asia with 28 percent going to Japan. Sixteen percent of its sheep are exported to China, with Japan following closely behind.

Heather says the BEP has enabled ANZCO to share its insights with the younger generation, enabling them to be interested in both Asia and the agricultural markets.

After all, as the Asia New Zealand Foundation points out, “Asia is growing faster than any other region and has rapidly expanding markets for goods and services. It already influences our culture and way of life and is set to play a major role in world affairs for decades to come. By 2026 one in six New Zealanders will be of Asian descent.”

The bigger picture Though the boys won’t necessarily go straight into being employed by ANZCO, Heather says the partnership is a way of initiating and maintaining contact with the younger generation.

She points out many of the students involved in the partnership are scholarship students looking towards tertiary education.

“We may not see them straight away, but they could come back at a later stage, they could be the next employee.”

But Heather adds, it’s not about how it can benefit the company – rather how it can benefit the future. Companies who are considering becoming a part of the BEP should look at the benefits such a partnership has in terms of generating awareness and interest in their industries.

“You’re not doing it for you - you do it for the wider group. It is a great way to promote relationships and understanding of industries and encourage future potential to be unlocked. Get involved with the young ones; it is they who we need to make a great impact on the future of our country.”

Super Students

SUPER STUDENTs According to her parents, Hamilton’s Sacred Heart Girls’ College year 13 pupil Hannah Cosgrove would always sing in tune when travelling in the backseat of the car as a toddler. Her own first memory of singing was as a seven year-old, not long after she started at a country music club.

A little bit country Hannah Cosgrove

“I entered a talent quest in Tauranga singing ‘Let Me Be There’ by Olivia Newton John, wearing a little white denim outfit with a cowboy hat and boots. I took out the overall prize which was an awesome first memory.”

She has had success throughout her singing career with the latest as the winner of intermediate section at the New Zealand Gold Guitar Awards at Queen’s Birthday Weekend in Gore.

Her prize pool includes, cash, a paid trip to country music festival in Tamworth, Australia, an acoustic guitar and good quality microphone. She also has the trophy – a wooden guitar that comes in its own case – for a year.

She loves how country music tells a story and is written from real experiences. After growing up listening to it, she has a huge admiration for the songs and people who perform them.

“I would say country music is definitely where my heart lies and always will.”

frame of mind and I have to be inspired by something at the time.

The best songs always come from true experiences or emotions. In 2011, I qualified for the NZ Entertainer of the Year as a songwriter which was very uplifting.”

As well as playing the guitar for the past four or five years, Hannah also writes her own music. “For me personally, I have to be in the right

Her dream is to be a successful full-time country musician and recording artist.

“I also hope to gain a lot more musical ability and experience on the way.” matter of making sure that everything could fit neatly inside the table.”

The teenager created a prototype which was tested by his classmates. He says that it wasn’t until the late stage of the project when his classmates got into the prototype and fit well that he got a real feeling of satisfaction.

He says the support he got from his teachers was instrumental in his success.

Table-top technology Theodore Carlos An Auckland teenager shook hands with the Governor General at a prestigious awards ceremony, after being named the top technology scholar in the country.

In April, 17-year-old Theodore Carlos (pictured second from the left) from Rosmini College, in Takapuna, Auckland, met the Queen’s representative for New Zealand, the Right Honourable Sir Jerry Mateparae, in a special ceremony in Wellington.

The year 13 pupil was one of 34 students across the country to win a 2011 New Zealand Scholarship Top Subject Scholarship Award. He is also the first in his school’s history to win the $2,000 subject scholarship which is paid yearly for up to three years.

Theodore won the prestigious title after he designed and built an innovative coffee table which also turned into a Playstation seating area and storage unit for a year 12 school project.

“We had great support from Mr Breig – with the amount of the time he put into all of his students – especially the good and easy communication, with the quick replies to any of our questions during and outside school times.”

Mr Breig says achieving a scholarship is another form of role-modelling for the younger students. “The younger students watch what the seniors are doing – they see the projects developing in the workshop and it certainly motivates them to achieve at that high level.”

Theodore’s technology teacher Alex Breig says “You just take the top off, flip the wheel up and adjust the seat inside to ergonomically fit the size of the driver. When you’ve finished you can fold everything up inside, put the top back on and the lounge is back to its original tidy state.

“He did some Google SketchUp drawings and made a scale model to show how it would look and how well it would fit into their lounge. With his mother now convinced, it was just a www.principalstoday.co.nz Term 3, 2012 | 9

Learning outside the classroom

Bigbig challenges reap rewards The high ropes and abseiling tower at Whenua Iti Outdoors at Moutere, near Motueka, have brought many strong adults to tears, so why would you want to subject vulnerable adolescents to the experience?

For Salisbury School, pushing its students physically and mentally at Whenua Iti has now become a permanent fixture in the curriculum; because it’s working. Salisbury is dedicated to supporting girls who are struggling in mainstream schools and whose educational, social and emotional needs are not being met in their current environment.

Principal Brenda Ellis says the Whenua Iti experience offers something unique which is often transformational for her students and fits with Salisbury’s vision of providing ‘extraordinary education’.

“We are seeking that seamless approach to learning between school and residence and outside agencies.

This partnership has proven that it helps to build resilience in the girls, so when they leave us and return to their own community they have learnt ways to help them to cope.”

Salisbury supports adolescent girls who have complex intellectual, social and emotional needs. As a school, Salisbury is always looking for ways to bring out each student’s potential through a variety of educational and experiential methods. When Salisbury decided four years ago to try a new option for outdoor challenges through Whenua Iti Outdoors, it didn’t expect such transformational results.

As Brenda Ellis explains, “It’s not that the two day programmes in themselves

bring about a complete life turnaround, but Whenua Iti’s programmes are so closely aligned with the aims of the school and they provide the external catalyst needed to reinforce the work the school does on a day to day basis.” Whenua Iti Outdoors offers learning experiences to a wide range of students across all age groups – from pre-school to secondary.

Case in point

Whenua Iti manager Michelle MacNeil says while for many the physical and mental challenges of overcoming a fear of heights on the ropes, or on the high tower, at Whenua Iti’s 16 hectare property is the immediate focus, it’s more about the underlying issues of self.

“We see students learn to trust themselves, the instructors and their fellow students – that whole social self identity element is a key part in what we teach – it just so happens that by taking them out of their comfort zone the learning is much more intensified.”

Teaching the feeling of success is a goal for Whenua Iti staff when they work with Salisbury School. Brenda Ellis says most of their girls have never succeeded in mainstream school settings. “They’ve failed from day one - from the age of five and they’ve become completely disengaged from education.

“They often have a very negative attitude to learning, so opportunities, such as the ones Whenua Iti offer, gives them a feeling of what it’s like to experience success, and often it’s the first time they’ve had that. They get that real sense of ‘I can do it, I really can’ and that’s hugely empowering.”

Anne Cardiff, a Salisbury teacher who initiated the Whenua Iti day programmes and has been on every visit, says when they started the programme four years ago they were careful to analyse the real value of it.

“My feeling, through observation, is that the students who’ve achieved

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Ph: 06 875 0898 or 0800 GANNETS (426 638) w: www.gannets.com / e: info@gannets.com

10 | Term 3, 2012 www.principalstoday.co.nz

Alisha Flynn (left) has conquered her fear enough to be able to encourage a fellow student to conquer the low ropes.

Alisha Flynn is a 12-year-old who came to Salisbury without having experienced successful learning in the mainstream. She had significant and complex academic delay with social and emotional difficulties that often accompany intellectual impairment. When she went on the Whenua Iti programme, specifically designed for Salisbury students, she was reluctant and needed encouragement to participate at the beginning. Alisha says: “When I went to Whenua Iti last year, I wouldn’t even have a go because I am scared of heights but this time I gave everything a go. I would have been even more successful if it wasn’t wet and slippery. I now feel stronger, as I know I can achieve lots of things with support. It also taught me to help my team and to have courage to challenge myself in my life.”

something like this somehow they feel better in themselves, less likely to feel angry and students experience greater levels of tolerance amongst their peers.”

Brenda has substantial experience with at-risk young people and says if you can bring about a change in the way young people view themselves and the way they manage their lives, and you work on building resilience and opportunities for success so they’ve got a belief in their own ability, then they can take that knowledge and apply it to any situation they are in.

But does the outdoor learning translate into academic achievement back at school?

Brenda is adamant is does. “Absolutely, because it’s about experiencing success, so whether it’s in the outdoors or whether it’s in the classroom we are aiming to generate that feeling of ‘I can

do it’. For some of our students it’s the physicality of the challenges that is the first trigger for success.”

Michelle MacNeil says working together with Salisbury has been a hugely rewarding experience. “Our aim is always to support people to make changes and see their own potential right across all our courses and we have many Learning Experiences Outside the Classroom programmes for a range of schools.

“But it’s particularly rewarding for our instructors to see that change of attitude that can happen with the Salisbury School students. And it can literally be that ‘light bulb moment’ where we get to be part of making someone’s life a whole lot better.”

For more information on Whenua Iti’s Learning Outside the Classroom options, please visit the website www.whenuaiti.org.nz

News

coolkit

Christchurch teams get new uniforms – and the All Blacks treatment.

Getting to play your sport of choice in a neat team uniform is one thing, but having your very own, one-off outfit is another thing altogether.

Well that’s exactly what two Christchurch secondary school teams recently received; their very own customised Adidas uniform, in an All Blacks-style outfitting session at Shirley Boys High.

The teams – the first XI girls football team from Marian College and the first XV rugby team at Shirley Boys’ High School – are the inaugural recipients of the annual Adidas Schools Scholarships.

Each team designed its own uniform using Adidas’ new customisation

website miTeam.com. Each team was presented with their set of teamwear for the entire squad, including: • Match kit • Training kit • Off-field kit (tracksuits, polo shirts, bags, balls and drink bottles) • Boots • Apparel and footwear for the management team.

Adidas New Zealand marketing manager Nadia Scott says the company decided to launch the new Schools Scholarship programme by donating uniforms to two schools impacted severely by the Christchurch earthquakes.

“From 2013 the Schools Scholarship program will be open to applications; however as many Christchurch schools lost sporting equipment and facilities in the earthquakes, we thought it was appropriate to recognise the city

in this inaugural scholarship year.

Marian College and Shirley Boys’ High School were among the worst-affected schools.”

The teacher in charge of Marian College football, Kathy Seaward says the players had plenty of fun designing their own kit. “I can’t wait to see the pride in the girls’ faces when they get to line up in their new strip.”

Shirley Boys’ High School deputy principal in charge of sport, Kelvin Tibble says the new uniforms come at a great time, as the quake-affected school and community starts to find its feet. “Like many Christchurch schools, Shirley Boys’ High School has had its challenges in the last year or two – as have our students and families – so this is a welcome boost for us all,” he says.

Nadia Scott says Adidas’s revolutionary new miTeam website gave the company the technology to make the

scholarships possible.

“MiTeam.com makes it easy and affordable for rugby and football teams of any level to have customised and personalised gear. The website allows the team to create a unique look, down to the colour of the stripes on their socks. The Adidas team has had great fun working with the Christchurch students as they chose their colours and styles.”

The Adidas Schools Scholarship programme will run annually. Each year, one secondary school rugby team and one football team will be the recipients of a full miTeam uniform.

Teams from anywhere in New Zealand will be able to apply in late 2012 for next year’s scholarships.

Secondary school football and rugby teams interested in finding out how to enter the 2013 Adidas Sports Scholarship can email

students make an The business dreams of Auckland secondary school students made a splash with the national men’s swim team ahead of the London Olympics.

A group of enterprising students from KingsWay School in Orewa presented the New Zealand team with customised jacket-styled hoodies, produced as part of the Lion Foundation Young Enterprise Scheme (YES).

Olympic splash

swim team to develop the finished product, which was customised to the team’s requirements.

The nationwide YES programme is run across the region by Auckland Tourism Events and Economic Development (ATEED) and sees year 12 and 13 students form real companies and produce innovative products for sale to the public.

Kosmo’s managing director Matt Hanson says the swim team took Kosmo’s initial polar fleece hoodie prototype and suggested they add a splash proof shell, front zip, pockets and include a bag for easy transportation. “We also added silver fern branding, the squad’s name, and personalised the jackets with each team member’s name.

The KingsWay students, whose company name is Kosmo, worked closely with the New Zealand men’s

“The experience of working with the New Zealand team really made the whole project,” Matt says. “We’ve now

got bragging rights that we helped kit out the men’s swim team!”

Swimmer Steven Kent was amazed by the finished hoodies and says they are “everything [Kosmo] said they’d be”. He described them as warm and perfect for swim competitions.

ATEED’s YES regional co-ordinator Hilary Robotham believes the KingsWay School team is setting a high standard for the programme.

“What these students have achieved in a matter of months is a testament to their commitment and dedication,” says Ms Robotham. “They’ve used

entrepreneurial business nous that is well beyond their years to produce a professional product for real clients.

The hoodies look fantastic.”

Kosmo contracted local fashion designer Michelle Erasmus to produce the hoodies which were completed just last weekend, in time for the swim team’s departure from New Zealand.

While Olympic sponsorship regulations won’t allow the team to wear the hoodies while competing in London, some members of the team will use them at their Olympic pre-camp in Belgium.

www.principalstoday.co.nz Term 3, 2012 | 11

Cover Story

As a five-year-old I set out for school with a little brown miniature suitcase full of exercise books and an excitement that I was a big girl about to have my head filled with knowledge.

By Karen Pasco

The tech frontier

I entered a classroom with a blackboard and chalk, brightly coloured rods for counting and Janet and John books for reading. I worked with a pencil and recited over and over again to learn letters, numbers and even poetry.

Now my daughter is about to start school. Her classroom is a radically different environment to the one into which I first stepped. An interactive whiteboard, tablets, open plan spaces and laptops are the tools of learning.

Pupils are encouraged to think of new processes and strategies – although the messages being taught are the same, it has become more about exploration and active participation creating a lifetime of discovery.

This education evolution has come about through a myriad of developments – perhaps the biggest of these influences has been the advancement in technology.

Technology has drastically changed the environment but perhaps even more importantly, adapted the way we learn as well.

Like many around the country, Howick College in east Auckland is an innovative school using technology to enhance the learning of its students.

The school’s staff has received numerous awards for their innovation and use of technology to improve the outcomes for students and it is also a Microsoft Pathfinder School, which gives it access to world thinkers and innovators of educational technology.

Most of the innovation and ICT development has been completed in the past four years.

For award-winning Howick College teachers Steve Martin and Nathan Kerr the implementation of technology in the classroom has brought about a way of teaching students which is more in keeping with the way those students live, therefore they are more engaged in their own learning process.

Nathan describes the mobile phone as the “Swiss Army knife for students”, a tool which can provide endless possibilities when it comes to pupils’ learning. One way he applies

M-learning (mobile learning), is to use mobile devices to assist students in retaining information they may have learned at the start of the year right through until they need that information at the end of the year, when they are sitting in the exam room. “We create virtual trips because then they do forget.”

The geography class goes on its field trip and records video on their phones ensuring they capture key parts of the curriculum. As a way of reinforcing their learning, the pupils then put together a video of their trip pulling on previous exam questions to ensure they include the vital information that will be needed at the end of the year.

The videos are reviewed by Nathan to ensure they have included the information that will be needed come exam time. The video then acts as a resource which they can then use to revise prior to their exams.

Since the innovation was introduced into the geography curriculum, numbers have grown. “We only had one class three years ago, now we have three.”

Nathan says because the students often know how to use the devices better than the teachers, they are often coming up with new ways to include it within their daily lives. “They started asking why couldn’t they have an app for a scientific calculator then they wouldn’t have to pay $35 for a calculator.”

He sees the use of technology and innovation as a progression of the No. 8 wire kiwi mentality. “They adapt to any technical problems really well and come up with solutions really quickly.”

Nathan has delivered his message of the use of mobile technology at the WISE Education Summit. He said his audiences, including ministry officials

12 | Term 3, 2012 www.principalstoday.co.nz

from around the globe, were all hungry for information about what was being achieved in New Zealand.

The potential for growth in the M-learning world is vast, he says.

“My guess is I think these mobile applications – they’re going to get even more important in a few years time for the simple fact that the more advanced that they get, the more crucial they’re going to be for everyday life.

His passion behind M-learning comes from a need to align the educational world with the working one, and the need to realise the potential in students through the use of technology. “We can’t become a pen and paper island in a digital world.”

For Steve, who is also an Honorary Professional Teaching Fellow at Auckland University, it is important teachers don’t get sidetracked by the technology itself. “It’s not a case of using it all the time. It’s more about using it so it adds value to the students’ learning.”

Because feed back is such an integral part of learning, Steve is using both mobile applications and computer software to ensure that students are receiving the feedback that will promote positive outcomes.

He uses the Microsoft OneNote so that students can post work and receive feedback not only from him but also their peers. “It’s almost like an on-line journal. With it being online it (the feedback) can happen quite speedily – I can answer straight away.”

He is able to continuously review student’s work so he can see if the student has understood the feedback they have received. He is also able to review the comments of the other students. “I can highlight a bit of text and give an audio feedback link to that entry.”

At the beginning of the year, Steve and students discuss what is acceptable feedback. “The fact there is no personal stuff – and I monitor it,” he says.

He confesses technology does challenge the way he teaches, but it ensures that he has an open relationship between student and teacher, where the student isn’t afraid of being wrong. “It doesn’t work with a teacher who’s the centre of the universe the centre of the class. It’s all a shift to community awareness – it’s challenging the way we teach but it actually makes a teacher’s life easier.”

Both teachers are quick to point out that the question of “how can this enhance students learning in a meaningful way?” is always at the forefront of their minds when they are considering using technology for teaching.

Nathan knows there are sceptics, both teachers and parents however, what he does know is that the students are more interested in their own learning.

He knows that it is up to teachers to be pioneers. “We do have to be a little bit brave. It doesn’t matter what shape or form technology takes as long as it’s delivering learning outcomes in a successful manner – it’s really up to peoples’ imaginations.

“M-learning is exciting stuff, we are going to get there we really will. It will be wonderful if in 20 years time we look back and see this is where it all began,” Nathan says.

What classroom environment my daughter’s daughter may walk into when she starts school will be anyone’s guess, but there is no doubt that technology will definitely play a massive part in the way she learns.

Cover Story Fast facts about the Amazing Ideas Search competition • Individual students, groups, or whole classrooms can enter the competition and a teacher must submit any entry • There are 10 cash prizes of $2,000 for the schools that come up with the top 10 winning ideas. The prizes will be divided into two categories: five winning ideas from primary/intermediate students (years 1-8) and five winning ideas from secondary level students (years 9-13). The winning schools will be encouraged to spend the prize money on technology products and services for their school

Imagining an Ultra Fast Broadband enabled world There’s been a lot of talk about Ultra Fast Broadband (UFB) and the Rural Broadband Initiative (RBI) and how it will change the way we learn, work and play. The education sector is right at the top of the Government’s list of organisations that will benefit the most from this $1.5 billion project to roll-out faster internet technology over the coming years.

But what will it really mean to your school and how do your students think it will impact the way we do things in the future?

It’s a good question and one communications giant Telecom wants to stimulate discussion around. So, the company decided to encourage our next generation of inventors, entrepreneurs, and IT gurus to think through how they might use UFB in the future and thus launched the Amazing Ideas Search.

Tim Harper, principal of Mt Aspiring College in Wanaka, already has an

inkling of what UFB will deliver for schools, as his school was part of an early trial of high-speed internet and has seen the results first hand. “The impact has been amazing,” he says. “It’s made a huge difference to the way our school operates.”

The school replaced its email server and signed up to Google Apps for email. It has installed a Wi-Fi network and implemented a ‘Bring your own device’ programme, with more than 400 student devices now being used on the school’s network. They have two video conferencing units that are used for everything from dance classes to scholarship mentoring.

“There’s no way we could be doing these kinds of things without a faster broadband connection,” he says.

But these applications are just the tip of the iceberg and this major investment in New Zealand’s future will change our lives in ways we can only imagine – and that’s why Telecom is asking Kiwi school students to get creative and think about how this high speed connection to the world will change our lives.

Telecom’s chief marketing officer, Jason Paris says “The roll-out of UFB and the RBI is exciting for New Zealanders as we move towards a new generation of connectivity. Understanding what will be possible in the future is part of the journey, so we’re asking the next generation of leaders for their thoughts, ideas and dreams.”

To enter the Amazing Ideas Search competition, school students around the country must come up with innovative, creative ideas with UFB technology at its core. The ideas can be based on anything, including the way we learn, how our health services are delivered, the way we do business, how we entertain ourselves, or even how we look after the environment.

The top 10 ideas (five primary/ intermediate schools and five secondary schools) will win $2000 each for their school, which is encouraged to be invested in new IT equipment. There are also three 16GB Samsung tablets as spot prizes for lucky entrants.

Entries are limited to 500 words and/ or up to three YouTube or Vimeo links and must be submitted by teachers on

• There are also three spot prizes of a Samsung Galaxy tablet to be won and these winners will be picked from all those who enter the competition • The competition opened on July 16, 2012, the first day of Term 3 and ends at 11.59pm on September 28, which is the last day of Term 3 • Entries will be shortlisted by the Telecom team with the winners chosen by a judging panel and winners will be notified before October 19. behalf of individual students, groups or a whole class. The Amazing Ideas Search runs across term three and Telecom is encouraging teachers to include the ‘Amazing Ideas Search’ in their Term 3 curriculum, so students can learn more about this important government initiative. An ‘Amazing Ideas Search’ lesson plan for teachers is available to download at www.telecom.co.nz/amazing Also make sure to check out the All Blacks’ take on why Kiwi kids should enter, this video link http://www.youtube. com/watch?v=JLqc-kJ5ws&feature=youtu.be

Howick College teacher - Nathan Kerr & students

www.principalstoday.co.nz Term 3, 2012 | 13

Viewpoints

An everyday habit that ruins careers Karen Degen is the owner of Set Free with EFT, a company that changes mindsets to create business success. Email: karen@ setfree.co.nz or visit www.setfree.co.nz

Procrastination isn’t just a bad habit, it’s an affliction ruining the lives of nearly one million New Zealanders. Research has found that one person in five suffers so badly from the problem that their careers are threatened. At its best procrastination is time wasting and at its worst it’s a form of self sabotage.

The economic implications are huge. It’s been estimated that procrastination costs the USA one trillion dollars per annum, or $9724 per employee. Not only are these conservative figures, but they are at least 10 years old. Economist Gary Becker, who won the Nobel Prize for economics, commented that “In a modern economy, human capital (the work people do) is by far the most important form of capital in creating wealth and growth.” With a quarter of each person’s work day spent dithering, procrastination is going to be costly.

Most people have no conscious idea why they procrastinate. A trained therapist will find the hidden blocks in the subconscious mind that are causing it, and will know how to clear them. Some common blocks are: Fear of failure or fear of not doing a ‘perfect’ job can stop us even starting.

Not meeting our own high standards is hard to live with. If we don’t start the task we can’t possibly fail. Not trying is much easier for our egos to stomach than trying hard and still falling short.

Fear of success. There may be implications to completing a particular job or activity. Completing it could lead to something you are not yet ready for.

Fear of being judged, criticised or rejected. What will other people think, say or do if you complete this task?

The task is too big or too hard.

Tasks seem overwhelming which makes us feel it’s futile to even try.

Feeling overwhelmed by the size or complexity of the task is the most common stumbling block, often caused by looking at the job as a whole rather than the steps needed to achieve it.

Self help tips to overcome procrastination Write down the task you are procrastinating on.

List, in order, the actions involved in completing that task. You may need to work backwards (i.e. before I can do that I need to…).

Look at the downside of completing this list, because if you don’t you may be subconsciously unwilling to complete the task and you will continue to self sabotage.

Finally, begin working on the first action on your list. Keep only that action in your mind and don’t think ahead until you’ve completed it.

Dr Wayne Dyer said “Procrastination is one of the most common and deadliest of diseases and its toll on success and happiness is heavy.” Seek professional help if you need it. It’s not an easy affliction to overcome on your own.

Even the best of us however cannot get everything done and we cannot be perfect. The famous physicist Professor Stephen Hawking said “One of the basic rules of the universe is that nothing is perfect. Perfection simply doesn’t exist.” What a liberating thought! It’s scientifically impossible for you to be perfect. You can deal with your procrastination, or alternatively you can forgive yourself and be at peace with what remains undone.

14 | Term 3, 2012 www.principalstoday.co.nz

Daily planning made simple Robyn Pearce is a time management expert, helping people turn time challenges into high productivity and the life balance they desire.

Visit www.gettingagrip.com

Ask most people about how they manage their ‘to do’ lists and you’ll find that few use lists (if they have them), in a way that gets the best results. Most people begin with the easiest tasks. What this means is that, at the end of the day, they’ve run out of time for the big or more difficult jobs.

Why do people do it this way? ‘I like to cross things off,’ or ‘It gives a sense of satisfaction,’ or ‘I’m getting up momentum for the harder jobs’. The reasons are many.

The following very simple process has helped hundreds of thousands maintain focus and clarity.

1. At the beginning of the day (or the night before), make a list of everything you want to do, in no particular order.

2. Then identify the top five tasks.

Number them one through five, wherever they are on the list. Don’t bother to number the rest - just the top five.

3. Start at number one. Don’t stop until you’ve finished, gone as far as you wish to go (you may have set a time limit), or as far as you’re able to go.

4. When interruptions come, as they always do, ask yourself, ‘Is this more important than the activity I’m working on?’ If not, add it to your list, put it out of eye-range so it doesn’t distract you and stay focused on the more important activity. However, if it is more important, put the other task aside, work on the new job, and when completed go back to your list (considered and thought about before the day started bossing you around!).

5. Each time you move down the list, review it quickly. If something

that’s jumped on the list is of higher priority than the activity you’d planned to do, give it lead position.

The others won’t go away, but because they’re on the list instead of jostling for mind space you can keep them under tight rein - they won’t distract you.

6. If there’s any day left once the top five and relevant queue jumpers have been handled, go back to the list and number off another five. This saves time at the beginning of the day prioritising things you may never get to.

Another approach you can use is that of Innis, a young manager, who uses time slots instead of sequential numbers. He achieves great results too.

He says his planning methods used to be poor. “I kept everything in my head,” he says. “I’d change priorities and activities as I went. Consequently things got a bit out of hand.”

These days, at the beginning of the day, he writes everything down he wants to do, allocates specific times, and keeps the list nearby as a prompt. The big benefit is clarity.

It’s easy now to prepare. He’s on the road a lot, so now makes sure he has all the paperwork and gear he expects to need for the day. There’s no more chasing around for forgotten items.

The benefit is he’s got more time to get on with things. However, if he’s under-estimated the time needed or something really urgent comes up from left field, he doesn’t get stressed. He knows he’s done the best he could.

This simple planning technique has changed his previously somewhat haphazard management into an effective and profitable method. Just a small amount of thought at the beginning of the day has generated huge benefits.

Keep your planning simple, but most importantly, do it every day.

Principal Q+A Linda Tame, B. Ec, Dip Tchg.

Principal - Lincoln High School

Linda Tame has been principal of Lincoln High School for the past 15 years. It is a co-educational school taking in 1550 pupils from communities on the southern and western borders of Christchurch.

Linda has recently been named a director on the Network for Learning board. Network for Learning, available progressively from 2013, will provide schools with affordable, safe, ultra-fast internet access as well as a range of online content and centrally-procured services.

Principal Q & A

“

Linda is also on the Principals’ Reference Group, Executive of Secondary Principals’ Association of New Zealand, NZ Curriculum Advisory Group and is a Lincoln University Council Member.

I LOVE DOING THE BEST I CAN FOR OUR STUDENTS.

”

What is the role Lincoln High School plays in the life of its students?

We support, encourage and challenge our students academically, in the development of their own values, and beyond the classroom in sport and the arts – and we do everything we can to help them have great fun in their time with us.

What are the main objectives of the school?

Our aim is for our graduates to leave having achieved beyond expectations, with the skills and attributes to thrive in our rapidly changing world.

What has been the biggest challenge faced by your school this past year?

Coping with the earthquakes.

How have you dealt with it?

We are continuing to deal with the ongoing earthquakes and related issues. This has meant enormous efforts to change our school systems, and put in place support for students and staff most affected.

Who or what influenced you to become an educator?

Before I taught I worked for a big computer multinational. I became a teacher because I thought I could make a difference to young people’s lives. I still believe teachers do.

What, in your opinion, are the most compelling challenges within today’s education system?

The first is enabling Māori and Pacifica students to succeed to their potential (as Māori and Pacifica),… and the second is whilst focussing on this inward issue to ensure we are encouraging the development of global competencies such as Asia Readiness and Digital Literacy – essential for thriving in the global society.

What are the most rewarding aspects of your job?

What would you change if you were Minister of Education?

What have your students taught you?

Two of many things – I would expand the Te Kotahitanga PLD programme into South Island schools and I would formally encourage and expand the work of Asia NZ in its support of developing Asia Readiness.

A huge amount!! Most importantly that their voice is of critical importance, so keep on listening to our young for although inexperienced, they are wise.

Why is the new Network for Learning initiative so valuable for schools?

It is so important we can deliver the content and services across the board so that students get maximum benefit from it.

How do you balance all your other responsibilities (on boards/executives etc) with the job as principal?

It’s always a challenge to balance the range of responsibilities. One of the things that is recognised in the pay scale of principals is a special step you can go on to if you hold other responsibilities. These roles need principals to step up and take on these responsibilities. You just really end up working longer hours.

What has most influenced you throughout your career?

The needs of my students.

I love doing the best I can for our students.

Any words of wisdom you would give fellow educators?

Talk with and listen to your students.

BRING THE PINK BAG TO SCHOOL PROJECT

SCHOOL FUNDRAISING MADE EASY Raise funds for your school project while promoting the benefits of recycling to your school community.

The Textile Recycling Centre Ltd and SaveMart will help your school co-ordinate your fundraising collection.

RECYCLE REUSE REDUCE “RAISE CASH” Visit our website below for all the information.

We are proud to be the major funding partner to the Child Cancer Foundation.

Take a look at www.bringthepinkbagtoschool.co.nz www.principalstoday.co.nz Term 3, 2012 | 15

Interview - Dave Currie

the Champions’ champion

On the eve of his final Olympic mission, Dave Currie talks to Karen Pasco about the state of the Games and those who play them.

He is a former national wrestler and Black Cap team manager, granddad, mountain biker, cancer survivor and describes himself as having a “misplaced degree of optimism”.

New Zealand Olympic games chef de mission Dave Currie is enthralled with life.

It was September 2, 1960. On this particular early spring day, a momentous occasion was about to take place. Schoolboy Dave Currie was sitting at his desk along with the others in his class, tuned in to the radio which was transmitting the happenings in Rome.

This was the day New Zealand Olympic athletes Peter Snell (800m) and Murray Halberg (5000m) would win gold medals at the Rome Olympics within half an hour of each other – a momentous occasion in New Zealand’s sporting history. It is a day that is etched into the memory of Dave, now head of the New Zealand Olympic team in his role as chef de mission.

He describes it as his Olympic serendipity. “It really had an impact on me. I remember going to the pictures and seeing it all.” What he didn’t realise then is that 40 years later, when in his role with the Halberg Trust, he would accompany those two athletes to Rome when they returned to recount their memories of that very day.

The job Although many know what Currie’s present job title is, there are not many who understand what the role entails.

“I remember when I got the job my granddaughter asked me what I was going to cook for everybody,” he jokes.

The English translation is head of mission, how he describes it is general manager of the team, the “leader of the delegation”.

His role means he wears many hats; negotiator, diplomat, project manager, leader, decision maker, co-ordinator, team builder, communicator, motivator and liaison. His job is to ensure each athlete has the best possible environment to reach their goals and to bring the sporting codes together as a team. “What we’ve got is 17 sports. All of them come with their own culture and have distinct ways they operate.

16 | Term 3, 2012 www.principalstoday.co.nz

What we’ve got to do is wrap that all into a strong and secure New Zealand team.”

Currie had always wanted to attend an Olympic Games – as a competitor. It was as a marathon runner he thought he had the best chance, but not starting until he was about 40 and unable to crack the 2hr 20 minute mark, meant it was not achievable.

He arrived at the chef de mission position through a history of sporting roles. From 1987 to 1997 he was the race director of Ironman, for 17 years the executive director for the Halberg Trust and latterly the Black Caps’ team manager.

In 1988 he was asked to run as a guide for a blind marathon runner at the Seoul Olympics. Through this he became involved in sports for the disabled and got the job as president of New Zealand Paralympics and was asked to take the team to Sydney in 2000.

He had seen the chef de mission job advertised but didn’t apply. Aware that previous chef de missions Les Mills and Dave Gerrard had both been Olympians, he thought he would not meet the hiring criteria. Then someone strongly recommended to him that it might be worth his while. “I was pretty pragmatic they didn’t really have too many applicants so I got it.”

The lows So for the past decade Currie has worked on developing a culture within the team, as well as carrying out a tremendous amount of behind-thescenes work to ensure each campaign has run as smoothly as possible.

His biggest challenge, without a doubt, was the 2010 Commonwealth Games in India. The uncertainty of whether venues or accommodation would be ready in time was frustrating and caused much anxiety in the lead up.

“It was incredibly close to the wire that we just weren’t going to bring athletes and we were just going to pull out. I was on conference calls for an hour a day with the New Zealand diplomat in India in the lead-up,” he says. “What is funny though is when the athletes arrived they kept saying ‘what was all the fuss about’.”

Currie believes that the Commonwealth Games need to return to the games of old and stop trying to replicate the Olympics, which is putting countries in huge debt.

“There used to be 2000 athletes go to the Commonwealth’s, now there are between 6000 and 7000. We need to get it back to a manageable size. Very few countries can afford to hold them now because they’ve just become too huge and big and costly.”

Interview - Dave Currie The highs The highlights of previous Olympic and Commonwealth Games is certainly seeing the medal-winning performances of athletes. Currie has huge respect for athletes who have devoted 10, 15 or even 20 years to reach the point where they are on the world platform.

“I’ve been privileged of being at every medal performance of New Zealanders since the Sydney Paralympics. To be there and be with groups of New Zealanders when athletes perform is just extraordinary.”

He scrolls off the names of some of those athletes who provided the magic - Sarah Ulmer, Hamish Carter, Valerie Villi and the Evers-Swindell twins – those who showed the determination to dedicate their lives to their sport and also the courage to pit themselves against the world’s best with millions around the world watching – and still come first.

He vividly remembers Valerie Villi at Beijing, her strength and her absolute focus. “She walked into the stadium and stared down her competitors. She walked out almost knowing that she’d won. She had the appearance that it was her domain and her space and she really kicked butt. It was probably the most determined performance I’ve ever seen.”

The team There are 200 athletes and 100 support staff (including managers and coaches) in the New Zealand Olympic team travelling to London for this year’s Games. Currie has travelled to Old Blighty four times in the past two years to ensure the relationship between the organising committee and the New Zealand team is strong, to see the progress of the living and sport environments and understand what it will be like for athletes and staff when they arrive. He then conveys that information back to the athletes and staff. “Athletes will put up with anything as long as they know what to expect.”

One of this year’s challenges is having the New Zealanders split up around the United Kingdom. The Olympic Village is, for the first time, right next door to the Olympic Park in Stratford, East London, but the rowers will be based at Eton Dorney, the sailors at Weymouth and the men’s and women’s football teams will be playing at different venues dotted around the UK. In order to make sure team unity is maintained Currie says it is important to make all athletes feel included.

“It’s not easy but we will go to all the

outlying venues and welcome them into the team separately.

We’ll also use newsletters, Facebook and Skype and texting. When they finish competition, they will come up to the main village anyway. Every member in the team wants to come and share and be part of that group.”

The village This year New Zealand has managed to secure its very own nine storey apartment block that will house just the Kiwis. Integral to the teambuilding, including the “One Team, One Spirit” ideal of the team, is the distinct decoration of the apartment block.

In previous years the New Zealand athletes’ home away from home has been the envy of other nations. In Beijing it was banners of ferns and photos of previous New Zealand Olympic greats that adorned the walls and provided inspiration.

Currie remains tight-lipped about how Aotearoa will be reflected in the New Zealand camp. He does admit that in the 40ft container which is shipping sports equipment, supplements and special athlete requirements to the Games, there are also beanbags, coffee makers and “other” decorations.

Although it is important to foster the team spirit, Currie says it’s a careful balance between that and getting the athletes hyped up. “What they want when they get there is to train, eat, rest, train, sleep. We don’t want people fired up. They’re in a supportive environment, we want them to focus and do the job they’re there to do. We can celebrate when it’s all over.”

The past He believes the evolution of New Zealand since the last London Games in 1948 is incredible. “In 1948 we were still pretty much an economy of Britain – we’re no longer like that. We’re a strong, united people, a country which has been forged by the arrival of different immigrants during the past 800 years. We’ve all been brought together in a special way to create a united society with strong respect for each other.”

It is just not the nation which has changed since 1948 - the athletes also have a far different experience. As an example he tells the story of New Zealand backstroker Ngaire Galloway, who qualified for the 1948 London Games.

About a week before she was due to leave she was told she would need a female chaperone, which would have to fund themselves, to accompany her

to the Games – otherwise she couldn’t go.

After organising her chaperone, they arrived at the ship in Auckland only to find there was no swimming pool on board. She had the builder create a paddling pool she could use during the six-week journey to at least give her legs a kick-out. Ngaire overcame the odds and although she didn’t win a medal, Currie says her story of determination is one that is used to motivate the team.

The campaign The 2012 New Zealand Olympic team is focussing its public campaign on the parochial conviction “Making us Proud”. To highlight this, the nz2012.com website invites ordinary and extraordinary people to tell their stories about how they are inspired by someone or something from their country; “When you were most proud to be a New Zealander”.

Some of the postings relate to sport others don’t, but it is the patriotism that Currie believes will get Joe Public stirred to support the team. “New Zealanders are unique we get out in the world and demand to do well. Peter Jackson, our scientists there’s so many people - we just want to carry on that strong tradition.”

The website also allows supporters to get a chance to mingle in the thoughts of competitors. Blogs are posted by athletes, and even Currie’s messages to the team are there for all to see – providing a window into a world normally closed off – a sharp marketing ploy to rouse the masses and engage them on what Currie and every New Zealander hopes will be a successful month of competition.

The future He has come a long way from the boy who sat in that classroom and listened to the live broadcast of his sporting heroes. In a round-about way he reached his goal of making it to the Olympics – but now he knows it is time for change. The London Olympics will be his last hoorah as chef de mission after three Olympics, one Paralympics and three Commonwealth Games, Currie is calling time – although he cheekily adds he may do a “David Lange”.

“It’s an appropriate time. Most people only do one Olympics and Commonwealth Games. You can go forever but it just seems like the right time. It’s been an extraordinary privilege really, a delight to do it. It’s just been fantastic.”

He is unsure yet of what the future holds but is confident that whatever he does, it will matter. ‘I’m keen to stay involved in sport. Certainly carrying on and doing something that makes a difference afterwards.

If you can’t make a difference in something there’s no point really.”

www.principalstoday.co.nz Term 3, 2012 | 17

News

auckland’s cultural counter

Revolution

A quiet, teen-lead, counter-cultural revolution is happening around Auckland’s Massey area. For the past seven years, the Raise Up n Represent youth leadership crew, run by the YMCA and facilitated by Raise Up Massey’s Youth co-ordinator Darrell Winning, have been running social events for local teens every Friday night.

Not so revolutionary, you might say.

But YMCA Raise Up events, also run in Ellerslie, Onehunga and the North Shore, are different from everything else on offer in a few fundamental ways.

Providing a safe environment for teens The under 18 Friday night dance party has become all the rage across Auckland in the past few years. Regular nightclubs saw a lucrative business opportunity and began running alcohol-free events for the under 18 crowd.

But while the events themselves might not serve alcohol, that doesn’t mean it doesn’t find its way onto the premises.

“It’s great that these places are giving Auckland teens something to do on a Friday night,” Darrell says, “but unfortunately their priorities are more to do with the bottom line than with youth safety.”

The purpose of Raise Up is to empower crews to run youth events run by youth.

Dance parties for example are held once a month on Friday nights “We came at the idea from a youth work perspective,” Darrell says.

“Our goal was not to run dance parties per se, but to give teenagers a safe and healthy environment in which to socialise. We want kids to come in and enjoy themselves, feel at home, and feel safe.”

Positive, constructive socialising While the big parties only happen once a month, the Raise Up crew keeps busy organising less formal events on each of the three Friday nights in between.

“We have a whole lot of activities on offer, from basketball, to dance, to 18 | Term 3, 2012 www.principalstoday.co.nz

movies,” Darrell says. “Anyone can come from anywhere – and we’re not too strict on age groups either.”

The strategy is to empower youth, to give them control over their own lives and to give them a boost of confidence.

The purpose, he says, is straightforward. “Kids get in trouble because they’ve got nothing to do – this gives them somewhere safe to come and hang out with their friends.”

“Kids who start at Raise Up may be quite unsure of themselves, but they roll up their sleeves, put in the hard work and get a lot of respect from their peers. The best part is that these newly-confident young leaders go and recruit their younger friends, siblings and school mates and the virtuous cycle continues.”

But the idea is to do more than just keep teenagers out of trouble. Darrell is particularly interested in filling a gap created by declining interest in other extra-curricular activities. “The trend is that in big formal programmes, numbers are dropping.”

“High school students are getting more into the arts, performing, and playing low-pressure games, which is what we’re offering. Young people dropping out of formal sports still need somewhere to go and something to do – and we want to be that place.”

Giving youth creative agency The Friday night events, especially the dance parties, attract a regular crowd of between four to five hundred teenagers, who come from all over the city to participate.

Darrell attributes the success of the events to the way they are run. “The incredible thing about Raise Up is that the youth themselves run all of these events, from start to finish,” he says. “I don’t stride in and tell them what to do – all I do is facilitate and guide them.”

“In the past five years Raise Up has had over 100 kids on the team making it happen. Every two or so years, we get a turnover of new young people - 15, 16, 17 year olds - who do all the work voluntarily, make all the decisions, come up with the themes and the marketing strategies and run the events themselves.”

Bringing Raise Up into schools A year ago, Raise Up Massey extended its reach, and began to run (and source funding for) a hip hop dance programme at West Harbour School.

The programme was so successful that the YMCA decided to roll it out across three schools this year.

What’s so special about hip hop? It’s about a lot more than just teaching kids how to dance, Darrell says, “Our programme encourages students to engage. Participants start gaining confidence in themselves and this tends to affect everything they’re doing, how they approach the world, how they approach other people, and even how they walk into a room. The positive lead-on effects are enormous.”

Darrell’s goal is to continue to push forward, bringing Raise Up Massey’s programmes to more teens, and giving more potential teen leaders the opportunity to join the crew itself.

“We’re showing that having fun on a Friday night can be affirming, creative and positive. Why not try to give all teenagers that experience?”

For more information contact Darrell Winning at the YMCA Auckland on (09) 833 8100 or email raiseup.massey@nzymca.com

Events Diary

Events diary wednesday august 1 Manawatu Campus open day Massey University Get information about the courses on offer at Massey, ask questions and attend presentations by lecturers. View displays about a range of study and research options, tour the campus and accommodation facilities and enjoy what it has to offer. To register go to www.massey.ac.nz

tuesday august 7 Online Learning - Core Education Breakfast Event - Christchurch Attend this breakfast and meet others in the education sector in a networking event. Listen to e-Learning Consultant Karen Melhuish talk about working virtually – how schools can make the most of online learning. Contact EmmaJane Matthews at breakfasts@core-ed.org

wednesday august 8-10 New Zealand Catholic Education Convention - Wellington This conference is the ideal opportunity for educators within the New Zealand Catholic School system to gather, network, share ideas and learn from others. For more information go to www.nzceo.catholic.org.nz

friday august 10 Maori Achievement Core Education Breakfast Event Wellington Attend this breakfast and meet others in the education sector in a networking event. Guest speakers Deanne Thomas and Wharehoka Wano talk on raising achievement for Maori students in mainstream classrooms. Contact Emma-Jane Matthews at breakfasts@core-ed.org

tuesday august 14 Caretakers’ Workshop – Northland Regional Council Following on from a successful workshop in Kaitaia in 2011, this year’s Caretakers’ Workshop will be held in Whangarei. Caretakers share problems

and solutions to school property management, explore a wide range of sustainable practices, discover ways to involve students in their work and find ways to support their school’s environmental journey. For further information phone Susan Karels 0800 002 004

thursday september 13-15 NZ-ED Show - Auckland The show is a new education expo to showcase and support New Zealand education at all levels from early childhood to tertiary. It will be a one-stop show for all educators and administrators and represent the range of products, resources and services that support New Zealand schools.

Professional development workshops and launches or demonstrations will run concurrently in rooms alongside the exhibition hall. This is your chance to connect with New Zealand’s top educational businesses and check out the newest resources for your learning environment. For more information go to www.nzedshow.co.nz

sunday september 16 Deadline for application for 2012 Special Education Study Awards – Ministry of Education The study awards and scholarships are offered to people working within the special education arena and are seeking support to further their education. For more information go to www.minedu.govt.nz

wednesday september 19-21 2012 Trans Tasman Conference Leading Learning – Australian Primary Principals’ Association and the New Zealand Principals’ Federation This conference is the ideal opportunity to learn and celebrate primary education today. The focus for this year’s conference is on leading learning, with guest speakers from all around the world – Finland, USA, Singapore, China and Australia. For more information go to www.nzpf.ac.nz

helping kids handle anxiety and stress

In Brief

Twelve percent of all calls to Kidsline from those aged under 14 years relate to anxiety and stress, according to latest call figures to the nationwide 0800 kids helpline service.

Kidsline receives thousands of calls each year from children across a range of issues from relationship and friendship difficulties through to bullying and abuse. While bullying remains the leading reason why children call Kidsline, calls relating to anxiety and stress are on the increase making up 12 percent of all calls.

Anxiety and stress are issues often identified and expected in most adults’ lives however, young children can also be seriously affected by stress at a level which to them is similar to that of an adult, Lifeline Aotearoa chief executive Jo Denvir says.

Stress and anxiety can stem from problems such as bullying, family issues, schoolwork, and even everyday social situations causing a lack of focus at school, disturbed sleep, and changes in behaviour. “This can mean that kids may become aggressive, or perhaps extremely withdrawn, either of which can in turn increase the difficulties they are already having,” Denvir says.

Children in this age group are in a vulnerable stage of life, Denvir adds, where they are developing habits and forming behaviours they will carry with them for the rest of their lives. “What’s important is not to judge whether a situation should cause a child stress or anxiety. We, as adults, need to help them handle their emotions.

behaviour, but when a child is being bullied it can affect their appetite, sleep patterns, schoolwork, moods, and can even result in serious actingout or attention-seeking behaviours, including overreaction to seemingly minor issues.”

Other tell-tale signs that can point to a child feeling stressed or anxious may include withdrawing from social activities such as sports, or they may no longer talk about their friends.

“A supportive friend or family member, or someone who they know is there for them and will listen to them, such as a teacher, can make a huge difference to that child later in life.”

Children can call Kidsline free from anywhere in New Zealand or from any mobile phone to 0800 KIDSLINE (0800 543 754), or visit Kidsline online at www.kidsline.org.nz

“If children have the opportunity to ask for help and reach out for support, then that will set a blueprint for positive, social, and healthy adult behaviour in the future,” Denvir says.

Many of the calls received from Kidsline around stress and anxiety come back to communication. “What we’re hearing on a recurring basis from those calling Kidsline is that they feel adults think, and communicate, that being a kid should be easy and that kids’ problems are small.”

While it’s completely normal for a child to feel angry, upset or stressed at times, Jo advises parents and caregivers to keep a careful eye out for increased levels of stress and on-going negative behaviour.

“Changes in behaviour are really crucial. It can be easy to write off sullenness as ‘normal’ young person

www.principalstoday.co.nz Term 3, 2012 | 19

Profile - Sophie Pascoe Photo supplied by Hannah Johnston

no mean feat

By Karen Pasco

During the past two years Sophie Pascoe has clocked up more than 5,700km in the pool – the equivalent of swimming the length of New Zealand three-and-a-half times.

For mere mortals this would be a vast achievement; for this Paralympian it was necessary to hopefully improve on her medal haul from Beijing.

Sophie Pascoe set her first goal at just 10 years of age. A goal divulged to her much-loved grandfather, who was dying of cancer, by way of a promise.

“The last thing I said to him before he passed was ‘I want to win a gold medal for you’.” He never got to see her win any of the three gold medals or the silver at Beijing only five years later, but she kept her promise to him – and it was him she thought of on the winning dais.

This determination and clarity at such a young age may have transpired because of the loss of part of her left leg and severe scarring on her right at 2 ½ years of age. It was the result of an accident involving a ride-on mower.

It may have been there anyway, her determination and clarity no one will know, but there is no doubt it is these characteristics that have been instrumental in her success on the world swimming stage.

Sophie started in the pool like other kiwi kids – through swimming lessons.

She found swimming in a group hard and confesses she wasn’t very good at it. “Mum then enrolled me in one-onone sessions with a swim tutor with the help of a grant from the Halberg Trust so I could learn a lot easier. That year I had the school swimming sports where I bet my good friend who had two legs and that’s when I thought to myself; I have a talent here.”

Up until she was about eight, she swam solely just because she enjoyed it, but in that same year she competed in the CCS Independent Games where she caught the eye of talent spotters.

Actually Paralympians Roly Crichton and Graham Condon would’ve had to have been blindfolded not to recognise her ability – she won every single class in her age group.

20 | Term 3, 2012 www.principalstoday.co.nz

“

I actually think the biggest pressure is from myself. I put very high expectations on myself, I always have.

I’m kind of like a perfectionist. In Beijing I was the unexpected who came out of nowhere. This year I’ve got to expect the unexpected – that’s what I train for.

“They got me out of the pool and asked if I wanted to join the QEII swim squad and if I wanted to represent New Zealand later in life.” Her answer was an unequivocal yes. This was the introduction to Roly who would become Sophie’s coach, mentor and friend and would be the man pivotal in her success.

She began with the squad and only a few years later travelled to Australia for her first international meet – bringing home a medal haul of seven golds at just age 11. But the real surprise came in 2006, when at just 13, she won bronze in the 200m individual medley at the IPC World Championships in Durban, South Africa.

Her Paralympic feat in 2008, at 15 years of age, astounded many. Her medal haul of three golds in the 200m individual medley, 100m breaststroke, 100m backstroke (where she also broke the world record) and silver in the

”

100m butterfly came as a surprise to both competitors and perhaps her own family.

“Definitely it was everything. One thing you can never explain to people is being up on that podium. No one has the understanding of the life you’ve gone through, the life you’ve chosen which is completely different to anyone. Once you’ve finally achieved that goal the emotional relief and space after that is unreal.”

That medal haul combined with success in the past four years (where she has continued to break world records) has meant a step up in training in preparation for London. There are 10 to 11 swim sessions each week as well as three gym sessions. This campaign has also seen the introduction of high altitude training which sees her travelling to Flagstaff in Arizona, United States.

Continued on page 22

“

Profile - Sophie Pascoe

You’ve got to do it – got to get up for the job. There are days that I hate it and days I love it. Those days (when you hate it) make you stronger.

You do realise if you miss a session you can’t make up for it – that’s the life of being an athlete. You’ve just got to get through those harder days and push yourself.

Photo supplied by Hannah Johnston Having confidence in her own ability means she is quite vocal about what she wants to achieve this time around.

She admits the one who is hardest on her to achieve it is her.

“I actually think the biggest pressure is from myself. I put very high expectations on myself, I always have.

I’m kind of like a perfectionist. In Beijing I was the unexpected who came out of nowhere. This year I’ve got to expect the unexpected – that’s what I train for.”

Like any job there are days when Sophie would rather not be there, but she knows in order to reach her goal, she needs to follow the prescription of time in the pool and gym.

“You’ve got to do it – got to get up for the job. There are days that I hate it and days I love it. Those days (when you hate it) make you stronger. You do realise if you miss a session you can’t make up for it – that’s the life of being an athlete. You’ve just got to get through those harder days and push yourself.”

This lifestyle means she does not have the lifestyle of your average New Zealand young adult. “I wouldn’t call it sacrificing. I chose to be in sport for a reason, to be the best in the world.

Obviously you have goals. You want to achieve them to the best of your ability.

To do so you have to make these right choices.”

There are days, like any other job, where Sophie doesn’t enjoy it as much.

There are long stretches away from family and friends as well as the need to rest a lot between training sessions.

“It can be lonely. When you’re in that dead space (resting), when you have your own time you can get into the bad area. “That’s when I do rely on the support from family, friends and sometimes junk food.”

To counteract the loneliness she now has a training partner, Alex Laidlaw.

Alex is a New Zealand open swimmer who is the same age as Sophie and also lives in Christchurch. She will also accompany Sophie to Flagstaff for her next lot of altitude training just prior to the London Paralympics which start on August 29.

Pertinent at these times is her coach Roly. After all the years they have been together he is quick to read when things are not going so well and can adapt training accordingly. But his support also spurs her to get on with the job.

“I’ve been with him for 11 years he’s a huge influence. He’s been to the Paralympics – he’s been there, done that. He wants the best out of me and I want to do my best for him – we push each other to be the best. He’s there waiting for me at the pool every day. I don’t want to let him down as much as he doesn’t want to let me down.”

There have been two skin graft surgeries on her right leg since Beijing which didn’t go to plan and set her training back a bit. But like always, she shrugs it off and says she has just had to get on with it. Dealing with the setbacks seems just like part and parcel of the job.

When it comes to race day she has a routine she sticks to. She sets a time

22 | Term 3, 2012 www.principalstoday.co.nz

plan the night before and her team is all aware of what is on it and when it will happen. “Everyone knows where I stand and knows when they are needed. I like to be on my own on race day. I don’t like to be really in contact with anybody unless I choose to be.

The plan is from when I wake up to when I have to race and also after racing.”

This time she won’t be the wide-eyed 15-year-old she was in Beijing. “I’m older more mature. I know what to expect at a competition and I’ve learnt a lot along the way. I’m the only one that’s done the training. You know you have to be 100 percent physically and mentally ready on the day. If I’m not

”

nervous I’m not ready to race. I can now get my head space into the nervous space needed and when I do that I know that I’m ready to go.”

The people who she has been most influenced by are her family. “I’m really lucky that I was brought up in a family where I was never treated any differently by anybody.”

Her mum, dad, nana and aunty will all be in the stands at London watching, hoping and cheering for her – for her it is important to know they are there.

“They’re the only ones that know what I really go through and what it takes to be an athlete. For them to be there to share that moment is just as important for me as it is for them.”

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For getting out and enjoying the great outdoors head on a day hike or check out the glow worms at night, your students will love the way the glow worms sparkle in the dark bush. The camp also offers abseiling, orienteering, swoop, rock climbing, a water slide and movie-in-thepool – something to keep everyone entertained.

lakeside retreat For a fantastic summer holiday programme, or a mid-term school camp, Lakes Ranch in the lovely lake side town of Rotorua is the place to be.

The camp is the perfect spot for school groups, outdoor education, tenting and church groups, as well as families looking to get away for a break. The camp also hosts horse camps and horse trekking for those who enjoy a bit of adventure on horse back.

Activities There is a huge range of activities for school groups to get involved with at the camp.

For a boost on confidence and for something a bit more challenging,

have a go on the Mud Run and get covered head to toe in mud. The Mud Run course is also used for the Tough Guy and Girl Challenge which is held annually. The bush swing is also a lot of fun and will give an adrenaline buzz to your students. After that relax in the hot thermal pool or take a dive into the swimming pool. Kayaks are also available and great for checking out the sites.

Accommodation

Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball.

Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp.

Archery and air rifles are also available for the students to try something

There is also a kitchen and mess hall.

Groups can either cater themselves, or have the talented catering staff at Lakes Ranch whip up something delicious.

Mt Hutt Retreat

Your next destination!

Accommodation: Situated in the foothills of Mt Hutt, the lodge is surrounded by beautiful forests and lush farmland, and is only 10 km away from the Mt Hutt tollgate and 15 km from Methven.

With its wide variety of on-site activities, with nature trails leading from the front doorstep, Mt Hutt Retreat is perfect for school groups, church retreats, sports groups (skiers, trampers, climbers etc) and social groups.

Facilities available: The lodge consists of a dining area and main hall for games and gatherings, complete with a stage and open fireplace and equipped with electric and gas heating so you stay nice and toasty warm.

And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sites around the region.

On Site Activities: Waterslide, mountain bikes, roller hockey, spa and sauna, walking tracks, argo rides, 150m flying fox, challenge course, 10m abseiling, paintball, archery, crazy water slide, sports including volleyball, basketball, tennis, and rugby.

The accommodation at Lakes Ranch consists of lodge rooms, which can hold between three and eight people, bunk rooms in the riding arena which sleeps 11 each, studio units with ensuites (perfect for parents and teachers), and a Retreat Centre with five bedrooms. Tenting and motor home sites are also available at Lakes ranch.

School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back.

And you don’t even have to know how to ride a horse. The talented team at the camp can teach you. This camp is designed for 12 year olds and up.

Kids Camp is also a holiday programme offered by Lakes Ranch. If you don’t know what to do with your children during the school holidays, and they are getting bored, then send them off to Kids Camp to experience the great outdoors, learn new skills, make new friends and have fun.

This is the perfect holiday escape for children aged nine to 12 and there is also a leadership training programme for secondary school aged students.

Values This is an ethical camp with strong values, so you know your students will learn strong morals which will take them through to adulthood. Lakes Ranch is a Christian camp, run by good hearted Christians. Ross and Shelley, the owners of the camp, run a tight ship and focus the Horse and Kids Camps around Christian teachings with bible based values.

Why choose Lakes Ranch?

Lakes Ranch aims to equip children with tools for the future and create lasting memories. Camp provides a challenging but safe environment for this to take place.

We all grew up where children built a real tree hut, in a real tree. Lakes Ranch is set on 127 acres of outdoor fun and the direction we are moving in is one of adventure. We are helping kids gain confidence in an environment that is both challenging and safe.

Lakes Ranch wants to embrace the past and give kids the opportunity to love the outdoors, teaching them to look for adventure instead of being bored. The aim is to give kids the skills to minimise risk and the confidence to give things a go, instead of doing nothing for fear of getting hurt.

Therefore, the goal is to provide a place where opportunities are available to jump in, have a go, and meet the challenges offered by our site.

Lakes Ranch offers a new perspective as they live in community for a week.

It gives them the opportunity to experience other relationships in a familial unit. In a society that lacks community in its purest form, this creates special moments in itself.

Lakes Ranch Christian Camp 79 Lake Rotokawau RD4 Tikitere, Rotorua T (07) 3503010 / F (07) 3503080 E office@lakesranch.org.nz lakesranch.org.nz

Offsite Activities: Kayaking, Giant Swing, Leap of faith, Mt Hutt Skiing, rafting, abseiling, nature trails, and so much more...Come talk to us and we will arrange the adventure options for your needs.

There are full kitchen facilities, cutlery and crockery, a cool store, washing and drying rooms and two dormitory wings with double and tripple bunk rooms and family rooms. Total capacity is for 100 people. There is a disabled toilet with ramp access. The front of the lodge has a spacious deck with views overlooking the Canterbury Plains. A large spa pool has been built into the decking and a sauna is also available.

• Only 90 minutes North of Auckland • Sleeps 150 in comfort • Modern facilities • Sheltered beach nearby • Great on-site activities • Several large indoor spaces Location: At the end of Hart Road, off SH72 one turnoff after the Mt Hutt turnoff if you are coming from the Rakaia Gorge Phone for bookings:(03) 302 8599 Email: enquiries@mthutt.co.nz Website: www.mthuttretreat.co.nz

30 | Term 3, 2012 www.principalstoday.co.nz

Email us for an information pack:

mbccbook@gmail.com Office: (09) 433 0167 www.marsdenbay.co.nz

School Camping

willow park peter snell youth village With a fantastic location and various onsite activities that are safe, challenging and fun, the Peter Snell Youth Village is the perfect place for your next school camp

Though only half an hour from downtown Auckland, Willow Park is a world away from the city itself. For school groups the place is a perfect retreat. Or if you’re just relaxing — all you need is right here in seven acres of park-like grounds on the edge of the beautiful Waitemata Harbour.

activities are covered no matter what the weather.

The Park is situated in 2.8 hectares of park-like grounds, providing a great atmosphere for school activities and with more than 20 major Auckland attractions your school can visit on the way.

Directions

With the full range of facilities available to you on-site, such as the recreation centre, tennis courts, mini-golf, a sports fields, Willow Park is the perfect venue for a school camp.

All this is situated a mere 10 metres from Eastern Beach; itself a popular and safe site for swimming, or using the camp canoes.

Laidlaw Lodge can accommodate 160 people in bunk or family-style rooms along with 12 self-contained units each sleeping up to four people.

Catering staff provide excellent meals and picnic lunches for those groups who want to explore Auckland.

The facility provides many breakout rooms for school activities and a multipurpose recreation centre with flotex floor, meaning all indoor/outdoor

With conference areas, a recreation centre, a beach, quiet places, mini golf, a sports field, children’s play area and tennis courts, Willow Park caters to your needs.

From Auckland City: Get off the motorway at the South Eastern Highway off-ramp (Hwy 10) and left onto Ti Rakau Drive (at Westfield Pakuranga), right onto Pakuranga Road.

Follow to Bucklands Beach Road (just past Pakuranga College), left at the lights.

From the Southern Motorway: Exit Motorway at Manakau, right onto Great South Road. Continue along Great South Rd to Ti Irirangi Drive, turn right at lights and follow Ti Irirangi past Botany Downs shopping centre, past the Country Club and veer left at Cascades Road. Turn right at Aviemore Drive roundabout and continue past Foodtown – Aviemore Drive becomes Bucklands Beach Road.

Willow Park 1 Hostel Access Road Eastern Beach Auckland, NZ T (09) 534 9640 F (09) 537 0930 E office@willowpk.org.nz www.willowpk.org.nz

During recent years the Peter Snell Youth Village (PSYV) has become the preferred venue for an increasing number of school camps. Some of these schools have required a base for their students’ Auckland City Experience, visiting the vast number of educational and recreational venues around the city such as the Zoo, MOTAT, Auckland Museum, Maritime Museum, Kelly Tarltons and the Stardome, just to name a few.

Others have used PSYV as a hub from which to explore the islands and sanctuaries of the beautiful Hauraki Gulf - be it Rangitoto, Tiri Tiri Matangi, Kawau, Goat Island or Shakespear Regional Park.

Whatever your requirements, PSYV will work with you to make your camp a special stress-free time for both students and adults alike. With their knowledge of Auckland and local areas PSYV staff can make bookings, arrange transport, even plan your schedule from the time of arrival. They are more than willing to do as much or as little as required.

If you are looking for a venue that can offer onsite Education Outside The Classroom activities and opportunities for your students to grow in confidence and social interaction, then the Peter Snell Youth Village is the place for you. With a fantastic location and an array of onsite activities that are safe, challenging and fun, they can organise a programme suited to the goals you have set for your students, including activities such as our initiative course, burma trail, waterslide, orienteering, archery, air rifles, bivouac building, rocky shore studies, trust walks, abseiling, kayaking, sailing and more.

Your students will leave the village with a sense of achievement, a better understanding of who they are and what they can achieve, as well as memories they will carry with them through the rest of their lives. For a camp that’s hassle free visit PSYV!

Fast facts: • Peter Snell Youth Village is situated on 27 acres of native bush and parkland about 45 minutes north of downtown Auckland. With amazing sea and island views towards Waiwera and the Mahurangi • The camp has been in operation for many years, and is a member of Christian Camping NZ. Peter Snell was kind enough to allow his name to be used for the property when he was a young Christian man beginning to be recognised for his athletic skill • In recent years the facilities have been updated to meet the needs and comfort of the many school and community groups that take advantage of this beautiful site.

Excellent catering and friendly hosts enable guests to focus entirely on getting the most out of their stay • Onsite activities include an initiative course, burma trail, horizontal bungy, water slide and trampolines, as well as an abseiling tower. Kayaking and sailing are also available but needs to be booked with an outside provider. The beach track gives access to a rocky shore as well as a sandy beach for beach games and swimming if desired.

Peter Snell Youth Village T (09) 424 7633 E office@psyv.org.nz www.psyv.org.nz

Willow Park is a multi-purpose venue for a wide range of guests.

For conferences, schools, churches, sports teams, business groups, or just relaxing, all you need is right here in seven acres of park-like grounds on the edge of the Waitemata Harbour.

• Recreation Centre • Beach • Quiet Places • Mini Golf • Conference areas • Sports fields • Children’s play area • Tennis Courts

Recreation/Conference Centre Our latest addition is a multi-purpose Recreation Centre. The innovative Flotex floor is ideal for both large conferences and a wide range of sports including basketball, volleyball, indoor hockey, badminton (four courts), or indoor soccer.

The beautiful inner harbour of the Hauraki Gulf, ideal for water sports and safe for the Willow Park canoes ‒ eight available.

Willow Park is only 30 minutes drive from Downtown Auckland or the airport, but a world away from the city itself.

Accommodation

Willow Park can accomodate 180 people in bunk or family style rooms with some twin rooms available.

www.principalstoday.co.nz Term 3, 2012 | 31

School Camping

CENTRAL PLATEAU PLAYGROUND If you are looking for the ideal venue in the Central Plateau region, Taurewa Camp is the place. Throughout both summer and winter, the activities on offer are vast and all within close proximity to camp.

were then moved to other forests and replaced by Italian tunnelers. These men were brought over from Italy to construct the Tongariro Power Scheme and much of the surrounding area shows evidence of their tunneling skills.

The various tramps, both long and short, the use of Department of Conservation (DOC) huts within the Tongariro National Park for the overnight tramps, taking on the Tongariro Crossing, rafting or kayaking Tongariro River, cycling the 42 Traverse, skiing at Whakapapa or Turoa, exploring the Okupata Caving system, soaking in the Tokaanu Thermal Pools; it’s all there.

Taurewa Camp closed in 1970 and lay vacant until 1972 when Avondale College was given the option of taking up the lease. Since those early days thousands of Avondale students have taken up the opportunity to spend a week in this fantastic and beautiful part of the world.

Taurewa Camp was originally a forestry camp run by NZ Forest Services. Milling took place in the surrounding forests up until around 1962, when most of the native trees had been removed the workers who had occupied the camp

It offers a week in the great outdoors to all Avondale students in Year 10, 12 and 13 with the programme varying according to level and season. This is a very popular and successful experience for everyone who goes.

When Avondale College is not in residence, the campout is rented out to other groups such as schools, church

32 | Term 3, 2012 www.principalstoday.co.nz

groups, scouts, mountain safety, businesses and the like. This means other schools and students are able to participate in a great variety of outdoor activities including tramping, caving, rafting on the Tongariro River, rock-climbing, kayaking, ropes course and many others.

Accommodation is in heated two to six bedroom cabins, with excellent kitchen, hall, dining and other facilities.

For a taste of the fun-filled adventures Avondale College pupils have been having for years, rent Taurewa Camp.

Taurewa Camp Activities: • Overnight tramps • Rafting • Kayaking • Cycling • Skiing • Caving • Rope course

Tongariro National Park

Tongariro National Park, established in 1887, was the first national park in New Zealand and the fourth in the world.

It is also a dual World Heritage area because of its important Maori cultural and spiritual associations as well as its rare volcanic features. The perfect place for a science or geography field trip, it has hot springs and active craters.

Tongariro is also home to many native animals. This includes the short and long tailed bats - New Zealand’s only native mammals. The park is also dripping in birds such as North Island robins, fantails, parakeets and kereru (native pigeons).

Taurewa Camp C/O Avondale College Victor Street, Avondale, Auckland 1026 T (09) 820 1075 F (09) 820 1075 E wil@avcol.school.nz

School Camping

SCHOOL CAMP CHECKLIST One year before camp 1. Select the camp location. Useful resources include the Directory of Residential Camps and the CCNZ web page: www.cci.org.nz

2. Consider all the costs and work out a camp budget. Remember camp fees, camp activity charges, bus cost, costs of visiting out-of-camp venues, special costs like hireage of equipment, prizes etc.

2. Take a tour of the camp facility before booking. Camps always have staff available to meet with camp coordinators and go over their plans.

Any difficulties can be discussed and other options can be presented at this point. Careful planning at this stage eliminates confusion and worries later.

3. Consider fund raising activities if necessary.

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

2. Consider arrangements for parent help and include in permission notice.

Arrange this if it is needed.

4. Place the camp dates on the school calendar.

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

Six months before camp

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

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

4. Touch base with the camp to make sure all plans are confirmed. Discuss

Rotorua is like nowhere else; its spirit is expressed in the raw beauty of a stunning landscape that has enchanted visitors from around the world for more than 160 years. Lakes Ranch Christian Camp showcases the best of the region; tied neatly together in a package ideal for school groups, outdoor education, tenting, church groups and families looking to leap the rural/ urban divide and get away from it all.

Outdoor education has been flipped on its head with the range of options at Lakes Ranch. Get covered head to toe on our Mud Run course used for the annual Tough Guy and Girl challenge.

Relax in the hot pool or take a dip in the cold pool. Jump on one of the camp’s kayaks and check out the sights.

Kick a rugby ball around the sports field, get into a competitive game of volleyball, tennis or badminton with the available sports gear. Try your hand at archery or grab a slug gun for something a little different at our fully supervised facility.

Lakes Ranch also offers abseiling, orienteering, swoop and rock climbing . You can even watch a movie while soaking in the hot pool. Head out on a day hike or check out the glow worms sparkling in the dark bush at night.

Don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the local lakes, or check out the cultural sights around the region.

School holidayHorse Camp programmes are on offer for those 7 years and above who love to get out into the great outdoors on horseback. From trekking to trotting, the camp offers amazing opportunities to harness your skills . You don’t even have to know how to ride, our talented team can teach you.

We also have Kids Camps for 9-12 year olds which run every school holidays.

Accommodation includes lodge rooms holding between three and twelve people, bunk rooms bordering the riding arena which sleep 11 in each, studio units with ensuites (perfect for parents and teachers), a Retreat Centre with five bedrooms and tenting and motor home sites are also available. Lakes Ranch includes a kitchen and dining area where our talented catering staff can whip up something delicious or we have self-catering options.

Run by a dedicated team, Lakes Ranch Christian Camp is an oasis of strong moral guidance in a fun and exciting holiday package.

34 | Term 3, 2012 www.principalstoday.co.nz

activities with camp staff. Some camps need to arrange extra instructors or have more than one group in at a time, so the earlier you are on to this, the better.

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

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

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

2. Finalise the programme, including some contingencies for bad weather.

Forward the programme to camp staff.

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

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

On Camp 1. Enjoy the experience with your children.

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

3. Create a detailed ‘requirements’ checklist.

3. Arrange a night roster for adults settling children after lights out. The teacher does not need to be up late every night!

4. Develop your camp workbook for students.

Information supplied by Christian Camping New Zealand

Phone Fax Email Web

07 350 3010 07 350 3080 office@lakesranch.org.nz www.lakesranch.org.nz

School Camping

Register now for Learning without Limits seminars

lake whakamaru island adventures

“The setting is absolutely idyllic. When If your students are I first came here I thought; this must be one of the most beautiful places in Robinson Crusoe or The New Zealand.”

Coral Island fans, take them He says repeat visitors make up the to a real island for school majority of clients. “Once people start here they continue to come camp and watch their faces coming back, again and again!” light up at the prospect Testimonials of adventure.

Lake Whakamaru Christian Camp, set on an island on the Waikato River, has been serving campers for close to 50 years. Unlike ‘desert island’ themed books, it provides outstanding service, great food and warm, clean accommodation.

But there’s still plenty of adventure to be found. From hiking and abseiling to confidence course or just playing mini golf, there’s plenty to do. Many school groups go for a midweek day trip to Tongariro National Park, Rotorua, or Taupo.

Only 11 kilometres from State Highway One, Lake Whakamaru is centrally located - making it an ideal camp for those visiting from the north or the south.

Because the camp caters to so many schools can make great individualised programmes to suit your school’s exact needs.

With 79 beds and any extras sleeping in the recreation hall, manager Mark Breetvelt says the camp can easily accommodate a small school of up to 100 students, teachers and parents.

Mark has been working at Lake Whakamaru Christian Camp for two years and of all the great things about it, it’s the surroundings that he likes the most.

“Fabulously run facility. Very patient tutors and great communication between staff and teachers.”

- Heretaunga Intermediate

“Thanks for another great camp.

Appreciate the continually improved facilities and excellent service, which is why we keep coming back. Wouldn’t go anywhere else.”

- Knighton Normal School “This camp is the best facility I have been in for a school camp. It is so professionally run. Well done. The staff and kids had such a good time. We’ll be back.”

- Omata School

Activities at Lake Whakamaru Christian Camp - Kayaking - Abseiling - Flying fox - Confidence course - Hikes - Archery - Air rifles - Bushcraft And much more!

Lake Whakamaru Christian Camp 1105 Ongaroto Road (SH 30) RD 1, Atiamuri 3078 T (07) 343 2352 E info@lwccamp.com

Where can you find a base from which you can do all these?

• Go-Kart, Confidence Course, Team Building, Rock Wall Climbing, Kayaks, Air Rifles, Archery, BMX, Orienteering, Flying Fox and much more...

• Walk the Waikato River Trail • Do Indoor Games, Concerts, Slide Shows etc in the Recreation Hall • Go Swimming in the Hot Pools 40 minutes away • Go Sightseeing at the Thermal Areas 40 minutes away • See the Glow-Worm Caves 80 minutes away • Go Skiing 90 minutes away • Close to Taupo, Rotorua & Tokoroa (all less than 40 minutes away) • Enjoy great meals, warm cabins and friendly hospitality of staff on site • Accommodation for 80+ people All we require is your selection of activities for the days of your stay

The Ministry of Education is running nationwide Learning without Limits seminars to help school leaders understand the potential of ultra-fast broadband and the opportunities the Network for Learning will create.

Ultra-fast broadband and the Network for Learning will change the way schools operate and students learn by creating modern learning environments where learning can be more dynamic and innovative.

The seminars are being held around the country in 24 locations from 23 July until 12 September. Presented by Marg McLeod and Howard Baldwin from the Ultra-fast broadband in Schools Change Management team, they will update you on progress with the government’s fibre roll out and the latest developments on the Network for Learning.

Principals and school leaders are encouraged to come along to the seminar in their area. The seminars are free and there will be an opportunity to ask questions and discuss topics in workshop sessions.

For more information and to register go to: http://elearning.tki.org.nz/LWL

Date/ Venue

Location/ Time

Monday 23 July Christchurch Netball Centre

Christchurch 8.30am -12.00pm

Tuesday 24 July Timaru Function Centre

Timaru 8.30am - 12.00pm

Monday 30 July Scenic Hotel, Marlborough

Blenheim 1.00 pm - 4.30pm

Tuesday 31 July Grand Mercure Monaco Resort

Nelson 8.30am - 12.00pm

Monday 6 August Kelvin Hotel

Invercargill 1.00pm - 4.30pm

Tuesday 7 August The Golden Gate Lodge

Cromwell 1.00pm - 4.30pm

Wednesday 8 August Otago Museum

Dunedin 1.00 pm - 4.30pm

Monday 13 August Quality Hotel Plymouth

New Plymouth 1.00 pm - 4.30pm

Tuesday 14 August Convention Centre

Palmerston North 1.00pm - 4.30pm

Friday 17 August Te Papa

Wellington 8.30am - 12.00pm

Monday 20 August Gisborne Hotel

Gisborne 1.00 pm - 4.30pm

Tuesday 21 August Reap House

Whakatane 1.00pm - 4.30pm

Monday 27 August Sudima Hotel

Rotorua 8.30am - 12.00pm

Monday 27 August Baypark

Tauranga 2.00 pm - 5.30pm

Tuesday 28 August Kingsgate Hotel

Hamilton 1.00pm - 4.30pm

Monday 3 September North Shore Events Centre

Albany, Auckland 8.30am - 12.00pm

Monday 3 September Alexandra Park Raceway

Epson, Auckland 1.30pm - 5.00pm

Tuesday 4 September Te Pai Centre, Netball Waitakere

Waitakere, Auckland 8.30am - 12.00pm

Tuesday 4 September Auckland Novotel Airport

Manakau, Auckland 1.30pm - 5.00 pm

Wednesday 5 September Cobham Ovall Pavillion

Whangarei 1.00pm - 4.30pm

Thursday 6 September Turner Centre

Kerikeri 8.30am - 12.00pm

Monday 10 September Napier War Memorial

Napier 8.30am - 12.00pm

Tuesday 11 September Hotel Ashburton

Ashburton 1.00pm - 4.30pm

Wednesday 12 September Kingsgate Hotel

Greymouth 8.30am -12.00pm

www.principalstoday.co.nz Term 3, 2012 | 35

Swimming pools

Testing the water By law schools are required corporations to private individuals from across New Zealand and the world. to test their pool water The laboratories adhere to the strictest quality assurance programmes to ensure that it is safe and are accredited under the IANZ to swim in. This is not accreditation system. With premises in the North and South Islands (and something that should Japan) Hill Laboratories employs more than 280 people with a passion for be left to amateur hands science and technology.

– you need expert advice Water testing is one of Hill Laboratories specialist areas and testing is done to ensure the correct for a wide range of different water procedures are followed. contaminants in water.

Hill Laboratories (known Swimming Pool water by many long term should be tested for: customers simply as “Hills”) • Standard Plate Count (SPC) to ensure it is less than 200 per ml. High levels has a specific test kit for may indicate that the disinfection system is not in good working order swimming pool water • Faecal Coliforms or Escherichia available. coli (E.coli) to ensure it is less than 1 The company’s track record speaks for itself. Hills was established in 1984 by Roger and Anne Hill. Since then it has grown into the largest independent analytical laboratory in New Zealand.

Hills has three major divisions: Agriculture, Environmental and Food & Bioanalytical, which broadly reflects the kind of analytical testing that is done.

The company supplies testing to a large and diverse range of clients, ranging from internationally recognised global

per 100ml. Levels above this are an indication of faecal contamination

• Staphylococcus aureus to ensure it is less than 100 per 100ml. This bacteria can cause skin irritations or sickness if swallowed • Pseudomonas aeruginosa to ensure it is less than 10 per 100ml. This is a bacteria associated with eye and ear infections.

To arrange a swimming pool water test or to find out more information call 07 858 2000 in the North Island or 03 377 7176 in the South Island

A Fundamental skill

for all kids

Drowning is recognised as a leading cause of injury related death in children, both in New Zealand and globally.

Water Safety New Zealand (WSNZ) general manager Matt Claridge says, “It must be a priority for all New Zealand children to have the opportunity to learn to swim and survive. Without the ability to swim and survive, our New Zealand children are lacking in the basic skills and knowledge that will enable them to use and enjoy the water safely.”

It is vital that awareness be raised about the importance of ‘swim and survive’ as a core life skill. “WSNZ’s position is that quality swim and survive provision should be an essential component within the New Zealand Education Curriculum.”

Claridge acknowledges this is an issue that will continue to escalate in the short term and have major long term repercussions.

“WSNZ will continue to advocate for this issue. We will continue with our efforts at regional and community level and work towards a situation where all primary school aged children are provided with the necessary opportunities to learn to swim and survive.

It isn’t just at school and public pools where the danger is prevalent, he says.

“It is frustrating and difficult to believe that New Zealanders are not aware of the significant hazard that water can present for small children in and around the home. Incidents continue to occur at a shockingly high rate, all of which are preventable.

“The time it takes for young children to get into trouble is remarkably short, a matter of seconds. Evidence suggests that around 71 percent of infant drowning deaths occur because of a breakdown in supervision. Supervision incorporates three variables: attention, proximity and continuity. Therefore the importance of the “active supervision” message and the understanding of what this means is absolutely critical for parents and caregivers of young children,” he says.

Active supervision is described by WSNZ as ‘being in the line of sight with the ability to provide immediate assistance’.

“It’s a straightforward message: if your child has access to the water, then you as the parent, or a designated responsible adult, must make safety

36 | Term 3, 2012 www.principalstoday.co.nz

the first priority - always be within sight and reach and ready to intervene if required.

“The most effective way to protect your child in and around the home is to have a fully fenced area where your child can play without the threat of water hazards. If this is not feasible then all potential water hazards must be identified and eliminated from the home environment. This will include the removal of any container that could contain water, fixing of any property drainage issues and, of course, if you have a swimming or spa pool, ensuring compliance with NZS 8500: 2006 Safety Barriers and Fences around Swimming Pools, Spa Pools and Hot Tubs. Should any hazard be irremovable then it must be isolated to a degree that makes it impossible for a young child to gain unsupervised access,” Claridge says.

In addition to the home environment, WSNZ warns parents not to let their guard down when visiting rivers, beaches or public pool facilities.

Education Tools

Numicon

maths programme ... a solution for all students

• Not every student meeting National Standards for maths?

• Seemingly bright children, failing in maths?

• Children with special needs just not getting it?

Numicon is an inclusive, multi-sensory approach to teaching maths, which supports the New Zealand curriculum.

This research-based programme employs sound educational practice designed to meet the learning needs of seemingly bright students and visual learners who struggle with maths.

It is effective for all children for years 1-4 and beyond, including those who have learning issues. Children learn maths language using tactile equipment and meaningful activities to bring them to a strong understanding of number, number relationships, calculations without relying on counting, and make connections to apply their understanding of maths.

NUMICON IS THE ANSWER FOR YOUR SCHOOL!

Colourful, structured shapes representing numbers and other accessories help children to visualise or ‘image’ maths concepts. In turn, Numicon shapes help teachers and children to communicate their ideas.

Consequently, teachers ‘see’ a pupil’s understanding.

would progress through stages 4 and 5 with ease.

“It totally revolutionised my teaching.”

Suzanne Mudge, Lincoln Heights School

Numicon and the Numicon Intervention Programme are not expensive - you will be surprised how affordable and effective this programme is. Many schools are employing Numicon as their school wide numeracy programme in New Zealand. Schools report that boys especially are engaged in the activities.

“Our children are quickly learning their number facts and seeing relationships and patterns with numbers. Their language and discussion reveals that their thinking is clear and structured.

They have made generalisations about numbers and how you use them.”

Andy Vosslamber, Hillview School

What the teachers say

Numicon T 0800 678 581 or (09) 520 4022 E margi@numicon.co.nz www.numicon.co.nz

The equipment and activities provide a valuable link in the step to working with numbers in an abstract way.

Children are driven through their own progress. The Numicon programme is easy to follow, with clear step-bystep instructions illustrated with photographs. The multi-sensory teaching approach appeals to differing learning styles.

Teachers find that pupils are motivated by the imagery and develop positive attitudes to maths. Research has shown that the gains made by children using Numicon in their early years of school are sustained through to secondary school.

In NDP children are asked to make a shift from counting to thinking in partwhole. They find this so difficult, but if part-whole thinking was introduced at the beginning, as with Numicon, and counting seen as a life skill, then they

‘Our children are quickly learning their number facts and seeing relationships and patterns with numbers.

Their language and discussion reveals that their thinking is clear and structured. They have made generalisations about numbers and how you use them.’

- Andy Vosslamber Hillview School ‘It totally revolutionised my teaching’, Suzanne Mudge, Lincoln Heights School’ • Numeracy success for ALL! • Visual, Hands-on • Teachers and students gain confidence • Structured, Consistent • Early childhood- Year 4 and beyond • Supports knowledge • Great price • NZ schools having great success • Special needs

www.numicon.co.nz | 0800 678 581 www.principalstoday.co.nz Term 3, 2012 | 37

Performing Arts Footnote Dance is presenting a captivating new season of the successful Forte Series hard on the heels of a hugely successful tour of Made in New Zealand.

The Forte Series takes dance out of its traditional environment and into new performance spaces with short works made for site-specific spaces, out of the traditional theatre venues.

footnote forte series

See www.footnotedance.org.nz for more details

setting the STage

With works from choreographers Michael Parmenter, Kristian Larsen, Maria Dabrowska, Lyne Pringle, Lucy Marinkovich, and Fleur de Their, a great line-up of new thoughts and curious choreographies will be presented in this season.

Each work in the Forte Series responds to the individual curiosity of choreographers while they explore space, and movement in idiosyncratic ways.

Michael Parmenterin’s Absenceis delves into his passion for Tango, with music by the astonishing Eden All Stronglite products are manufactured to exacting standards and feature unique benefits.

Strength: Stronglite Stage and Seating products are designed and manufactured to be strong and durable and are tested to make sure they meet our high standards of performance under live and static load conditions.

Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury.

Stronglite Staging are specialists in the design, manufacture and hire of premium staging equipment suitable ideal for schools, universities, theatres, community centres and multi-use and sports venues. The Stronglite range is ideal for school halls, auditoriums, drama suites, gymnasiums, sports fields and swimming pools.

Stage Sections, Choir Risers, Grandstands, Audience Seating, Drama Suite Modules, Drapes, Steps, Lecterns, Trolleys, Ramps etc.

Top quality, NZ made products, designed to be easy to handle and store.

Guaranteed to perform.

Currently installed in many schools, universities & performance venues.

Safety: Engineer’s design certification, documented test results, qualified trades-people, monitoring of product in the workplace, established safe working loads, and products conform to or exceed industry regulations and guidelines.

You can be sure that Stronglight’s premium quality products will meet exacting safety standards.

Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort.

Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form stage platforms, catwalks or can be tiered for audience seating or seated choir/ orchestra use, stage extensions and pit infils.

Portability: We design for easy handling, transporting and storage.

Choir risers fold up and wheel away.

Grandstands quickly disassemble for easy transport and storage. Wheels and trolleys are also available for increased manoeuvrability.

Choir/Chorus Risers

Stage, Steps & Lectern

Design • Manufacture • Sales • Hire Services Email: stages@stronglite.co.nz Phone 07 825 2933. Mobile 027 473 4443

38 | Term 3, 2012 www.principalstoday.co.nz

Stage Sections These are portable, safe and easy to handle and store. They’re ideal for stages, catwalks, tiered audience seating, seated choir/orchestra risers,

Mulholland. Lyne Pringle is looking at New Zealand as a Beautiful Prison, using iconic music by Wayne Mason Nature. Kristian Larsen is working again with Sam Hamilton to further explore his methodology and ideas towards A Common Language.

Company dancer Lucy Marinkovich presents her first work, Vile Bodies, with ideas derived from pop culture. Maria Dabrowska’s work Rabbit Brain Terrain is a duo for two men and Christchurch choreographer Fleur de Their explores being rooted to one place in And Feet Firmly Planted.

Footnote Dance director Deirdre Tarrant says, “From task based improvisation to meticulously crafted precision, these works will challenge, intrigue and entertain with their individual and very kiwi ‘curiousness’.”.

Works will be performed by Footnote dancers Manu Reynaud, Emily Adams, Lucy Marinkovich, Olivia McGregor, Alice Macann and Levi Cameron.

Forte Series presents in Wellington, August 14, 15, 21 and 22 at the Boat Shed and Museum Hotel; in Christchurch on September 16 at the Court Theatre and in Auckland on October 9 at Q, as part of the TEMPO Festival. display/work tables, ramps and more.

No tools are required as there are no folding or moving parts to trap fingers etc. Sections can be stacked on castor wheels for storage and moved as a stack.

Pit Infills & Stage Extensions These can be custom designed and are ideal for either new venues or refits.

Choir Risers Two, three and four-level, folding choir risers with safety rails and carpeted decks are quiet, stable, easy to handle, transport and store.

Grandstands These all-aluminium grandstands can be demountable or fixed. Wheels can be fitted for manoeuvrability making them ideal for the gym, around pools and the sports field.

Portable Sports Shelters Excellent for use at the tennis or netball courts or on the rugby fields.

Ballet Barres Perfect for dance studios.

Stronglite Staging Ltd is committed to finding a solution that works for the individual client and guarantees its products. It can also provide a comprehensive range of equipment for hire to support occasions where a larger or more complex staging/seating set up is required.

Full sound and lighting services are available for hire to support and enhance any event. Just call and a member of the team will be happy to discuss your specific requirements and can provide references from many satisfied customers.

Stronglite Staging Limited 196 Finlayson Rd RD10, Hamilton T (07) 825 2933 E stages@stronglite.co.nz

School Trips

heading for the hills The old saying that ‘diversity is the spice of life’ couldn’t be more apt when it comes to education.

And an excellent way to deliver diversity is with excursions beyond the classroom. Heading for the hills (so to speak) can not only reinforce what’s learned in the classroom, but in today’s digital world can be an educational experience all in itself.

In an age where many kids live in cyberspace or the realm of digital media more than they do in the world of bricks and mortar, it’s important for them to stop and smell the roses - in the flesh. When we look around at a market superfluous with technological temptation, it feels as though the days of building forts, rollerblading, kayaking, camping and childhood creativity died with the dinosaurs.

But in actuality, teachers, parents, the government and New Zealand’s leisure-loving patriots are inspiring a recreational renaissance. The expression ‘kids need to get their hands dirty,’ is not just a tongue and cheek analogy. As part of their spiritual, emotional and educational growth, children need stimulation beyond the classroom or the hypnotic medium that is the television.

In fact, it is imperative children learn to use their greatest tool - their imagination - because without it, they’ll miss out on experiencing the creative liberation adults spend their lives trying to hold on to.

It is said the greatest thing you can give your kids is time and if you’ve got that, Mother Nature can provide you with everything else you need to show your kids the ropes. It doesn’t matter if your wealth is great or small, you and your children have unlimited access to an area rich with outdoor education opportunities.

It’s New Zealand native backyard; where the beach is no further than the snow-capped mountains and the potential for children to learn is only limited by imagination. If they are introduced to new environments with unique elements, their mind and senses will mature. The environment itself is like an open-air classroom, which offers stories and facts that cannot be found in traditional learning institutions.

And while traditional education certainly provides a sound base for knowledge building, outside activities offer challenges which encourage children to develop and exercise their lateral thinking skills and strategic abilities.

Making the most of any excursion Research shows teachers and students will get the most out of the learning experiences outside of the classroom if teachers: • are clear about the learning goals for the visit • ensure the visit is linked to the curriculum as part of a more extensive unit and is not a one-off activity • work closely with the visit liaison before, during, and after the site visit • ensure they and the liaison have the same learning goals • link pre-visit learning activities with the site visit and follow up with post-visit activities. Activities and discussions with students before and after a visit enrich the experience • ensure that, (in collaboration with the education officer) the programme suits the age group of the students • encourage students to take responsibility for their own learning (for example, by working at the site in small groups with other students and with adults).

Set yourself up for success Students are more likely to learn when relevant concepts are highlighted in both the school and at the site they are visiting.

After such visits students: • showed high levels of curiosity and interest • often took responsibility for their own learning • liked working in small groups • were able to describe what they had learned • demonstrated learning by using new vocabulary and showing an understanding of new concepts and ideas • liked pre-visit activities because this helped them understand the purpose of the visit • learned from education officers who were enthusiastic.

GETTING OUT AND ABOUT Every teacher knows how great class outings can be, as kids visit the museum, the zoo or an activity centre and do some hands-on learning.

But the fun of leaving the classroom can be overridden by the stress of shepherding dozens of kids safely around.

Ritchies Transport, operating for more than 70 years, has an outstanding safety record and good customer service. Ritchies operates nationwide, from Kaikohe in the North to Gore in the South. Today it provides services to over 500 schools in New Zealand.

Not only does it provide buses for the daily school run but it can also handle

all of your school transport needs, including: school staff hire, sport trips, school charters, school balls, school camps and educational trips.

So take the stress out of your next school trip and choose a company that will get you and the children safely to your destination in time. Simply visit Ritchie’s website to find the branch closest to you and call the friendly staff.

Ritchies Transport Holdings Ltd Head Office, PO Box 19786, Woolston, Christchurch 8241 T (03) 359 0551 F (03) 359 4661 www.ritchies.co.nz

Bus and Coach Services Nationwide We have over 70 years experience in the Bus and Coach industry and have a fleet of 900 vehicles. We pride ourselves in remaining at the forefront of safety, comfort and passenger satisfaction. With an ongoing commitment to improving and upgrading the fleet, to driver training and education we aim to set new and higher standards within thye company and the industry. We have more locations than any other operator throughout New Zealand, our Tour operations are based in Auckland and Christchurch.

Urban services, Charters and School Routes are operated from our depots situated throughout the North and South Islands, as well as on the Chatham Islands.

We provide bus and coach transport for: Transport for North and South Island Tour Groups Urban Services Bus and Coach Charters Incentive Groups Corporate Groups Transport for Sports Teams School Camps and Charters

w w w.ritchies.co.nz /branch-locations www.principalstoday.co.nz Term 3, 2012 | 39

Resources

Science

alive

Two teaching fellowships intended to help teachers develop science teaching skills are hoped to have a longlasting positive effect in primary and secondary schools.

focusing on priority learners The Education Review Office (ERO) plays a valuable role as an agency for change in the education system. In addition to individual school reviews, it completes evaluations on education issues of national importance.

These evaluations give the ERO an opportunity to provide a broader independent picture of topical issues, initiatives and policies of interest to the sector and the Government. They are, in our view, a catalyst for change by helping to strengthen the policypractice link.

This year we have already released national reports on Pacific learners, Science for Years 5 to 8, National Standards and the inclusion of students with special needs. These are just the school related reports – we have also released reports specific to early childhood education.

While some of the findings in these evaluations are disappointing, embedded in most of the reports are examples of effective practice which we encourage schools to study and use as appropriate in their own school contexts.

ERO is particularly interested in priority learners. We want to know how well schools are focusing on lifting the outcomes for priority groups of learners including Māori, Pacific and learners with special education needs.

Evidence continues to demonstrate the disparity between achievement levels of certain groups of learners. Some of our children are just not achieving and, collectively, we need to take action to change this.

With this in mind, we have implemented a new approach to evaluating educational outcomes for Māori, as Māori. The approach is consistent with ERO’s focus on the complementary nature of external review and school self review. The goal is for ERO’s reviews to help school boards, leaders, staff and whānau to make ongoing and significant improvements in achievement and success of Māori learners. Out of our reviews will come stories of Māori success in schools which we will publish for schools and the wider community to understand what is working for this group of learners.

We will also continue to look at the achievement of our Pacific learners and how well schools are including children with special needs. Two of our recent national reports continue to tell us that more can be done to help these priority learners: • Improving Education Outcomes for Pacific Learners May 2012 • Including Students with Special Needs: School Questionnaire Responses (April 2012) We have seen and documented schools that are consistently raising the achievement levels of priority learners, so we know that it can be done. We encourage you to read these reports, and our other evaluations, and share the information with your staff.

Article provided by Chief Review Officer Dr Graham Stoop

The Primary Science Teacher Fellowship and Science, Mathematics and Technology Fellowship programmes are administered by the Royal Society of New Zealand and funded by the Ministry of Science and Innovation.

Under the schemes teachers take leave form their schools to work with researchers at host organisations to learn more about science and its application. Royal Society of New Zealand education manager Richard Meylan, says the aim is to take excellent teachers and to give them up-to-date knowledge and experiences.

“The wide range of topics the teachers are researching, show that science, mathematics and technology topics are relevant to many aspects of everyday life.

Advancing science Advancing Primary Science is a new Royal Society of New Zealand initiative addressing the need to increase teacher confidence when teaching science so that pupils are given an extended experience.

It is widely accepted that attitudes to science are influenced by experiences at a young age.

Experiences at primary school are therefore a key influencer of young people’s decisions to continue with science at secondary and tertiary education.

However, concern has been expressed that teachers lack confidence and therefore it does not have the emphasis in primary schools that it should.

A lack of confidence may come from a teacher’s own negative educational experiences in science, their concern they don’t have the background knowledge to answer students’ questions, little science training, or the perception that science involves carrying out ‘experiments’ using unfamiliar equipment.

The initiative complements work supporting the introduction of the new curriculum, the

“Fellowship experience will help teachers deliver lessons to students based on real-life situations drawn from the work with their host organisation.”

In both instances, there must be total support from the teacher’s school. “One of the conditions of the fellowships is that the principal and school must be fully behind the teacher and willing to make science a focus for the year following the fellowship.

“We hope the experiences the teachers have during their fellowships and the commitment the schools make to science will have a long-lasting positive effect on science teaching.”

This year’s fellows have just finished their two-term secondments where they have been hosted by a wide range of organisations. They have covered a full range of topics within the science spectrum – everything from photo identification of dolphins to restorative native flora and fauna conservation, and analysing the Southern Ocean to exploring sustainable dairy farming.

Applications for the 2013 Primary Science Teacher Fellowship and Science, Mathematics and Technology Fellowship programmes close on August 20. For further information on primary or secondary school fellowships visit www.royalsociety.org.nz. production of resources, and teaching training and professional development.

The Royal Society of New Zealand raising the profile of science teaching and learning in primary schools by: • Supporting primary teachers in the development of their skills, knowledge, confidence in the teaching of science; • Extending the experiences of science for primary students; • Highlighting the literacy and numeracy in primary science; • Encouraging primary students and their teachers to understand, participate and contribute to science activities; • Encouraging the science sector to contribute to primary science teaching and learning; • Supporting others to promote careers in science including developing the relationship between primary education, science and business; • Supporting others to communicate the benefits of science to New Zealand.

EDUCATION REVIEW OFFICE

TE TARI AROTAKE MATAURANGA

Visit www.ero.govt.nz to read ERO reports on national education issues, individual schools and early childhood education services, and for information about the review process.

40 | Term 3, 2012 www.principalstoday.co.nz

ICT

students take honours in

global collaborative project

Two Kristin school students have taken top honours in the NetGen Education Project 2012 – an international collaboration involving hundreds of secondary school information technology students from around the world.

The NetGen Education Project is designed to inspire and challenge students to study leading technology trends and to create their vision for the future.

Based on the work of award-winning author Don Tapscott and the annual NMC Horizon Report (which looks at technology developments over a five year period), students from around the world work in collaborative teams to create a detailed understanding of the changes occurring in education because of technology - a task they complete in an entirely digital learning environment.

Once this knowledge base is established the students each produce an individual short video in which they demonstrate their understanding of their area of learning. The videos are then judged by a panel of international judges.

Niall Cairns and Sam Messinger - both Year 12 students at Kristin School who study ITGS (Information Technology in a Global Society) as a part of their IB Diploma - achieved individual awards within their chosen category as well as overall awards for their multimedia creations.

Sam won first place in his category, Game-Based Learning with his creative

video which investigated the benefits and potential of this developing technology in education. Sam’s video then went on to be awarded third place overall for Multimedia Excellence.

Niall was awarded second prize for his video on The Internet of Things which was based on the concept that everyday real life objects could have virtual data that could be accessed by other devices. Niall then went on to be awarded the top honour – first place overall for the entire project.

This is an exceptional result for both Niall and Sam who were working with, and competing against, secondary students from more than 10 countries around the world.

is your school web friendly?

Obviously, being able to access instant information has made the internet a bit of a hit. But with continually evolving software and higher spec hardware to run it, keeping up with the pace of change can seem a little daunting. But it doesn’t need to be if you get the right people to advise and help.

Let’s say it’s been a few years since your website was given a facelift, then SchoolWeb may be the answer you’ve been looking for. The SchoolWeb Website Content Management System (CMS) is an easy and cost effective way for schools of all sizes to implement a website.

culture of the school. Then free training is provided to get you started and there are no expensive yearly licensing fees.

Now of course you’ll want to update, improve and adapt your site as time goes on, so all the editing is done through the CMS system that’s easy enough for even the most technophobic classroom teachers and admin staff to use.

Another focus is the growing trend towards integrating content from external websites. Schoolweb allows content from Youtube, Teachertube, Slideshare, Twitter, Blogger, Google Apps and numerous other style sites to be easily embedded into the system.

Schools can obtain more information from either www.schoolweb.co.nz or by calling 0800 48 48 43

As well as a general website media, SchoolWeb features ways for staff to collaborate, parents to participate, children to communicate and the whole community to share in the activities of schools in a safe way moderated by the schools.

Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, forums, rosters, resource bookings, calendars, blogs and surveys are among the many abilities of the SchoolWeb system.

The schools are in control and anything is possible.

The system allows schools to log in to a password protected system and maintain their website. Unlike other competing systems, SchoolWeb allows full control over creating and amending webpages, and it’s almost as straightforward as using Microsoft Word! You do not need any knowledge of HTML, web programming, or how to upload your site using complicated FTP software. You can update the site from wherever you have a web-browser and an Internet connection.

To begin with, your website is designed by a professional graphic designer, who goes to great lengths to ensure that the graphical design reflects the unique www.principalstoday.co.nz Term 3, 2012 | 41

Sustainability / Environment

e l p o Pe

Despite having defined this concept, the world has struggled to find a way to practice it sufficiently. As highlighted by the recent Rio+20 conference where UN Secretary General Ban Ki-moon acknowledged the world has made little progress on environmental issues since the first Rio meeting 20 years ago.

“Twenty years ago, the Earth Summit put sustainable development on the global agenda. Yet let me be frank: our efforts have not lived up to the measure of the challenge,” he told delegates. “For too long we have behaved as though we could indefinitely burn and consume our way to prosperity. Today we recognise that we can no longer do so.”

Indeed we all know, as we are bombarded in the news on a daily basis, the world is struggling under the weight of our populace, from global warming, climate change, sea, land and air pollution, droughts to mass-species extinctions.

As New Zealanders we often take pride in being “green”, however we need to take care not to simply regard this as the status quo. Expansive kilometres of green paddocks and forests are no

e ac Pl

The most popular definition of sustainability made its debut on the global stage at a 1987 UN conference which defined sustainable developments as those that “meet present needs without compromising the ability of future generations to meet their needs”.

longer enough for us to have a green claim to fame.

Pure Advantage, a not-for-profit organisation developing a green growth strategy for New Zealand, claims in actual fact our nation is lagging behind the rest of the world – clean cut steps must be taken to work to a greener wealthier future for all.

“While New Zealand’s international branding relies heavily on the competitive advantage of our 100 percent Pure New Zealand brand, we continue to slide down the OECD economic performance tables and our relative quality of life is decreasing.

We are missing opportunities to keep the country green and clean… New Zealand currently has 1.6 million poorly insulated homes, a high extinction rate of biodiversity, a decrease in water quality and the fifth highest CO2 emissions per capita in the OECD.” While many of us may decide to let the governing bodies do all the work, in actual fact there is no reason why we can’t get the ball rolling by dealing with things on a more local level – and where better to start than by creating sustainable schools, with our future leaders.

es m m ra og Pr

mapping out a sustainable future s e ic t ac r P The New Zealand Ministry of Education illustrates its vision for what makes a sustainable school. It has developed a framework which highlights the areas of school life that must be taken into consideration for sustainable living.

And it shows that it takes four to tango sustainably: • People, who work collaboratively and are reflective of our bicultural heritage and community diversity, must ensure students are involved in the decision making process. This feeds them the confidence to become lifelong learners • Programmes which encourage a focus on developing attitudes and behaviours for a more sustainable future, by interactively teaching them why sustainability matters and how to implement it in their lives • Sustainable practices which are instigated and integrated into the school culture by students and staff to make a more resilient community for the future • A place where students and their community can work to reduce their impact on the planet, safeguarding it for the future.

For advice, project and field trip ideas touch base with these sites:

Seedy Fundraisers for Schools!

• Buy our retail packets at a discounted price for resale! Pre-sell our Top Sellers at their standard retail price, place your order with us and we’ll supply just what you have sold. No leftovers! You pay the discounted price and make a healthy profit!

• Buy bulk seed at a discounted wholesale price to grow seedlings for sale. Tap the green-fingered ones amongst your school community to put their sowing and growing skills to good use.

• Run competitions to grow giant pumpkins, gourmet vegetables or sunflowers.

Great for School Fairs!

• Buy seed on a small scale for projects in your school garden: Even if you just wish to buy retail seed packets for small gardening projects at your school, we will always supply these to you at a discounted rate

Want to find out more? Give us a call today!

PO Box 283, Katikati 3166 • www.kingsseeds.co.nz • accounts@kingsseeds.co.nz

42 | Term 3, 2012 www.principalstoday.co.nz

• Department of Conservation provides information and resources to support conservation education programmes in schools, including field trips and activities. www.doc.govt.nz LEARNZ runs virtual field trips, through New Zealand and Antarctica, in May and October. This website provides a range of resources that prepares students for the field trips in weeks leading up to the virtual field experience. www.learnz.org.nz Trade Aid has developed social studies resources for schools on environment justice, with teaching units aimed at levels one to five of the social studies curriculum. www.tradeaid.org.nz Global Focus Aotearoa Schools Programme provides resources and training around global issues for teachers, teacher trainees and students.

Eating green Good planets are hard to find, and this little planet we are overtaking is struggling under the weight of our lifestyle choices. Knowing how to help is often too overwhelming to contemplate – to give you a nudge in the right direction here are some green lunch tips to pack a kid off to school with: 1 – Pack green Rather than stacking up on the disposable packaging, look to a reusable solution.

4MyEarth, a niche company in the South Island, has been providing environmentally friendly lunch wraps since 2007.

Its range of reusable products are both user-friendly and stylishly funky. They are the perfect eco-friendly solution to keeping your lunch fresh. www.4myearth.co.nz 2 – Eat green Protect the planet and its people by eating food which is sustainable and fairly gathered.

Fish4Ever, which is imported into New Zealand by Ceres Enterprises, and prides itself on the fact that 70 percent of its products are Marine Stewardship Council certified.

Its wide range of sustainable tinned fish options could be the perfect sandwich filling.

Try the skipjack tuna in brine, sustainably fished by pole and line from the Azores to the middle of the Atlantic sea by a small number of local boats.

The tuna is landed and packed on the island of Sao Jorge, Portugal, supporting vital local jobs and ensuring a premium quality product.

All Good fair-trade bananas are the perfect healthy addition to any child’s lunch box. Not only are they a healthy nutritious snack but these bananas benefit farmers in Ecuador.

The farmers get a fair price and better working conditions, enabling them to provide for their own children. All Good bananas taste great, are grown with organic fertilisers with plenty of care. For more information and a full list of participating stores visit www.allgoodbananas.co.nz 3 - Snack green Though undoubtedly easier to just reach into a multi-pack and pull out a ready-packed snack it is far cheaper and better for the planet if you buy in bulk.

Pretzels, crackers, nuts, raisins and even yoghurt all come in bulk size.

This way you cut down on the amount of packaging and can dictate the amount of snack food to munch on – saving dollars in the process.

School Finances

a better way to balance the books

By Peter McBreen, CEO of Education Services

Since the advent of Tomorrow’s Schools in 1989, the management of school finances and their subsequent reporting environments has been a roller coaster ride.

It was, back then, common place to see a parent volunteer, who was often roped into being the board treasurer, attempt to do the school’s books.

It was seen as being in the same vein as being on the committee or being the treasurer of the local golf or rugby club.

Quite often the cashbook was handwritten and the monthly report to the board could be anything from tabling the cashbook, just the bank statements or even nothing at all.

Everything appeared fine until audit time rolled around.

Managing finances While I was not involved in the first two years of Tomorrow’s Schools, I was involved in doing school audits from 1991 – 1994. Since then I have been involved in the school accounting side of things, seeing first hand the evolution of the school accounting environment during the past two decades.

Let’s just say the early years were an “enlightening” experience. In some cases the audit process commenced with the school dumping a big box of “stuff” off at the auditors, invoices for Africa in no particular order, bank statements – not all of them, no annual financial statements or even a ledger recording the transactions.

But the scariest thing was the apparent oblivion of the schools, both principals and board members, to the nature of the problem. More often than not they all thought their financial systems and reporting was fine.

Even today there is still a bit of this laissez-faire attitude to the financial system. School’s often don’t know

what they don’t know. I do think in general – though admittedly not always – schools don’t know the difference between good and poor accounting. It is often only during the course of an audit, or when replacing key office personnel that schools will evaluate their financial functions.

The key questions all schools must ask of themselves are: • Do I receive my monthly reports in a timely fashion?

• Are my reports comprehensive?

Do I get all the information I need?

• Did I receive an unqualified audit opinion?

• Were my annual financial statements at audit by the statutory deadline of 31 March?

The future As for the future… a lot less paper I hope, as schools and boards will be getting more and more of their information electronically. I would love to see the physical annual reports decreased in size so as to meet the New Zealand accounting standards only – not with all the Ministry data they wish to collect through the annual reporting exercise. “I think Ministry data could be successfully collected electronically.”

This would save the education industry both time and a significant amount of dollars in a world where both time and money is of the essence.

For more information visit www.educationservices.co.nz

Peter McBreen is CEO of Education Services and a long professional history in banking, chartered accountancy, commercial accounting and building.

• And in this day in age – Can I access my financial information anytime, or anywhere via the web?

I think most schools these days can answer the above questions with a yes – but if for any reason you can’t, a revamp or just an evaluation of your financial systems is needed.

In-house finances The internal controls and procedures in relations to school’s finances are also an area of importance. In my journey of over 20 years of being involved with school finances, all instances of fraud or misappropriation of funds that I have come across have involved schools using an in-house system. In my book outsourcing and having someone else reviewing all transactions is gold.

However, I think there is a bit of a threat out there when some schools are seeing software alone as the silver bullet. While there are some really good and innovative software packages on the market, they are only as good as the user.

If you are contemplating a change to an in-house system several questions also need to be asked: • What is the cost of the software?

• How many extra hours am I going to have to pay my staff?

Peace of mind Financial Reporting Education Services provide a Financial Reporting Services to over 540 Schools - that is more than 20% of the total New Zealand market!

Take all the worry out of Financial Management and have everything done on time, every time and done right!

• • • •

No software needed at the school No specialist accounting skill needed at the School Reliable, on time, every time Service provided anywhere in the North Island

If you would like a no obligation quote to compare the cost of our service to what you are currently receiving, or would like enquiries exactly what our service involves.

• Do my staff have the skill to do the annual financial statements?

• Will I need to pay an accountant at year end?

I have, over the years, seen many schools come unstuck thinking they were making really prudent cost saving decisions – but when the above factors were weighed up it was actually costing them significantly more.

Phone Pete on (06) 757 5489 or email: pete@educationservices.co.nz

www.educationservices.co.nz www.principalstoday.co.nz Term 3, 2012 | 43

Finances - Fundraising

give your students

the best start with

equico

Technology is moving rapidly. Almost daily there are advancements to the digital environment; the constant development of new devices is giving life to a variety of new ways to learn.

When choosing a technology leasing provider for your school, it is of a huge benefit to choose specialists in education, experts that understand the demands of the sector and can provide a lease solution that works best for you.

Providing today’s students with access to the very latest technology is essential to their future; to ensure they can develop the digital literacy essential for tomorrow’s world.

Having previously been vetted by the Ministry of Education, Equico has become a trusted supplier to Schools during the past 10 years. This means that all public and integrated schools are pre-approved with Equico for leasing anything they need, so you can get whatever you need, when you need it without having to go through additional red tape.

Despite this, an alarming number of schools are still operating off legacy computers, five or more years old, with technology that is rapidly becoming more and more out of date, putting some students at a disadvantage.

Budget and cashflow are often cited as the key challenges for schools seeking to upgrade their technology, particularly when the infrastructure is constantly evolving. Many believe that it is simply unaffordable to upgrade technology in the classroom as often as is necessary or one would like.

However, it does not have to be difficult or expensive to ensure your students are equipped with the best learning tools and exposed to the latest devices.

Leasing options enable schools to access the most up-to-date technology in the classroom without tying up cashflow. They provide an affordable, flexible and secure alternative to purchase, allowing capital that would otherwise have been tied up to be used elsewhere.

Equico is New Zealand’s leading facilitator of technology leasing solutions to schools, supplying technology to more than 2500 primary, secondary and tertiary institutions throughout the country.

Equico also takes environmental responsibility seriously and is committed to disposing of old and expired technology equipment in a sustainable way. Through Equico’s dedicated Equico Eco programme, schools can have unwanted e-waste collected and disposed of safely. For more information email eco@equico.co.nz So what are you waiting for?

Help prepare your students for tomorrow’s world today, with Equico.

Equico 5/Level 6 300 Queen St Auckland 1010 T (09) 302 5021 0800 378 426 www.equico.co.nz

is your school

sitting on a

goldmine If you’re looking for new fundraising ideas and haven’t discovered school fundraising online, you could be missing out on thousands of dollars.

Schools that have been using Funda (online fundraising for schools), have been surprised at the generosity of New Zealanders who, until now, haven’t had the opportunity to support their grandchild or relative’s child’s school easily.

Funda provides a tool where schools can easily build an online donation web page for their fundraising activities. When students and parents join the schools online campaign, Funda automatically generates them a personal fundraising page which they’re able to share via Facebook, Twitter and email.

This way relatives and friends living overseas or elsewhere can make easy online donations via credit card to the school and leave comments of support.

It also allows businesses to make larger donations and display their company logo.

Schools have been surprised at how donations seem to just appear from nowhere. A recent example is where a PTA member started a campaign for their school. The school’s administrator was reluctant to try it, commenting they didn’t think it would work. Within 48 hours $240 had been raised and only two students had joined to promote the campaign.

Funda’s Gorran Marusich says schools don’t actually realise they’re sitting on a gold mine. He says parents are over buying sugary fundraising products where only a small percentage actually goes to the school.

He says schools need to stop asking parents for donations, but rather ask them to share the campaign with friends and family, encouraging them to help. Schools that have tried Funda have been amazed how easy it is and the amount it can raise so quickly compared to other forms of fundraising.

To learn more about Funda visit www.funda.co.nz or call 0800 10 33 32

44 | Term 3, 2012 www.principalstoday.co.nz

Property

super surfaces High-impact playground surfacing is an important factor in any school or educational environment.

As a licensed manufacturer producing woodchip soft-fall surfacing to international standards, this has become a specialist area for Reharvest Timber Products Ltd. The Reharvest Cushionfall product used in playgrounds has the highest impact test of any soft-fall surfacing in Australasia. United States Testing

Laboratories found it is better at absorbing shock than rubber mats 9.5cm thick, and is 25 percent more shock absorbent after five years of use.

It is now the preferred safety surfacing option by councils, schools and kindergartens.

Founded in 1994, Reharvest Timber Products Ltd specialises in making premium products out of urban forest material, or industrial wood waste.

The company takes pride in a history of more than 10 years of testing and development using international standards and technology.

Reharvest Cushionride is used in performance equestrian surfacing, and decorative landscape ground cover can be maintained by way of Reharvest decorative coloured mulches.

Enviromulch is the preferred product for weed control, moisture retention and surface soil stabilisation.

and landscaping industries puts Reharvest Timber at the top of their field in terms of high performance ground cover. An advisory and obligation free quote service can be obtained for the specific area in question.

Products made from urban forest are proven to last longer, have a slower decomposition and are more resistant to UV light. The resulting firm surface allows ease of use by wheelchairs, vehicles and horses.

Reharvest Timber Products Ltd 41a Hunua Road Papakura Auckland T (09) 299 3999 F (09) 298 2988 E info@reharvest.co.nz www.reharvest.co.nz

An extensive history of working with clients in the playground, equestrian

www.principalstoday.co.nz   Term 3, 2012 | 45

Property

Why choose the

Burgess Wetpour system?

The reasons and benefits of a Burgess Wetpour system are endless! This great playground surface enables your matting to be installed as a continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces.

will be sent to you to assist in making your final decision.

Sage and terracotta are two of the fabulous colour options available and join this with a pattern or design of your choice and you have your own unique playground.

• Durable

You also help the environment by using Burgess Matting and Surfacing (BMS) products which are manufactured from 100 percent recycled rubber; a fine way for any school to set an example to the children on how to be a tidy Kiwi.

• Non-slip

Impact Pads for areas where a softer landing is needed, scuff pads, DIY modular long run and tiles, deck and ramp matting are also BMS specialties.

Make it non slip and safe.

• Indoor /outdoor use

The BMS Wetpour system avoids tile joins which can work apart, lodging rubbish and weeds which are hard to remove and can compromise the safety and appearance of your playground.

Features of the BMS Wetpour system: • Safe • Low maintenance • Provides uniform safety all year round • Porous • Impact absorbent • Long life • Easy to clean • Colour choice • Aesthetically pleasing • 100 percent recycled rubber • Virtually seamless system • Maximises equipment use • Reduces noise & vibration

The Wetpour playground surfaces require minimal maintenance – forget the days topping up bark which becomes wet and muddy!

• Good equal access for children with disabilities

BMS has many years of experience and knowledge and works to provide a quality playground which will last for many years.

• Installed by BMS installation team

Base preparation prior to the matting installation is of the utmost importance and can add years to your playground surface.

The completed playground is NZS5828:2004 compliant and comes with a five year warranty. A sales representative can meet with you to discuss the matting systems which are suitable for your requirements. A free, no obligation measure and quote and a list of potential funding organisations

• Excellent long term investment • Polymerically bonded to provide a hardwearing all weather surface • Supplied with a five year guarantee against faulty materials and workmanship • Available in three different surface texture options – Safebond, Flexibond and Permabond.

Burgess Matting T 0800 80 85 70 Eadmin@burgessmatting.co.nz www.burgessmatting.co.nz

Education evolves, traditions modify and fashion changes Is it any wonder that youth look at their tie-less fathers today and wish to present a different image?

Parisian, New Zealand’s oldest and foremost manufacturer of neckties, is experiencing a big increase in schools looking for special ties, and the demand is being driven most often by students themselves.

Public, private and integrated schools and colleges are increasingly incorporating ties in their school dress. Apart from the standard uniform school tie (often a classic stripe), there is a demand for speciality ties for particular groups within the school.

A tie unites and creates a sense of belonging. When gifted or presented, it is an effective recognition of achievement and loyalty. These special ties give an immediate display of distinction through the use of colour and design.

The growing list of groups seeking to reflect their participation through a unique tie design includes: • Seniors • Sports Teams • Cultural

• Prefects • Kapa Haka Groups • Orchestra / Band Service

• House • Scholars • Choir

However, the list goes beyond just current student groups. It also includes the wider community of people involved in school life.

• School Leavers • Reunion • Supporters

• Alumni • Centennial • Jubilee

• Friends of the School • Presentation • Honours

The notion of the old school tie is sometimes seen as a thing of a by-gone era, but it is the new generation that is driving the trend back toward the school tie being of real value.

The tie is a surprisingly economical way of rewarding merit and achievement or acknowledging affiliation and contribution. When worn, it sits in the prominent area that makes the wearer’s identity instantly identifiable. What’s more, they are rarely discarded and remain a lasting reminder to those who have reason to own one.

If you would like a new tie designed for a particular occasion or group, Parisian will work with you to achieve a design and colour that makes it special. Parisian has a dedicated design department, which will see the project from conception through to delivery.

The process often begins with a rough sketch and colours, stripes or motifs required, and from that, final artwork is created. Once approved by the school, this is sent to the specialised weavers to transform it into a woven fabric. A sample is then forwarded to us, for the customer to give final approval of the actual tie, before proceeding.

A family company, Parisian has been making ties in New Zealand for nearly 100 years. Long standing relationships with the finest established weavers in England and Europe ensure quality and consistency. School tie material is generally woven with micro fibre yarn on silk looms so the fine detail is possible. Now and again for Honours, Presentation or Old Boys, designs are produced in pure silk to add a sense of luxury to these very special ties.

Although neckwear is at its core, since starting in 1919 Parisian has broadened its product range to include other accessories. Many of these are also made in New Zealand, such as belts, garters, braces, bow ties and cuff links. Many schools now provide their students with a standardised belt, and most recently have the option of incorporating their school crest into an innovative buckle design.

Understanding parents’ need for quality at an affordable cost is at the heart of Parisian’s long standing relationships with New Zealand’s schools.

Parisian works both directly with schools and through approved uniform suppliers and retailers.

They welcome any enquiry to initiate a school or college enquiry. With service as the foundation of their business, the Parisian design team will ensure you achieve the right tie.

rchive Parisian a the 1920’s From the m o fr g in tch - Brass e

Ph: 09 303 4129 | 0800 524245 PO Box 11 Shortland St, Auckland 1140 4 Poynton Terrace, Auckland 1010

46 | Term 3, 2012 www.principalstoday.co.nz

48 | Term 3, 2012 www.principalstoday.co.nz