Principals Today, Issue 137

TigerTurf ™ for Education

It’s about focus, drive, and determination, feeling exhilarated, feeling deflated, wanting more, wanting to be better, wanting to be the best.

With a range of flexible options to suit any school’s requirements, TigerTurf is your perfect sporting partner.

Sports and recreation is high on the curriculum, teaching new skills, to be active, about health and fitness. Sport teaches strategy and planning, about being a team player, it exposes children to winning and whatever the sport, whatever the weather, TigerTurf’s versatile synthetic turf sports surfaces are the best place to play.

Providing the best possible sports facilities will inspire students, with the passion to participate in outdoor activities and encourage them to keep coming back.

TigerTurf’s synthetic turf surfaces are the perfect foundation on which to develop the passion, the skills, the talents of tomorrow’s athletes.

This issue of Principal’s Today is zooming in on motivation, looking at methods which can encourage students to learn, and also how to integrate creativity into the classroom.

We speak to Mossburn Primary School principal Cheryl White, who talks about the challenges of leading a rural school, take a peek at the action plan for Pacific education, and look at Issues impacting student attendance and wellbeing.

There are pieces on the importance of education in the fight against youth offending, determining school and kura equity funding, implementing Te Takanga O Te Wā into the education curriculum, the expansion of Pūhoro STEMM, and the resources available to help support transgender students. Enjoy!

Editor

MAGAZINES TODAY OVERVIEW

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

YOUR SUCCESS IS OUR BUSINESS

HEAD OFFICE AUCKLAND OFFICE

38 Lowe St

Addington

Christchurch 8011

IDEAS

14 Nurturing creativity

Integrating creativity into the classroom

20 Hungry to learn

Issues impacting student attendance and wellbeing

30 Minds matter

Delivering quality mental health education

NEWS

6 Leading in a rural location Mossburn Primary School principal Cheryl White on the challenges of leading a rural school

8 Opening opportunities

Pūhoro STEMM continues to expand

10 The action plan for

Pacific education

Aiming for inclusive and culturally responsive pedagogy

12 Education - the weapon against youth crime

The importance of education in the fight against youth offending

15 Methods of motivation

Encouraging students to learn

16 Pacing for performance

How to get the balance right for maximum impact

18 Measuring equity Determining school and kura equity funding

19 Implementing New Zealand history

Te Takanga O Te Wā into the education curriculum

24 Supporting transgender students

Resources for schools with trans students

WORKING

& LEARNING

34 Career pathways Opening opportunities

44 Outdoor education

Embracing the spirit of adventure

51 Healthy hearts

School programmes to improve little hearts

56 Assisting children’s counselling

Gumboot Friday raises $3 million for youth counselling

62 Staying safe at school

The many aspects to health and safety in schools

66 Classroom Furniture

Selecting the right furniture for your school

70 Overhead options

What to consider when it comes to your roof

10

70 Covering up

Protecting students and staff from ultraviolet radiation

72 Being water wise

The importance of prioritising swimming lessons

76 Playground safety

Staying up to date with Aotearoa’s playground safety rules

80 Finding funds

Level 6, 3-13 Shortland St Auckland CBD Auckland 1010

Phone: (03) 961 5050

Email: admin@academygroup.co.nz

Web: www.principalstoday.co.nz

MAGAZINES TODAY MANAGEMENT

Gary Collins MANAGING DIRECTOR

Kylie Palermo GENERAL MANAGER OF OPERATIONS

Monice Kruger CHRISTCHURCH SALES MANAGER

Jonathon Taylor EDITOR

Jarred Shakespeare ART DIRECTOR

PRINTER

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

The ins and outs of raising money

for late, lost or misdirected mail. Prizes are not transferable or redeemable for cash. Academy Group, the promoter and agencies associated with any promotion in this publication shall not be liable for any loss or damage whatsoever suffered (including but not limited to direct or consequential loss) or personal injury suffered or sustained, during the course of prize winning travel or in connection with any other prizes won. Academy Group, the promoter and agencies associated with any promotion in this publication accept no responsibility for health, luggage, insurances, travel, personal expenses and transfers other than specified. Entries remain the property of Academy Group, the promoter and agencies associated with any promotion in this publication and cannot be returned. Academy Group, the promoter and agencies associated with any promotion in this publication reserves the right to photograph and publish winners. Entries may be used for further marketing purposes by Academy Group, the promoter and agencies associated with any promotion in this publication but are not made available to any third party.

leading in a rural location

By Timmi Aplin-Barrett

Mossburn Primary School

is a small, rural school in central Southland. It caters for children from new entrants to Year six with a student body of just 40 to 60.

A two-classroom country school in the heart of Southland, the school caters to many children from farming and rural families all around the area. The school is an hour out from both Invercargill and Queenstown as well as being around 40 minutes away from Te Anau, making it right in the middle of the Southland region.

Cheryl White has recently joined the Mossburn Primary School staff, hailing from a similar small school. She joined the team in January of 2022.

Cheryl had previously been a principal of a much smaller school and was looking for a challenge in a bigger, small rural school.

Principals Today speaks to Cheryl about some of the challenges and experiences of leading rural schools.

What are some key differences in leading such a small school as opposed to bigger schools?

In larger schools, I have been deputy principal, assistantprincipal and syndicate leader but not a principal. However, what I see as the key differences is the ability to delegate.

Delegation in a larger school is a lot easier because there are more people to do the work. In a small school there isn’t that many of us and many of us end up taking on more.

For example, in a larger school the principal is not the person who is also the SENCO, attendance officer, and reliever (when you can’t get them) and many more roles. The list goes on.

What’s it been like leading such a rural school? Have you lead a rural school like this before?

Mossburn is a great school. The students are enthusiastic to learn, we have great grounds and facilities and the staff are really one big family. Although I have been principal at another small rural school, there are many aspects of the role that remain the same and other aspects that are so different.

Communities in rural schools are supportive of the school and teachers and only want what is best for their children.

In larger schools, the connection with the community and whanau is not as apparent, we are so much closer and we see our families more regularly.

Do you incorporate the rural nature of the area into the school and learning? If so, how do you do this? What does it look like?

We hold our annual pet day, which is such as wonderful experience for our students.

Cheryl White

They are able to showcase what they know about their animal, and the work that they have done with them leading up to the day.

We are not far from Queenstown and as a part of our EOTC and Health and PE programme we venture to the slopes for a day on the snow –including lessons.

The school motto is “Attitude is Everything”. How is that incorporated in teaching and leading?

We try to live and breathe Attitude is Everything, in everything that we do. We feel it is important for students to have a positive attitude so, that they are able to be resilient, risk takers, and positive learners no matter the situation.

Teachers plan for opportunities to explore what this looks like in different curriculum areas but there are also the moments that occur that are unplanned that are just as important.

What are some challenges you’ve faced while being there?

The biggest challenge that I have faced while being in Mossburn has been Covid.

The impact that this has had on our learning community has been huge. We were unable to hold annual events and gatherings due to Covid restrictions, mask wearing had its challenges and student attendance was affected.

As I answer these questions, we have been impacted by Covid again, only this time students have had to learn from home with reliever sas it is too scarce to source to cover the three classrooms.

What’s the most rewarding part of being there?

The most rewarding aspect of being at Mossburn is the children. They make everything worthwhile. Their enthusiasm, sense of fun and humour make this a rewarding position.

"We try to live and breathe Attitude is Everything, in everything that we do. We feel it is important for students to have a positive attitude so that they are able to be resilient, risk takers, and positive learners no matter the situation."

Show-me is the #1 student whiteboard range in the world

Show-me is the original brand of learners’ whiteboards and accessories. The range increases interaction, engagement and learning, and is used in hundreds of schools and early childhood centres all over New Zealand.

Show-me whiteboards are the most sustainable option to gauge understanding without using endless reams of paper, and best of all –students love that there are no haunting mistakes; answers are simply wiped away and they can try again! This helps to boost confidence and motivation, as well as a growth mindset. The range offers a wide variety of boards and accessories to meet the needs of every classroom.

“The Show-me whiteboards are durable, lightweight and easy to store. Can be left accessible for students to use independently during creative time or learning rotations for all primary and intermediate year levels. Affordable enough that a class set can be purchased for a teacher-directed lesson. Sturdy enough that it can be used at a table or on the floor. Fun tip: pair a board and pen with your classroom vocabulary list for students to play pictionary without the paper waste!”

- Manda D, Hastings

Puhoro STEMM continues to expand

By Timmi Aplin-Barrett

Pūhoro Science, Technology, Engineering, Mathematics, and Mātauranga (STEMM) Academy has expanded into Te Tai Tokerau, which marks a significant milestone in the growth of Pūhoro STEMM.

It seeks to improve equitable access for rangatahi Māori into science and technology related pathways.

Associate Education (Māori Education) Minister, Kelvin Davis, says Pūhoro was established in response to low engagement of Māori in STEMM related career pathways.

“Supporting more rangatahi Māori to succeed in science, technology and innovation is not only important to this government – it is important to us as people and to Aotearoa,” he says.

“For too long the system has not served Māori well. The current underrepresentation of our people in the sciences, despite the skills of our tupuna in these areas, attests to this. That needs to change.”

“Pūhoro is an example of the Pathways Programme in action,” Kelvin says.

“I am proud of the success it has achieved for our rangatahi Māori and congratulate it on its growth in Tai Tokerau. I look forward to its continued success in expanding its important Kaupapa throughout Aotearoa.”

Ministry of Education’sassociate deputy secretary, curriculum, pathways and progress, Pauline Cleaver, says Pūhoro STEMM Academy is an initiative by Māori, for Māori.

“It enables rangatahi to establish their cultural connections to prepare and to pave the way for future generations. Pūhoro is integral in creating opportunities for rangatahi to engage with STEMM,” she says. The addition of mātauranga to the STEM discipline acknowledges mātauranga Māori as a technical field of study.

“It’s bringing it to the fore as a body of learning accrued over centuries with theories observed, tried, tested and proven, knowledge that led to the navigation of the Pacific, tradition medicine and other traditions that lend a uniquely Māori lens to learning.”

“Including mātauranga Māori in STEMM learning ensures ākonga Māori are able to see themselves in the learning and the outcomes of mātauranga Māori that benefit our

everyday lives, while also providing them with the opportunity to add to that body of knowledge with their own work.”

Pauline says STEMM is a vital part of schooling. “Pūrau or STEMM is a kaupapa Māori approach to STEMM and seeks to improve equitable access to Pūrau education and pathway Māori into high value careers to revolutionise the landscape,” she says.

“It is aimed at improving Rangatahi Māori access to science, technology and related STEMM pathways Pūrau is a whakaaro Māori representation of Science, Technology, Engineering, Mathematics and Mātaurnanga that derives from, pāngarau, hangarau, pūtaiao and, pūkaha.”

She says rangatahi live in an increasingly complex technological word and it’s important that young people receive a broad education including STEMM learning.

“The skills gained from STEMMfocused learning allow students to investigate, explore and make sense of the world around them. This can open many exciting and varied postschool pathways.”

Pūhoro recognises that rangatahi are the key to the rising of a future. Knowledge systems and scientific approaches play a crucial role

in providing rangatahi with clarity and inspiration.

“Expansion will give increased opportunity for rangatahi participation in the Pūhoro STEMM programme within Northland.

“This expansion supports the aspirations and outcomes of Ka Hikitia and realise a lift in Māori student educational achievement, particularly in the areas of science, technology, engineering, mathematics, and mātauranga Māori.”

Students can expect the programme to provide tools for them to carve their own STEMM futures.

“As a result of integrating Mātauranga Māori into their teaching, Māori are considered natural scientists,” Pauline says.

“Pūhoro students can pursue careers in climate change, globalisation, data sovereignty, kai sovereignty, water quality, and environmental sustainability.”

“It is also common for students who complete the program to obtain internships and scholarships in preparation for tertiary education.

The Academy has been nationally and internationally recognised for its work, winning the Equality, Diversity and Inclusion in Engineering and Tech award at the Global Engineering and Technology Innovation Awards 2022, held in November in London. This was for their Indigenous solution to challenges in STEM equity.

“Pūhoro helps rangatahi see the connection between mātauranga Māori in STEMM; improves their academic achievement in STEMM; and, through strategic partnerships, provides pathways into high value careers,” Pauline says.

She says the expansion of Pūhoro STEMM Academy will offer opportunities for rangatahi to apply curriculum-based learning supported by a number of initiatives.

“By participating in Pūhoro, students could also grow in capability and confidence that would support them to engage in other STEMM initiatives outside school,” she explains.

“This alignment could strengthen students’ learning within and outside the classroom, as well as opening future pathways in the field.”

STEM – Science, Technology, Engineering and Mathematics

Te Tai Tokerau (Northland). Map sourced from www.freeworldmaps.net

STEMM initiatives enable rangatahi to open future pathways in many fields

"Expansion will give increased opportunity for rangatahi participation in the Puhoro STEMM programme within Northland."

NZ’S 5-STAR RATED

PLAYGROUND SURFACING

SAFETY CONFIDENT

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

EXTENSIVE RESEARCH

2 years of product development before launch

RIGOROUS TESTING

3 years testing of Cushionfall by 3 councils in 5 playgrounds before council approval

ONGOING QUALITY TESTING

More than 50 tests in the last 10 years alone!

HIGHEST IMPACT TESTS

In Australasia achieved

PREFERRED CHOICE

Councils, the Ministry of Education, Kindergarten Associations, Play Centre Associations and Preschool Centres

the Action Plan for Pacific Education

By Michaela Pointon

The Action Plan for Pacific Education aims for inclusive and culturally responsive pedagogy, which supports learning for all Pacific learners.

Considering how schools can better support Pacific students, will be imperative for actioning positive change.

Looking ahead to the future in 2030, creating an action plan for changes needed in pedagogy is essential.

The Action Plan for Pacific Education project includes an $80.2 million support budget funded by the New Zealand government.

The Ministry of Education (MOE) states, “The Action Plan for Pacific Education has a vision where diverse Pacific learners feel safe, valued and equipped to achieve their education aspirations”.

The plan sets out five key shifts, which have been prioritised by Pacific communities, including a series of associated actions to achieve this vision.

“The education system must work for Pasifika so they gain the knowledge and skills necessary to do well for themselves, their communities, Aotearoa, the Pacific region, and the world,” the MoE says.

Forming relationships between teachers and students, while taking the time to learn about cultural differences will provide support for stronger engagement with students. Confronting issues such as systemic racism and discrimination will be a

major focus of The Action Plan for Pacific Education.

Eliminating stigma where Pasifika students often experience this will have a positive impact on the future of Pasifika education.

Associate Minister of Education, Hon Jenny Salesa says, “Communities told us that government agencies must work reciprocally with them to address the complex issue of racism and discrimination.

“It can be as simple as teachers learning to correctly pronounce Pacific children’s names.”

If every teacher is the best teacher for pacific learners, this will ultimately help to increase and influence the number of future Pacific teachers, Jenny says.

Quality teaching and leadership is another key objective of The Action Plan for Pacific Education.

Educators being open to learning new ways to support all students and their backgrounds is one suggestion Pasifika families have asked educators to consider.

The Ministry of Education says they have a focus on enabling every teacher, leader and educational professional with the opportunity to take coordinated action, and become culturally competent with Pasifika learners.

This means professional development, discussions and resources will continue to be implemented into schools to support these changes.

“The Action Plan captures what matters to different Pacific communities and sets us on a path to get there.

“It draws on evidence and demonstrated Pacific expertise to inform how we can move our education system towards equity, excellence and wellbeing.”

Jenny says she understands there is more work to be done and change will not happen overnight.

“The Action Plan is just the beginning but it shows our commitment to work with Pacific communities in a new way, founded on the principles of reciprocity.

“Growing our understanding of Pacific diversity and dedication to a sustained effort and collective action is the starting point for change,” she says.

Te Kete Ipurangi (TKI) has resources available to help teachers, schools, tertiary institutions, families, and communities. These include classroom planning templates and guidance resources.

Other learning resources include video seminars from Pasifika students explaining personal cultural expectations and beliefs.

One short video includes connections and conversations highlighting a variety of viewpoints on the range of different contexts Pasifika students experience.

Overarching objectives include creating barrier-free access to education opportunities where outcomes are within reach for all learners.

This means supporting Pacific communities by responding to unmet needs and finding unique ways to support aspirations of students.

These are useful tools for educators to better understand why a traditional Pakeha lead curriculum may not work for all students.

To find out more about The Action Plan for Pacific Education make sure to visit The Ministry of Education's website at: education.govt.nz for more information and resources.

1. The Action Plan for Pacific Education has a supported budget of $80.2M from the New Zealand government from 2020-2030.

2. Five key shifts have been prioritised by Pacific communities, including a series of associated actions to achieve this vision

3. A vision for Pasifika learners to feel safe, valued and equipped to achieve their education aspirations

4. Aims to create barrier-free access to great education opportunities where outcomes are within reach for all learners

5. Professional development, discussions and resources will continue to be implemented into schools to support these changes.

Soulfully landscaped playspaces for schools

We build spaces that are peaceful, natural and promote focused behaviour. We build inspiring and engaging environments for children.

Compass Playgrounds design and construct natural playgrounds for Schools, Kindergartens and Early Childhood Centres across Aotearoa/New Zealand.

The playground is an important aspect of every child’s educational experience. It should provide the opportunity for active play alongside areas set aside for quiet and contemplative time.

Tim Anderson, who leads the design work, has both a Masters Degree in Education and a Diploma of Teaching in Early Childhood Education. This, in conjunction with ten years experience, has enabled him to produce innovative playgrounds that have been praised by teachers, parents, and ERO.

If you are considering redesigning your school playground or other outdoor areas we would love to help. We always work in consultation with the community and staff to help you realise your vision and to ensure that you get the play environment you want.

We look forward to hearing from you.

Education - The weapon against youth crime

By Timmi Aplin-Barrett

A very recent spike in youth offending has highlighted just how important education is to ensuring young people stay out of the justice system.

It’s important to look at what can be done, not just from a justice perspective but also from a prevention perspective.

New Zealand Police’s manager rangatahi prevention, Inspector Caroline Bailey says police have acknowledged that they’re currently seeing a spike in youth offending.

“We know that some of those involved in recent crimes are not actively engaged in education which is something we and our partners in education are trying to address,” she says.

“Young people being engaged with education is imperative to help reduce youth offending and every effort should be made to keep problematic students at school and return non enrolled students back to school.”

The police have a range of crime prevention resources and interventions that they and their NGO colleagues have developed and use to support prevention programme delivered in schools.

Caroline says they’re grouped into five themes. There are resources relevant to each of the following themes on the New Zealand police website.

• Successful relationships

• Travelling safely

• Responsible citizens

Healthy body, healthy mind

• Living in a safe community.

Caroline says the police’s youth aid team works with youth offenders to divert them from the Youth Justice pipeline, where possible return them to schools and address the drivers of their offending.

“A stepped youth justice process allows individuals to be dealt with on a case-by-case basis relative to their offending with the emphasis on preventing further re-occurrence.

“Accountability and the underlying wellbeing issues identified as affecting behaviours are considered when determining an intervention response,” Caroline explains.

The dedicated team of both Youth Aid and School Community officers work closely with young people in their schools and communities.

They address on a local level a variety of issues such as how to report any illegal or concerning activity to police, strategies to be safe and feel safe, information about issues of concern, and work with young offenders and youth at risk.

Police continue to work with Oranga Tamariki in providing interventions and expand all options to utilise the expertise from other organisations. These include the Iwi led Te Pae Oranga Rangatahi response, a regionally based South Auckland Social Wellbeing Board initiative School Alerts programme, Bluelight Hooks for Change programme operating in Tauranga, Hamilton and Rotorua for young people involved in the youth justice process and Bluelight initiative working with schools to return young people to education.

The Ministry of Education has also recognised a correlation between youth offending and not attending school.

Ministry of Education hautū (leader) operations and integration, Sean Teddy, says going to school is a known protective factor for children and young people.

“The most important thing for schools and kura to focus on is providing an engaging learning environment so that ākonga want to attend each day,” he says.

Sean says that when students are disengaging from their learning, schools should work with Te Mahau to connect in the right agencies and services to support them.

Te Mahau may suggest other options such as alternative education, Te Kura and specialist Ministry learning support services and Resources Teachers Learning and Behaviour (RTLB).

“For ākonga who have a youth justice family group conference (FGC), an education screen is completed to provide information about the level of education need,” says Sean.

“The youth justice FGC coordinator is required to provide information and advice on the education needs of the young person.

“Where the screen indicates a high level of concern, the coordinator

will seek further consent for an educational assessment.

“The FGC results in a plan to support the young person in their next steps, which may include an education component.”

He says that for ākonga involved in the Youth Court, ministry-employed education officers assist the court by providing an education report about the student’s enrolment history, stand-down and suspension history and whether the student has also had other education intervention, such as alternative education placement or learning support history.

“The education officers may also attend a family group conference when required and support actions,” Sean says.

“We also fund education provision within Oranga Tamariki’s youth justice residences, ensuring that those young people who are under the age of 16 continue to be enrolled and receive education,” Sean says.

“When a young person leaves a youth justice resident, Te Mahau works with Oranga Tamariki to understand what education options, supports and services are available to a young person to facilitate and sustain a return into some form of education, training or employment.”

For further resources, information and assistance, visit the Ministry of Education website at: www. education.govt.nz, or the New Zealand Police website at: www.police.govt.nz

"Young people being engaged with education is imperative to help reduce youth offending and every effort should be made to keep problematic students at school and return non enrolled students back to school."

Statistics for types of crime committed by 15–19-year-olds between September 2021 and September 2022. – Sourced from NZ Police www.policedata.nz

Number of offences between July 2014 and September 2022 (as far back as the database allows), by 15–19-year-olds. – Sourced from NZ Police www.policedata.nz

Number of offences between September 2021 and September 2022 by 15-19-year-olds. –Sourced from NZ Police www.policedata.nz

Nurturing creativity

By Natasha Parrant

College students are creative every day. Let’s specifically see how two Aotearoa colleges integrate creativity into their classrooms and how teachers give students a platform to share their talents.

Birkenhead College

Birkenhead College head of department (HOD) of visual arts

Naomi Bell works at a co-ed decile six school on the North Shore of Auckland.

Its visual arts department teaches art, photography, art history, painting, sculpture, digital art, printmaking, and design from Year 9 to Year 13.

Naomi keeps students feeling inspired to be creative in the visual arts department in many unique ways.

“At all year levels, we challenge our students both technically and conceptually to be the best that they can be.

“We try to tailor the courses to meet the student’s individual needs and interests. Risks and mistakes are embraced and encouraged.

“In addition to our strong curricular programmes and results, we run extra and co-curricular art programmes and work with other departments to enhance and embrace creativity throughout the school environment.”

What other work have students been working on?

“Our extracurricular activities include participation in competitions and exhibitions both at a regional and national level.

“This year alone our students have been fortunate to work with renowned photographer Edith Amituanai, which has resulted in the

publication of a magazine and an exhibition at Northart Gallery.

“Moreover, one of our senior students designed and painted a whale tail for the WWF exhibition in Auckland at the beginning of the year.”

Why is it important to spark creativity among students?

“Our senior students have continued success in national competitions and scholarship results. Art is valued and seen at Birkenhead. This value given to the arts is one of the things that sets Birkenhead College apart,”

Naomi says.

Otahuhu College

Otahuhu College’s head of visual art Glenda Pitcher discusses how creativity is so precious as it can gradually decline as tamariki get older, thus it’s important to help spark creativity among students.

“Creativity is as instinctive as curiosity and all children have it. Unfortunately, for various reasons, children lose their natural sense of creativity as they grow into adolescents and then into adults.

“While some suggest it’s the education system that kills creativity, I believe it’s more to do with the pressure to conform and perform within a rigid structure. Fear of failure or not being good enough fuels adolescents.”

Otahuhu College offers visual arts lessons on painting, printmaking and whakairo.

To Glenda art is about encouraging students to create something, explore possibilities, push boundaries, think what would happen if… and to “revive their innate sense of curiosity from childhood.”

It’s essential for the department to make students believe in themselves and feel like they’re doing well, she says.

“Whether we are teaching painting, whakairo, or making a print, we try to firstly equip our learners with the basic skills (often through drawing) for the mode of expression, and then provide an opportunity to develop and expand.”

Glenda says in whakairo, the names of the chisel materials and designers are taught first before the students carve basic patterns. Then they’re given the freedom to design their work.

“So, the learners are taught the convention of whakairo, then encouraged to explore their own ideas.”

Another way students learn to be creative is through the school’s level two programme, which focuses on portraiture.

“We begin by studying the structure of the face through sketches from

photographs of the learners. This year I gave the learners a large box and a camera so that they could generate their own imagery.

“Some learners stood alongside the box, others climbed into the box, while others put the box over their heads. Slowly, they became bolder and more daring, until the box was thrown in the air, kicked around and ultimately broken.

“To me, this is creativity: self-directed by the learners, each searching for a unique solution to the proposition.” Glenda aims to provide an environment where students can make mistakes.

“This is where true creativity becomes important: rather than discard a ‘mistake,’ the art teacher can encourage the learner to find a way to develop, extend or resolve a pictorial problem.

“It’s also essential to keep the balance between focused learning and freedom. As with any learning environment like a maths or English lesson, creativity does not happen if there is chaos in the classroom. Students need to be engaged to think creatively about their work.”

Glenda teaches painting and printmaking, as she believes it offers various techniques and modes of expression. She encourages students to choose what type of art they want to make, such as using oil paint, acrylic or watercolour in painting and lino or engraving in printmaking.

“In this way I feel that they are able to work more intuitively and, in a way, that is keeping with their character.”

Another student Dwhain Mayo painted a bird. Photo supplied by Birkenhead College

A Birkenhead College student Jasmyn Iona created a turtle. Photo supplied by Birkenhead College

Student Charll Enriquez created this portrait. Photo supplied by Birkenhead College

Otahuhu College’s former student Massiam Hussiani created his own whakairo design and carved on MDF when he was in Year 13 in 2021. Photo supplied by Otahuhu College

A small acrylic cardboard painting by Glenda’s Year 12 student Chaibleam Tauti. Photo supplied by Otahuhu College

Methods of motivation

Encouraging students to learn

By Natasha Parrant

Teachers are constantly finding ways to help students achieve their goals and do their best.

With achievement also comes engagement and motivation, as pupils can’t succeed unless they feel interested and inspired and have the opportunity to improve their learning.

As 2023 begins, it’s essential teachers can motivate their pupils to learn.

According to the Education Gazette Tukutuku Kōrero, as of July 2019, teachers started videoing their writing lessons to give feedback to their pupils and used non-fiction content to motivate boys to write.

These techniques showed how much it’s helped improve primary pupils’ abilities to write and learn.

ERO visited 40 primary schools in 2016 where pupils were succeeding beyond expectation and to a high standard.

ERO evaluation and policy group manager, Deirdre Shaw, says in successful schools, tamariki wrote whenever they could to practice the latest strategies being taught.

“Pre-writing activities are balanced, interesting and motivating. Teachers deliberately emphasise the craft of writing to help children organise their ideas more logically and coherently.”

In East Taieri School in Dunedin, teachers followed a non-fiction writing model to motivate their male pupils to write.

When the pupils visited another school, they learned about how the model helped other pupils who were having a hard time reading and writing.

After introducing the model at their school, a teacher told ERO the non-fiction strategy helped the pupils write more words and complicated sentences.

It also helped them share their ideas with others before writing.

Year three and four tamariki drew mind maps to help them achieve this goal in a programme on sharks. The video was often paused when the pupils had to discuss what was going and so they could record key words in their mind maps.

The previous day, pupils talked about the task and what they needed to include in their writing like grabbing the reader’s attention, categorising ideas, including punctuation, and writing a conclusion.

Year five and six pupils utilised the model to look into their chosen topics and wrote speeches to practice convincing writing.

A lesson included writing a topic sentence, discussing the order of their notes to write a structured paragraph, converting notes into full sentences, linking a sentence to the previous sentence, and writing paragraphs.

School leaders found the model was successfully helping male pupils decide what to write and motivated them to write.

Teachers also believed this process helps pupils do research and write tasks to a high standard and helps them become confident writers.

According to the Ministry of Education (MoE), Lytton High School principal Jim Corder figured out some key strategies that helped improve the engagement, motivation and achievement among Year 9 and 10 pupils, and how these strategies can be reinforced at the school.

These year groups were focused on particularly because there is evidence that suggests Year 9 and 10 pupils are less motivated than other year groups, according to Jim.

The Sabbatical Leave Report

‘Enhancing Student Engagement, Motivation and Achievement in Years 9 and 10’ was conducted in 2010 in Gisborne and 10 schools in the North Island were interviewed.

Get your Digital Strategy sorted for 2023

Digital technology is constantly evolving. You need a well-formed digital strategy so you can:

• Optimise your school’s resources

• Free-up teachers time

• Prepare your students for the future

Your local TWGB team delivers holistic digital frameworks.

Some of the report’s findings included:

1. Treating Years 9 and 10 as the ‘junior school’ has not worked out in terms of their motivation, engagement and achievement. Therefore, providing a strong identity by encouraging these year groups to focus on particular pathways could help enhance motivation and engagement. For instance, recognising a different focus for Year 9 and Year 10, and a careers discussion could be introduced in Year 10.

2. Many younger pupils don’t see the importance of being involved in learning activities. Thus, teachers need to create a ‘learning intention’ in each lesson, so tamariki know why their tasks are important. Teachers also need to regularly chat about their pupils’ progress and provide credit/achievement information, so tamariki know what they have achieved and what they still need to do, to motivate and encourage them.

3. There needs to be increased or prioritised support for pupils in their early years of secondary school, like focused learning goals, more support from the dean, form teacher, etc.

4. Improving the learning focus and achievement by targeting attendance. Attending school helps pupils become educated and achieve their goals, so schools having follow-up systems ready shows they care.

To conclude, Jim says there’s no single solution, there needs to be an overall focus on various strategies to make a big difference in pupils’ learning, so they feel more engaged, motivated and become high achievers.

"Pre-writing activities are balanced, interesting and motivating. Teachers deliberately emphasise the craft of writing to help children organise their ideas more logically and coherently."

The promise of a new year is an exciting time as it brings with it so many possibilities. Now, with your staff only days completed and Term 1 underway, the chances are that you’ll be thinking about how to tackle the various initiatives you’ll have on the go in 2023.

And of course, as well as thinking about the bigger picture, there are also the everyday start of the year issues to deal with, such as inducting new team members and supporting new teams in learning to collaborate with one another, or maybe your school is starting to implement the NZC refresh and the Aotearoa NZ Histories curriculum.

There really is a lot on the horizon this year and prioritising is always going to be a challenge. So before the rush really takes hold, follow these steps:

1. If you have yet to do so, take a moment to identify the one new initiative on your list that will make the greatest difference to your school.

2. Consider what realistically might be the capability of your team members.

3. Lastly, carefully consider their capacity to deliver this in terms of each of the relevant team members involved.

What new skills, experiences, and mindsets will they need to help make this particular initiative a success?

And what is your timeframe for its implementation? Basically, can you balance out the time required to acquire new learning with the speed at which you wish to see the new initiative in place.

How steep is the learning curve?

As you consider the ability of each team member to take on new learning, it can be handy to keep in mind the Sigmoid Growth Curve. This model helps us understand the natural path that all learning takes as people acquire new knowledge, skills and attitudes, and serves as a useful reminder that depending on all sorts of factors, the pace of learning varies for everyone.

Using it as a discussion prompt with your leadership team and staff can help them see where they are in

Pacing for performance

How to get the balance right for maximum impact

Rob Clarke CEO of Learning Architects

terms of any particular change they are undergoing, and gives them a tangible framework to help them articulate what their experience is like. The advantage of having this conversation is that it will help them while also helping you to pinpoint where more support can be given, or where things can slow down a bit.

To illustrate, consider how the new initiative you have in mind will ideally roll out. As you do so, imagine how it might be reflected in an S-shaped curve that goes through the following four stages:

1. The initial implementation dip

At the beginning of any new initiative or project, people may struggle or their performance may be lower than they (or you) would like. For example, when learning a new skill they (or you) may make mistakes and struggle to get up to speed as quickly as they would like, and you may notice your staff are ‘in the pit’.

2. The upward trend towards new growth

This is the stage of new growth and new learning, which is encouraging because you can see the improvements. As new practices are adopted you’ll start to see an upward trend as the learning takes hold.

3. The peak

Eventually the new learning and growth will plateau and reach a peak. This key stage provides an opportunity for consolidation of new skills, processes and understandings. At this point, it’s useful to be aware of the risk of moving on to the next stage too quickly and missing the opportunities to embed the new learning.

4. Repeated growth

All new growth results in new beginnings. After the learning peaks there will either be another dip in performance, or a new curve takes over, resulting in new learning and growth. So the first sigmoid curve is replaced by another as the process repeats.

The importance of speed and pace

Obviously, people learn different things at a different pace, so as you plan what’s required, it is important to consider the speed of implementation so, you can get the timing right. For example, it could be unrealistic to expect people to learn new things when they are writing reports, or organising a sports event.

This is where using a model such as the Sigmoid Curve Growth is worthwhile, as the conversations you have with staff will help cue you into the realistic speed of change, and what people need to succeed during that change. Effectively it helps you to get the pacing right for your team. How fast you move into the different phases of a new initiative will very likely have an impact on how well new projects, skills and processes are embedded and transferred into practice. If you move too quickly, then new learning may not ‘stick’ and you may inadvertently face other issues such as fatigue and even burn out.

Hitting the sweet spot

If you can get the right mix in terms of speed of change, pace, challenge level, and timing, then you’ll be on the right track to really set people up for success. The trick is to identify how best to support different members of your team to take on new learning and refine practices. Of course, past experience is always a useful reference. Whether you’ve been the principal of your school for a while, have taken on a leadership role in a new school, or are brand new to the role of school leadership altogether, try and identify a moment when something really changed for you and/or your staff. For example:

• You noticed a shift of some sort for individuals

• A group of staff made significant improvements

• You could see a shift in practice across the entire team. Once you have identified a particular moment, think about what caused the shift and the impact this had. What changed for your team as a result? It might even be a good idea to ask your team to gain their insights as a reflective activity.

As you reflect, think about what type of learning has worked well previously, whether it’s been in-house peer-to-peer support, external workshops, professional development with an external provider, or a mix of these.

Thinking about the S-Curve again, have there been times of rapid growth and change, and possibly even a dip or two? And how well embedded is/was that new learning now?

Providing challenge and personalised support

Often the most effective learning is inherently challenging, while at the same time being really supportive. This support works best when it is personalised to the unique needs of individual staff. So, how do you get the right balance between challenge and support for your team?

Being able to identify what made this learning experience powerful will help you understand what makes the greatest difference to you and your team members. It also gives you the opportunity to consider how best to plan and implement a future initiative, and ideally tailor the learning need, style and pace when designing any future professional learning. This way, those involved will be more likely to enjoy powerful, memorable, ‘sticky’ learning. One useful strategy can be to adopt a coaching element throughout the process. This way of working is effective because it can help staff to reflect deeply on practices and come up with their own solutions. And it’s no secret how powerful ‘learner-led’ learning is, when individual staff create their own solutions to their own problems with the help of trusted supporters.

Striking the right balance

Just as coaching can be an effective way to provide personalised support and the right level of challenge, it is important to think about how to provide a balance between new development for your school and personal development for individuals.

Ideally, new professional learning focuses on the needs of the individuals, while also improving the overall system. It provides ‘professional sustenance’ that results in personal transformation for individuals while developing your school, and yourself as the leader.

Set

the pace to drive performance

Finally, you know how demanding leading a school is, both cognitively and emotionally, which is why it is important to ensure that new development also supports new growth for you. Designing professional learning that sustains individual staff while also creating really embedded, lasting improvement in your school is the key.

With more than 50 years’ experience in the construction sector we are well aware of the needs of the industry. This means we realise how important the safety of your best asset – your staff – is to you and your company’s future.

So, as a national company servicing New Zealanders in the construction industry, we are committed to the safety of your staff.

And when you deal with us you’re dealing with the owner, which means you receive a superior and speedy service – every time.

Our extensive construction knowledge ensures we understand local compliance issues and we realise how critical your deadlines are and we guarantee to be on time – check out our Secureguarantee.

• We guarantee to beat any written quote by 10%

• We guarantee to return all quotes within 48 hours otherwise you will receive the first week rental FREE of charge!

By using Securescaffold you can rest assured that your objectives of safety, cost and meeting deadlines are of paramount importance.

All our equipment is rigorously tested to the highest of standards.

Securescaffold covers all NEW Worksafe working height requirements providing fall protection for builders, painters, home handyman and roofers on new and existing home constructions.

Measuring equity

The Equity Index (EQI) will be used to determine school and kura equity funding

From January 2023, the Equity Index (EQI) will be used instead of deciles to influence school and kura equity funding, as stated by the Ministry of Education (MoE) on the 3rd of October 2022.

Firstly, the EQI is a new way of knowing of and acknowledging socioeconomic barriers in schools and kura. Too many of our youth deal with obstacles that affect their educational achievements because of their socioeconomic circumstances, and they haven’t received enough support/resources to achieve their goals.

MoE provides schools and kura equity funding, as well as core funding, to find various ways to decrease socioeconomic issues, as it heavily impacts students’ accomplishments. MoE uses the decile system to assign equity funding and to figure out which schools need more support/ resources. However, the decile system started about 30 years ago, so a lot has changed since then, which is why the EQI needs to be introduced.

Deciles and EQI don’t showcase school quality but are a way for the ministry to access improved and the latest data to understand the socioeconomic challenges that impact students’ accomplishments better. MoE uses this information to develop the EQI.

Through Budget 2022, the government is putting a $75 million increase in equity funding because it is important to put this money into combating equity issues.

The EQI takes into account 37 socioeconomic issues, thus, is a better way for the ministry to figure out the challenges akonga are dealing with.

Schools and kura that have an EQI number of 432 or more will be eligible to partake in the School Donations Scheme.

TONY HORSFALL

M: 021 935 699

T: 09 533 5566

P.O.Box 82264 Highland Park, Auckland. 2010

www.surfacetiling.co.nz

Find us on

On September 22 last year, schools and kura received information about the equity funding schools and kura will be getting this year, which is based on their EQI number. Schools and kura also got information about changes to the Isolation Index. Getting rid of the decile system and introducing EQI means 155 schools and kura become eligible for the donations scheme, which supports almost 47,000 ākonga, and an additional 24 schools and kura will be invited to join the Ka Ora, Ka Ako (Healthy School Lunches programme).

The EQI takes into account 37 socioeconomic issues, thus, is a better way for the ministry to figure out the challenges ākonga are dealing with.

For more information check these links:

• www.education.govt.nz/news/theequity-index-eqi/

• www.education.govt.nz/ our-work/changes-in-education/ equity-index/

Another 47,000 students can receive more support through the scheme and 3,000 more tamariki can get free, healthy school lunches thanks to the (EQI).

Furthermore, nearly 90 percent of schools will see an increase in funding when schools start getting equity funding depending on the (EQI) instead of the former decile system.

Minister of Education Chris Hipkins stated there are benefits to the resulting changes in the school donations scheme and healthy school lunches last year.

“Up to $90 million in additional funding and support is going directly to schools and kura this year.

“Schools and kura in Te Tai Tokerau have the biggest average increase of around $223.11 per pupil. At the other end, schools and kura in Auckland will receive an average increase of $6.25 extra per pupil, an increase that reflects the incredible diversity in the city.”

Implementing New Zealand History Te Takanga O Te Wa into the education curriculum

By Michaela Pointon

From Term 1, 2023, it will be compulsory for all schools following the New Zealand school curriculum to teach New Zealand history in the classroom.

Associate deputy secretary of the Ministry of Education, Pauline Cleaver says, “In September 2019, prime minister, Jacinda Ardern, announced the curriculum for schooling (Te Marautanga o Aotearoa and The New Zealand Curriculum) would be updated to make explicit expectation that Aotearoa’s histories are taught in all schools and kura.

“We acknowledge schools will need time to develop their local curriculum. It is important for teachers and school leadership to read and understand the curriculum content, to consult with whānau, hapū, iwi, and communities,” Pauline says.

There are many tools, resources, and professional learning opportunities provided to educators to support this process of change.

The introduction of teaching compulsory New Zealand history

means a better understanding of our culture and a brighter future for generations in Aotearoa.

“It is important histories are shared in a way that considers multiple perspectives and to support ākonga to be critical thinkers.

“The new curriculum content will not prescribe accounts or versions of histories.

“We want all students to be aware of where New Zealanders have come from, and the way people have experienced our histories differently.”

One of the big ideas outlined for this implementation of change is how curriculum content will be brought to life when ākonga learn the histories of Aotearoa.

This understanding of New Zealand and how many different people have experienced our history means the relationship between learning and culture will be thoroughly connected for students.

Pauline says ākonga will have a richer learning experience of the histories of local iwi, hapū and community.

The MoE outlines what this change will look like and the learning

incentives, which will be introduced into the curriculum.

One aspect will be aligning Te Whāriki and Te Marautanga o Aotearoa for early learning by incorporating English and Māori mediums into classrooms.

Another change will be having a stronger focus on wellbeing, identities, languages, cultures, and Aotearoa’s histories.

This will be done by drawing on local community resources and iwi to access knowledge, noting that iwi are often the holders of local knowledge.

RT Heat Pumps & Electrical Ltd

Institutions such as maraes, historic sites and museums also have access to historical artefacts for students to enquire and learn more.

By discussing New Zealand’s history, this will also help reduce barriers for those students who may not have previously seen themselves represented in the school structure. Providing authentic and genuine learning opportunities for students to engage with New Zealand history will be at the centre of this development to the curriculum, which will create lasting impact for the future of Aotearoa.

Hungry to learn

issues impacting student attendance and wellbeing

By Michaela Pointon

During the last few years, students’ learning and engagement levels have been affected by the COVID-19 pandemic. Now we’re living in a post-Covid world and educators are seeing the ongoing impact on students.

With global inflation rising and New Zealand’s housing crisis still present, COVID-19 has put immense pressure on whānau to keep up with today’s living standards.

Living standards have had a major impact on families, often resulting in situations of poverty or similar.

Some students may be expected to support their families outside of school. This pressure on young people can result in lack of attendance, poor behaviour and struggling with personal wellbeing. Teachers and schools have the ability to form relationships with students to understand and empathise with individual situations, while also encouraging students to ‘get back on track’ when possible.

According to the Ministry of Education (educationcounts.govt.nz), in Term 2 of 2022, only 39.9 percent of students attended schools and kura regularly nationwide. Spending time to get to know students and their struggles means this will hopefully help to influence attendance numbers to rise.

In September 2022, New Zealand government party Labour introduced the Cost-of-Living Payment as part of the Cost-of-Living Package scheme to help with the rising cost of living.

Labour claim to also be taking action to reduce costs at supermarkets by calling on them to open up about wholesale prices.

Despite the government attempting to take action on poverty experienced by many families across Aotearoa, young people continue to be impacted. Needing to support their families with basic utility payments often results in leaving school for periods of time.

Taupō School's attendance advisor, Gary Nant says, “Attendance is not a problem particular to any one demographic.".

“There has been a huge financial stress on families with no fall back."

According to the New Zealand Employment Law 2020, zero-hour employment contracts are no longer allowed.

Despite this, Gary says some instances still exist where working hours are majorly inconsistent due to Covid-19 creating financial pressure.

“We are finding young people are being offered work with no guaranteed hour protection. Students are taking work to support their families,” Gary says.

There are also flow-on effects of the result of having limited income, including minimal or no transport available for students to get to school. He suggests some students find the inaccessibility to food another major reason for truancy.

Gary mentions the well-known phrase ‘stay home if you’re sick’ has impacted student’s fear of sickness, some not attending school due to minimal symptoms of illness.

Tauhara College Taupō Attendance Officer, Heidi Riley says, “Occasionally, we see students experiencing barriers created from whanau around expectations with school. “Historical beliefs in regards to school from elders can impact how generations now experience and value school."

Providing students with the opportunity to be vulnerable and speak about wellbeing or mental health means educators can redirect students to professional help where needed.

Gary says, “Attendance services and community connections continue to be strengthened to address various needs of students.

“In Taupō, we have support from Tuwharetoa Health which has three dedicated staff for emergency accommodation when needed.”

Continuing support services such as Kura Kai meals and breakfast clubs in schools, have been shown to help improve attendance, Gary says. Although truancy and home-life issues of students is not the sole responsibility of kura, there is a clear need nationwide for improvement with attendance in schools.

It is clear there are multiple reasons why some students are frequently truant and the on-going effect of lockdown style learning continues to unfold.

Year 11 Dean from Tauhara College Taupō, Brenda Pilkinton says, “Students missing class means falling behind in classwork. This often makes it daunting for students to re-engage with school when they return”. She says, “We support students and want them to understand we are not here to judge.

“We would rather students return to school where we can provide as much support as possible.”

Taking suggestions from Gary, Brenda and Heidi, it is clear developing positive relationships with students helps to encourage students to continue to return to school, even if multiple barriers appear.

Having involvement with families from school continues to open opportunity for discussions in regards to finding appropriate support where needed.

Approaching students struggling with truancy or fear of returning to school with understanding and kindness, means schools nationwide will slowly rebuild engagement lost during COVID -19.

If you are a teacher or principal wanting further information on engaging your learners with attending school, MoE website has many resources to help support your school.

"We are finding young people are being offered work with no guaranteed hour protection. Students are taking work to support their families."

Three generations

All three Dayle ITM locations are well and truly ingrained in their local communities. Generosity and reciprocity surrounds this familyfocussed business providing local communities with support for as many years as they’ve been in business –over 45 and counting!

Employing up to 40 staff per location in addition to donating time, materials and financial resources to Kiwis around the country, is just part of Dayle ITM’s goal to do good things for their local community. “It’s just part of who we are, part of how our family operates and how we do business – it all comes back to people and relationships. We wouldn’t have it any other way,” says Dayle ITM Managing Director Martin Day.

ITM stands for Independent Timber Merchants, and that’s what Dayle ITM is – independently-owned and operated by the Day family for over 45 years. Founded in Avondale in 1976 by Alan and Gloria Day, Dayle ITM cut their teeth in the industry by fabricating Dayle Cottages, before moving into Prenail Frame and Truss manufacturing.

Twenty one years later in 1997, Alan’s son Martin joined the business. Soon after in 1998

Dayle Timber became part of the Kiwi-owned ITM cooperative. This move gave Dayle ITM the platform for expansion to supply building products and services directly to local construction companies of all sizes, and haven’t looked back since.

In 2016 the Day family expanded Dayle ITM to two locations, opening a Prenail Frame and Truss manufacturing plant in Kopu. The Dayle ITM team then added a third location to the mix in 2019 with their MiTek Frame and Truss manufacturing plant and second retail store joining the Dayle ITM family in East Tamaki.

After an electrical fire devastated the Kopu operation in late 2019, the resilient Dayle ITM team was quick to rebuild, opening a brand new store and state-of-the-art MiTek Prenail Frame and Truss manufacturing plant in 2021, now the crowning glory of industry technology.

Today, Martin and his wife Deb continue to work in the business, managing operations and their team of 90 (and growing) staff across the three Dayle ITM locations. Even Martin and Deb’s kids have rolled up their sleeves to join the business, working alongside the ever-growing Dayle ITM team. With three generations of the Day family dedicated to Dayle ITM, you can certainly say it’s a family-owned and operated business.

of supporting local

Because of that, giving back to the community is a value Dayle ITM lives by. This family-focused team continues to generously support a wide range of community projects and organisations, such as NZ Family Day, the Variety Special Kids Christmas Bash, St John, IHC, RSA, Westpac Rescue Helicopter, Cocksy Classic, Mens Shed, Red Cross, NZ Down Syndrome Association, and much more – just in 2022 alone.

If that amount of generosity isn’t heart-warming enough, Dayle ITM is proudly invested in supporting New Zealand motorsport from the ground-up, managing and mobilising New Zealand’s motorsport volunteering community, to supporting a number of NZ based drivers such as Brendon Leitch in his European GT3 campaign with Lamborghini and Leipert Motorsport, Christina Orr-West in her Toyota 86 Championship campaign, and a swag of talented up and coming young Kiwi drivers.

Throughout their history, Dayle ITM’s business objectives have always remained the same: being a one-stop-shop for the building industry, and an extension of their customers’ business. From new builds, renovations, to the odd-DIY job – Dayle ITM are experienced across all sizes of projects. Their crew are skilled in offering the best advice and service to every customer, no matter the scope of their build.

Being family-owned and operated for over 45 years, Dayle ITM certainly put in the hard yards to ensure their customers are looked after. Their entire team takes great pride in providing customers with a personal, straightforward approach to building supplies – delivering all customers the very best products and service on hand.

“We take huge pride in our team and this business, we have a loyal

range of amazing clients – small and large. It really does feel like one huge family,” says managing director, Deborah Day.

Give the Dayle ITM team of building supply experts a shout for your next construction project. Regardless of size or location, with 15 trucks on the road delivering daily across the upper North Island, they’ll see you right!

Resources for schools with trans students

By Timmi Aplin-Barrett

Supporting transgender students at school is vital to their wellbeing. This can be especially true if they’re receiving little to no support at home.

Ensuring they feel safe and able to continue their education without fear of harassment and enabling them to access vital healthcare is incredibly important.

A massive part of supporting trans students is providing them with accurate, up-to-date and useful information that pertains to them and their transition as well as their health and wellbeing.

Making sure this information is readily available to them will allow students to feel more in control of their transition and general health.

This can look like providing information regarding services that are available to students (gender counselling, HRT options, surgery options etc) as well as places of

support (community LGBTQIA+ groups), and even basic ways a student can minimise dysphoria at school.

The Ministry of Education (MoE) Hautū (leader) operations and integration, Sean Teddy says they support schools to provide safe and inclusive environments for all learners including trans students through a range of initiatives and resources.

The MoE recently supported LGBTQIA+ youth advocacy organisation InsideOUT to develop a collection of print and digital resources in support of rainbow learners.

You can visit their website at www. insideout.org.nz for resources such as a gender transition support plan template, guidelines for creating

rainbow-inclusive school policies and procedures, information regarding legal rights at school, a list of terms related to sex, gender and sexuality, and their common definitions as well as much more.

These resources are designed for school boards, leaders, teachers, guidance counsellors, and school communities. They address typical areas of school policy and how they can be strengthened to improve rainbow inclusivity. They’re practical resources for schools on supporting transgender, gender diverse and intersex students in New Zealand.

Within these resources, there is information and guidance for school staff members who wish to support student-led rainbow diversity groups within their schools.

“School boards have a legal responsibility to provide physically and emotionally safe environments for all learners and take every reasonable step to eliminate bullying and any other forms of discrimination,” Sean says.

“New Zealand schools are selfgoverning, so have autonomy to choose how best to meet these responsibilities in line with the unique needs and strengths of their communities.”

The transgender pride flag

He says the ministry provides schools with specific guidance on bathroom design, which is intended to enhance inclusivity and student safety, comfort and privacy, among other features.

“Bathrooms that are consistent with this guidance are suitable to be designated as gender neutral.

“We also encourage schools to invest in inclusive signage and ensure there are bathroom options where gender diverse students can feel safe and comfortable,” he explains. This information can be found at www. inclusive.tki.org.nz

Sean says they’re also working on making sure building resources are minimising bullying in schools.

“We understand that trans learners are disproportionality negatively impacted by bullying behaviors. As such, addressing bullying is a key aspect of supporting the wellbeing of trans learners,” Sean says.

He says the MoE supports schools in addressing bullying behavior and work with the interagency Bullying Prevention Advisory Group to provide evidenceinformed resources for schools to plan, implement and review bullying prevention and response approaches that work for them. These resources can be found at www.bullyingfree.nz

General information

A Te Whatu Ora – Health New Zealand spokesperson says work is underway to increase availability of gender-affirming care and support the primary care workforce to become familiar with providing care for transgender people.

As part of Budget 2022, $2.18 million over four years was allocated to improve access to primary care for transgender and non-binary people. This includes:

• Funding up to eight primary and community health provers to deliver gender-affirming services over four years ($634,000)

• Health professionals to update national guidelines for genderaffirming health care and lead referral pathways for genderaffirming health services and supports ($250,000)

• Medical colleges to develop training and workforce development resources and programmes to improve workforce responsiveness to transgender patients ($600,000)

• Resourcing Te Whatu Ora capacity in Rainbow health. For more information on healthcare for transgender New Zealander’s, visit: www.health.govt.nz

A final note

Information is empowering in so many ways. Providing unbiased and practical information to students who may well be struggling with coming to terms with their gender identity, facing discrimination or unable to find support in their friends and family can be a life-saver.

The simple act of providing a student with useable information to further their knowledge of themselves and help them better understand who they are and how they can action this is, in no uncertain terms, fundamental to their wellbeing. It is not an exaggeration to say that it may well save a life.

Further links and reading www.genderminorities.com

www.tengakaukahukura.nz www.journal.nzma.org.nz

BERNINA Embroidery Software

Version 9 is newly developed and suitable for those new to machine embroidery or for the more experienced user. With two options available DesignerPlus and Creator it is now more affordable to get started with embroidery software as an option for modern classrooms.

Students can create their own unique designs with the full software, DesignerPlus, which includes the newest version of Corel Draw. Manual and autodigitising comes as standard, allowing you to design and digitise your own drawings with ease. New features in the software such as branching and weld make short work of editing designs ready for stitching. With over 900 built-in designs, 100 fonts and monograms, and the functionality to make your own font using the

Keyboard Design Collection, artistic license is there for the taking!

Creator Software is the perfect starting point for those new to embroidery. Take artwork and turn it into an embroidery design with updated manual and auto digitising tools; in just a few clicks your artwork will be ready to stitch. With 60 fonts and 350+ designs built in you can start creating straight away.

With the new WiFi Connector (optional) designs can be transferred wirelessly to your machine for stitching.

To discuss options for your school or for more information, please contact your local BERNINA Sewing Centre or call BERNINA on 0800 701 818 or email info@bernina.co.nz

“I have now found the software that matches my imagination.”

O’VERY-PRUITT, EMBROIDERY AND GARMENT DESIGNER

Access to information is vital

"School boards have a legal responsibility to provide physically and emotionally safe environments for all learners and take every reasonable step to eliminate bullying and any other forms of discrimination."

Our skilled and dedicated team provide a level of service that is unmatched, and we ensure that we exceed our client’s expectations on every project by meeting deadlines and budgets.

We are proud to serve our clients in the Canterbury region and would love to take the time to chat with you about your next project. Our skilled team are experienced in providing a high-end product that exceeds expectations.

Glass Repairs & Replacements

Insurance Claims

Retro-fit Double Glazing

Commercial Glass & Store Fronts

Frameless Glass Showers

Glass Splashbacks

Glazing For New Builds

Glass Balustrades

Glass windbreaks & Shelters

Glass Canopies

PO Box 161, Rangiora, 7440

5 Southern Cross Road,Rangiora (Flaxton Rd, Business Park) Hours: 7:30am – 5:30am (Mon - Fri)

BE SAFE BE SEEN IN 2023

Haveachat with your stud e nts about roadsafety,disscussing the potentialdangersas th e y travelto andfrom school is a great wayto get them engaged.

Alwaysremember

“BE SAFE BE SEEN”

Delivering quality mental health education

By Timmi Aplin-Barrett

New guidelines to support wellbeing and the teaching and learning of mental health education in schools were released in late September of 2022.

There are two resources available for teachers, leaders and school boards to use. The aim of the guidelines is to enable schools to deliver effective, high quality mental health education programmes to ākonga (students). Mental Health Education Years 1-13: A guides for teachers, leaders and school boards is designed to help schools adopt an approach to strengthen teaching mental health education. It’s part of the same family of resources as Relationships and Sexuality Education: A guide for teachers, leaders and boards of trustees.

A reo Māori resource called Te Oranga Mauri - Te Hā o Hinepūtehue: He Puna Oranga Mauri mā ngā Mokopuna is the second resource.

It affirms existing successful practice in kura, offering a new way of aligning with regenerating ancestral practice by increasing awareness of your own mauri, the mauri of others and its impacts.

Associate Minister of Education, Kelvin Davis, says the two documents have been developed in response to significant global and national

changes which are causing major challenges for ākonga, whānau and schools.

“There has been a dramatic increase in the number of young people in Aotearoa New Zealand reporting serious mental health challenges.

“It was noted in the 2018 government inquiry into mental health and addiction that young people are asking for guidance on mental health and how to look after themselves and their friends,” Kelvin says.

Associate Minister of Education, Jan Tinetti, says that students who are happy and healthy learn better.

“These resources ensure that students have their identity valued and feel safe and confident in themselves and in their school.”

She says mental health education is primarily about learning rather than about solving mental health or public health problems.

“When students learn the skills to support their own mental health and that of others, they have the building blocks to boost their own resilience and experience enhanced wellbeing.

“These resources will help schools plan mental health education programmes that promote effective and empowering approaches to mental health education for all

students, including Māori, those with Pacific backgrounds, all sexualities and gender identities, those from migrant and refugee backgrounds and students with disabilities,” Jan explains.

According to the Ministry of Education, a focus on wellbeing has been part of the governments work since before the COVID-19 pandemic. “These guides provide people with another opportunity to support young New Zealanders,” Jan says.

You can find the new guidelines and useful resources at www.hpe.tki.org. nz under guidelines and policies, mental health education. Both resources were distributed to schools and Kura in Term 4 of 2022.

Another online resource can be found at www.kauwhatareo.govt.nz

M:

"There has been a dramatic increase in the number of young people in Aotearoa New Zealand reporting serious mental health challenges. It was noted in the 2018 government inquiry into mental health and addiction that young people are asking for guidance on mental health and how to look after themselves and their friends.”

Taking care of New Zealand homes and businesses for over 50 years WAIKATO

Glen and Rebekah Moon are your local experts at JAE Waikato. JAE Waikato are the ones to call for a wide range of services from carpet and upholstery cleaning to fabric protection, flood, and fire restoration – for both residential and commercial premises throughout the region. Call Glen and Rebekah today! They’re happy to be taking care of Kiwi homes in Waikato!

Carpet Cleaning

Upholstery & Leather Cleaning

Stain Treatment

Rug Cleaning

Fabric Protection

Odour Treatments

Pest Control

Flood Restoration

Fire & Smoke Restoration

Careers and the Transition Education Association NZ

As school students begin to question the relevance of school, Careers and Transition Education Association

NZ (CATE) are stepping in to aid in education and the transition from school to employment.

CATE Kaiārahi and national executive representative, Leigh Gray, says in New Zealand, we’re experiencing higher disengagement from school than we ever have before.

“After three disrupted years, students are starting to question the relevance of school and voting with their feet,” she says.

“There has been more discussion than ever about the purpose of education in a world that is highly automated and where access to information is abundant.”

The new National Education Learning Priorities are being introduced in January of 2023 and these highlight the “future of learning work” as one of the key objective’s schools need to meet.

“There is an emphasis on learning that is relevant to the lives of New Zealanders today and throughout their lives,” Leigh says.

Leigh says linking learning to real life helps students see the relevance of what they are learning and the purpose of education and school. She says effective career education and guidance programmes that are delivered early, often and integrated can improve engagement.

“Developing capabilities, skills and knowledge and having a broad range of experiences during their school years helps young people to develop voice and agency and empowers them to make informed decisions about their journey through life,” Leigh explains.

Meet NZIS Alumni Dan Rodden, General Manager for McLean Park

With an entrepreneurial mindset and passion for the health and fitness industry, Dan Rodden has gone from strength to strength – with no plans to slow down.

After graduating with a Level 5 Diploma in Sports Management from the New Zealand Institute of Sport, Dan immediately landed a role with Sport Manawatu.

With a motivation to consistently achieve excellence, Dan had outperformed organisational expectations during his two-year term. Dan would later propel into the next phase of his career with further study through NZIS.

“Since graduating from NZIS, I have been able to combine my skills and expertise in personal training, events management and rugby coaching in a number of challenging roles.”

Dan is now forging the next challenge with Napier City Council as the Manager for McLean Park after 9 years with Pettigrew Green Arena, a premier indoor sports and events centre in Napier.

Last year, Dan launched Body Fit Training – a premier fitness franchise based in Napier. Using science and technology, Dan and his wife/business partner Jaimiee have been delivering excellent results for clients – incorporating scientifically proven training techniques through stimulating 50-minute training sessions.

Dan says NZIS courses were the foundation for his successful career in the industry – as well the philosophy behind his new business venture.

“This, in turn, has a positive impact on their health, well-being and economic outlook.”

Supporting connection across life, learning and work will support young people to develop career readiness and to develop the capabilities, skills and values they need to navigate their place in the world including in the world of work.

Leigh says to achieve these outcomes, schools need an effective, school wide career education and guidance programme embedded in their local curriculum.

“Quality careers education and guidance practice is based on five key areas,” says Leigh. “These key areas need to work together. They are leadership, curriculum, learned centred, workforce capability and learning partnerships.

“Career education and guidance programmes need implicit teaching,” Leigh says.

“We cannot assume that young people can articulate their attributes, highlight their strengths and signal skills.

“Young people need time to develop their self-awareness and explore opportunities. We do not want a fixed plan. We want open mindsets where young people are curious about their future and the range of possibilities open to them.”

A case study at Nelson College in a Year 10 chemistry class epitomised the essence of careers in the curriculum. The focus was not on the careers that come from chemistry but on who uses it every day in their work and how they use it.

It opens the door for those who wish to understand more about these local industries and the pathway opportunities within them.

Leigh says schools need to develop career education and guidance

programmes that allow students to develop their career management competencies and career confidence so in their later years of school, they can make informed decisions.

“Subject teachers need to be supported to help them contextualise the work the students do. Students are much more likely to engage with teaching if it is given some wider contextual meaning,” Leigh says.

“The link between what they are learning and possible routes into the world of work is not only motivating but will help them understand how theoretical concepts can be applied to practice, real-world contexts.”

She says career education and guidance play a significant role in reengaging young people in school. “We need to establish ‘hopefulness’ for many of these young people and encourage agency to design their futures.

“To do this, we need time and space in the timetable to allow students to build self-awareness in terms of their interests, values skills and motivations. Students need time to reflect and examine their thoughts for their future, visioning possibilities and communicate desired outcomes.

“Students need to consider whom they want to become rather than what they want to do and think about what they need to do to make this happen.”

Careers and Transition Education

Associated NZ

027 246 1506

kaiarahi@catenz.org

www.cate.co.nz

“Young people need time to develop their self-awareness and explore opportunities."

etco

The electrical training experts

Today’s electrical apprentices will be playing important roles in ‘the internet of things’ as their careers unfold. Think electric vehicle charging technology, energy-storing battery technology for the home, internet-enabled data centres, and smart factories.

There is a perception that a student with lower academic ability should go into the trades. This is incorrect, Electrical Apprentices studying for the NZCEE L4 qual require a high level of English, Physics and Math – including trigonometry and calculus.

As the world transitions to more sustainable energy sources and ever more advanced technologies, the role of the electrical engineer is becoming ever more critical. And that means a career in electrical engineering is a smart choice for students looking for a rewarding career. Employers are crying out for engineering graduates who have strong practical experience, and many firms won’t take engineering graduates who have not developed practical skills and experience first.

Etco is New Zealand’s largest provider of electrical apprentices and training and has been serving the industry for more than 31 years. Etco is 100% owned by Master Electricians, the industry association for New Zealand electrical contractors. Our commitment to producing the best has helped thousands of apprentices achieve outstanding results in competitions, exams and across our industry.

We employ 960 Etco apprentices, offering security of employment. We provide their off-job academic tutoring and place them with host companies for their on-job learning.

We have invested in the most sophisticated technology to support them, including our $2m-plus Student Management System, which enables apprentices to access all they need online to manage and keep track of their learning, face to face and remotely.

Etco provides strong mentoring and pastoral support for all electrical apprentices who are employed or train with us to help ensure they achieve their qualifications in good time, fully equipped for their future. All apprentices who train with Etco have access to our pastoral care programme which offers 24/7 support from practical advice on financial, housing, or personal matters to counselling.

We are always looking for intelligent, enthusiastic achievers with drive and commitment. Students require strong credits in NCEA level 2 in Maths, Science and English, or their equivalent. Applicants also need to have a minimum of a restricted manual drivers’ licence, New Zealand or Australian residency and good colour vision.

And if an aspiring apprentice doesn’t have the necessary qualifications to begin an apprenticeship, we can help them take their first steps by studying with us for the NZ Certificate in Electrical Engineering Theory (Level 3), Electrical Foundation Programme. The course can give them the necessary skills to be able to move into an apprenticeship.

If you’d like to know more about the opportunities Etco can offer students, please get in touch. We operate nationwide and have team members who would be delighted to talk with you.

University is not the only option for smart students

Qualified electricians are in high demand. Etco is New Zealand’s leading provider of electrical apprentices and training.

Tap into a watertight career

Official

NZMA has partnered with leading Oceanic esports provider LetsPlay. Live (LPL) to bring to life New Zealand’s first NZQA-approved esports tertiary qualification.

NZMA’s Foundation Skills in Esports (Level 2) and Introduction to Esports (Level 3) will allow young people a deep dive into the new and exciting industry.

Students enrolled in the free and subsidised courses will develop a variety of skills that can be used in the emerging gaming and esports industries along with careers in animation, game development, creative media, marketing and digital innovation.

LetsPlay.Live have kitted out the custom-built gaming suite at NZMA’s Ōtāhuhu and Christchurch. The Auckland based business are also offering mentorship

programmes and tours of their esports broadcasting studio to Level 3 students each semester. Students will get a behind-the-scenes look of their day-to-day operations in order to prepare them for practical work in the industry.

Kylie Wilson, NZMA Group CEO, shares: “We know that many learners slip through the cracks of the traditional education system because their passions are often not reflected in the course material.”

“We launched the esports qualification in response to the growing interest of young New Zealanders in the gaming industry. By tapping into their passion for gaming, learners will develop their confidence, leadership, and problemsolving skills that can take them into a career in esports and beyond.”

Apprenticeships are key to employment. Qualifying as a plumber, gasfitter and/or drainlayer is a smart move that can lead to exciting career paths, including project management, quantity surveying, plumbing design and hydraulic engineering. Sustainable modern buildings rely on new technology. Today’s apprentices are installing underfloor heating and will train into green gas (hydrogen or biogas) systems in the future.

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

Apprentices earn while they learn, applying theory learnt at block courses to their work in the real world, and bring their work experience into the classroom. It’s diverse work, ranging from maintaining or renovating existing plumbing to installing new systems on site from the ground up. Major projects could involve hospitals, apartments, offices, retirement villages, factories, laboratories, hotels and restaurants.

Learn. Teach. Inspire.

Masterlink is New Zealand’s largest employer of plumbing, gasfitting and drainlaying apprentices. Owned by Master Plumbers, we’re passionate about getting talented learners into our trades.

We place quality candidates with quality businesses (hosts) who provide on-job training. We supply starter tools and PPE, mentor our apprentices and boost their skills with free Masterlink Training. Our Regional Managers provide outstanding pastoral care and guidance over the duration of the apprenticeship – from two to five years depending on the disciplines. Send us your young people who are keen on hands-on work, problem solving and helping people, and we’ll get them into a rewarding, modern trade which is always in demand.

Visit www.masterlink.co.nz

www.teachnz.govt.nz

If you’re a teacher or principal, you can inquire, investigate or study, with support provided for you and your school or kura. Find out more about our TeachNZ study awards, sabbaticals and study support grants at TeachNZ study awards, sabbaticals and study support grants | TeachNZ

course approved by NZQA prepares young people for careers in the booming esports industry.

Something for every school

In the past few years, more than any other time, there has been a lot of change. One constant has been the ability of ServiceIQ, the industry training organisation for the nation’s service sectors, to provide schools across Aotearoa with a comprehensive range of quality, learning-focused products and services.

As one of the country’s largest providers of Gateway programmes, many schools are already choosing options for their students. The choice covers retail, hospitality, aviation, and tourism, with the latter’s school holiday Māori Cultural Camps proving perennially popular. All ServiceIQ Gateway programmes have been carefully crafted to ensure that all students have valued NCEA learning and credits, as well as a realistic and worthwhile real-world workplace experience.

The quality of these Gateway offerings is well proven. In 2021, participation jumped 34% to 2,518 students. Despite COVID, 639 more students gained valuable learning and life experience. Of these, 33% were Māori and 25% Pacific people. Completion rates were 90% for Pacific tauira, 88% for Māori, and 93% for non-Māori/Pacific.

Even better, every year, many of the employers involved with ServiceIQ’s

Gateway programmes have jobs available for students they have come to know and value.

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

ServiceIQ can also assist with student transition from school into the workplace. ServiceIQ’s small but dedicated talent supply team works to match passionate students ready to leave school with employers committed to helping young people into careers and vocational training, including retail, hospitality, and aviation apprenticeships.

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

Cultural authenticity and the NZST curriculum

Māori student, Alexia Williams, is reaching her aspirations in education and employment with New Zealand School of Tourism, a Category One UP Education provider.

Fitting her studies around motherhood and full-time work, Alexia says NZST provided her with what she needed to succeed in education by stepping away from the traditional one-size-fits-all model.

After completing her studies, Alexia reflects on what’s required across all of education to support other Māori students to thrive:

“Education providers need to understand that many Māori do not see the world in the same way that many Pākehā do. This is reflected in the way a lot of Kiwis approach tertiary education and training, which made NZST’s approach a great fit,” says Alexia.

“The system is afraid to embrace differences and demands conformity. This can hinder Māori learners, who are aiming to achieve their own personal definition of success, not a Pākehā construct of it.”

“Integrating more of a noho marae approach into the curriculum would help deliver more cultural authenticity into education programmes – benefitting both tangata whenua and nonMāori students to gain a better understanding of our culture.”

“Since graduating in 2021, I’m currently undertaking a paid internship with the Florida Ritz Carlton Hotel. But when I get back to Aotearoa, I want to give back to the community and mentor other young Māori to achieve their dreams.”

The NZ School of Tourism is currently recruiting for its January 2023 intakes. Visit nzschooloftourism.co.nz for more information.

Student lands her ‘best job’ from a school pathway opportunity

Competenz ambassador and apprentice Jadzia Pyne is halfway through her Fitting and Machining Engineering qualification and thinks she has the ‘best job’. As part of an engineering team of 11 at the University of Auckland’s Technical Services Workshop, she gets to learn something new every day, and gets paid while she’s learning.

Jadzia attended Waitakere College in West Auckland. In year nine, she tried engineering as a subject and enjoyed it so much that she continued with it, joining the college engineering academy in year 12. Once immersed in the academy, Jadzia knew she was in the right place – even though she was the only girl in her class.

Jadzia says “The teachers were hugely supportive of my choice. I remember my engineering teacher saying that women make great engineers because they are meticulous, detail orientated and focussed.”

Through the college’s engineering academy programme, Jadzia eventually landed a placement at the University’s workshop over 12 weeks which exposed her to the variety of projects the workshop undertakes. The workshop makes, modifies, and repairs equipment used in research and teaching throughout the university. The workshop team are involved in designing, engineering, and manufacturing a wide range of electronic, machined, and fabricated

parts of every level of complexity and sophistication.

It was the wide range of work that Jadzia found appealing and helped make her decision to commit to an apprenticeship and pursue a career in engineering.

“All the jobs are interesting, and I get to use lots of different mediums. We have 3D printers and laser cutters. I’m now doing work which requires the use of Computer Aided Machining (CAM) software to design jobs and program them ready for the CNC machines.”

Workshop Manager, Steve Warrington was impressed by Jadzia’s ability and attitude, offering her permanent employment and a fitting and machining apprenticeship.

“One of the challenges we face is finding young people who want to learn and want to commit to an apprenticeship. We put a significant investment into it, so we want someone who will give us commitment and see it through.” explains Steve.

“I have had a relationship with Waitakere College for over eight years now, and I’m really impressed with how they promote the trades. Jadzia is the first female we have employed through it. I would encourage other female students to try out the trades.”

Jadzia agrees with Steve. She says “Don’t get put off by the fact that you don’t see many women in the trades. Just find out what you want to do and go for it.” We couldn’t agree more. Do you have students that are keen on trade careers?

Competenz can help get them started with apprenticeships in 37 different industries.

For more information visit: www.competenz.org.nz/jobseekers/ getting-started

"Don’t get put off by the fact that you don’t see many women in the trades. Just find out what you want to do and go for it."

Outreach with Libraries Horowhenua

Libraries for Children and Young Adults are essential for information and development.

Outreach to our local schools improves student access to reading resources, services, and programmes. Collaborating also helps us to respond to curriculum needs.

Outreach Services

Library talks

Storytime

Archive explorer

Kete Horowhenua tutorials

Digital inclusion

It creates strong authentic relationships with librarians, teachers, students and whānau and supports reading for pleasure at home and during the holidays. info@horowhenua.govt.nz

Curriculum support and resources

ROTORUA

Taking care of New Zealand homes and businesses for over 50 years

Glen and Rebekah Moon are your local experts at JAE Rotorua.

JAE Rotorua are the ones to call for a wide range of services from carpet and upholstery cleaning to fabric protection, flood, and fire restoration – for both residential and commercial premises throughout the region. Call Glen and Rebekah today! They’re happy to be taking care of Kiwi homes in Rotorua!

Carpet Cleaning

Upholstery & Leather Cleaning

Stain Treatment

Rug Cleaning

Fabric Protection

Odour Treatments

Flood Restoration

Fire & Smoke Restoration

Lincoln student journey maps route to success

Ongoing support throughout the student journey is key to a Te Whare Wānaka o Aoraki Lincoln University education.

This means empowering students to achieve academic excellence, cultivate their leadership skills, experience high levels of wellbeing and grow as people so they are prepared to meet and exceed their goals in the real world.

“Students are at the core of everything we do at Lincoln and our mission is to provide them with a wellrounded experience that offers the best possible foundation for success throughout their lives,” says Lincoln University Deputy Vice-Chancellor, Student Life, Damian Lodge.

The first point of contact

The Domestic Liaison Team is the first point of contact for those considering Lincoln. These friendly and knowledgeable staff members are on board to offer advice about all aspects of life at the university, enabling prospective students to make the best decisions for them.

“Our liaison team can help with choosing the right programme, discussing career opportunities and connecting prospects with current students, alumni or industry contacts,” Mr Lodge says.

The team members visit schools throughout the country to engage with students, attend events throughout the year (including careers expos and fieldays) and can be contacted at any time to book a personalised advisory chat or tour of the Lincoln campus.

In 2022, the team was expanded to include a group of Domestic Liaison Officers in Hamilton, giving the opportunity to provide expert guidance and more targeted support to prospective students based in the North Island.

“It’s important to us that we have a presence throughout the country to ensure frequent visits to a wide range of schools and provide as much

assistance as possible to people interested in a Lincoln education,” Mr Lodge says.

Learning through experience

Those starting their studies are supported by a dedicated First Year Student Advisor, who assists students with the transition to Lincoln, runs orientation activities and hosts a peer mentoring programme called Student Buddy.

“The first year is a crucial time for our students and we are committed to doing everything we can to set them up for success from the very beginning,” says Mr Lodge. “The First Year Student advisor is part of a wider Student Experience Team, who act as advocates for students and are closely involved with their development throughout the entire journey.”

The team use evidence-based approaches to include students in planning and decision-making when it comes to life on campus, help them to grow from their experiences, and provide safe spaces where they can express their needs and share ideas.

“Lincoln’s Student Experience Team works to provide a personalised and genuine experience throughout

each student’s journey,” Mr Lodge says. “They focus on all aspects of the student experience, including wellbeing and pastoral care, learning resources, social connectedness and a sense of belonging.

“They also assist students to experience a bicultural campus by incorporating Te Ao Māori into activities and helping them to build relationships with mana whenua.”

A major part of the team’s work includes providing support to proactive student education initiatives, including a two- hour workshop known as Respectfully Lincoln.

Aimed at first-year students under 21, Respectfully Lincoln is run by trained current students and promotes a strong understanding of healthy sexual relationships and consent. The programme has been recognised by Te Pōkai Tara Universities New Zealand as an exemplar for others to follow.

Promoting wellness

To further enhance the student experience, Lincoln embraces the 5 Ways of Wellbeing, and the holistic Māori health and wellness model, Te Whare Tapa Whā.

The 5 Ways of Wellbeing tool is based on a 2008 report that highlights five specific actions to adopt in everyday life for enhanced wellbeing: ‘connect’, ‘be active’, ‘take notice’, ‘keep learning’, and ‘give’.

The entire Lincoln whānau is actively encouraged to incorporate these actions, both individually and collectively.

Te Whare Tapa Whā refers to a wellness model depicted as a house, with each of the four walls being equally important for health and wellness. It also includes the land/whenua as the foundation for all wellbeing.

“Using wellbeing science and Te Ao Māori perspectives to promote a safe and inclusive environment is a key part of the Lincoln experience,” Mr Lodge says.

“These resources offer a great supplement to the support systems that are in place from the very beginning of a student’s journey, when they’re first thinking about attending Lincoln, until graduation and beyond, as they begin a career in their chosen field and join the university’s alumni network.

“Being part of our whānau is a lifelong experience.”

Spirit of Adventure

By Timmi Aplin-Barrett

The Spirit of Adventure Trust was set up in 1972 to empower the youth of New Zealand. It has gained and maintained a reputation in New Zealand as a highly respected youth development organisation which provides a unique environment for youth development.

With 50+ years of building confidence, self-worth and resilience and over 88,000 students having taken part, the Spirit of Adventure is changing the lives of young kiwis.

“The Spirit has become an iconic expression of youth, ships, people, the sea and opportunity combining to create positive outcomes for the trainees nationally with ripples around the world,” says Spirit of Adventure chairman, Stephen Fisher.

“The trust strives to offer equal opportunities to all young New Zealanders to participate in our development voyages. This equal opportunity is provided by way of voyage subsidies and potential trainees are encouraged to apply.”

Students aboard the Spirit of New Zealand will learn a multitude of useful skills including team-work, communication, leadership, resilience and confidence as well as self-reliance, self-esteem and self-discipline.

There are two main courses for young people; the 5 Day Spirit Trophy and the 10 Day Development.

The 5 Day Spirit Trophy is for year 10 students at a secondary school. Teams of year 10 students compete against three other schools for the bragging rights of winning the Spirit Trophy. There are between five and nine Spirit Trophy Voyages each year. Activities include:

Ship-handling

• Teamwork

• Problem-solving

• Debating Water sports.

The cost of the Spirt Trophy Voyage costs $12,500 per team and consists of 10 students and one teacher.

The 10 Day Development Voyage is for 16–18-year-old students. Students learn to depend on their peers and create close and lasting bonds. They’ll improve communication and leadership skills and learn the importance of self-awareness and being part of a team. Voyages are available from late February 2023 and

cost $3,500. There are scholarships available to be able to take part in this course.

About the Spirit of Adventure Trust and its Ships

Created in 1972 by Lou Fisher, the Trust has become a name synonymous with adventure and character-building.

Lou wanted to empower the youth of New Zealand and proceeded to do so. His son, Stephan, took over in 1977 and has continued to keep the spirit alive.

The Spirit of Adventure was launched in late 1973 and the first youth sailing voyage took place in early 1974.

In 1986, the Spirit of Adventure was joined by a second ship, the Spirit of New Zealand. They sailed together but the Spirit of Adventure was sold in 1997 and can be found running sailing trips for tourists in Fiji.

These days, the black hulled Spirit of New Zealand ship sails around 10 months of the year and is believed to be the words busiest youth ship. It’s expected to be able to continue operating youth voyages until around 2035.

Hillary Outdoors

By Timmi Aplin-Barrett

Hillary Outdoors is committed to delivering outstanding outdoor education training in New Zealand and have been doing so since 1972.

They want to empower people to do extraordinary things by growing through adventure and connecting through participation.

Through their values of connections, growth and kaitiakitanga, Hillary Outdoors has created programmes that have a place in the hearts of generations of New Zealanders.

The ‘original’ Hillary Outdoors Programme supports school students from year 7 to year 13. It runs over a period of five days and is delivered at either Aotea Great Barrier Island or Tongariro.

This provides an excellent opportunity to lean in either a marine or land-based environment. Groups typically arrive on Sunday and depart on Friday.

The ’long programme” is up to five weeks of outdoor experiences and is offered at both centres.

The longer programme gives students a space to test their own waters, surprise themselves, develop

interests and focus while learning, in depth, about the local natural and cultural environment.

Hillary Outdoors also offers holiday programmes which are designs for 14–18-year-olds and offered at both centres depending on the dates.

There’s the 5-day holiday action challenge which involves day trips at the start of the week and finishing with an overnight expedition.

There’s also the 7-day Hillary Leadership programme for 16–18-year-olds. The 7-day programme is great for student prefects, sports captains, school council members and students entering the workforces.

The Holiday Action challenge at Tongariro has availability for the 8th to 13th of July, 2023. Great Barrier Island has availability for the 16th to 21st of April, 2023. Meanwhile, the Hillary Leadership at Tongariro has availability for the 14th to 12st of April, 2023.

No gain without pain

Surely we do not want any more pain after all the issues of the last few years?

When I think back, I can hardly remember a time that there was no ‘pain’ before a large leap forward.

I swim for exercise and it was only when I was tired that it forced me to keep my arms and elbows in tighter to develop a more energy saving stroke.

Bring your young ones (of all ages) out for a winter camp with us at Kokako Lodge (Auckland) and let them get cold and wet, but then warm up in front of the fire with a hot cup of Milo!

‘Challenge by choice’ – but we all know nothing good in life comes

easy. Let’s ‘get real’, focus on being ‘present’ then build from there. 2023 is certainly going to be a growth year as we get everything back up to full speed so give one of our friendly team a call on how we can help you achieve that with your lovely students.

Hillary Outdoors doesn’t just offer week long programmes – they also offer challenges such as the Rogaine challenges.

These are two hours in duration and students will work in teams of three or four. These challenges are suitable for students in years 9-13.

Held throughout the North Island, the Rogaine challenges offer a mix between orienteering and rogaining.

There is also the Torpedo7 Get2Go challenge which is an entry level challenge for year 9 and 10 students which combines activities such as orienteering, kayaking, stand up paddling, mountain biking and a bit of problem solving. Following that is the Torpedo7 Get2Go Final which is

held over five days in December on Great Barrier Island.

A good step up from the Torpedo7 Get2Go challenge is the Hillary Challenge 6HR which is held in both the North and South Island.

Teams of students in year 11-13 compete in this adventure racing event. Finally, the toughest adventure race in New Zealand for year 11 to 13 school students is the Hillary Challenge Final. 12 teams take on 5 days of gruelling multi-sport activities with only one team coming out on top.

For more information and to get your students involved in the great outdoors, check out: www.hillaryoutdoors.co.nz.

“‘Challenge by choice’

– but we all know nothing good in life comes easy. Let’s ‘get real’, focus on being ‘present’ then build from there.”

all that Queenstown has to offer, from adventure challenges, kayaking and biking to Arrowtown and the gold fields. Ride the gondolas and test out the luge, or experience the thrill of jet boating or the challenges of rock climbing, and in winter check out the ski fields. Queenstown has it all.

has beds for up to 131 people across 5 different sized

Riverside Adventures Waikato

We are Riverside Adventures Waikato. In September 2021, we launched our new name and a new look.

The rebrand better reflects who we are and the experiences we deliver in the Waikato region. Same tours, same team - new name and a new look.

We’re still based on Horahora Road, on the edge of the beautiful Lake Karapiro, and only a few steps away from the Waikato River Trails.

A chance to rebrand was meant to coincide with a change in our base headquarters. This move has been delayed at this stage. But it has given us the opportunity to bring in some exciting new changes to our service offering. We will soon have our own accommodation options, as well as meeting spaces and something to satisfy those posttour hunger cravings. We offer many different styles of tours that can include biking/ kayaking/walking. These include: Kayak and glow worm tours Take a guided kayak down the Waikato River by day or experience the magic of New Zealand glow worms at twilight.

Mountain bike tours

Cycle the Waikato with us. Cruise along the Waikato River Trails on a guided or self-guided tour to suit any ability.

Build your own tour

Looking for something else? Create your own adventure. We’ve got all the gear and the know-hot to build you a tour to a tee.

Combo tours

Our most popular combo tour adventures. Kayak, bike or walk your way to an adventure along the Lake Karapiro and the Waikato River trials. We have an experienced team at Riverside Adventures. You are in safe hands with our passionate local guides who have undergone extensive safety training. Get in touch with us today for more information, we would love to take you on your next adventure.

Riverside Adventures Waikato 0800 287448 0277 287 448 info@riversideadventures.co.nz www.riversideadventures.co.nz

areas. Book the whole camp or just the areas that meet your needs. All accommodation has breathtaking views of Lake Wakatipu and the mountains.

The main facility has a large auditorium with seating for up to 200 and our dining room with has seating for 150 along with walk-in chiller/freezer. We have two well equipped kitchens

for self-catering with stainless steel benches, commerical dishwashers, cutlery and crockery. A couple of BBQ areas.

On-site activities include two playing fields, kids playground, flying fox, archery, outdoor chess, frisbee golf, orienteering, soccer, volleyball, cricket, pool table, table tennis and native gully.

Hillary Outdoors

Camps across New Zealand

By Timmi Aplin-Barrett

New Zealand is home to a vast array of excellent camping and outdoor education experiences. From team-building to self-development, outdoor education experiences are a great part of a student’s growth.

Getting out of the classroom and into the wild can often be a great way for students to express themselves or find new things they are passionate about. Here are some fantastic camps and lodges across New Zealand.

Tautuku Outdoor Education Centre

388 Chaslands Highway, Papatowai, Otago, South Island

This southern centre provides accommodation for up to 100 people in dormitories and associated cabins. Students can take part in a great range of activities from climbing, abseiling and confidence courses to kayaking, flying fox, campouts and tramping. Situated in the William King Scenic Reserve, Tautuku Outdoor Education Centre is a slice of paradise.

Boyle River Outdoor Education Centre

16 Magdalen Valley Road, Boyle Village, North Canterbury, South Island

15kms south of Lewis Pass lies the Boyle River Outdoor Education Centre with provides adventurebased learning for students. There is a whole host of activities to be explored – from tramping and camping to confidence courses, river crossing and much more.

Camp Raglan

Camp Raglan is packed full of adventure for seven to 14 year-old boys and girls; there’s always so much to do.

Our aim is that your child comes away with lasting memories of what they have experienced, explored and enjoyed at our camp.

What can you do at camp?

Air rifles, archery, BMX track, sports field, flying fox, indoor climbing wall, bush and stream walking, beach and rock pools, giant hammock, swimming pool, confidence course, low ropes, team building activities, playground area and two trampolines. Plus our brand new waterslides where you can race your

mates or your teacher down our twin water slides.

A wonderful spot

The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea.

Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

All the main facilities are under one roof.

The resident chef cook’s excellent meals and special dietary needs

Motuapu Outdoor Education Camp

1 Camp Road, Motuapu Island, North Island

For a more seafaring venture, consider Motuapu. Instructor led activities include sailing, kayaking, snorkelling and paddleboarding while on land, you can learn archery, low ropes, climbing, abseiling and more. The island has a rich history as well as being the largest island pest eradication programme so there are many learning opportunities.

Aongatete Outdoor Education Centre and Lodge

834 Wright Road, Aongatete, North Island

With a focus on environmental education, this outdoor education centre and lodge is a great way to teach students about outdoor safety and sustainability. The lodge can accommodate up to 92 people and has full kitchen, lounge, ablutions and activities facilities. Here, you can embark on tramps, bushcraft, river activities, environmental studies, night time activities, climbing and more.

can be catered for. Camp Raglan is known for its good food and excellent hospitality. Our team will offer you a very warm welcome and we happy to discuss your individual needs.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets. It overlooks the breath-taking view of the Tasman Sea.

An information pack to help you with your planning is available from the camp and gives full details of facilities, accommodation and what you need to know to make your booking.

Rotoiti Lodge Outdoor Education Centre

Rotoiti Lodge Road, St Arnaud, South Island

For easy access to the stunning Nelson Lakes National Park, look no further than Rotoiti Lodge. The lodge provides a warm, safe environment for students to engage in a huge range of activities. With Rainbow Ski Field nearby as well as a multitude of tramping, biking and walking tracks, the lodge is a base camp for dozens of outdoor experiences. The lodge houses up to 74 people split across two floors in eight dormitory style rooms.

Sixtus Lodge

318 Limestone Road, Apiti, Manawatu, North Island

Established in 1977, the Sixtus Lodge sits in the footfills of the Western Ruahine Ranges where farmland gives way to native bush. Sixtus Lodge is an excellent place for students to get in touch with nature, explore caves, native bush, birdlife, alpine flowers, insects and more. This is a great place to tramp, explore rivers, rock climb and horse ride.

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best. There is also a sound system available in the gym The main hall has a stage area, with two large TV monitors and a large screen at the back which is excellent for showing movies etc. in an evening. The Hall has a sound system for your use.

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

Ph: (07) 825 8068

Email: campraglan@cbm.org.nz

Website: www.cbm.org.nz

OUR CAMP ACTIVITIES:

Camp Raglan is a beautiful campsite situated on the bush-clad slopes of Mt Karioi and has breath taking, panoramic views of the Tasman Sea and beach. It’s a 7-minute drive from the artsy Raglan township. Sleeping Accommodation is essentially under one roof, which provides easy and secure supervision. There is also, on-site, 4 twin rooms and a double room available in Bethel House. Camp Raglan has a resident cook who provides excellent meals, and with prior arrangements and a small additional fee, special dietary needs such as DF, GF, and Vegetarian, can be catered.

Outward Bound

By Timmi Aplin-Barrett

Outward Bound courses are now open for booking for the 2023 season.

As one of New Zealand’s leading organizations for showing people their full potential through outdoor challenge and adventure, Outward Bound courses are a great way to get teenagers outside and learning.

From outdoor skills to leadership experience, Outward Bound courses offer students an opportunity to get outside and explore the world around them and who they are as a person.

Leaps & Bounds takes place in the Marlborough Sounds where activities such as tramping, camping, sea journeys and heigh activities are featured.

Available for ages 13 to 15 with a parent or caregiver, this course runs for eight days. It aids in creating a relationship that is real, open, honest and based on respect, while sharing the experience with other adults and teenagers in the group.

There are limited spaces available for the course running from the 30th of June, 2023 to the 7th of July, 2023.

Meanwhile, there are spaces available for the course running from the 24th of September, 2023 to the 1st of October 2023. Prices start at $6,195. Be sure to check out the website for updated dates and prices.

Mind Body Soul Compact is a great way to experience the Mind Body Soul course on a restricted time schedule.

Mind Body Soul helps students gain independence and become a better leader, team member and adventurer.

This course is for ages 16 to 18 and also runs for eight days. You can join the waitlist for courses starting in January, 2023 or book for the course running from the 24th of September, 2023 to the 1st of October, 2023.

There’s also availability in the course running from the 5th of October, 2023 to the 12th of October, 2023. Prices start from $3,075. Be sure to check out the website for updated dates and prices.

A step up from Mind Body Soul Company, Mind Body Soul is for ages 16 to 18 and runs for 21 days. It gives students a real sense of independence, ability to set

achievable goals and work well within a team.

Waitlists begin in January 2023 while there are spaces available for the course running from the 22nd of September, 2023 to the 12th of October 2023. There’s also a course running from the 2nd of December, 2023 to the 22nd of December, 2023.

Prices start from $5,495. Be sure to check out the website for updated dates and prices.

The school leaders’ course is designed for students who are in a leadership role during year 12 or 13.

It aligns with the Mind Body Soul course but specifically focuses on

leadership. For students who are looking to become strong leaders, this course offers the opportunity to be the leader of the group for a day, workshops that explore high performing teams, inspirational speakers, action planning and much more.

Applications for this course open from the 1st of February, 2023. Be sure to check out the website for updated dates and prices.

Outward Bound also offers courses for adults ranging from 5 to 21 days. For more information, prices and booking, please visit: www.outwardbound.co.nz.

Mercury Bay Holiday Park

If you are looking for a quiet, relaxed atmosphere with a full range of accommodation options and great facilities, then Mercury Bay Holiday Park is the perfect place for you and your family.

Taylor Lodge, Pokaka - Just off SH4, surrounded by nature, this secluded property has a feeling of ‘getting away from it all’ while still having easy access to Ohakune, National Park and all that the Ruapehu District has to offer. SLEEPS 46 |

Put your students first by getting your technology in the right condition.

Wherever your school is based and whatever the size of your enterprisemanaging technology is vital if you want long-term, sustainable success. Target State Consulting will help make sure that your school has the right information, processes, people, cyber security, and systems in place to help you reach your strategic outcomes smoother, faster and most cost effectively.

Chem-Dry South Canterbury

Chem-Dry South Canterbury is a carpet cleaning service providing drier, cleaner, and healthier services to people’s homes and businesses.

Chem-Dry is well known and has done extremely well, it’s the world’s leading carpet cleaner with over 3,500 locally-owned carpet cleaning franchises in 46 countries!

Services include:

Residential: cleaning over 10,000 homes a day globally. Chem-Dry is the leader in carpet and upholstery cleaning.

Commercial: nothing is ever too big or too small for this team of experts. They deal with small and challenging jobs around the country with topnotch quality and value.

Packages: customers can find updated offers and specials for their area. The team provides affordable prices and specials!

Free estimate: Customers can call, email or text if they have an enquiry about booking an appointment!

Healthy homes are clean and happy homes, so it’s always a good idea to contact the team today!

Cleaning services also include but aren’t limited to: upholstery, tile and grout, and oriental rugs.

The benefits of Chem-Dry South Canterbury are the friendly team uses a green-certified solution and hot carbonating extraction cleaning process that provides a deep clean and faster-drying carpets that dry in only a few hours!

Their main product is The Natural®, which is safer than other products, as it has no detergents or harsh chemicals, so it’s not going to harm people’s families and pets. Unlike a normal steam cleaner, Chem-Dry’s lowmoisture carpet cleaning process uses 80% less water than steam cleaning, which means it’s ideally a more suitable carpet cleaning product.

Chem-Dry experts go through a lot of training and are professional carpet cleaners that are trusted by their customers. They accommodate various carpet needs and do their job to the best of their ability, so customers feel satisfied with their efforts!

Since 1977, Chem-Dry has been dedicated to helping families live more healthily because a clean home is a happy, healthy home. Chem-Dry delivers a deeper, safer carpet cleaning that was founded on the idea that there had to be a healthier, more effective way to clean carpets with less negative environmental impact than traditional steam cleaning.

We solved the problem by developing The Natural® — a green-certified, safe, and nontoxic cleaning solution – along with a unique delivery system that is the foundation of our hot carbonating extraction process and that delivers an unmatched carpet cleaning experience. This process relies on the deep-cleaning power of carbonation and uses 80% less water than typical steam cleaning, which greatly reduces dry times and the risk of mould and mildew that excess water can cause. The result is a deeper, longer lasting, faster drying clean and the peace of mind of having a healthier home for you and your family.

Keeping your heart healthy

Your heart is the pump which powers your body, supplying blood carrying oxygen and nutrients to every cell, nerve, muscle and vital organ.

Heart disease is an umbrella term for when your heart is not functioning as it should and includes any type of disorder that affects the heart, like high blood pressure or coronary artery disease.

Heart disease is New Zealand’s single biggest killer, claiming the lives of more than one person every 90 minutes. Heart disease can happen to anyone, anywhere, at any time. But what can we do, to give our hearts the best chance in life?

Prevention and awareness lead to healthy lifestyles

You have an important role to play in your health. The choices you make every day can positively affect your risk of heart disease.

The best way to prevent your heart from developing any problems in the future is to lead a healthy, active lifestyle. Avoid sitting for long periods of time and build as much physical activity into your day as possible.

The Heart Foundation recommends at least 2.5 hours (150 minutes) of moderate-intensity physical activity each week.

Or you can try to do 75 minutes of vigorous-intensity physical activity each week.

Every minute counts. If you do more physical activity than this, it’s even better for your heart health.

What you put into your body is just as important as what you do with it.

That’s why eating the right food is absolutely vital to maintaining the best possible heart health.

Whether it’s a snack, breakfast, or dinner, it’s always a good idea to load up your plate with plenty of plant foods to help nourish your heart, such as fruits and vegetables, beans and legumes, whole grains, nuts and seeds.

Salt is hidden in processed and packaged foods like ready meals, soups, sauces, crackers, bread, breakfast cereals, processed meats and savoury snacks.

The sodium in salt raises blood pressure and increases our risk of heart disease and stroke.

Try making swaps to lower salt alternatives and always read the food labels in the supermarket to look for the products with the least amount of sodium.

Equally important is what you drink. Water is the best when you need hydration and contains zero sugar.

High blood pressure is often called the “silent killer” because many people don’t know they have it.

That’s why it’s important to be aware of your blood pressure according to Heart Foundation medical director and cardiologist Dr Gerry Devlin.

“High blood pressure usually doesn’t have symptoms but if left untreated, it can lead to damaged arteries and increase your risk of heart disease. There aren’t always obvious signs your blood pressure is high so the best way to find out is to have it checked by your GP, nurse or pharmacist.”

School programmes to improve little hearts

All of us need to manage our health to give our heart the best chance, especially at the beginning of its life. Unfortunately, typical children’s menus in eateries regularly offer deep-fried food.

About half of children’s meals in New Zealand restaurants and cafes come with nutrient-poor hot chips. The same can be said of school canteens, which offer sugary snacks and drinks loaded with caffeine.

The good news is that you can create a healthier canteen with Fresh Made. Fresh Made is a Heart Foundation service that helps food suppliers, school canteens and early learning services make their food healthier for students.

If you’re a food supplier, school canteen or early learning service, Fresh Made can provide comprehensive resources including sample menus, tips for recipes and tailored nutritional support for your food service.

Foodstuffs’ Food for Thought uses an inquiry-based learning approach to help students (Years 5-6) learn how to make healthy food choices.

It’s free, fun and takes learning both inside and outside the classroom with visits to the local PAK’nSAVE, New World or Four Square. It also fits into lots of different areas within the New Zealand Education Curriculum.

Funding research for the future

Every year, Heart Foundation volunteers generously give their time to collect funds from kind-hearted Kiwis during the Big Heart Appeal. This year, on Friday 24 and Saturday 25 February, you can donate whatever you can to help fund vital life-saving heart research, which has already saved thousands of lives in New Zealand.

“We want to enable our researchers, innovators, doctors and nurses to keep making progress on improving heart health in New Zealand,” Dr Devlin says.

“Getting out and about in your communities and donating is a great way to see the wonderful people who enable us to make this vital heart research happen, so please help us make a difference.”

By comig together, we can fund more life-saving heart research. To donate, visit: secure.heartfoundation.org.nz/ donate-now.

What you put into your body is just as important as what you do with it. That’s why eating the right food is absolutely vital to maintaining the best possible heart health.

Libelle Group

Libelle is a nutrition focused food service provider, with a high focus on the school community.

Founder and Executive Director of Libelle Group, Johannes Tietze, reflects on 2022 and shares his perspective looking forward to the new year in school catering.

“Reviewing 2022, I wonder, has there been a bigger year in school catering and nutrition in Aotearoa?

I’m coming up on 20 years since my wife Rochelle and I opened our first tuck shop, and I haven’t seen a more momentous year.

We, as a sector, are now enjoying the fruit (excuse the chef pun) of decades of work on school nutrition. I think back to 2006, working with the Clark Government setting up the F&B Classification Guidelines for school canteens and kitchens. The huge change and progress that was. Then, when the later Key Government rolled it all back, but nutritional standards stayed, driving school expectations of our Champion Tuck Shops.

This quality push from principals helped us engage students directly, in our ongoing menu and recipe R&D. Together, we developed the EAT SMART menu, we currently

deliver over 20 menus at any given time, all delivering optimal nutritional payload, in-school.

The school nutrition world changed in 2020 and Ka Ora Ka Ako (KOKA) arrived, a chance to feed hungry learners at a scale we had only dreamt of. Principal and school expectations we were embedded in, with Champion Tuck Shops collaboration, had set us up to contribute. We are just one provider, serving regions from the remotes of Northland, to New Zealand’s largest cities, making up over 30,000 students.

Reviewing 2022 we see a maturing programme and the chance to assess our achievements. For a supplier at scale like Libelle, to a single in-school operator, consider just how much work is involved in providing meals;

• Cleanliness

Food safety

• Staff

• Contracts and payroll

• Stocking and supply chain management

• Cost Control, auditing and reporting

• Consistency

• Service styles and speed

• Student experience and faculty engagement

• Menu development rotation and refresh Meeting nutrition guidelines in every meal, every week and whole term to students

• Packaging, waste minimisation and sustainability.

customer and the social impact? Most definitely!

The Select Committee report into attendance put a spotlight onto the programme, a source for celebration and for renewed rigour in 2023. The Committee requested data on the impact of consistently feeding hungry learners nutritious meals - how it impacts engagement, learning, behaviour and attendance? How do they then measure its value and effectiveness?

We are fascinated by these questions and are asking a few more ourselves:

• What is optimal nutrition for kiwi kids?

• What are the health needs nutrition can address?

• How does it vary by environment and region?

• How to achieve sustainability?

• Are we utilising data for all of sector success.

Every participating school can look at the scale of what KOKA is achieving and feel proud. The success of getting a programme of this magnitude up and running, feeding Tamariki, hungry learners at school, at mass scale is sensational!

Is the programme working?

Is it having the desired outcomes?

Absolutely!

Can it be improved? Are there efficiencies that could optimise the nutritional payload to the student

Seeking insight, we have created an informal forum of principals and school leaders, Principals Of Nutrition In Education. Yes,the acronym is PONIEs, getting the data directly from the horses’ mouth. I invite you to join. PONIEs is made up of Libelle clients, non-clients, KOKA schools and not. A way to capture insights, anecdotes, innovation and identify issues that in 2023 we can all progress. If you or one of your team would like to be part of this inquiry, please get in touch by emailing hello@libelle.co.nz.

The work of PONIEs is for all of sector sharing. I think it imperative to create the means to have conversations about what a sustainable in school nutrition looks like – realistically – in the future. To chart our path to an even more nutritious 2023 for every kiwi learner.

I hope you had a great and restful summer break, because we need you to be part of that future.”

“This quality push from principals helped us engage students directly, in our ongoing menu and recipe R&D. Together, we developed the EAT SMART menu, we currently deliver over 20 menus at any given time, all delivering optimal nutritional payload, in-school.”

FEEDING LEARNERS HUNGRY GREAT FOOD

APPROVED LUNCH SERVICE SCHOOL PROVIDER

Healthier food options for New Zealand’s hungry learners.

• Top quality, freshly made school lunches.

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

• Professionally audited food control plan.

• Trained, qualified & 100% local staff. It’s simple, let our professionals feed hungry students, while your professionals feed hungry minds.

U-Skills 3+2

3+2 students have the chance to gain a tertiary qualification and in some cases start their apprenticeship while still at school. You will spend 3 days-a-week at UCOL and 2 days-a-week at school as you work towards a New Zealand Certificate in a particular career pathway

Ben Duck

U-Skills & Automotive Graduate

Juggling UCOL studies, secondary school classes, and work experience requires great commitment, but it has paid off for young automotive apprentice Ben Duck.

“I’ve always had an interest in cars. My dad and all of his mates were all into cars, and dad used to race out at the Manfeild club days. So, working as a mechanic was always something I had at the back of my mind,” says Ben.

Ben completed UCOL’s U-Skills Academy Automotive programme while he was in Year 12 at Freyberg High School. This one-day-a-week programme gives secondary school students a taste of automotive engineering while they work towards NCEA credits.

The following year, Ben enrolled in the New Zealand Certificate in Automotive Engineering Level 3 as part of the U-Skills 3+2 programme. Normally 3+2 students spend three days a week UCOL | Te Pūkenga and two at school, but Ben arranged to spend one of his school days doing work experience at a local car dealership.

Learners who complete the New Zealand Certificate in Automotive Engineering Level 3 at UCOL benefit by having completed the first year of their apprenticeship and reducing the time to become fully qualified.

Ben did a stint of work experience at Manawatū Toyota, before moving onto McVerry Crawford Motor Group. He says he got the best of both worlds by developing his skills in the workshops at UCOL and McVerry Crawford.

“The UCOL programmes were helpful for learning the tools and working on a range of vehicles. There are things I do at work now that I learnt from UCOL, like changing tyres. It really surprised some of the guys at work that I already knew how to do that.”

“Doing work experience while studying helps because you get to know the people in the workshop, how they work, and how they like things done. Workshops have time schedules they need to stick to, and that kind of thing can be overwhelming if you come into a job without any work experience.”

As Ben was coming to the end of his UCOL studies, McVerry Crawford offered him an apprenticeship. Ben was delighted, as landing an apprenticeship had been a big motivator for doing work experience.

“I’m really enjoying my apprenticeship, especially now that I’ve been there for a while and I’ve got into the flow of things. I’m now doing some of the bigger jobs, which is nice because it takes me out of my comfort zone. I’m getting into the engine bay, taking apart components, and putting them back together.”

For Ben, the best thing about his job is that he is always learning something new and applying it.

“It’s quite cool to be able to spot and diagnose problems yourself. It’s a great feeling when you can say, ‘I know what the problem is, and I know how to fix it’.”

Enrol Now!

UCOL 3+2 Study Options

Designed for

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

Benefits

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

Where does 3 + 2 lead?

Higher level of study (i.e. Level 4 and above), apprenticeships or employment.

To apply

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

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

Gumboot Friday raises $3 million for youth counselling in Aotearoa

Volunteers and communities across New Zealand have raised a whopping $3,073,864 (and counting) to fund free children’s counselling in New Zealand.

The record-breaking figure comes after the annual Gumboot Friday event held on November 4th. One hundred percent of the donations will go to Gumboot Friday, which is New Zealand’s leading counselling service provider for youth under 25 years old.

Mike King says he is not surprised, but absolutely blown away, by New Zealander’s generosity.

“It’s mind blowing that in one day Kiwis have rallied together and raised more than $3 million for our kids,” Mike says.

“Now, more young people, can get the help they desperately need, without having to languish on our abominably long waiting lists, or harrowing visits to the doctor to be diagnosed as mentally ill, before they can gain access to a mental health professional.

“The response this year has been overwhelming. Kiwis are finally realising that if their kids are

struggling with their mental health, no one from the government is going to come riding in on white horses to save them, so they’ve decided to do something about it themselves.

“Kiwis care about our kids. They want our kids to live. They’re digging deep into their own pockets and funding Gumboot Friday to stop our tragic suicide statistics.

“When will our officials match our people and our communities in caring about our kids too?”

Despite its success, and the obvious need in our communities, Gumboot Friday receives no government funding.

In December 2022, Gumboot Friday recorded its highest week of counselling sessions funded in its history at $103,000.

During the past year, Gumboot Friday sessions increased by more than 200 percent and demand for the service is expected to grow.

“If this trend continues, we could see an average of well over $200,000 per week in counselling fees by the end of next year.”

Prior to this year’s mammoth total, Kiwis have donated more than $3.5 million to Gumboot Friday, which has seen more than 28,000 counselling sessions funded.

“Kiwis care about our kids. They want our kids to live. They’re digging deep into their own pockets and funding Gumboot Friday to stop our tragic suicide statistics."

Closing the Digital Divide

PB Tech supports Cook Islands 2022 Teacher Summit

PB Tech Education supported the Cook Islands 2022 Teacher Summit at Te Uki Ou School in Rarotonga. The summit was a two-day event from October 10 to October 11, 2022, providing a professional learning experience for New Zealand and Cook Islands teachers.

Hosted by Manaiakalani Education Trust and Cook Islands Tourism, the summit held teacher workshops focusing on technology innovation in the classroom, effective teaching practices and cultural

On behalf of the rest of the Manaiakalani team, Programme Lead Dorothy Burt said they received overwhelmingly positive feedback from teachers

Burt shared a comment she received from one of the teachers, “I thoroughly enjoyed listening to the other teachers who shared their experiences, challenges and how they addressed them.”

Burt said this summit is a wonderful opportunity for teachers to connect and learn from each other with a common purpose of providing students with the best education.

"We discovered we have so much in common, and we also had a lot to learn from each other."

PB Tech has been working closely with educators and Manaiakalani by supporting low-decile schools to increase digital inclusion and literacy in New Zealand.

PB Tech Education believes that giving students access to technology is an equaliser that can have a significant flow-on effects on the rest of their lives and their families. This is especially true for those in underprivileged communities. That’s why we focus on initiatives that provide students with access to technology and support Maori and Pasifika communities and businesses.

TOKEN COLOURS AVAILABLE:

Red Green Yellow Dark Blue

Teal

Magenta

ORDERNOW!

Purple Orange Black White Gold Silver

COLLECTION BOXES NOW AVAILABLE IN TWO SIZES:

140mm x 140mm x 250mm

190mm x 190mm x 400mm

Reinforced corners

Hinged security lid for easy emptying

Secure screwed lid for security while in use

Super-tough food-grade

perspex

Made in New Zealand

form of advertising you can measure, then increase or decrease, so you can manage your workflow accordingly!

You’ve probably heard people talk about digital marketing, Google AdWords, online traffic, SEO and social media. Then on top of all that, you need to have a lead generating web presence with good traffic etc.

This can sound complicated – but it doesn’t have to if you talk to the right people.

Let’s start with the basics

Right now there are people looking for a business just like yours. However, if you don’t have AdWords, there’s a very good chance they’ve just clicked one of your competitors’ websites.

Most businesses would benefit from Google AdWords. It’s simple to set up, it’s fast, you set the monthly budget, and you can see the results immediately.

Included is a complimentary call tracking service to measure daily results, plus you get a monthly report that’s explained in as much detail as you like.

We have many success stories where people have thought marketing is a waste of money, but have finally found something that gives them a transparent Return on Investment.

If you would like to be our next success story, please call or email: enquiries@fatweb.co.nz

We have offices throughout New Zealand and can discuss your needs over the phone or by Skype.

Don’t let another year go by without truly discovering what digital marketing can do for your business.

With years’ of experience and having delivered outstanding results, we have some of the best digital experts in the business.

We are so confident, that if you aren’t 100% happy after the first month, you won’t pay a cent for the management fee. And if you mention this ad, set-up is free – a service other companies charge up to $3,000 for.

FREE call tracking, which means you can actually hear recordings of the phone calls coming into your business to see if your staff are doing things correctly or if they need more training. This tool can make a massive difference to the FAT on your bottom line.

Available to the first 25 people who book a consultation.

With over 15 years’ experience - we know what we’re doing.

- 38 Lowe St, Addington, Christchurch 8011, New Zealand

- Level 6, 3-13 Shortland Street, Auckland CBD, Auckland 1010 Call 0800 FATWEB, or email enquiries@fatweb.co.nz to book a FREE consultation.

About Gumboot Friday

Gumboot Friday is an online platform that connects young people with counsellors or therapists all over New Zealand. All donations made to the Gumboot Friday Fund directly support kids in need wherever they are in New Zealand, for online or inperson sessions.

About I Am Hope charity

The charity started when Mike King visited Taipa Area School in the Far North where five kids had taken their lives within five months. Since 2015, we’ve spoken to over 350,000 kids from Bluff to Kaitaia. Our message to our kids is about the over active inner critic.

One of the universal experiences as a human being is that sticky feeling that you are not good enough - you don’t deserve what you have, and you can never achieve what you want. Despite being a daily challenge for everyone, it is also one of the most isolating experiences we all face.

Unfortunately, because we hide this aspect of ourselves, our tamariki feel alien, mentally ill, or simply not good enough. When we open the door to these hard conversations and highlight that we all struggle with this inner critic, we can show our tamariki that they are held and normal.

I Am Hope’s job is to open the door and reduce the barriers to this kōrero through our own vulnerable stories, given with resources and learnings to uplift our tamariki into a better life and normalise the inner critic. For mor information, visit: www.gumbootfriday.org.nz

Photos kindly supplied by Authority PR director Golnaz Bassam Tabar.

“It’s mind blowing that in one day Kiwis have rallied together and raised more than $3 million for our kids.”

Staying safe at school

There are many aspects to health and safety in schools.

This includes the wellbeing of students and staff members, handling potential emergencies, managing risks and hazards, and providing a safe environment for everyone in school.

According to the Ministry of Education, it is mandatory for every school board, principal and proprietors to act upon the Health and Safety Work Act 2015. Teachers and educators are also responsible for ensuring proper health and safety regulations are followed inside schools.

Working Wise New Zealand say, “It’s without a doubt schools are vulnerable to health and safety risks and hazards.

“From technology classes, to playgrounds, to education outside the classroom, the potential risks and hazards associated with the learning environment are endless.”

They say whether it’s kindergartens, primary or secondary schools, all schools must ensure they are meeting their legal obligation of keeping everyone healthy and safe.

Ensuring staff members have a current health and safety certificate means staff are well equipped for a sudden emergency where basic attention is required, before the emergency services arrive.

Organising the classroom environment with storage systems, as well as keeping the space clean and decluttered means potential hazards are minimised.

Storage units with clear labels help to keep the classroom tidier and

organised helps to decrease possible risks in the class.

Students can feel mentally cluttered if a learning environment is too small or packed with unnecessary objects. The classroom should have as much open space as possible between furniture such as chairs and tables.

Focusing on creating an emotionally safe learning environment for students is one of the most important ways to ensure students’ wellbeing needs are being met.

A health and safety tip for teachers suggests getting to personally know students enough to recognise sudden or slight changes in attitude. This could potentially indicate a shift in their wellbeing, where extra support may be needed.

Teachers may also need to advise the student to visit a school counsellor or health support services.

This means your classroom will not only be a safe place for students to physically work, but also a place where they can reach out for help with mental health concerns or problems.

To find out more visit The Ministry of Education website for resources and information. Working Wise New Zealand has further information regarding health and safety in the classroom, if you wish to find out more.

Fatigue and sleep hygiene

The first and fundamental step in managing fatigue is getting enough sleep, there is simply no substitute to restoring the body’s energy levels. Generally, we need to have between seven to eight hours rest to provide the body with the time it needs to rejuvenate the nervous system. Here are some helpful tips:

• Get to bed at the same time with no more than a half hour variation.

• Develop a ‘switching off’ ritual after work

• A warm shower before bed will generally assist the body to relax

• Regular relaxation can assist sleep patterns and can also be used in bed to assist falling asleep. Techniques include deep breathing, progressive muscle relaxation, meditation, yoga,

listening to a relaxation tape, sleep casts or peaceful music, visual imagery, and aromatherapy

• If you wake during the night and worry about your concerns, get out of bed for a while, jot down your concerns and any solutions

• Reduce the amount of sound and light in your room. This will give your sleep a much deeper quality of restoration

• Lifestyle strategies include regular exercise, not napping during the day, waiting until you are sleepy before going to bed, getting out of bed, and doing a calming activity if you have not fallen asleep within 30 minutes

• Avoid eating big meals before bed, a healthy diet and avoiding heavy foods or foods containing caffeine before bed.

If the problem persists, it is advisable to discuss the issue with your doctor or nurse practitioner.

“It’s without a doubt schools are vulnerable to health and safety risks and hazards."

QUALITY BUILDING SERVICES LIMITED

Phone: 03 365 8943

After Hours: 027 438 1440

Email: eddie@qbsl.co

Office: 3/308 Wilsons Rd, Opawa Christchurch

www.qbsl.co.nz

QBS are committed to improving outstanding quality heating, ventilation and air conditioning solutions and services to all our customers.

Attention to detail not only gives staff pride in their work, but provides our customers with exceptional solutions. We provide commercial and industrial air conditioning, mechanical and ventilation solutions including:

Design and Installation

IQP Inspections

Preventative and proactive maintenance services

Energy saving assessments and implementations

Project Management services

Peer reviews

Fault finding and repairs

Electrical services

100% New Zealand Owned and Operated

We build spaces you will love living in.

D.G.I. MORGAN LTD

Our skilled & dedicated fabrication team is headed by Michael Field who has been in the trade for over 20 years, working in all areas of metal fabrication, and has worked on projects such as The Christchurch Convention & Exhibition Centre, Christchurch Hospital & Riverside Market. He, and his team, provide a level of service that is unmatched, and they ensure that they exceed our clients expectations by meeting deadlines & budgets. Phone: 027 625 0377 |

North Canterbury’s Automotive Glass Specialist!

Industrial and agricultural equipment glass, all vehicle types and all insurance work undertaken.

The team at Waimak Windscreens have over 60 years of combined experience in the industry and are able to make repairs to, or replace auto glass in everything from your family car to your caravan and from commercial vehicles to your cherished classic.

We also make life easy by offering loan vehicles so that you can get on with your day whilst we get on with the job at hand.

Classroom furniture

By Michaela Pointon

With classroom furniture a necessity to a functioning and inspiring place to learn, there are endless choices of furniture available on the market.

In New Zealand alone, there are multiple classroom furniture companies available to choose from, all giving their unique twist making your class comfortable and creative. One New Zealand brand stands out from the crowd. Classroom furniture brand, Furnware, links pedagogy to learning space design. They believe creating actively engaging learning environments support students to learn better.

Independent research done by the University of Waikato and Furnware, shows that comfort in the classroom leads to stronger concentration.

Furnware has designed classroom furniture which is easier for students to use, increases concentration and reduces off-task behaviour.

“We always believed our furniture enhanced learning environments, leading to better learning outcomes.

“In collaboration with partners in academia and the government, we commissioned an independent report from the University of Waikato to prove it.”

The Institute of Educational Research used a range of methods to investigate Furnware Bodyfurn products over a cross-section of students.

There are a large range of factors to create a successful learning environment, however, comfortable and ergonomically supportive furniture helps to support students with their learning experience. Specially designed seating which focused on natural ergonomics have been designed and positioned in particular ways to elevate learning. Furnware is practical and comfortable and has been designed to specialise in longevity to last in the classroom environment.

CEO of Furnware, Duncan Hope says, “Furnware is different because we think about children with our products.

“It’s always going to be about children and how we can make them comfortable in their learning environment”.

Furnware says they work with a design team who come up with their speciality designs.

“It’s always how furniture can benefit their world of learning.

“We understand furniture is not everything in the classroom, but it helps students to excel in their environment.”

Owner of Furnware, Hamish White, started the business over 10 years ago when he saw an opportunity for creative and innovative furniture designs for the classroom.

Furnware designs and builds innovative furniture solutions such as their revolutionary Bodyfurn® chair. Their whiteboard tables available in a range of shapes and sizes are popular too.

“Whiteboard tables are the ideal low-tech learning tool, promoting collaboration while affording educators and students creativity in their teaching and learning.

“Children can write or draw to show what they are thinking and feeling

They are a great way for students to express themselves.”

Deputy Principal of Endeavour

Primary, Leo Spaans says, “Furnware was willing to listen, engage, discuss and have critical conversations with us about how we could achieve our goals”.

He said Furnware worked alongside the school team to create learning spaces and furniture that worked well to meet the educational needs for the students.

Different learning styles and types are well accommodated through the range of stools, tables, desks and lounges Furnware provides which create unique and distinguished learning spaces.

Furnware are currently in the process of expanding to the Pacific and Australasian regions, finding there is a niche for classroom furniture which is focused on kids and catered to their learning.

If you are a school looking for new furniture or you have room in the yearly budget to give some of the classrooms an update, make sure to check out Furnware.

There are many options available on the market for classroom furniture which can sometimes make decision making challenging.

They have an extensive furniture range to suit any classroom. Their product range includes; desks, chairs, lockers, soft furnishings, stools, displays, office furniture, storage and more.

Furnware’s products can also be customised to suit your school, with a range of colours and different materials available.

The team is always happy to help and give advice to their customers. They will also pick up, fix and return if any damages occur to the furniture. Their tailored range of products are designed to perform in the classroom and improve student comfort and concentration, perfect for any modern-day learning environment.

To find out more about Furnware make sure to visit their website furnware.com to send an enquiry to the team.

Suzanne Aubert Catholic School Papamoa. Photo supplied by Furnware.

St Paul’s Collegiate Hamilton. Photo supplied by Furnware.

Suzanne Aubert Catholic School Papamoa. Photo supplied by Furnware.

"It’s always going to be about children and how we can make them comfortable in their learning environment.”

We are NZ’s leading manufacturer of street furniture and have been a supplier for New Zealand schools for over 25 years.

Our extensive range of standard products provides a budget conscious solution without sacrificing on attractive visual design. Alternatively you can choose to have us custom design your outdoor furniture to fit with your specific school design and environmental requirements.

Our street furniture products are manufactured from high quality materials at our Auckland manufacturing plant. Our proven reputation for high quality products allows us to offer workmanship guarantees of up to 10 years for many ofour street furniture NZ products.

• DRINKING FOUNTAINS

• SEATING

• CYCLE RACKS AND STANDS

• SCOOTER RACKS

• SHELTERS

• BOLLARDS

• SKATEBOARD DETERRENTS

• PICNIC SETS

www.streetfurniture.co.nz 0508 335 477

Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.

Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being:

Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.

Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.

Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system.

To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.

Webglas in school walkway applications

Overhead options

When it comes to replacing a roof or reviewing the safety of your existing roofs, as a board of trustees, you need to consider a range of factors that will help you choose the most suitable type of roofing material. Roofing must also be correctly installed.

Choosing roof materials

Your project manager or designer should guide you on the best roofing material when you’re getting a new building or replacing a roof, and you can seek advice from your property advisor when reviewing your existing roof safety.

When choosing roofing materials, you should consider:

• How the roofing will stand up to local weather conditions

• How it can keep energy costs down

Which components may have shorter lifespans (e.g. plastic materials that may become brittle or degrade

If it’s suitable for your school’s location. For example, if your school is close to the sea, the roofing should be able to resist sea spray corrosion

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

• If it can improve the building’s appearance

If its cost will be within the project budget.

Translucent plastic sheeting used in schools

Translucent plastic sheeting is a material often used in school roofs and verandas. It includes PVC, fibreglass and polycarbonate roofing products. However, you must treat this sheeting as a potential danger because of the risks that:

• People may fall through it — a risk that increases as the sheeting ages and becomes brittle

It may catch fire as it can be flammable.

Covering up

Aotearoa New Zealand has some of the highest rates of skin cancer in the world, so protecting students and staff from ultraviolet radiation is vital.

Research shows that principals play a key role in encouraging the adoption and implementation of sun-protection policies. Many schools are joining the Cancer Society’s SunSmart Schools programme which provides schools with:

Best practice sun-protection advice

It’s good practice to take measures to stop people from climbing on the sheeting. For example, don’t have any structures close by that can be easily climbed.

Installing translucent plastic sheeting

To manage the risks of installing plastic sheeting, we have some specific installation requirements which you must follow.

Make sure your suppliers and installers are aware of them. As new products enter the market, suppliers, installers or project managers may suggest some of the measures below are not necessary. Talk to your property advisor about getting an exemption.

Five points to consider when it comes to your roof

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

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

3. Your roof will not last forever. There comes a time when repairs simply won’t be the answer as leaks will persist

4. Always seek more than one quote when repairs or a re-roof are required

5. Use a member of the Roofing Association of New Zealand –they are well informed about changes to the building code, health and safety regulations and technical matters.

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

Why do schools need to provide protection from ultraviolet radiation?

Sun protection is important because Aotearoa has high levels of ultraviolet (UV) radiation.

Over exposure to UV radiation in childhood and adolescence increases the risk of skin cancer. Skin cancer is our most common cancer, and along with Australia, we have the highest incidence rate of melanoma in the world.

Are your students protected from excess ultraviolet radiation?

ERO Health, Safety and Welfare selfaudit checklists include “Protection for staff and students from excessive UV radiation exposure”.

The Cancer Society advises that sun protection is required from September to April, especially between 10am and 4pm, when UV radiation levels are usually highest. Children spend a lot of this time at school, so it is important that schools have an effective sunprotection policy for Terms 1 and 4. How can we protect ourselves from UV radiation?

It’s easy to be SunSmart and reduce the risks of UV radiation. Remind students and staff to Slip, Slop, Slap and Wrap. That means:

• Slip on sun-protective clothing

• Slip into shade

• Slop on plenty of broad-spectrum, water-resistant sunscreen of at least SPF30 and reapply every 2 hours or more often if you are swimming or sweating

• Slap on a wide-brimmed hat

• Wrap on sunglasses.

How can schools ensure they have effective sun-protection policies?

• A sample sun-protection policy

• Advice from your local Cancer Society health promoter

• Accreditation for schools that have effective sun-protection policies and practices.

When a school becomes SunSmart Accredited, it shows parents and caregivers that their school takes sun protection seriously.

Do schools need to meet the criteria before they apply for accreditation?

No, the Cancer Society encourages all primary and intermediate schools to apply for accreditation even if their sun-protection policy needs development. Schools can find out more information at: www.sunsmart.org.nz

Who can help my school become accredited?

Your local Cancer Society health promoter will support you through the application process. They can help you to develop or update your school’s sun-protection policy to bring it up to accreditation standards. Why are caps not recommended?

While using shade and rescheduling outside activities inside are good ways to reduce exposure to UV radiation, there are many times when children are exposed to high UV radiation at school, so an effective sun hat is a key form of protection. Caps do not adequately protect the face, neck and ears which generally receive more UV radiation than other body parts.

Research shows that bucket hats with a deep crown and a brim width of 6cm, and wide-brimmed hats with a brim of 7.5cm provide good protection from UV radiation. For more information, visit: www.sunsmart.org.nz

i

Parents risk children’s lives by not prioritising swimming lessons

In 2021 90 New Zealanders drowned, the highest year for drowning fatalities since 2011.

Yet, parents are putting their children in danger by not prioritising swimming lessons, with research revealing nearly half (48 percent) of New Zealand kids do not attend lessons, and one in five (23 percent) parents have no intention of enrolling their child.

The SWIMSAFER Report commissioned by Swim Coaches and Teachers New Zealand, in partnership with Water Safety New Zealand, is part of the inaugural SWIMSAFER Week. It revealed 31 percent of parents believed their child’s swimming skills and confidence in the water were low.

Water Safety NZ CEO Daniel Gerrard says the need to get children learning to swim early was paramount to help shift the horrific drowning rates.

“We are on the worst trajectory for drownings this country has ever seen, with 70 families losing a loved one already and we haven’t even hit Summer yet.

“Thirty eight percent of parents surveyed said they or a family member had a bad experience with water and that’s why we have to get kids water-safe!

“Learning to swim is one of the best prevention methods we’ve got and the sooner we can get kids, especially boys, confident and safe in the water the more lives we will save.”

Para World Champion Swimmer and SWIMSAFER Week Ambassador, Dame Sophie Pascoe, is passionate about teaching children to swim and said it was critical parents enrol their children in swimming lessons from a young age.

“Learning to swim should be a vital part of every child’s upbringing.

“In the earlier years is when you establish lifesaving skills like learning to float, being comfortable to breathe while in the water and easy ways to get out of a pool safely. It’s never too early to start,” she says.

“It needs to become a nonnegotiable in every home across New Zealand.”

With 39 percent of New Zealand parents admitting they had only had basic or deficient swimming skills themselves; Swim Coaches and

Teachers of New Zealand (SCTNZ) is passionate about bridging the gap and increasing the number of children being able to access swimming lessons.

SCTNZ president Daniel Fulton says “We don’t want to see this pattern repeating

“SWIMSAFER Week is a chance to remind New Zealanders about the virtues of learning to swim, from the safety benefits to the fitness and bonding experiences.”

The SWIMSAFER Report also showed 52 percent of parents believed swimming lessons were too expensive, which is why ‘Swim It Forward’ will launch during New Zealand’s first SWIMSAFER Week. The ‘Swim It Forward’ campaign aims to reduce the financial barriers for parents by generating funds to assist more families to afford swimming lessons.

By donating the equivalent of one lesson (or just $20), Swim Coaches and Teachers of New Zealand will be able to help more families access lessons.

For more information, to find your closest participating swim school and to donate to the ‘Swim It Forward’ initiative, Kiwis can visit www.SWIMSAFER.org.nz.

“Learning to swim is one of the best prevention method we’ve got and the sooner we can get kids, especially boys, confident and safe in the water the more lives we will save.”

Covers 4 Pools

We understand that pool safety is your primary concern.

Young children drown in swimming pools and if they slip away for just a second, a tragedy can occur. Even if your children are ‘pool smart’, your guest’s children may not be. Our swimming pool covers work as a horizontal fence, so you can rest assured your pool is completely covered and there can be no intrusion. If a child did get on to the cover, the cover would hold the weight if closed over the pool and prevent the child from drowning.

Both Coverstar and our Bar Covers meet the American standard ASTM F1346-91 and NZ8500 standard. Our automatic slatted cover meets the European standard NF P 90-308. Heat and insulate your poolreduce the need for swimming pool chemicals.

One of the best things about our automatic pool covers is that they pay for themselves!

During the day, your pool cover will absorb solar energy that thermally conducts the water below - and at night your cover will eliminate evaporation and insulate your pool.

These covers also reduce the amount of dirt and debris which enters your pool. This means you can expect water temperatures up to 6 degrees warmer during the swimming season, as well as pool heating costs reduced by up to 70%, swimming pool chemical costs reduced by 70% and swimming pool pump service costs reduced by 70%. By adding fewer chemicals and eliminating evaporation, you can also ensure a longer life for your pool plaster or liner and other equipment and products (such as filters).

Providing a solution for every pool with custom pool covers.

Our swimming pool covers can be custom manufactured to the exact specifications of the pool you are building, or can be retrofitted to any size pool. Please get in touch with us if you require more information, or would like to get a free quote for your automatic swimming pool cover costs.

New Zealand’s favourite fully automatic slatted swimming pool cover - Auto Slat.

Our Auto Slat swimming pool safety covers provide an impenetrable surface that also keeps unwanted dirt, debris and leaves from entering your pool. Having recently won major design

awards, you can expect a great looking custom swimming pool cover that ensures unparalleled safety.

These covers are constructed with highgrade PVC or Polycarbonate extrusions, which interlock tongue in groove. The panels are hollow to ensure high buoyancy and insulation of the pool, and when completely sealed create a floating floor on top of your pool. This system can be designed to meet a wide variety of swimming pool shapes. The system is fully motorised and can be activated by the press of a button, the flick of a switch or turn of a key.

Offering invaluable safety and peeace of mind with your automatic swimming pool cover.

Coverstar swimming pool safety covers can handle the weight of an average sized adult, offering complete peace of mind that your pool is always safe. These covers also keep dirt, dust and leaves from your pool (reducing your chemical use by up to 70%). Heat is also retained, which extends your swimming season and significantly reduces your heating costs.

On top of that, Coverstar covers are fully automated with the simple turn of a key! Your cover is firmly fixed to two tracks in your pool and when activated the swimming pool cover rolls on or off.

We are New Zealand’s exclusive distributor of Coverstar swimming pool covers.

The Lido Aquatic Centre

We put leisure in your life and life in your leisure.

As soon as you enter the doors of the Lido Aquatic Centre you will discover that it is more than just a swimming complex, it is a complete leisure and fitness facility catering for people of all ages and levels of fitness.

The Lido puts a huge emphasis on water safety and the Swimmagic swim school provides lessons from babies as young as five months, through to school age children right up to adults, who either want to learn the basics or to continue developing their techniques. The lessons run seven days of the week and special learn to swim lessons are available during school holidays.

Another area of strength of the Lido is general fitness and again they have a number of programmes suitable for people with a range of fitness levels. There is a fully equipped gym where you can opt for a personal trainer to help with your fitness goals or join in on the group sessions that run throughout the day. The indoor 25 metre and outdoor 50 metre pools are also constantly in use for their Aqua Fit classes, which includes aqua aerobics and water Zumba, Lido Aquatic Centre Facility Manager Lynden Noakes says, “These classes are great for people who prefer low impact exercises

and really help to maintain fitness following injury.”

The Lido also specialises in catering for school children with their Chill Out before and after school programmes, along with their regular holiday programmes. The holiday programmes run each school holiday period and include a wide range of activities based at the Lido aquatic centre as well as the option to go on a number of activities around the region, including trips out of town.

The holiday programme is divided into three age related groups; 5 to 8 year olds, 9 to 11 year olds and 12+, which allows them to provide age related activities appropriate for each group. Parents also have the choice of full days or half days and the programme is OSCAR and WINNZ accredited, so subsidies are available for parents who qualify, Lynden says, “If you want your children to have a great time over the holidays check out our full holiday programme online

on the Lido Aquatic Centre’s website: www.clmnz.co.nz/lido/.”

Whatever your age the Lido has something for everyone, with their indoor and outdoor sports and leisure pools, a diving pool, gym, sauna, steam room and spa, plus their two hydroslides. Whether you’re planning a family picnic around the outdoor leisure pool, some dare-devil diving from the high board or a strenuous workout in the Gym, the Lido can provide the answer.

THE HEART OF YOUR HOME

Do you need a new kitchen? Want to replace your current kitchen? Do you want something unique and designed by one of Whangarei’s top kitchen designers?

Next Edition Kitchens, because the name says it all. These Whangarei kitchen guys are experienced in creating quality, handcrafted kitchens to suit every home, couple or family. Whangarei kitchen designers, Next Edition Kitchens care about quality installations throughout Northland. Their kitchen designs match your family’s needs and dreams.

SERVICES

• Custom Designs and 3D Drawings

• Cabinets and Cupboard Doors

• Benchtops

• New Cupboard Doors

• Quality Kitchens

• Project Management

• Subcontractors

• Splashbacks and Tiling

Phone: 09 430 3074 Email: sales@nexteditionkitchens.com

Working Space | Hydration

Staying hydrated

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

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

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

As well as being less heat tolerant than adults, young children have a higher proportion of body water than adults, making them less heat tolerant and more likely to get dehydrated, especially when being physically active and in hot climates. Encouraging children to drink fluids regularly is important as they may not remember to have a drink themselves.

Water works

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

The recommended daily intake of water for children is:

• 5 to 8 years old: 5 glasses (1 litre)

• 9 to 12 years old: 7 glasses (1.5 litres)

• 13 years old and over: 8 to 10 glasses (2 litres).

Remember that children need even more water when they are exercising. They should drink before, during and after physical activity — even if they aren’t thirsty.

Tips to help kids stay hydrated

• Make sure they always pack a water bottle

• Choose water rather than sugary or fizzy drinks

• Remind them to drink before a sports game

• encourage them to have a few mouthfuls of water during any breaks in the game

• Make sure they have a big drink afterwards to make up for any sweat they have lost.

The warning signs of dehydrated

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

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

• A dry or sticky mouth

• Few or no tears when crying

• Eyes that look sunken

Peeing less or fewer wet diapers than usual

• Dry, cool skin

• Irritability

• Drowsiness or dizziness.

Keeping yourself hydrated

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

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

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

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

8 glasses of water a day

Coffee

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

Caffeine is a stimulant that acts on the nervous system. Many studies confirm the role caffeine can play on exercise performance, with more positive results seen in endurance exercise over resistance activities. There is incoming evidence that those who don’t regularly consume caffeine experience a larger effect.

Energy drinks

When seeking a quick boost of energy pre-workout, or to just get a kick to aid alertness, many people turn to energy drinks, as they are readily available and well marketed. However energy drinks, which are generally non-alcoholic beverages containing high levels of caffeine and often high levels of sugar, aren’t the hydration and energy solution they sometimes claim to be.

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

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

Water

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

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

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

Who is liable for Playground Injuries?

P l a y g r o u n d s c a n b e a n o p p o r t u n i t y f o r c h i l d r e n t o d e v e l o p m o t o r , c o g n i t i v e , p e r c e p t u a l , a n d s o c i a l s k i l l s a s w e l l a s p r o v i d e p h y s i c a l c h a l l e n g e s U n f o r t u n a t e l y , p l a y g r o u n d s a r e o f t e n t h e s i t e s o f a v o i d a b l e i n j u r i e s t h a t h a v e r e s u l t e d i n s e r i o u s h a r m M a n y o f t h e s e u n i n t e n t i o n a l i n j u r i e s c a n b e e a s i l y a v o i d e d b y c e r t i f i e d s a f e t y i n s p e c t i o n a n d m e e t i n g b a s i c c o m p l i a n c e o b l i g a t i o n s A s a n e d u c a t i o n a l i n s t i t u t i o n , y o u m u s t b a l a n c e s a f e p l a y g r o u n d f a c i l i t i e s , w h i l e s t i l l f a c i l i t a t i n g i m p o r t a n t d e v e l o p m e n t a l p l a y , a n d p r o t e c t i n g t h e l i a b i l i t i e s t h a t y o u r e e x p o s e d t o M a n y i n j u r i e s a r e a l l t o o o f t e n a v o i d a b l e , r e s u l t o f n e g l i g e n c e , n o nc o m p l i a n c e a n d / o r l a c k o f s u p e r v i s i o n , i n s p e c t i o n , a n d r e g u l a r m a i n t e n a n c e W h o i s l i a b l e ? O w n e r s o f p l a y a r e a s h a v e a d u t y o f c a r e a n d b e a r t h e b u r d e n o f p r o o f i n t h e e v e n t o f a l i f e - c h a n g i n g i n j u r y o r d e a t h T h e o w n e r i s l e g a l l y r e s p o n s i b l e a n d f a i l u r e t o i d e n t i f y r i s k a n d c o m p l y w i t h t h e N Z S 5 8 2 8 S t a n d a r d m a y b e c a u s e f o r n e g l i g e n c e

I n s p e c t i o n m a i n t e n a n c e a n d c o m p l i a n c e i n a c c o r d a n c e w i t h t h e s t a n d a r d i s v i t a l f o r t h e s a f e t y o f y o u r c h i l d r e n A g o o d a n a l o g y c o u l d b e a p l a y g r o u n d i s l i k e a c a r , h a v i n g m a n y m o v i n g p a r t s U V d e g r a d a t i o n s t r u c t u r a l c o m p o n e n t s , b o d y e n t r a p m e n t , a n d i m p a c t h a z a r d s T h e r e a r e t w o v e r y i m p o r t a n t p l a y a r e a i n s p e c t i o n s , r e q u i r e d w i t h i n t h e N Z S 5 8 2 8 : 2 0 1 5

1 : N e w P l a y g r o u n d I n s p e c t i o n O n c o m p l e t i o n o f a n e w p l a y g r o u n d , a n i n d e p e n d e n t p o s t - i n s t a l l a t i o n i n s p e c t i o n s h o u l d b e c a r r i e d o u t b y a c e r t i f i e d L 3 I n s p e c t o r t o v e r i f y c o m p l i a n c e w i t h t h e r e l e v a n t p a r t s o f N Z S 5 8 2 8

T h i s i n s p e c t i o n s h o u l d a l s o i n c l u d e q u a l i t y c o n t r o l , c o n s t r u c t i o n w o r k m a n s h i p a n d g e n e r a l h a z a r d s a s s e s s e d t o N Z S 5 8 2 8 : 2 0 1 5 s t a n d a r d e n s u r i n g s u p p l i e r a c c o u n t a b i l i t y f o r t h e i r d e l i v e r y a n d w o r k m a n s h i p w i t h i n t h e d e f e c t s p e r i o d

2 : E x i s t i n g P l a y g r o u n d s : A n a n n u a l m a i n i n s p e c t i o n s h o u l d b e c o n d u c t e d t o e s t a b l i s h t h e o v e r a l l l e v e l o f s a f e t y o f e q u i p m e n t , i n c l u d i n g s t a b i l i t y , e n t r a p m e n t a n d c o m p l i a n c e w i t h t h e r e l e v a n t p a r t ( s ) o f N Z S 5 8 2 8

Certified NZS5828 Play Safety Audit

A y e a r l y P l a y g r o u n d W O F p r o v i d e s p e a c e o f m i n d t h a t r i s k a n d c o m p l i a n c e i s s u e s a r e i d e n t i f i e d b y

a n i n d e p e n d e n t c e r t i f i e d L 3 I n s p e c t o r w e l l b e f o r e f a i l u r e a n d i n j u r y

P l a y s a f e L t d i s N Z s l a r g e s t a n d l e a d i n g p l a y g r o u n d p r o f e s s i o n a l s e r v i c e s p r o v i d e r s p e c i a l i s i n g i n s a f e t y i n s p e c t i o n s , s u r f a c e i m p a c t t e s t i n g , a n d p l a y a r e a d e s i g n r e v i e w s f o r S c h o o l s a n d E a r l y C h i l d h o o d a n d

C o u n c i l P l a y g r o u n d s

O u r i n s p e c t i o n s e r v i c e s a r e c e r t i f i e d , i n d e p e n d e n t , i m p a r t i a l , a n d

c o n f i d e n t i a l O u r i n s p e c t o r s a r e p o l i c e - v e t t e d a n d c a r r y p r o f e s s i o n a l i n d e m n i t y i n s u r a n c e f o r p r o f e s s i o n a l c o n s u l t i n g s e r v i c e s T h e M O E , E R O a n d L o c a l

G o v e r n m e n t t h r o u g h o u t N e w Z e a l a n d r e c o m m e n d P l a y s a f e r e p o r t i n g s e r v i c e s

A certified play inspection provides provides evidence that you have met your NZS5828 obligation for risk and hazard identification

Our report provides assurance that hazards or non-compliance are identified and reported to NZS5828:2015 well before failure and injury

Deliverables:

Abby’s got you covered

Deciphering insurance, policy documents, what you’re covered for and how to navigate a claim can be an overwhelming task and experience. Having an Insurance Adviser can really help with ensuring you are covered correctly and having a “go to” person when a claim arises.

It’s important to have a relationship with an Adviser because you know they have your best interests at heart and will support you through reviewing different cover options and assisting you through processes, like setting up policies and claims.

Abby Esler has been an Insurance Adviser for over 3 years but has a long history with insurance and a clear love for her job. After working as a Claims Case Manager and then a Team Leader in Superannuation Insurance for a large super fund in Melbourne for 8 years, Abby has a wealth of knowledge from the claims perspective and knows the importance of having the right covers in place when things go wrong. However, the call for home was strong and Abby had the opportunity

to work with her father who has been working as an Insurance Adviser for over 40 years. Growing up with her dad meant she has heard about insurance all her life and saw the industry as a not only a great career choice but also because it meant she got to work with people, helping them when they were in need.

Umbrella Group is a partnership of sole-trader financial advisers, each with their own book of clients. The business was named Umbrella Group because it encompasses the importance of insurance, covering you in times of need. Abby is clearly passionate about people having the right insurance to ensure that when bad things happen, her clients will be looked after, and money is one less thing to worry about. Abby says she finds it rewarding to help people find the right covers for them and when making a claim, assisting them through the process. “We always hope that nothing happens to our clients, our people, but if something does, we want to help them get back on their feet”. Abby offers insurances ranging from general home, contents and car, through to business insurance packages and also personal insurances covering life, trauma, income protection and medical cover. Advisers help clients source the insurance plans that suit their needs.

If you are wanting to review your current insurance covers or discuss taking out insurance cover, give Abby a call.

Money talks – the ins and outs of fundraising

Affording everything a school would like on its operations budget is rarely possible. That’s why schools turn to fundraising to find ways to afford camps, field trips and sometimes even to make ends meet.

There are numerous ways schools can fundraise for events, other than the humble chocolate bar. Firstly, there’s the traditional mufti day which could be given a twist.

Students (and teachers) could get dressed up as animals for the SPCA for example, or as superheroes. Mufti day could become a Wild Shirt Day, or a Wacky Tie Day. Sometimes a teacher will offer to ‘shave their lid for a kid’ – go bald to raise money for a child cancer charity.

Then there’s food. Sausage sizzles, bake-offs and school fairs are commonplace but good fun. Getting active can run alongside this – fun runs, walk-a-thons, skipping contests,

bike rides or a touch rugby game gets the heart racing in an enjoyable way. Competitions can also be a fun way to raise money. Musical children can play guitar hero, singstar, or schools can hold a talent quest or a NZ Idol competition. Children could also perform a play, or a series of skits from each class or year group.

Local businesses are also passionate about supporting schools and other charities, and could be persuaded to give products for a raffle. They might also donate equipment such as face paint for a school fair, or sponsor a team or event.

There are also car washes, trivia nights, book fairs, carol singing, jumble sales, bingo and much more.

Here are a few ideas to help you promote your school fundraiser and get the word out throughout the local area.

Focus on word of mouth

No one is ever going to know your school is holding a fundraiser unless you let them know, so share a flyer for

the event to friends, work colleagues and family to let them know and to see if they can support.

Post flyers or posters throughout the local area

In most communities, there are noticeboards outside local supermarkets and in community spaces that allow for posters or flyers to be shown promoting upcoming community events.

Promote events on social media

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

Post details on community websites

There is a swag of community websites that share information on your fundraisers. Have a quick search and you will be able to find

websites such as Event Finda that list community events for free.

Chat about it on your local radio station

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

Create a media release and send it to local media outlets

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

Libraries for Children and Young Adults are essential for information and development.

Our children’s libraries equip children with lifelong learning and literacy skills, enabling them to participate and contribute to the community.

Our Services

Our Branches

JOIN THE TEAM

Take

Be part of the team:

Dogging

Rigging

Crane Driving

Truck Driving

Mechanics

Office Administration

Since 1970, Auckland Cranes has built a reputation for safe and efficient complete lift and shift solutions. We provide mobile crane hire services to a wide range of industries and businesses from our two locations – Auckland and Hamilton. You can trust our team is committed to delivering any lift, anywhere, any time for our clients – no matter how complex or challenging. www.aucklandcranes.co.nz