Principals Today Magazine Issue #96

Issue 96 Term 4 | 2012

www.principalstoday.co.nz

LEADERS IN EDUCATION NEWS SINCE 1989

The big

education ambush

Why are the decisions being made at a political level so against the grain of those at the educational coal face?

PLEASE SIR, CAN I HAVE SOME MORE? The rising number of children running on empty

principal q&a Wellington High School’s Nigel Hanton talks about the state of education

WELCOME GIRLS... AND BOYS Stanford Junior Prep prepares to go co-ed

SOCIAL MEDIA A sticky employment trap for unwary school staff

FIGHTING TRUANCY

Getting kids back into class

PLUS

• The Kiwi teenager who challenged the world to protect the planet • Making meetings matter and getting teams ticking • The mission to raise awareness about child abuse • Why leasing hardware might make all the difference

Reader rewards in this issue…

Get 40% to 50% off Strategy Zone learning media on page 3 | Save up to $250 on a Shade 7 Instant Marquee on page 37 Scan to go directly to principalstoday.co.nz

Have you ever tried to put a jigsaw puzzle together with a child?

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The ultimate in jigsaw puzzles, come visit the shop to see a complete one.

Adaptability, social skills, memory and reading skills.

All these are essential in our careers and daily lives, but while we spend years studying in a specific field, we often neglect spending time on these basic skills.

Which image is bigger?

The Jastrow illusion is an optical illusion discovered by the American psychologist Joseph Jastrow in 1889. In this illustration, the two figures are identical, although the lower one appears to be larger.

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E: fun@puzzled.co.nz P: 09 446 6060 021 024 0084 www.puzzled.co.nz/learning-centre

Shop 7 | Devonport Wharf | 1 Queens Parade | Devonport | Auckland

Issue 95 Term 3 | 2012

www.principalstoday.co.nz

LEADERS IN EDUCATION NEWS SINCE 1989

Contents 12 cover story

The big

education ambush

The big education ambush

Why are the decisions being made at a political level so against the grain of those at the educational coal face?

Why are the decisions being made by educational specialists and consultants so against the grain of those at the educational coal face?

PLEASE SIRE, CAN I HAVE SOME MORE? The rising number of children running on empty

principal q&a Wellington High School’s Nigel Hanton talks about the state of education

WELCOME GIRLS... AND BOYS Stanford Junior Prep prepares to go co-ed

PLUS

SOCIAL MEDIA A sticky employment trap for unwary school staff

FIGHTING TRUANCY

Getting kids back into class

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

• The Kiwi teenager who challenged the world to protect the planet • Making meetings matter and getting teams ticking • The mission to raise awareness about child abuse • Why leasing hardware might make all the difference

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

Principals Today

4,600

Issue 96

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

22 zero tolerance

MANAGING DIRECTOR

When it comes to climate change, the old stiff-upper-lip approach of ‘keep calm and carry on’ just doesn’t cut it

GENERAL MANAGER

Rebecca Harris

OPERATIONS MANAGER Di Barclay

ADMINISTRATION

Kylie Moore Kelly Clarke Lucy Neill Judy Slater Rachel Cooper

ADMIN MANAGER

Stacey Coy

SALES & ADVERTISING

Bill Thew Verne Williams Evaon Watkins Miranda Telfer

NEWSROOM

Phone: Fax: Email:

The head of Wellington High School and member of the Principals Advisory Group for He Kakano talks about education today

03 940 4734 0800 555 054 editor@academy.net.nz

PRODUCTION

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

28 welcome girls... and boys Going co-ed

03 940 4732 0800 555 054 production@academy.net.nz

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

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

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

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

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

www.magazinestoday.co.nz

7 THE SUPER STUDENT OF THE YEAR And this year’s bright spark is…

8 OPERATIONS Making meetings matter and getting teams ticking 10 EVENTS DIARY This is where you find out what’s on near you

15 GREENING THE SILVER SCREEN Peace activist, poet, playwright and environmental film director Kathleen Gallagher tells it like it is 16 AN ENVIRONMENTAL ULTIMATUM The Kiwi teenager who challenged the global community to step up and protect the planet 18 SOCIAL MEDIA A sticky employment trap for unwary school staff

26 HOT SPOTS A few destinations of desire for the Christmas break

Nigel Hanton

Jonathon Taylor EDITOR Karen Pasco Melinda Collins Marie Sherry Corazon Miller Davina Richards

6 BRINGING WORDSMITHS TO YOUR WORLD The New Zealand Book Council’s Books and Brekkie programme

19 FIGHTING TRUANCY Getting kids back into class

24 principal Q&A

Grant Williams

6 BUDDIES TO BEAT CHILD ABUSE The mission to raise awareness about child abuse in our community

11 PLEASE SIR, CAN I HAVE SOME MORE? The rising number of children coming to school running on empty has the alarm bells ringing

Protecting our patch

Gary Collins

News

10 GADGET ACTION Our gadget guru Ian Knott reviews Sony’s latest smartphone

ABC circulation as at 30/09/12

HEAD OFFICE

Issue 96 / Term 4, 2012

Stanford Junior Prep at Carncot School in Palmerston North will reopen its gates for boys next year

Supplements 32 ICT Is your school web friendly?

34 PROPERTY Playground surfaces for any season and making a sound investment for your school 34 SWIMMING Tis the season to hit the beach, so here’s what to remember when it comes to kids and open water swimming 36 SCHOOL CAMPING A lakeside retreat and what you need to know in the countdown before you go camping 38 FINANCE Why leasing might be the technology solution that makes all the difference 38 LEOTC Where else in the world can you jump on the back of a trailer and get towed along the beach by a 1949 Minneapolis-Moline tractor to a bird colony?

Welcome to your outdoor classroom!

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4 | Term 4, 2012 www.principalstoday.co.nz

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News | Book Council

Bringing wordsmiths

to your world

The New Zealand Book Council has launched the Books and Brekkie programme which will see schools nationwide able to easily create a multidimensional reading event.

Schools across the country who are members of the New Zealand Book Council will now have access to a blueprint which will help them build an author visit event. The document will assist schools with planning, securing an author, involving parents and even seeking sponsorship for the breakfast.

New Zealand Book Council CEO Noel Murphy says the Book Council designed the program as a flexible template, which can be implemented and adapted to suit the needs of different schools.

“We created Books and Brekkie to showcase the potential of the Writers in Schools programme to bring reading and writing forcefully to life.

“The New Zealand Book Council believes that mastering reading and writing from a young age is a crucial life skill that opens up a wealth of possibility for children. We believe that this is fundamental both in terms of reading for pleasure and to enhance the capability of students to navigate successfully the modern world of work.”

Children at Richmond Road School in Auckland were the first to experience Books and Brekkie, with widely acclaimed author, Tessa Duder, becoming the first author to be involved with the programme.

“What a great way to start a day, talking about why stories and books are so important in our lives. The New Zealand Book Council does a truly great job arranging school visits like these, to foster a love of words and reading,” Tessa says.

Following breakfast and Tessa’s reading a group of selected students engaged one on one with Tessa in a workshop.

Zealand Book Council, which can be done online at www.bookcouncil.org.nz.

Books and Brekkie is an extension of the Writers in Schools programme that sees New Zealand authors visiting schools around the country. The key difference with Books and Brekkie is involving parents and whanau and bringing everyone together to read in a relaxed environment.

Membership for schools cost $80 per year and includes an annual school visit from a New Zealand author, advice and templates on the Books and Brekkie event organisation, e-newsletters, quarterly magazines and notes to help students engage with authors and new releases, and access to an online publication with children’s book reviews.

To organise a Books and Brekkie at your local school make sure the school becomes a member of the New

News | Child abuse

buddies to beat

child abuse

In reports recently released

by Child, Youth and Family (CYF), the total number of substantiated cases of child abuse in New Zealand decreased by 559 to the year ending June 2012.

Child Matters academic services manager, Amanda Meynell says while it’s pleasing to see the number of substantiated cases of child abuse declining during the past year, we mustn’t lose sight of the fact there are still a significant number children experiencing abuse and neglect.

community and the role that every adult has in keeping children safe.

“New Zealand still has one of the highest rates of death by child abuse out of 31 OECD countries. And for every child death, there are thousands more being neglected and abused physically, sexually and emotionally.

The main Buddy Day event will take place in Hamilton, but Child Matters is providing event kits for purchase online to allow all New Zealanders to participate.

“When every adult takes responsibility for keeping our children safe, our society has the potential to make a real difference in the lives of all children and families affected by abuse.”

Child Matters is holding the second annual Buddy Day on November 16 a public participation event aimed at raising awareness of child abuse in our 6 | Term 4, 2012 www.principalstoday.co.nz

Child Matters began Buddy Day last year with the purpose of raising awareness of the issue of child abuse, so more people take action, and speak up when they believe a child is in danger.

Buddy Day is focused around life-size cardboard children, or ‘Buddies’, who are decorated by pupils from schools and child care centres in the Waikato area prior to the event and then cared for by adults who look after the Buddies for the day.

The substantiated cases of child abuse in the Waikato region has decreased from 1806 to 1683.

“We will now have 335 Buddies participating in Buddy Day this year, which represents 20 percent of the 1683 substantiated cases of child abuse in our region,” says Buddy Day event manager Janine Evans.

Buddy Day kits are available for purchase online at www.buddyday.org.nz for people throughout New Zealand interested in participating in the event.

News | Super student

SUPER STUDENT This year’s Super Student Award winner is Logan Glasson from Burnside High School in Christchurch.

Logan Glasson with his new iPad.

nominate a student

His Mesh Monitoring Pest Trap Management Project saw him win the 15-16 year old category in the 2011 ETITO Bright Sparks Awards.

It was while on a tramp with his uncle clearing pest traps for the Paparoa Wildlife Trust that he was struck by the inefficiencies of checking the 100 traps spaced 100m apart. He developed a prototype in 2008, to demonstrate his concept of putting a unit in each trap to relay the status (whether or not it needed to be cleared).

Logan, 16, then got the model to a hardwired working stage and was able to complete the project and make a system that is wireless, with the goal of using it in real traps.

The Mesh Monitoring Pest Trap Management Project has become the ideal solution. The traps link together

to form a wireless mesh network, and communicate to one another, so a person checking the traps need only access a base station to find out how the individual traps in the network have performed – reducing the need for unnecessary manpower.

“I found it really fun to interface with a wireless module with code I wrote myself, and for it to pretty much work first time. It was exciting enough to just read the device type off the module, let alone have two units communicate across my desk,” Logan says.

If that weren’t enough, Logan has just returned from the annual International

Don’t forget schools can nominate students for the Super Student award.

Olympiad Informatics in Italy last month, where he received a bronze medal at the world’s premier computer programming contest for high school students.

The competition is designed to test the skills of the competitors in problem solving, designing algorithms and data structures, programming and rigorous testing. The standard of the competition seems to increase every year and for a small country like New Zealand to rank among the world’s best students is an amazing achievement.

At the end of the year a student will be selected and awarded the overall prize – an iPad. So if your school has a student or students who are excelling in any field; be it studies, sports, arts or hobbies, then we’re interested.

All we need are details of their achievements in 250 words or less and a high resolution photograph.

Send the details to editor@academy.net.nz or by post to The Editor, Principals Today, PO Box 1879, Christchurch 8140.

www.principalstoday.co.nz Term 4, 2012 | 7

News | Operations

gettingteam your to tick Teamwork is defined as a, “cooperative or coordinated effort on the part of a group of persons acting together as a team and work done by several associates with each doing a part, but all subordinating personal prominence to the efficiency of the whole”.

So, any group whose individuals perform tasks with a common goal in mind is a team; like say, a faculty. This then leads directly to the benefits of building teams and, of course, team building exercises.

Team building exercises can be used by any organisation, large or small, to promote teamwork in the workplace, and as most people know, great teamwork is one of the key factors associated with any organisational success.

There are many different reasons why it’s a good idea to use team building exercises, these can include:

By Stephen Lynch

improving communication, boosting morale, motivation, ice breakers, learning effective strategies, improving productivity, learning about one’s strengths and weaknesses.

Teamwork can be rewarding, but at times it can be difficult and downright frustrating. If there are poor communicators on your team, you may often feel confused, let down or misunderstood. Here are six common blunders to avoid in the workplace in order to create a successful team.

Common teamwork blunders Communication If you have a problem with someone in your group, talk to him/her about it. Letting bad feelings brew will only make you bitter and want to isolate yourself from the group. Not only does it feel good to get it out, it will be better for the team in the long run.

The blame game People in your group will lose respect for you if you’re constantly blaming others for work that’s not getting done.

You’re not fooling anyone; people know who isn’t pulling their weight in a group. Pointing the finger will only make you look cowardly. Be open and honest - it will earn you a lot more respect.

Support ideas If a teammate suggests something, always consider it – even if it’s not the best idea you’ve ever heard.

Considering the group’s input shows you’re interested in other people’s ideas, not just your own.

Boasting It’s one thing to rejoice in your successes with the group, but don’t act like a hero. Doing this will make others regret your personal successes and may create tension within the group.

You don’t have to boast to let people

know you’ve done a good job - have faith that people will recognise when good work is being done.

Listen Look at the person who’s speaking to you and make eye contact. If you’re unclear about something that’s been said, ask for more information to clear up any confusion before moving on.

Effective communication is a vital part of any team, so the value of good listening skills shouldn’t be underestimated.

Get involved Share suggestions, ideas, solutions and proposals with your team members.

Take the time to help your fellow teammates, no matter the request. You can guarantee there will be a time in the future when you’ll need some help or advice. And if you’ve helped them in the past, they’ll be more than happy to lend a helping hand.

MAKING

meetings matter

By Stephen Lynch

I read a survey recently where participants were asked “What frustrates you most about meetings at work?”

The top reported frustrations about meetings were: • No clear purpose or objective for the meeting • Meeting doesn’t start on time, stay on track, or finish on time • Repeating information for late arrivals • Too long • Not organised. No agenda • No specific action items or tasks assigned • Allowing attendees to ramble • Weak presenter (unprepared, not inspiring or motivating).

Some writers say that there should be fewer meetings. What nonsense!

The number of meetings is not the issue – the problem is that most organisations do not know how to create and run great meetings.

Meetings are crucial to drive effective execution. Whether it is a weekly team meeting, a project meeting, or a weekly one-on-one meetings with your direct reports - it is vital that leaders learn how to run effective meetings.

As a leader, your aim is for everyone in your team to finish each quarter with a sense of satisfaction and achievement.

You want everyone being able to say “We hit our targets, and we nailed our project milestones,” rather than having a whole lot of projects still up in the air, with your people still grinding away day after day, and never feeling the thrill of victory. You want the team to

8 | Term 4, 2012 www.principalstoday.co.nz

be able to pop the cork and celebrate their achievements at the end of every quarter, not feel like failures.

Everyone has a huge ‘to do’ list of things they could be doing – but what is the one thing - the one tangible bite sized action they can complete this week that will move each project forward?

If they can just get that ‘one thing’ done – that is the secret to strategic execution. Anything else they may accomplish during the week is a bonus – but everyone must know what their one thing is relating to each project. In many cases this also means being able to say “no” to anything else that comes up, and protecting your people from distractions.

Efficiency in whatever role you play is not about working hard, or being busy.

It is about everyone taking the right action - each and every week – and nailing that one thing.

Leaders must follow up at every meeting and hold each of their people firmly accountable for commitments that were made.

Running effective meetings is one of the key skills that all leaders must master.

Stephen Lynch is the chief operating officer of Global Operations at RESULTS.com and the information on this page was kindly provided by RESULTS.com: www.results.com

WHAT IS NEW IN FINANCIAL LITERACY?

“ A revolutionary new way for Kids to learn to be smart with money.

The days of there just being a traditional bank account as the only means for kids to interact with their money and gain knowledge about key financial concepts are over.

Fundzi was developed by a group of passionate New Zealanders who wanted to be able to offer Kiwi Kids the opportunity to grow up money savvy and ready to navigate the real world. Fundzi is a unique product aimed to make learning of Financial Literacy engaging, fun and relevant for kids.

There are 62 learning modules of Financial Literacy learning for kids to work through based on the NZ curriculum for Year 3-8. While they are focused on this formal learning, Fundzi has developed the very unique ability for kids to then interact with their own money on line and using a card as an alternative to cash.

Fundzi’s revolutionary interactive on line environment offers parents and their children the opportunity to

organise pocket money or allowance schedules and payments, visual tools to organise and view savings goals plus the ability to spend money via a pin protected Fundzi pre-paid card.

Parents don’t have to worry about having the right cash for pocket money payments or visiting the bank with their children to deposit or withdraw cash. As adults we now do a lot online and purchase goods and services with cards as an alternative to cash. Fundzi will give children the opportunity to experience this within the safety of their own Fundzi Account and Pre-Paid card.

Fundzi’s unique account holders set up enables children of one family to be connected to one Parent Account. Visibility for parents and their children is an important safety feature of the site.

Why people love Fundzi...

FUNDZI is an awesome tool that educates children about budgeting. I have two boys aged 11 and 8. They both enjoy going through the different exercises on the website and monitoring the growth patterns of their savings.

They love having eftpos cards! I was a bit hesitant at first with our boys having these. I thought, in order for them to learn the true value of money they needed coins and notes. My boys check their transactions online every time they use their Fundzi (eftpos style) cards. Constantly looking at how much money they have spent and how much to put away for savings. FUNDZI motivates my boys to set goals, makes learning about money fun and helps us parents track our kids’ expenditure.

“

- P Vea - Auckland

We make choices on how we spend our money every day and our kids observe and experience this.

A number of us choose to pay for a Sky subscription to enhance our TV watching experience which can cost us between $550 and Note: Subscription fees for each $1300 a year. child account are charged directly to the parent and do not get taken from Of course, teaching your the child’s account. child the basics of financial literacy can be done without Check out more at our website www.fundzi.co.nz or email Fundzi, like watching TV without info@fundzi.co.nz a Sky Subscription.

Financial Literacy Centre for kids

to learn the essential basics of how to manage money through a series of financial literacy modules. These are in line with the Year 3-8 New Zealand Curriculum.

Chore & Pocket Money Manager

where parents and kids can negotiate their chore and pocket money agreements.

Once chores have been complete and checked off, funds are transferred from a parent’s holding account to a child’s ‘Savings’ or ‘Spending’ buckets.

Savings Centre where kids can choose to

We hope NZ Parents may choose to purchase a Fundzi subscription (valued from $59.99 per year shorter options available) for their child as a way to enhance and expand their child’s experience of learning Financial Literacy and it’s seen as a good choice and an investment in their child’s future” September 2012.

- Fundzi Sales & Marketing Manager

”

Enrol your child today or find out more at

”

School Partnership Programme Being a Fundzi Partner involves helping us to tell parents about growing a Money Smart Kid with Fundzi.

Registered Fundzi School Partners: • Receive a $5 donation for each child whose family purchase a Fundzi Subscription • Fundzi subscription prizes given to one child in each of your year 4-8 classes to reward a child who shows good entrepreneurial spirit • We will supply colour brochures for all your year 4-8 pupils to take home to their parents which introduces them to Fundzi.

Show your support for a more financially astute future generation and become a Fundzi Partner School today.

Find out more about Fundzi’s online subscription for pupils and their families at www.fundzi.co.nz Register your interest by emailing us on: schoolenquires@fundzi.co.nz

www.fundzi.co.nz

set up savings goals and upload images of aspired items. They can then view real life graphs of how their money is accumulating and how long it will be until they reach their goals. Money in the ‘Savings Bucket’ stays safe from careless spending and can only be released by the parent.

Unique Prepaid Eftpos Card

where kids can spend agreed spending funds in stores nationwide through Eftpos terminals. Their Fundzi card generates a transaction log that can be viewed on line by both parents and child. Cards can also have a parental lock on predefined retail sectors. The card is a safe alternative to cash, PIN protected and if the card is lost the balance stays safe.

Fundzi operates under New Zealand Financial Market Authority regulations and all account holders funds are held in trust at the National Bank. Perpetual Trust Limited is the appointed Trustee and is licenced under the Securities Trustee and Statutory Supervisors Act 2011. To view a copy of the Trust Deed and Company Prospectus go to our website under ‘Terms and Conditions’

Viewpoints | Technology

News | Events Diary

Sony’s super smart Xperia P

Events diary

Ian Knott has been commentating on various forms of technology for the past 16 years.

He’s had columns on gadgets, gaming, computing and digital entertainment in many newspapers, magazines and websites in New Zealand and overseas.

Since paying out Ericsson in a divorce settlement, Sony is travelling alone in the smartphone stakes. Its first solo effort is the Xperia NXT series – a range of three phones from the high-end Xperia S, which sits proudly side by side with the iPhone 4S and the Samsung Galaxy SIII, the midrange Xperia P and the more affordable sibling – the Xperia U. I got to take the Xperia P for a test drive and despite having an ever-present bad taste in my mouth from reviewing way too many Sony Ericsson Symbianpowered phones in the past, I found the Xperia P an absolute joy to use.

Google’s Gingerbread Android 2.3 operating system runs beautifully on the Xperia P, but the unit is fully upgradable to Android 4.0 Ice Cream Sandwich. The price point and size of the handset places it head to head with Nokia’s Lumia 800 Windows phone. But there are several redeeming features hiding within the Xperia P that boost the model above its immediate rivals.

At 120g, the phone is no lightweight and at 10.5mm thick the sensation in the hand is a solid one. There’s no flexing or creaking when the phone is put under reasonable pressures, unlike the Samsung Galaxy range which feel like they could snap at any moment.

The scratch resistant screen holds up to the rigors of daily use very well, but the plastic framing around the Xperia P will soon start to show the knocks and scratches. There is also a small gap/ groove separating the screen from the casing - which is probably the most disappointing design flaw.

If you’re like me and keep your mobile in your pocket for much of the day, then this groove will soon become a

collector of fluff, lint and dust, further tarnishing the otherwise slick aesthetics.

Speaking of slick aesthetics, the crystal clear strip that encompasses the standard three home, back and menu buttons is a stunning inclusion. Even for an old cynical tech-head like myself, this pressure sensitive strip had me grinning in appreciation.

The more you use the Xperia P, the more the built-in handy features begin to integrate themselves into your everyday life.

Clever NFC capabilities allow your phone to be used with the latest tap-compliant technology where just a touch of your phone will pay for services or acquire information from a vendor - something that will become increasingly more common in times to come.

The Xperia P also comes with four SmartTags - which can be programmed to do almost anything. Keep one beside the bed, one in the car, one at the office and simply touching them with your phone will activate preset commands. Starting up GPS navigation in the car and activating Bluetooth, or turning on WiFi when you get into the office and opening emails or reminders.

They’re a clever innovation that can save a lot of time if your average day is dominated by digital devices.

The 8MP rear camera is as good as the industry topping high-end devices, but the inferior front camera is nothing to be proud of. The inclusion of a mini HDMI port next to the standard mini USB is a great touch, allowing the full 1080p video taken on your phone to be easily transferred to your TV. The Xperia P displays features that many more expensive phones would be envious of - and at just $649 (exclusive to Vodafone) will no doubt prove to be the mid-priced smartphone of choice to future-proof your mobile phone usage.

10 | Term 4, 2012 www.principalstoday.co.nz

thursday SEPTEMBER 6 december 24th MOTAT’s Tactile Dome - Auckland Museum of Transport and Technology Reach the other side of the tunnel in complete darkness using just your senses and the multi-textured material to guide you in the right direction. Fun and interactive, it’s a challenge for all the family – see who you can beat to the end of the line.

For further information visit www.motat.org.nz

sunday october 21 Kiwi Spring Festival 2012 – The Coromandel, Port Charles Kiwi Spring Festival is the new name given to replace Tangiaro Kiwi Retreat’s Paua Festival, and doesn’t lack the fun factor! Head to Port Charles where you will find everything from food, drink, live entertainment, talent quests, auction, kids’ activities and more.

For more information go to www.kiwiretreat.co.nz

tuesday october 30 Digital Photography Workshop Auckland Take part in four workshop sessions which will allow you to practice photography and inspire you. It’s an opportunity to learn the basics, and if you’re feeling confident learn and understand the more advanced photography controls. Set your alarm for the field trip. To find out more visit www.leisuretimelearning.co.nz

wednesday october 31 Get a Feel for Performance with NASDA – Christchurch The open day is the ideal opportunity to get an idea of what it’s like to study at NASDA (National Academy of Singing and Dramatic Art). Classes range from tap, jazz and ballet, singing, to acting. Take an in-depth view of performing art and the opportunity to take part in some of the activities.

This is your chance to talk to tutors and current students about their experiences and achievements.

Visit www.cpit.ac.nz or contact Donna 03 940 8695

FRIDAY november 9 Sing Your Heart Out Concert – Christchurch City Singer/songwriter June Burney will help to uplift spirits with her selection of much-loved songs you can listen or sing-a-long to. Bringing the community together, it’s free admission - so come along with family and friends to sing from your heart with a smile on your face. Go to www.facebook.com/singchch

saturday november 17-19 Rock Skills Course (Intermediate) Sir Edmund Hillary Outdoor Pursuits Centre, National Park Need a challenge? Get out in the fresh air and participate in programmes developed across a selection of outdoor activities. Rock climbing, mountaineering, white water kayaking, sea kayaking, navigation and sailing.

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monday december 17 Wingatui Christmas at the Races Otago Racing Club Get your best outfit on and celebrate the end of the year with friends and family at the races. With four raceday packages available depending on how big your group is, you can choose from Christmas Cheer Package for small groups, Festive Mini Marquee Village for up to 10 people, Merry Midi Marquee for up to 30 people, and Merry Maxi Marquees for up to 50 people. Live entertainment continues throughout the day. To find out more visit www.theraces.co.nz

MONDAY JANUARY 21-25 16th International Conference on Thinking – Wellington Join people from around the world for a five day conference on the way we approach ‘thinking’ and ‘learning’.

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News | Hungry Kids

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Poverty is a strong word to describe the situation children currently living in New Zealand are facing and is an issue which shouldn’t really exist in this country at all.

But with the rising number of children coming to school running on empty, it has set alarm bells ringing for principals and teachers across the country. In a country that is a thriving producer of food, it would seem unacceptable that children of New Zealand start and end their day without a meal.

There is a growing concern that children are learning next to nothing because their attention is drawn towards their hunger instead of concentrating in class. In some schools there are cases where children are stealing other children’s lunchboxes to satisfy their hunger.

As a result, we have teachers worrying about if their children will be fed; time wasted on children who become disruptive in the classroom and at the end of it all children who aren’t getting the best out of their education. All in all, it is evident this is a serious issue and one that needs to be dealt with in a proactive approach to ensure the bright futures for young kiwis, and ultimately the bright future of New Zealand as a country.

Labour leader David Shearer is a man with a plan – a plan that will cost up

to $10 million. The policy aims to work closely with communities and voluntary organisations to provide free daily meals directly to the schools who are struggling to feed dozens of hungry little mouths – as many as 650 primary and intermediate schools nationwide.

Although many organisations and schools welcome the plan by Labour, Prime Minister John Key believes the policy is over-the-top and unnecessary, considering how National’s own proposal to tackle starving children in school is already in place and many schools are already receiving free food.

David Shearer believes the issue of child hunger in schools is not benefiting children on an educational level – with hungry, distracted children acting out in classrooms effectively diverting other children from learning.

Adding that argument about who to blame for the cause of the problem will accomplish nothing to get children fed and get them learning again on a full stomach.

Stuff.co.nz reported Shearer as saying, “If kids turn up to school not having eaten breakfast, without shoes, or sick because their house is cold and damp, it’s obvious they won’t get the best start.”

This isn’t an issue which will magically disappear overnight and Mr Shearer’s plan aims to put more food on the table to reduce child hunger in schools.

The children’s charity KidsCan revealed that one in 11 children in New Zealand’s

four lowest rated decile schools go hungry. During the last few years KidsCan has seen positive results in child education since its mission began.

It strives to maintain a good level of progress to help those kids who live day after day without the basics.

With the consistent support from a loyal collection of different partners, KidsCan is able to continue their quality programmes, campaigns and provide assistance where it is needed the most.

KidsCan chief executive and cofounder Julie Helson believes the issue of hungry children in school is unacceptable and not only affects teachers and parents, but everyone in New Zealand. Adding it is every one of us as responsible citizens to make sure children receive the basic needs to enable them to reach their full potential and leave school with a quality education.

Most schools are thankful for the support and donations provided to them, while others would prefer not to rely on charity – believing charity shadows the real root of the problem; why families are unable to provide their children with food in the first place?

A question which is likely to entail more questions and not enough answers.

But the answers, justified or not, for now, will do nothing to help those kids coming in to school hungry tomorrow, next week and the following months.

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www.principalstoday.co.nz Term 4, 2012 | 11

News | Cover story

The big

Education ambush

By Karen Pasco

New Zealand educators are facing some of their most challenging times in recent memory.

The implementation of national standards, experimentation with chartered schools and the proposed overhaul of Christchurch and its wider area schools have been met with much criticism from teachers, parents and students.

Despite calls from the Government that all changes are in the best interests of the students and the betterment of education in New Zealand, a resounding no to these initiatives is ringing out from school yards around the country.

So why are the decisions being made by educational specialists and consultants so against the grain of those at the educational coal face?

Quality Public Education Coalition (QPEC) national chairman John Minto says the frustration is that adopted and proposed policies will not improve student achievement but will damage education for the most vulnerable children. “These policies are political rather than educational.

“They could build on what works, not bring failed policies from the US, UK and Sweden, where education performance has plummeted after their governments introduced charter schools, league tables and performance pay – the very policies Hekia Parata wants to introduce here.”

New Zealand Principals’ Federation chairman Paul Drummond concurs.

“The current education reforms follow a neo-liberal, political ideology which in essence means that education should be privatised rather than fully funded by the public purse.

“Reforms are not driven by sound educational research, evidence, or through a need for educational change led and supported by the profession.

As a profession we want children to have the very best education to prepare them for 21st century life and learning.”

In fact, he says the reforms are an almost exact same policy that was introduced for exactly the same reasons 134 years ago.

“These reforms in practice are backwards looking. When standards, which within a year became a national exam, were first introduced in New Zealand in 1878, politicians thought they would create a form of accountability which parents would find useful for comparative reasons and that competition between teachers would drive higher achievement for children.

“What they found instead was a narrowed curriculum, mechanical teaching to the test, less able children being kept back a class and excluded from sitting the exam so as not to affect pass rates.

“The focus became manipulating outcomes at the expense of children’s individual learning. Enlightenment arrived by the late 1930s and the exam was abandoned. What we have now is almost the exact same policy for the exact same reasons and with all the exact same drivers.”

Despite having a high-performing education system, John Minto says the Government seems determined to change direction towards the failure of others – all because the corporate sector wants to manage public schools for profit.

“Teachers are always looking for opportunities to improve the learning outcomes of students and the Government should harness this goodwill and professional understanding to drive student achievement, rather than blame teachers and schools for failures caused by government policies well outside teachers’ control,” he says.

“Prime Minister John Key told the country on national TV last year that ‘schools are failing our children’. It was a shameful performance from someone

12 | Term 4, 2012 www.principalstoday.co.nz

whose concern for public education never gets out of the gates of the private schools where he and most of his cabinet ministers send their children.”

What is of particular irritation for Paul Drummond, is that consultation is not currently a two-way process of healthy communication between principals and politicians – rather it has become a presentation of the Government’s plans which educators may then make comment about.

“For example, with National Standards the policy was not up for debate.

The only consultation and debate, through the establishment of the National Standards Sector Advisory Group (NSSAG), excluded policy and was only about implementation of the Government’s policy,” Drummond says.

He wants the educational profession to be involved at the earliest opportunity when it comes to developing any education policy change – then policy would be based on reliable research, evidence and need for change.

“By having real engagement, the sector would take ownership of policy and implementation would not be problematic. Such a process would foster trust rather than the distrust that results from having policies imposed.

“Teachers and leaders of the profession are responsible for the implementation of any government policy, irrespective of what government or what policy. If leaders and teachers are unconvinced that a policy is good for children’s learning, or at worst that it could harm children’s learning, it will not be implemented in a meaningful way,” Drummond says.

“Teachers will always protect children and their learning first. It is therefore extremely important that the profession is given the opportunity to make their contribution to the policy formation through genuine dialogue with policy makers.”

The NZEI says the recent publication of primary schools’ National Standards data on a Ministry of Education website is just an attempt for the Government to ramp up support after a series of failed education policies.

“It has failed on class sizes, it is failing in Christchurch and now it has failed to bring any intelligent debate to lifting student achievement,” Leckie says.

“So what is this really about? It is a vote-catching attempt to ramp up support after a series of failures. Is this just a backdoor attempt to bring in performance pay for teachers?

It certainly has nothing to do with improving kids’ learning and making every school a good school.

“How can you base anything on a set of such irresponsible, ropey National Standards data? The National Standards data shows there is a correlation between low decile schools and student achievement.

“Well there are no great surprises there.

Education professionals know this there is a shocking rate of child poverty and disadvantage which affects educational achievement - deal with this, rather than continually blaming the schools and teachers.

“The Government says this is about lifting quality, but we say the Government needs to look at the real reason kids are not achieving as they should be.”

Like any good working relationship the communication lines between all stakeholders need to be open. What is clear at the moment is the relationship between the Minister, Ministry of Education and education sector is not a happy one. If this relationship were to be mended and thrive, surely the children of this nation would be all the better for it.

News | Cover story

Question time

The following questions were posed to the Minister of Education, Rt Hon Hekia Parata, so the answers could be included in the previous article. Although we were advised she would be signing off on the answers, we were subsequently informed that, because the questions were of an operational nature, the answers should be attributed to a Ministry of Education spokesman, as opposed to the minister. As such, we have decided to run the following as a verbatim Q and A – as answered by the Ministry of Education.

Why do you think proposed and recently adopted educational policies are being met with disdain by those employed in the educational sector and parents?

“Many education professionals have endorsed recent education policies, for example through the Cross Sector Forum and other working relationships.

Parents in particular have been very supportive of the recent publication of information on National Standards data so that they can have informed discussions with the schools their children attend. There will always be debate about specific policies and the ways they are introduced because education matters.”

Who are the decision makers on educational policy and what are their backgrounds?

“Ministers are the makers of policy at the national level. They receive advice from officials at the Ministry of Education, the Education Review Office and other education agencies.

These organisations recruit staff from a wide variety of backgrounds, all of whom have and develop further skills to search, analyse and make recommendations from a wide range of education research, international experiences and data.”

What do you think educators need to consider when analysing policy proposals or adopted policies?

“Educators need to consider how they can make sufficient difference using their professional skills and knowledge that five out of five learners in the New Zealand system are succeeding. This is the absolute focus for the Minister and the Ministry of Education.”

Recently the Secretary for Education met with all sector groups to discuss the Christchurch recovery plan processes following the public announcements. This was an example of collaboration in practice, and under the radar of news reporting.”

How can this be remedied?

“The Ministry works with sector groups constantly and always looks to achieve a constructive outcome.”

Why do you think principals and teachers take policy change so personally?

“Principals and teachers take their work seriously because they know how much education matters for the learners they teach. So too do those who work in central government on education.”

Why do you think there is scepticism (from educators) around the consultation process?

“Consultation processes mean taking on board a very wide range of perspectives and few if any people are totally satisfied with the outcomes.”

What steps do the Ministry of Education need to take to improve the working relationship?

“As stated above the Ministry works constantly to maintain strong sector relationships.”

What steps do educators need to take to improve the working relationship?

“Educators working to achieve success for five out of five learners are already working constructively with the Ministry and will continue to do so.”

Why does there seem to be such an “us and them” attitude between the Ministry of Education and the teaching fraternity?

What are the benefits if the Ministry and educators can develop a better working relationship?

“The Ministry works constructively with many of the professional groups of principals and teachers. However, such collaborative work rarely makes news headlines.

“A good working relationship means that all parties can be focused on success for five out of five learners.

Distractions from this focus mean young New Zealanders are put at risk.”

A call to arms An extract from New Zealand Principals’ Federation chairman Paul Drummond’s speech given to principals at the APPA-NZP International Conference in Melbourne on September 20, 2012

boards and informed our parent communities. They responded vigorously and the policy was dropped. We must resolve to harness our parent communities again.

“We will need to win the public support because the first rule of politics is to show that government policy is unpopular with the public and likely to shift voters’ loyalties. That means identifying the battles that will resonate with parents and professionals.

“We are leaders of those communities. It is our ethical and professional obligation to advocate for what is good for kids. Sometimes, as history and experience have taught us, we have to be courageous and loud.

I suggest it is that time now. Our collective voice at local, national and international levels will be even louder and more effective.

“We’ve done it once before when the Government proposed to increase class sizes. We went to our

“My challenge to you, colleagues, is to continue to stand up and speak up.”

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www.principalstoday.co.nz Term 4, 2012 | 13

Society | Behind the lens

“

Greening the

silver screen

New Zealand is fantastically poised to be green and sustainable compared to others as we have a small, educated population.

By Corazon Miller

Walking into the front yard of a house on the side of Christchurch’s Cashmere hills, I find Kathleen Gallagher, peace activist, poet, playwright and environmental film director lying stretched out across her sofa.

Situated in an ideal setting, under a small alcove beneath her house, surrounded by the untamed shrubbery and a shining sun – it’s the perfect image of someone living the story she tells.

It is clearly evident this successful documentary maker immerses herself in nature, in reality, just as much as she does on the films she makes.

Kathleen, who is Christchurch born and bred, began her rise to prominence as a film maker in the early 2000s. In recent years her films have taken on a strong environmental focus that challenges the norms we have come to accept in modern living.

The first in her series of environmental films began with a unique poignant look at 10 New Zealand cancer survivors. He Oranga He Oranga; Healing Journeys, which received a commended accolade at the Lucknow Film Festival in India, shares these survivors’ stories and looks at how they drew strength from their natural environment.

Her subsequent films, Earth Whisperers: Papatuanuku and Water Whisperers: Tangaroa delved deeper into this environmental theme collecting their own share of accolades.

Kathleen’s latest film Sky Whisperers: Ranganui, released earlier this year, follows along in the same vein. Filmed in New Zealand’s beautiful natural setting, Kathleen and her team use simple filming techniques that create an on-screen beauty; a breath of fresh air in an industry that is full of grandiose special effects and animations.

Sky Whisperer’s starts with a haunting combination of music and swooping imagery that carries you on a journey

through the earth, sky and stars. As the film continues Kathleen introduces us to a mixture of scientists, ecologists, celestial navigators, writers and astronomers, from a Canterbury academic and mechanical engineer, Susan Krumdieck, to the Nobel Prize Winning scientist, David Whitehead and the more controversial “Moon Man”, Ken Ring; who all give their view on the environment.

It is a mixture of science and what some would label as astrological mysticism – it may not be everyone’s cup of tea – but it is undeniable that there is plenty of food for thought in this environmental tale.

Corazon Miller talks to Kathleen about her inspiration, the challenges and the rewards of the job.

What inspired you to look into environmental documentaries?

“Over the years the environmental theme has grown and is more implicit in my work now. I am digging deeper with it, trying to understand how to get to where we need to. We are facing too big a shift to get to the point where we are no longer poisoning the water and the air – What do we need to do to shift?

“New Zealand is fantastically poised to be green and sustainable compared to others as we have a small, educated population.

“I think the Government needs to try and reduce the fossil fuel consumption by 10 percent; all governments and cities should commit to this. We can make changes by designing wind and solar forms of energy at an adequate price.

“We have got all the technology we need. It is not hard, yet we still keep building the motorways. We all know that with traffic when we build more roads we get more traffic; why don’t we build more cycle ways in order to get more cyclists on the road?”

What is it that we, as individuals, can do?

bush

out onthe

most of us can see the sky; it gives us a sense of wonder that things are bigger than us. Beauty can be found in the unexpected. How we can interact and protect the beauty of the environment.

“Try not to use petrol, bike to get where you are going, on the way you will be able to see a lot that you don’t see from the car. Wander through the forest and the mountain, watch the clouds.

“Pick something to grow, grow what you like to eat, learn how to grow pumpkin.

“We are often inside cars, houses, staring at screens. We don’t walk into the environment as we should, we don’t watch for changes in our environment. We rush around relating to people but we have lost touch with the earth, even when it comes to simple things such as the basic gardening.

“I think it is difficult to change, unless we change our paradigm – that is what these films I make try to do – show us how we can change.

“I wanted to find people who watched [the environment] and I did; I found them.”

What messages are told in Sky Whisperers?

“Sky Whisperers begins with a relationship with air, with people who discovered the ozone hole, with those who are working to stem climate

change. The first part of the movie dealt with the problem of air pollution and what others are doing in regards to it.

“The second part is about the relationship that we do have on the land and the effect it has on our air and how we treat our forest.

“We are the last kids on the block so to speak, so we should respect what came before us [nature].

“The third part of the film looks at astronomers and celestial navigators.

Celestial navigators are those who make their way across the sky by reading stars in the sky; currently there are nine celestial navigators in the Pacific. When they start on this journey they have to learn 260 stars; they go out every night to learn to read the sky.”

What were some of the challenges and rewards you faced in making the film?

“It was a challenge working while dealing with all the earthquakes because we were all dealing with it in different ways while making the film.

“But it was most satisfying to bring together scientists, businesses and people. There was such a diverse range of people – listening to them and filming them has been a privilege.”

“I think at the moment we have to interact more with the environment.

People do live in different ways, but

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www.principalstoday.co.nz Term 4, 2012 | 15

Initiative | Rio+20

An environmental

ultimatum

By Corazon Miller

This side of the millennium has seen its fair share of green placard waving, so much so that many have become immune to the call of the environment.

But even here in New Zealand, with our vast expanse of green pastures and huge spreads of marine environment, there are problems left over from generations of slow action.

One New Zealand teenager has taken matters into her own hands; challenging the global community to step up and protect the planet from further environmental and economic decay. At this year’s United Nations conference on Sustainable Development in Rio de Janeiro, Wellingtonian Brittany Trilford gave an impassioned speech for change in front of some 140 delegates.

we recognise that we can no longer do so.

“The old model for economic development and social advancement is broken. It is time for all of us to think globally and long term, beginning here now in Rio.”

New Zealand at Rio

New Zealand, while traditionally having a reputation for being clean and green, has problems of its own. Many regard our green paddocks and blue waters as part of the status quo – but if critics are right, change may soon be afoot, and action is needed now.

The 17-year-old told the leaders to think why they were there; “Why are you here and what can you do here?

I would like you to ask yourselves: are you here to save face? Or are you here to save us?”

World Wildlife Fund New Zealand executive director, Chris Howe says his organisation’s recent Beyond Rio report highlighted New Zealand’s poor environmental performance since the original Rio Earth Summit 20 years ago.

As Brittany concluded her speech she delivered an ultimatum to those listening; “You have 72 hours to decide the fate of your children – my children’s children and I start the clock now.”

“While the New Zealand Government has little to be proud of, we urge the New Zealand delegation at Rio+20 to be a constructive part of the negotiations and to put true environmental protection at the heart of decision-making.”

The conference commonly called Rio+20 was held over three days from June 20 – 22 and was the place where governments, international institutions and NGOs hoped to generate change; forming measures to reduce poverty, promote decent jobs, clean energy and a fairer use of resources.

Broken promises

Brittany kicked off the conference by criticising the 140 leaders present for failing to live up to promises made at the first conference held in Rio 20 years ago.

“They made great promises; promises that when I read them still leave me felling hopeful. These promises are left not broken, but empty. How can that be? When all around us is the knowledge that offers us solutions, nature as a design tool offers insight into systems that are whole, complete that give life, create value, allow progress, transformation, change.”

The UN Secretary General, Ban KiMoon himself acknowledged the world has made little progress on environmental issues since that first meeting two decades ago. “Twenty years ago, the Earth Summit put sustainable development on the global agenda. Yet let me be frank: our efforts have not lived up to the measure of the challenge,” he told delegates.

“Far too long we have behaved as though we could indefinitely, burn and consume our way to prosperity. Today

However, environment minister Amy Adams at her opening address at Rio says New Zealand is committed to safeguarding the future environment.

“New Zealand has come to Rio with a hope – that in reaffirming and renewing the world’s commitment to sustainable development we will address the future of the planet and aspirations of future generations,” she says.

As proof at by the closing of Rio+20 New Zealand had solidified its commitment to the global ocean partnership at Rio+20 and gave support to an indigenous network which was also launched at the conference.

In Adam’s speech she highlighted the range of other commitments New Zealands brought to Rio+20: • Phasing out inefficient fossil fuel subsidies: These are said to be in the range of US $400 – $600 billion a year. Money spent on fossil fuels is money that could be spent on other sustainable development priorities, health and education.

• Protecting the oceans: Sustainable management, conservation and protection of our oceans are an area that New Zealand feels deserves a more ambitious collective action. The oceans provide jobs, resources, food and impact on the global climate.

16 | Term 4, 2012 www.principalstoday.co.nz

“

The old model for economic development and social advancement is broken. It is time for all of us to think globally and long term, beginning here now in Rio. - UN Secretary General, Ban Ki-Moon

The problems

At times it is certainly easier to sit in the comfort of our first world homes without a thought as to who will be left to tidy up our mess. We can quite easily pretend the third world does not exist, poverty is a choice, climate change is a myth and rising sea-levels are fiction.

But the signs are there; our actions or lack thereof have consequences.

Marine life is suffering, the water is being sullied, poverty is rampant, famines are starving nations, droughts prevail and islands in the Pacific and the Caribbean are literally drowning.

The director general of WWF International, Jim Leape says nations need to set a new direction and mindset at this year’s conference.

“Over the past few years we have seen how reckless mismanagement of the world’s financial capital can wreak havoc in society and yet we are treating the Earth’s finite natural capital in a similarly dangerous way,” he says.

“Rio+20 needs to set a new course for the global economy… in order to meet the food, water and energy needs of the future.”

Director of the French humanitarian organisation Charles Leopold Mayer Foundation (CLF), Pierre Calame, echoes Jim’s sentiments, saying it has taken some time for humanity to begin to understand that we are sharing a planet that has a finite supply of natural resources.

“By the time of the first Earth Summit held in Rio de Janeiro in 1992, the global community had begun to realise humanity had the potential to destroy the planet – not by war – but simply through our way of life.

“The first decade of the 21st century has witnessed repeated failures of international negotiations.” Part of the problem Pierre says is that the big powers are often reluctant to change.”

”

Pierre points out the former United States president George W. Bush once said, “The US way of life is not negotiable”. But Pierre says it should be negotiable, the big-shots need to be challenged to create radical change. He adds Rio+20 is the place where change for the better must happen. “It is a historical opportunity not to be missed.”

Small steps

As the three days of discussing, debating and formulating plans came to a close, there were no miracles but there were promising signs of change.

An outcome document, titled “The Future We Want”, formed the foundation of the global leaders’ renewed promises to change. Countries renewed their political commitment to sustainable development, agreed to establish a set of sustainable development goals and established a high-level political forum on the issue.

It called for action including; detailing how the green economy can be used as a tool to achieve sustainable development, to strengthen the UN’s Environment Programme, as well as promoting corporate sustainability, steps to assess the well-being of a country outside of the normal GDP rating strategies for financing sustainable development, a focus on gender equity and the need to engage civil society and integrate science into policy.

However critics, environmentalists and anti-poverty campaigners have blasted the document as lacking both detail and ambition, saying more definitive action is needed – now.

As young New Zealander Brittany Trilford put so succinctly without change “our future here is questionable… time is ticking”.

“We, the next generation, demand change. We demand action so that we have a future and have it guaranteed.”

The waste that won’t go away Yuk! Now this may be straight out of the ‘too much information’ department, but what people throw away creates a mammoth headache for local authorities all around the country.

In Wellington for instance, the city council’s waste-water infrastructure struggles daily with the tonnes of nappy liners, wet wipes, tampons and sanitary pads being flushed down city sewers, causing blockages in Wellington’s sewerage systems. Council staff say clearing out the system costs Wellington City ratepayers more than $100,000 a year.

In Hutt City, Hutt Valley Water Services general manager Louis du Preez says maintenance staff spend an extra four hours a week unblocking pumps at the 16 Hutt Valley pump stations.

Never a pleasant task, it detracts from the highvalue maintenance capacity contractors could be performing. The solution, says the director of Disbin Ltd, Helen Mays, is quite simple.

“Like all waste, sanitary and nappy waste needs to be captured at source, which is exactly what the Disbin disposable sanitary bins are designed to do.”

Disbin Ltd is a Palmerston North-based company, with its manufacturers, Charta Packaging, based in Lower Hutt.

The problem of flushing sanitary waste is not new; disposable sanitary pads have been blocking pipes since their invention over 60 years ago. What has compounded the problem is the sheer volume of sanitary and

nappy waste, combining with fats and oils, to block the sewer pipes at every junction.

“Women can now buy disposable pads, tampons and panty-liners in every shape and size conceivable, and the waste disposal problem has grown bigger,” Helen explains.

“There’s the added burden of disposable nappies, and both women and men using disposable incontinence products.”

Combine the availability of disposable products with an increase in population, and the city sewers are simply being overwhelmed.

Helen designed the first Disbin 10 years ago as a result of her teenage daughter’s personal needs and has refined and developed the product to its present form.

Three designer recycling bins for separating recycling and collecting disposable nappies at source.

“We once had a plumber in to unblock a sewer pipe and the cost was $270. That was 10 years ago; I imagine the costs are much higher now. The low cost of a disposable Disbin and its low carbon footprint is a much more sustainable answer to sanitary and personal waste disposal.”

because the Disbin food waste bins don’t require water for washing.”

The Palmerston North City Council was first to endorse the Disbin, saying that savings to the council were “exponential”.

The eco-friendly disposable sanitary bin option has provided hostels and backpackers, cafes and commercial offices with an eco-friendly low-cost option, rather than contracting a commercial sanitary bin service.

There’s also a Disbin nappy bin for collecting disposable nappies.

With her background in occupational therapy and journalism, Helen says she is working hard on turning the disposable sanitary, nappy and recycling bins into a means of directly communicating with people.

While the collected food waste has a value as a compostable resource, its real value is in not contaminating other waste items and spoiling their potential for recycling.

“It can sit on a dry floor or hang on the wall on a wall clip. It’s a bit of a family effort; my son designed the wall clip while studying for his industrial design degree at Massey University in Wellington.

“We’ve now got Disbins all over the South Pacific, from both New Zealand and Australian divisions of Scott Base Antarctica, through to the Cook Islands - and we’ve also been steadily expanding our product range to provide other sustainable solutions to waste disposal,” Helen says.

“Charta Packaging in Lower Hutt is our Disbin manufacturer and they can produce photographic quality images on the Disbins. I call the concept ‘the Art of Recycling’.”

Being able to communicate with the community by running a visual promotion on the Disbins is a long-term strategy for Disbin Ltd.

“The Disbin has a safe, biodegradable water repellant coating on the inside, an internal chute to conceal the contents and comes with a commercial sanitiser, so there’s no odour.”

The cost savings for users of the disposable Disbins are significant, she adds.

The new Disbin products include a biodegradable, disposable food waste bin, used at Massey University in Palmerston North and Albany to collect food waste on campus.

“It’s the first time they’ve been able to separate food waste from the daily rubbish,

“It’s the Art of Recycling because Disbin nappy and recycling bins provide a blank canvas for artwork or publicity, and give appropriately themed marketing campaigns relating to say health, wellbeing or recycling access to places that are normally off-limits.”

Phone: Business: 06 3537275 After Hours: 06 353 72 75 Mobile: 027 22 44 154 Email: info@disbin.co.nz Website: www.disbin.co.nz Mailing Address: PO Box 1793 Palmerston North, 5301 New Zealand Street Address: 6 Firth Place, Awapuni, Palmerston North, Manawatu, 4412 New Zealand

Sue Lund of The Learning Connexion in Taita, displays her own painted Disbin recycling bin, decorated in the same style as she has painted the TLC Campus.

Disbin Ltd director Helen Mays, with the Disbin food waste bin and Disbin disposable sanitary bins.

News | Social Media

social media

• A comedian who voiced insurance ads for a company that was an insurer for a major portion of Japanese households, tweeted bad taste jokes following the tsunami. He was fired from his voice job.

- a sticky employment trap for unwary school staff.

Like overseas employers, Kiwi employers can also make it abundantly clear what type of behaviour is not tolerated. They can formulate policies that set limits.

By John Hannan, partner, DLA Phillips Fox

For many, policies can be introduced without any issues because policies do not require agreement from staff (they are not terms and conditions of employment). However, with collective agreements, schools may need to look first at the terms of those agreements to see what consultation or negotiation is required first with unions.

Principals and school boards should be taking staff misuse of social media seriously. This means introducing policies to control the misuse of social media – both inside and outside the workplace.

The good news is that New Zealand law already allows for employers to introduce policies, quite legitimately, that can help control misbehaviour on social media.

Social media is pervasive and benefits organisations that use it for marketing.

But sometimes staff use social media in a way that can place at risk their employment and bring their school into disrepute.

If staff make derogatory comments about their school, the pupils, parents or their colleagues, the good name of the school can be damaged. Employers can get around this by introducing policies around the use of social media.

There are dozens of examples internationally – including those of schools – where employers have taken action around derogatory comments.

Even more dangerous are the risks staff run when they make remarks on social

media, or act in a way which may call into question their fitness for their role.

It makes little difference whether these comments are made by employees in their positions with the school, or whether they’re made privately in staff’s own time on their own social media pages. If the remarks or actions can be tied back to a person whose role and responsibility requires more appropriate behaviour, or those remarks reflect badly on their school, then staff need to consider the consequences.

Consider what happened in the Charlotte Dawson case. A staff member of Monash University was initially suspended for what she said on Twitter in her own time, on her own account.

This staff member was a ‘student mentor’. The University looked at the person’s role, and examined her fitness for it in the light of what she had said to Ms Dawson.

Employers also took action overseas when: • A primary school teacher posted photographs of herself sober, but with alcohol, on a holiday. She was suspended • A waitress tweeted an abusive complaint about customers who did not tip her well, warning she would spit in their food • An employee tweeted about how their job sucked, and named the company

to social media in employment agreements, banning derogatory remarks after employment has ended. This is similar to the way confidentiality clauses work. This will not be possible for staff on collective employment agreements.

Policies like this should be introduced as part of staff education. Staff benefit from them too. Social media lives forever, and a foolish remark can destroy an employment future.

Policies for schools should cover staff’s social media use, both during and outside work hours, on private – or any – social media. The policies should expressly prohibit: • Disparaging comments about the school, colleagues, parents or pupils • Specific subjects such as disparagement of race, gender or sexual orientation; mentions of illegal drugs • Mentions of personal information about colleagues, pupils or parents without their written consent • Disclosure of confidential information, or information covered by privacy legislation • Disparaging or bullying comments about third parties during work hours.

The policy should specifically warn about and prohibit the use of social media which raises issues about the teacher’s ‘fitness for role’. It needs to be spelled out specifically – even in a separate document which is signed by the person.

Boards and principals should where possible also seek to obtain continuing post employment obligations relating

News | Looming teacher shortage

looming teacher shortage - a wake-up call for Government The Government needs to work with the education sector to resolve a looming teacher shortage, says NZEI National Secretary Paul Goulter.

Goulter says it’s important the Government makes a commitment to keep the best teachers in front of students, rather than going down the path of increased class sizes and allowing unqualified people to act as teachers in charter schools.

“Increased class sizes may have been put on hold earlier this year due to reaction from parents. But that doesn’t mean the Government has walked away from that policy, and it could still re-emerge as its preferred answer to any teacher shortage.

“Instead, it is important that the Government commits to tackling the

18 | Term 4, 2012 www.principalstoday.co.nz

teacher shortage by good planning and maintaining good quality teaching and learning. That means keeping the best teachers in the classrooms.”

Projections show that school rolls will continue to increase steadily for the next seven years and this will be exacerbated by a large cohort of teachers reaching retirement age.

“Allowing unqualified people to act as teachers in charter schools is clearly another attempt to deal with the teacher shortage. But that will simply reduce both the quality of teaching and the number of qualified teachers in front of students.”

He says the early childhood sector is another area where the Government has shown short sightedness. “Once again, the emphasis should be on ensuring good quality teaching instead of reducing the ratio of qualified teachers in our early childhood centres.”

Goulter says the Government’s policy of attacking teachers and the politicisation of the sector has been a big turnoff for many student teachers.

“Instead of attacking teachers for political purposes, the Government should show leadership and work with the sector to attract good students into teaching.”

News | Truancy

fighting truancy The issue of truancy in schools is a long-term problem that stretches nationwide in New Zealand. Despite the Government’s best efforts to combat low child attendance, the Ministry of Education revealed a survey which showed that 29,000 children still skip school every day.

It is a legal requirement that parents must ensure their child attends school each day. Under the Education Act 1989 it states that ‘parents and carers of children between six and 16 years old can be prosecuted if their child is away from school without a justified reason’.

The early years Teachers act as a guardian within school days, and it is the parents’ responsibility to ensure their child goes to school every day.

School plays a vital role in the early years of a child’s life. It is an opportunity for them to participate in the school community, learn life skills, make friends and grow and develop themselves as an individual.

without good reason. The school gets involved in those cases where children have long periods of absence; making their best efforts to work with parents to improve the situation. But sometimes, when every course of action has failed, and if parents are not doing everything in their power to resolve the issue, a bigger course of action can transpire – and that’s prosecution.

Otago Secondary Principal’s Association president, Brent Russell says that although individual cases vary from each other, there is an obvious concern for child truancy in schools and needs to be looked in to more deeply to get to the bottom of the issue.

Children who attend school regularly are engaged by teachers who are able to nurture and guide children in a safe learning environment enabling them to reach their full potential. They can absorb information more quickly and effectively if a child’s attendance is high, but if they have days off they will fall behind school work and are unable to take tests and exams with confidence.

Look who’s talking

When a child is not able to attend school, for whatever reason, it is the parents’ duty to give notice to the school of the child’s absence and the reasons behind it, usually followed by a written letter.

No-one said parenting is easy, but you have to consider your actions and set a good example if you want your child

Most of the time, pupils who take time off school have justified reasons with many children catching the tummy bug, winter cold, have had an injury, a family loss, or just have a dentist appointment. And then there are some children who just ‘don’t want to go to school’.

Every parent knows that getting children to school and on time can sometimes be two steps forward and five steps back just getting them out the front door. For parents this is just a typical day in the life of parenting, and at times it can be very difficult.

However, there are many cases of children not attending school and

Naturally, children learn from their parents, getting your child to school everyday shows them that you are reliable, punctual and that you respect and value the school. It might be obvious, but many children idolise their parents and either intentionally or subconsciously follow the same behaviours and actions as them.

By Davina Richards

to grow up to be respected, educated and intelligent people. If you allow your child to fall behind in class, you stump their learning and open the window to behavioural differences and even anti-social behaviour later on in life.

Most schools offer support and help those families struggling to cope with any issues such as truancy. If a child is away from class for unjustified long periods of time and the effort made by the school is unsuccessful, the NonEnrolled Truancy Service (NETS) may become involved; a service which exists in 18 locations across the country.

Aiming to help bring students back on to school grounds and help them to engage with learning, as well as supporting them as an individual and work with their families.

National.org.nz revealed a policy which showed an improvement in tackling the issue of truancy which saw penalties doubled for parents, and funding doubled for schools.

The Secondary Principals’ Association president Patrick Walsh believes that continued time off from school is likely to jeopardise students gaining qualifications and entering employment.

See the view from both sides of the fence…

A new curriculum-aligned teaching resource has been developed by the New Zealand Walking Access Commission and Learning Media to build critical thinking about responsible behaviour outdoors and to help students in years 4-8 understand different points of view on outdoor access.

Try the resource online at bothsidesofthefence.org.nz www.principalstoday.co.nz Term 4, 2012 | 19

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Interview | carboNZero

zero tolerance

By Karen Pasco

It’s difficult to find a hotter topic right now than climate change and the extent of our impact upon it. Considering what’s at stake, the old stiff-upper-lip approach of ‘keep calm and carry on’ doesn’t really cut it, and this is where carboNZero comes in.

The carboNZero programme was established in 2001 by Landcare Research New Zealand Limited. The programme is based on more than a decade of research on climate change, greenhouse gas measurement and carbon monitoring.

Its goal is to provide robust tools for individuals, organisations and events to reduce their greenhouse gas emissions or carbon footprint with the highest level of credibility and integrity.

Karen Pasco talks to carboNZero acting chief executive Ann Smith about the programme, her role in it and what they’re trying to achieve.

What is the carboNZero programme?

“The carboNZero programme is a scheme that provides the rules and guidance for individuals, companies’ products and services to be certified as carbon neutral.”

Why was it introduced?

“Initially, the carboNZero programme was introduced for individuals and companies wanting to take action to reduce their climate change impacts.

Individuals were concerned about the impacts of their air travel. Companies were concerned about the impacts of energy use and freight to overseas markets. In the mid-1990s there was an overseas campaign that targeted the ‘food miles’ associated with New Zealand exports.”

What research prompted its introduction?

“In the early 1990s, Landcare Research had a number of research programmes that focused on measuring greenhouse gas emissions and carbon monitoring.

This research linked the concept of rewarding landowners for restoring native forest on land where production was marginally profitable with companies wishing to reduce the impacts of their carbon footprint.

Through this research, Landcare Research created the first carbon credits in New Zealand and facilitated the first examples of companies becoming carbon neutral. The carboNZero programme resulted from this research.”

How does it work?

“You (individuals and companies) measure your carbon footprint, put in place a plan to reduce your carbon emissions and offset your remaining unavoidable emissions by purchasing carbon credits. The carboNZero programme then audits your carbon footprint and emissions reduction plan and certifies that you have met

the requirements or rules of the programme. Companies that measure and reduce their carbon footprint can choose to be CEMARS certified (Certified Emissions Measurement and Reduction Scheme).”

What impact has its introduction had?

“The carboNZero programme has influenced the development of the voluntary carbon market in New Zealand and what actions are required to become carbon neutral. Over 700 organisations and many products across five countries have been certified through the programme. Over the past five years, the carboNZero programme has certified carbon footprints that add up to more than New Zealand’s annual national footprint, which is around 70 million tonnes of greenhouse gases. These companies are actively working to reduce their emissions.

“

Antipodes Water, carboNZero certified product

These leading initiatives are great to see.

Not just seeing results from clients when they reduce their carbon footprint, but also when they reduce their costs as a result and New Zealand and overseas businesses become leaner and meaner. Those success stories really motivate the team.

“NOTE: the greenhouse gases are carbon dioxide (from burning fossil fuels), methane (mainly from agriculture and landfills), nitrous (mainly used in electricity transformers); these gases have different impacts or global warming potential in the atmosphere; they are collectively measured as tonnes of carbon dioxide equivalents where carbon dioxide has an impact of one.”

part of a company’s story and great marketing material.”

What businesses are being certified?

What are some of its success stories?

“CEMARS and carboNZero certified companies can be found in almost every sector including food and beverage, utilities, transport, airports, construction, finance and banking, higher education, health, tourism and accommodation.”

“As a programme we have had many successes such as: becoming the world’s first internationally accredited greenhouse gas certification scheme under an international standard called ISO 14065, being recognised by the Carbon Disclosure Project, being recognised by the UK Government, and now we have measured and verified over 75 million tonnes of CO²e.

“To put that in perspective it means we have measured and verified footprints that collectively are more than New Zealand’s entire annual carbon footprint.

What businesses are eligible to join the carboNZero programme?

“Any business can register to become certified through CEMARS or the carboNZero programme. Any company required to report their carbon footprint or actively working to reduce their carbon footprint will find the framework and rigour provided by the carboNZero programme helpful.”

How are businesses reacting to it?

“The feedback that we get from CEMARS and carboNZero certified companies is great. You need a good measurement to identify where the hot spots are in your carbon footprint.

Generally, reducing your carbon emissions requires you to put in place electricity and fuel efficiency, water conservation, waste minimisation and green travel plans. These are all part of a company’s sustainability journey.

Success in reducing emissions becomes

22 | Term 4, 2012 www.principalstoday.co.nz

- carboNZero acting chief executive Ann Smith

"However, the success we really cherish and enjoy is the success and achievements of our clients. Clients that achieve world firsts, like the New Zealand Wine Company with the first carboNZero certified wine, Bridgestone and the first carboNZero certified tyre.

“These leading initiatives are great to see. Not just seeing results from clients when they reduce their carbon footprint, but also when they reduce their costs as a result and New Zealand and overseas businesses become leaner and meaner. Those success stories really motivate the team.”

”

What are the major steps New Zealanders need to take to reduce greenhouse gas emissions?

“Burning fossil fuels for activities such as transport and electricity generation are generally where most New Zealanders emissions come from. But the most important contribution that individuals, communities, organisations and businesses can make, is to understand how their day-to-day activities cause emissions and take action to manage and reduce the largest sources of these emissions (you can use our free calculators on our website to do this).

“Where emissions cannot be further reduced or are unavoidable, some organisations and people choose to invest in projects elsewhere that reduce emissions. This is most often done by purchasing and cancelling offsets from trusted carbon credit projects overseen by governmental or international agencies with the authority to issue tradable units or carbon credits created by these projects.”

What are some easy ways businesses/farmers could reduce their greenhouse gas emissions?

“Farms are businesses and like most businesses, farms can look at energy and fuel being used in various parts of their farm. If you can reduce your

Interview | carboNZero

J.Friend and Co, carboNZero certified product

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Bridgestone NZ’s Ecopia tyre, carboNZero certified product

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carboNZero acting chief executive Dr Ann Smith

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VnC Cocktails, CEMARS certified product

usage, you are reducing emissions.

And, by the way, you will reduce your costs, which can really help farmers.

Just need to be smart about using resources.

“A large proportion of agricultural emissions come from livestock and fertiliser use. Although it seems there is not a lot that can be done about this, there is some great research being done by Landcare Research and the other Crown Research Institutes – have a look at the greenhouse gas projects reported on their public web pages.”

What considerations do people need to make in various sectors?

“They need to first consider the fundamentals of the business e.g. what is necessary? Then look at all other operations, what could be done better, smarter and more efficiently. Generally most industries will have a necessary function which emits emissions, but that function is imperative to use to remain competitive in that industry.

“For instance, a courier company needs to use cars and fuel to run their business. But what they can do is look to use more fuel efficient vehicles, look at ways of streamlining delivery runs, provide drivers training and incentives to operate their vehicles more efficiently etc. The courier company could also look at the energy use in their offices, waste to landfill and try to reduce the amount used. There are many things that can be done.”

What is your role at the carboNZero programme and your main objectives?

“I manage technical strategy for our programme and lead a team of

dedicated environmental experts and auditors who are passionate about reducing greenhouse gas emissions. I am also responsible for the technical development and quality of the programme and related research. I also participate in the development of international standards for greenhouse gas accounting and reporting to ensure that the certification of our clients is based on international best practice.”

What prompted you to take up this role?

“I was using the science and stories from the carboNZero programme as examples in my teaching in the UK before I came to live in New Zealand.

I was running a masters programme in environmental management for business and all my students were middle and senior managers from business and industry. Later, I joined Landcare Research and I was delighted when I was asked to be programme leader for the carboNZero programme. I felt that the research programme had the potential to be a successful business.

“There is a real opportunity to take our expertise to the world and make a real, tangible difference in reducing emissions. I want to leave the world a safe and healthy place for my grandchildren to grow up in. I can’t do that alone.

“We only have the one planet to live on. No company would set out to trash the planet in its business plan. So the converse implies that the majority of businesses want a safe and healthy planet. If we needed to find another suitable planet to live on, we should have set out to find it 50,000 years ago.

“We need our planet to be safe and healthy in the widest possible sense.

Every little bit helps no matter where you are. Through the carboNZero programme I can help make a difference.”

What previous roles had you been working in prior to this one and where were they?

“I have significant expertise and experience in environmental management and sustainable development strategies. Previous roles include designing and running the masters programme that I mentioned above, sustainability coordinator for a large UK University and project manager for collaborative projects designed to help businesses improve their environmental performance.”

How do these contribute to your present role?

environmental management for business from the University of Hertfordshire.”

Where do you want the carboNZero programme to be in the next five years?

“I would like the programme to be world leading through its credibility and integrity. I would like our programme tools and guidance to be easily accessible, practical to use and able to be integrated with existing business systems. I would like our brands to become symbols associated with clients and consumers who have made the environmentally responsible decision to reduce their footprints.

I would like our programme to be making a difference for organisations and the environment on a world wide scale.”

How do you intend to get it there?

What tertiary education have you completed and degrees/doctorates/ professorships do you hold?

“By being science-based, robust and practical, ensuring that we continue to lead the world with our certification rules, tools and guidance.

If participation in our programme helps our clients to reduce their emissions and costs and helps them meet stakeholder demands for sustainability action then it makes good business sense to do this. We are also working on some big projects, which will get attention. But in general, with commitment to our programme principles and hard work, we believe we can be the next New Zealand success story.”

“I have a Bachelor of Science (Honours) in botany and psychology from the University of Adelaide, a doctorate in marine biology from the University of London, and a professorship in

If you would like to know how carboNZero certification could help your business call 0800 CNZERO or visit www.carboNZero.co.nz

“Having a background in environmental management and real hands on experience in trying to reduce environmental impacts for large entities, have helped me to understand the problems our customers face and to tackle these with wider sustainability objectives in mind. This experience enables me to shape the vision for our programme to be effective for our clients and to make a difference for the environment.”

Hauora Lesson – in your School Children Massaging Children is an academically researched programme that teaches Empathy and Compassion as a HAUORA topic at your school to balance IT virtual technology and computer based education.

$450 to train all your teachers + free promotion of your school on our website Reserve your place now info@childconnection.org.nz Visit our website and complete our contact form www.childconnection.org.nz

During a 3 hour workshop we will present: 1.

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www.principalstoday.co.nz Term 4, 2012 | 23

News | Principal Q & A

Principal Q+A Nigel Hanton Principal at Wellington High School B. Tchg Lng (Bachelor of Teaching and Leaning) Dip Ed Management, Adv Dip Tchg

About Nigel and Wellington High School “I have been the principal of Wellington High School since March 5, 2012. This is my third time as a principal having spent the last eight years in two other schools. I am currently a member of the Principals Advisory Group for He Kakano, a prominent Maori achievement initiative being facilitated

by Waikato University.”

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

“Being a metropolitan school in the centre of the capital city, Wellington High School plays a pivotal role in the lives of its students.

“Being a non-uniform, co-educational school, Wellington High occupies a unique position in Wellington in the educational landscape and has a history of very strong academic achievement, an interest in the arts and a commitment to providing a student centred learning environment that delivers relevant and authentic learning, in a largely integrated and collaborative learning environment.

social skills that respect the individual and respect diversity. Relationships in the school are strong, and students and teachers work together in a climate of mutual respect.”

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

“The biggest challenge faced by the school has been the change in the composition of the senior leadership team. Long serving and nationally recognised principal Prue Kelly retired at the end of 2011, and there have been other changes in the leadership team that have led to new personnel and a new leadership culture developing that supports the new direction being taken in the school.”

Who or what influenced you to become an educator?

“My drive to become an educator is predicated on my wish to contribute to the future of young people. Schools are important agencies of learning, both in academic and social contexts, and the opportunity to contribute to young people’s lives is a privilege for all teachers.

“Recognising the role that technology plays in the 21st century learning environment has led this school to implement a BYOD environment - so most student bring their own notebook computer to school to support their learning. All students in the current year nine and 10 bring their own device, and many senior students do too.”

“What is personally important for me is to see young people being supported by the school and their family, learn and have this learning recognised by personally relevant qualifications, to successfully prepare youngsters to take their first step into contributing adulthood at the completion of their schooling.”

What are the main objectives of the school?

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

“The main objective of the school is to take students to the limit of their own potential in a holistic way. In this regard all learning is valued and celebrated.

Academic achievement is a priority, but attention is also given to developing

“There are many challenges that face education, but the one that interests me is the rapid pace of change in society and how this impacts on teaching and learning.

24 | Term 4, 2012 www.principalstoday.co.nz

The development of technology has changed the nature and context of communication and relationships.

“This challenges individuals to perhaps have to know a little bit less and understand a whole lot more, as the pace of data flow increases and the accessibility of stored information improves. The notion of transferrable skills and understandings underpins this challenge, as does the capacity for adaptation.”

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

“The development of high speed broadband will impact further on how and what we teach and how we access information. The ability to communicate and cooperate across the country and across the world is, as yet, untapped.”

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

“I think that seeing things as facets of the same whole allows one to

develop a really clear idea about the relationships that exist between parts of the roles that school principals perform. These links and relationships form a network of ideas, as well as contributing to the platform of leadership.”

Who has most influenced you throughout your career?

“I read widely so it is hard to identify who has been the most influential person in the development of my personal philosophy. I would say the influences on me are the sum of many parts, taking shape from an amalgam of experience and theoretical learning.”

What are the most rewarding aspects of your job?

“Seeing young people succeed and seeing staff and community accepting the challenge to change and grow alongside the youngsters.”

What have your students taught you?

“That inquiry, resilience, enthusiasm, energy, drive and joy are present in us all.”

News | Hot spots

DESTINATIONS to die for

Teaching can be exhausting. But on the bright side the end of the year is closing in and finally you can take some time out. There are luxury lodges to be pampered in, wilderness to be explored, landscapes to be gazed at, beaches to relax on and a big breath of fresh air to be inhaled. So here are a couple of hot spots to relax and unwind during the Christmas break.

Central Auckland

Vineyard lunch on Waiheke Island

Just a 35 minute ferry trip from downtown Auckland, picture perfect Waiheke Island makes for a great escape from the hustle of the city. Boasting beautiful beaches, vineyards, restaurants, olive groves, farmland, forest and a regional park, something always seems to be happening on Waiheke.

Whether you’re staying for the weekend or on a single day mission, it’s hard to pass up Cable Bay

Wellington Wharekauhau country estate Nestled between our vibrant capital city and the tranquil surroundings of the Wairarapa, sits the acclaimed Wharekauhau country estate.

The 5,500 acres of private land that surrounds Wharekauhau is painted with picturesque ancient forest, peaceful lakes and rivers and a wild

Vineyards if a vineyard lunch is what you’re after.

Set in beautiful surroundings, Cable Bay boasts an award winning restaurant and wine bar with an enviable reputation. Dine a la carte in the restaurant or enjoy a more relaxed experience in The Wine Bar, which serves small plates matched with Cable Bay and other fine wines.

Open from 12pm for lunch and 6pm for dinner. The lunch menu includes Seared Scallops with French style peas and Serrano ham and Roast Rump of Lamb with a warm aubergine salad, buffalo yoghurt and bulghur wheat.

Chapelwick Coastal Estate and historic chapel This fine stately home, tucked away in the countryside of central Hawke’s Bay, is surrounded by coastal farmland with expansive views of the beautiful Porangahau beach.

It’s a stunning coastal retreat that is easily accessible; just 30 minutes from Waipukurau and one hour south of Hastings and Havelock North.

Visit www.cablebay.co.nz

and rugged coast. Guests are spoilt for choice when it comes to a route for walking, mountain biking, horse-riding, clay target shooting, archery, golf, or ATV quad-bike adventures.

After a day of adventure seeking rejuvenate yourself with one of Wharekauhau’s range of day spa treatments for both men and women; from hot stone and therapeutic massages to face and body treatments.

For more information go to www.wharekauhau.co.nz

Canterbury Sleep in luxury at Grasmere Lodge Just 90 minutes from Christchurch, Grasmere Lodge is at the heart of an operational grand pastoral station surrounded by stunning alpine scenery.

Set idyllically with the Canterbury hills at its back the lodge promises a whole other world of peacefulness and serenity. Built in 1858 the original limestone homestead is, today, the centre of the lodge, promising a luxurious stay with top-class personalised service.

Choose from a lodge room with a view of the lake, to a chalet suit overlooking the mountains or stay in the Riverview Cottage.

For more information go to www.grasmere.co.nz

26 | Term 4, 2012 www.principalstoday.co.nz

With its five suites Chapelwick can accommodate up to 12 guests who are looking for the ideal getaway from life.

It boasts 18 acres of sweeping lawns and gardens, a fruit grove, swimming pool, tennis court and historic chapel, it’s easy to feel as if you’ve nipped back in time to the glamour of the early 19th century.

For more info visit www.chapelwick.co.nz

News | Going Co-ed

welcome girls... and Boys

By Davina Richards

Stanford Junior Prep at Carncot School will be the new official title of the private school in Palmerston North when it reopens its gates for boys once again in 2013.

The independent school was founded in 1903, and educated girls and boys together successfully up until the 1980s. In order to accommodate a roll growth in the 1990s, the school undertook an extensive building programme.

The historic building was moved forward to accommodate the new extension built in 1998, which included eight modern classrooms, an art room and library. In 2003, the building underwent a second extension to provide the school with a new gymnasium and upgraded music suite.

Carncot is renowned for its high standard of education and will become the only private school in its area to provide education for young boys starting at year one. Twenty new students enrol at Carncot each year and the school currently caters for 90 students. In order to reach maximum class sizes, it has decided to expand its facility, increase student enrolment numbers and is expecting to enrol at least 10 boys in term one of 2013.

Carncot School principal, Christine Michalski says “We have received only positive responses and expressions of excitement. With a very strong, long-established pastoral care system in the school, each child is well catered for socially and emotionally.

The school’s strong core values of respect, responsibility, honesty, caring and integrity are much to the fore in our everyday lives. We focus upon individual needs, both academic and social.”

Brothers, sisters and little buddies While parents no doubt look forward to sending their sons, along with their daughters, through the school gates, it will be a big change for the school. But Christine is confident that it will be a smooth transition for teachers, parents and students, all who are being kept well-informed.

“This is a win-win situation. Parents have been telling us that they want to give all their children the quality of education offered by our school. As a private school, we have the freedom and independence to meet the needs of our current and future school family.

Obviously, a growing roll is great for a growing school.

28 | Term 4, 2012 www.principalstoday.co.nz

“Nothing will change in terms of the high quality delivery and personalised learning for all students. Carncot teachers are clear about our high standards and expectations, and they respond to students accordingly. That will continue for all of our students.

The digital teaching environment and resources available on-line makes this a low impact transition.

“I expect to maintain our excellent levels of achievement and to deliver the same outcomes for our boys as our girls. We have an excellent history of achievement within our old boys’ and old girls’ ranks. One student’s mother wrote to me: It all proves the excellent early Carncot training.”

Learning together The school aims to continue its focus on the individual needs of each child.

Christine believes that, by reviewing its programmes and making alterations where necessary, the school will ensure a good level of child development and will meet the needs of the different gender groups.

“Having a diverse range of children in any learning environment is a beneficial thing. Children learn best when they can share ideas, challenge and extend each other. This will add a new and exciting dimension to our already rich and diverse community of learners. Consistency is the key to a happy and successful school community.”

The school has set in place a ‘little buddy’ mentoring programme; a system aimed to engage senior

students with younger ones, to act as role models who guide and assist them as well as teach them about the school’s traditions and core values.

Teacher roles The school already has exceptional learning resources, but intends to spend some time looking at how to improve certain areas. A science lab is already in its planning stages, and the staff is now focusing on its literary resources; a development which may enhance the boys’ engagement and motivation in class. High quality teaching and resources will continue to reflect the school’s achievements and to match the increased number of students.

With boys entering the fray, the school has anticipated the idea of having a role model for young boys to look up to – a new dean has already been appointed for the role.

“We are very lucky to have Mr Pearson on our teaching staff and he is looking forward to taking up his new role as dean of boys. Mr Pearson is an avid sportsman and outdoorsman. He is great value on camp. He also leads drama in the school, writes and directs our school production and has a fine voice. The boys will have a strong male role model to relate to and to guide them.

“Equally, our PE and health specialist and sports co-ordinator, Miss Haggas, is an exceptional sportswoman in her own right, naming golf, hockey, rugby and tennis as representative sports, as well as Ironman competitions etc.

News | Going Co-ed

“

Nothing will change in terms of the high quality delivery and personalised learning for all students.

“She is passionate about PE and health for all children. Since arriving at Carncot, Helen has transformed the PE and sports departments and is keen to introduce more and different sports.”

Onwards and upwards It is clear that Carncot School aims to enhance school resources in all areas to provide the highest quality education to children. With an excellent track record, the school can reflect back upon its proud achievements and look ahead to the bright future of the school and its students.

”

“We have a proud history of providing a broad and innovative curriculum at the highest level of educational delivery. Our achievements speak for themselves. It is very exciting to once again offer our boys in the Manawatu, the same excellent opportunities and academic outcomes that we have been providing for our girls.

“As we grow, we will be able to extend these opportunities for all students.

It begins in the foundational years and builds from there. We have a very bright future ahead.”

www.principalstoday.co.nz Term 4, 2012 | 29

News | Lifestyles

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Lighting up Vespa table lamp

This Vespa Table Lamp is a very special and elegant object - its inspiration comes from the headlight of the 1946 GS vespa. It is a must-have for scooter enthusiasts or for anyone who appreciates classic Italian design and style. This very practical and functional unit features some of the historical themes from the years of Vespa production.

RRP: $595 Go to: www.iconic.co.nz

< Apple Macbook Pro with Retina Display

Bugatti diva espresso machine The Case Bugatti Diva espresso machine is the queen of all fine Italian design. Available in striking red or stunning chrome this product features a 12-bar pump, 16-bar steam pressure, thermo block heating element, one litre water tank, a steam nozzle for frothing and heating milk and an be used with both coffee pods or ground coffee for 1-2 people.

An innovative drop system stops any coffee escaping. With a quick warming time of two minutes this is truly an investment for your morning fix.

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Tech happy

Coffee art

Another stunning piece of computer technology, this sleek design pushes the boundaries of high performance and flawless high-resolution quality. Light as air and compact with features, the Macbook Pro with Retina Display promises 5.1 million mega pixels which is 3 million pixels more than a HD television. Expect sharp and crisp screen resolution without losing quality or colour. You’re guaranteed portability, high-performance, and top quality for this flashy piece of art. They say it’s the most advanced Mac produced in the history of Mac manufacturing. Take full advantage.

RRP: $2,099 Available from: www.whare.net.nz

RRP: $4,499 Inc GST Available from: Apple’s online store and authorised retailers

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Compass cufflinks

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Go-go gadget

Art for your floor Super Shag rug

Retro seventies style is back and it’s back big. If you want to wiggle your toes in to something that is soft, warm and pure 100 percent New Zealand wool, look no further than to the Super Shag rug. It ticks all the vital boxes; quality, luxury and distinction. This modern textured design holds its durability and impressive 70s interior design flair. Undeniably this rug can brighten up any part of your home. You wouldn’t even be blamed for framing it on your living room wall showcasing the best wool in the world.

Prone to getting lost? If you somehow find yourself in the middle of a jungle, dressed in a suit, and wandering like a lost soul trying to get back to civilisation, just look to your faithful cufflinks and follow the arrow. You’ll be able to find your way back in no time. Simple, stylish and every adventurers golden compass. Don’t leave the house without it.

RRP: $42 Available from: www.thecheekishop.co.nz

RRP: $9.87 per metre For more information go to: www.trenzseater.com

<

Premium computing HP all-in-one PC

It’s the best of the tablet and smartphone realm rolled into one bigger and better package on the HP TouchSmart. HP promises that its latest touch screen computer will deliver some of the best touch technology you will ever experience on a PC, on its biggest screen yet. Its cutting-edge touch technology with a sleek all-in-one design has resulted in a revolutionary PC experience. With its Genuine Windows 7 Home Premium system and tilting monitors, it is designed to be both comfortable and high functioning.

An added bonus is the integrated apps and games that keep you entertained, informed and in touch.

RRP: $2499-$2899 Go to: www.hp.com

30 | Term 4, 2012 www.principalstoday.co.nz

Resources

ICT

Numicon

maths programme ... a solution for all students

• Not every student meeting National Standards for maths?

• Seemingly bright children, failing in maths?

• Children with special needs just not getting it?

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

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

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

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

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

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

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

NUMICON IS THE ANSWER FOR YOUR SCHOOL!

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

In NDP children are asked to make a shift from counting to thinking in partwhole. They find this so difficult, but if part-whole thinking was introduced at the beginning, as with Numicon, and counting seen as a life skill, then they would progress through stages 4 and 5 with ease.

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

What the teachers say “It totally revolutionised my teaching.”

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

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

Andy Vosslamber, Hillview School

is your school

web friendly?

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

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

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

wherever you have a web-browser and an Internet connection.

To begin with, your website is designed by a professional graphic designer, who goes to great lengths to ensure that the graphical design reflects the unique culture of the school. Then free training is provided to get you started and there are no expensive yearly licensing fees.

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

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

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

The schools are in control and anything is possible.

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

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

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

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

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

www.numicon.co.nz | 0800 678 581 32 | Term 4, 2012 www.principalstoday.co.nz

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

ICT

driving wireless

pricing down

Cyclone Computers and Ruckus Wireless are excited to introduce a national cluster purchasing scheme for any school considering wireless.

Cyclone has committed to some substantial volumes and will be introducing a group purchasing scheme which is referred to as Cluster Pricing; grouping schools together so they can get better discounts, but still buy or receive quotes independently.

A school that is interested in cluster pricing simply needs to approach Cyclone and register their interest.

By registering interest there is no commitment to purchase, but when you do register you help drive the price down.

Once Schools have registered with Cyclone they will be given access to the special pricing.

Cyclone can offer extensive wireless network support, advice and training.

The goal is to work to the school’s ability and the philosophy is to empower the school to manage its own solution, while always being there to support and guide schools as required.

Cyclone is New Zealand’s largest locally owned supplier of IT equipment to the education marketplace. The company’s strength lies in its flexibility and our desire to ‘think outside of the square’ to deliver the product and service requirements tailored to each customer’s specific needs.

Ruckus is considered a leader in the schools market has been successfully implemented in over 100 schools throughout New Zealand.

To register interest in this scheme, receive a quote, site survey or upgrade an existing Ruckus Wireless network contact Cyclone - phone 0800 686 686, or email sales@cyclone.co.nz

Why should schools consider joining the AoG initiative?

Cyclone, New Zealand’s leading school procurement partner, are pleased to welcome Dell, one of the world’s leading hardware suppliers, to their portfolio of leading solutions.

QUALITY PRODUCT

LATEST TECHNOLOGY

BUILT TO ORDER

QUICK TO DELIVER

All backed by your local Cyclone schools specialist.

Schools should look at joining the AOG initiative as it gives them access to collective buying power negotiated by the government. Schools still have the ability to choose different models from within the catalogue and can still opt to use local/historical partners by electing them through the 3rd party supply options.

Dell and Cyclone are both panel members of the All of Government (AoG) desktop and laptop procurement initiative. We would be happy to highlight the benefits of becoming an AoG participating agent (eligible to all public schools in New Zealand). For any procurement requirements either as part of AoG or independently, Cyclone and Dell are well qualified to discuss your requirements

Save your school time and money When you order Dell desktops or laptops with Cyclone, you don’t just get the security of purchasing a well-known and proven brand, you get the advantage of Cyclones value added services such as our customised image creation and deployment services.

Call us on 0800 686 686 or email schools@cylone.co.nz Branches in Auckland, Wellington, Christchurch & Dunedin

Summer/swimming

Property

why choose the Before and after

Burgess Wetpour System

By Davina Richards

-What to remember in open water swimming

We all understand the importance of teaching young children how to swim, but there’s something missing out of the survival skill set.

There are many factors that contribute to dangerous swimming, but not many people consider what affects a child before they dip toes in to the water. So here are some things to consider before and after open water swimming.

Children should always try to have a good sleep the night before and a healthy meal before stepping in to the water, because even Bear Grylls needs a good nap and a burst of energy from food when the time calls for it.

the children in to warm, dry clothing will avoid hypothermia. Use an extra towel for them to stand on to dry their feet.

If the weather is extra cold and crisp it might be an idea for them to put on a warm hat and gloves. Allowing children to run around freely once they are dry will help them to maintain good blood circulation.

And don’t forget to supply them with some food and water; all that energy will be lost out at sea.

Follow these tips for open water swimming.

Before swimming: • Ensure children have a good sleep and meal the night before • Insulate from the inside out – a good breakfast will keep children warm and energy levels up. Make sure they drink plenty of water to keep them hydrated • It’s better for children to put on their swimming costume before they leave a warm environment. It might be too cold outside if they leave it until the last minute

Having a good breakfast in the morning is always important, but vital when heading towards water, as it might mean you won’t risk having a tired and weak child left in the water.

The deep blue sea can surprise you with a whirlwind of problems at any given time, so it’s important to make sure they have high energy levels if anything were to happen.

• Prepare a bag with plenty of warm clothing, an extra towel, warm drink, food or snack, a hot water bottle, and warm hat and gloves if necessary

Always consider the weather, water temperature and the tides of the sea. If it’s cold and windy be prepared with a bag containing vital items.

After swimming:

If the sun is shining be sure to bring sunscreen to provide added protection – harmful rays can easily damage children’s skin. Avoid nasty bites – depending where you’re going, so remember to pack insect repellent in case you find yourself in a place swarming with mosquitoes.

• Make sure a warm drink is at hand and that they eat something as soon as they can, children can’t concentrate on an empty stomach

After a period of activity it’s natural for the body temperature to drop. Getting

• Protect young skin with sunscreen, and don’t forget to reapply • Bring insect repellent – you never know when you’ll get bitten.

• Have dry and comfortable clothing ready when the children get out of the water

• If they need to take a shower afterwards make sure the water is kept at a warm temperature to avoid burning the child’s skin if they are still cold. Add hot water slowly when necessary.

34 | Term 4, 2012 www.principalstoday.co.nz

The reasons and benefits of a Burgess Wetpour system are endless!

This great playground surface enables your matting to be installed as a continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces.

Sage and terracotta are two of the fabulous colour options available and join this with a pattern or design of your choice and you have your own unique playground.

The completed playground comes with a five year warranty. A free, no obligation measure and quote and a list of potential funding organisations will be sent to you to assist in making your final decision.

Features of the BMS Wetpour system • Safe • Low maintenance • Durable • Provides uniform safety all year round • Porous • Non-slip • Impact absorbent • Long life • Easy to clean • Indoor /outdoor use • Colour choice

You also help the environment by using Burgess Matting and Surfacing (BMS) products which are manufactured from 100 percent recycled rubber; a fine way for any school to set an example to the children on how to be a tidy Kiwi.

• Aesthetically pleasing

Impact pads for areas where a softer landing is needed, scuff pads, DIY modular long run and tiles, deck and ramp matting are also BMS specialties.

• Good equal access for children with disabilities

The BMS Wetpour System avoids tile joins which can work apart, lodging rubbish and weeds which are hard to remove and can compromise the safety and appearance of your playground.

• Polymerically bonded to provide a hardwearing all weather surface

The Wetpour playground surfaces require minimal maintenance – forget the days topping up bark which becomes wet and muddy!

• Available in three different surface texture options – Safebond, Flexibond and Permabond.

Base preparation prior to the matting installation is of the utmost importance and can add years to your playground surface.

Burgess Matting T 0800 80 85 70 E admin@burgessmatting.co.nz www.burgessmatting.co.nz

• 100 percent recycled rubber • Virtually seamless system • Maximises equipment use • Reduces noise & vibration

• Excellent long term investment • Installed by BMS installation team

• Supplied with a five year guarantee against faulty materials and workmanship

Career choices

www.principalstoday.co.nz Term 4, 2012 | 35

School camping

SCHOOL CAMP CHECKLIST One year before camp 1. Select the camp location. Useful resources include the Directory of Residential Camps and the CCNZ web page: www.cci.org.nz 2. Take a tour of the camp facility before booking. Camps always have staff available to meet with camp coordinators and go over their plans Any difficulties can be discussed and other options can be presented at this point. Careful planning at this stage eliminates confusion and worries later.

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

4. Place the camp dates on the school calendar.

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

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

3. Consider fund raising activities if necessary.

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

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

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

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

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

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

lakesidE

Retreat

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

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

3. Create a detailed ‘requirements’ checklist.

4. Develop your camp workbook for students.

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

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

On Camp 1. Enjoy the experience with your children.

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

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

The teacher does not need to be up late every night!

Information supplied by Christian Camping New Zealand

For a fantastic summer holiday programme, or a midterm school camp, Lakes Ranch in the lovely lake side town of Rotorua is the place to be The camp is the perfect spot for school groups, outdoor education, tenting and church groups, as well as families looking to get away for a break. The camp also hosts horse camps and horse trekking for those who enjoy a bit of adventure on horse back.

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

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

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

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

Archery and air rifles are also available for the students to try something different and of course all these activities are supervised.

• Only 90 minutes North of Auckland • Sleeps 150 in comfort • Modern facilities • Sheltered beach nearby • Great on-site activities • Several large indoor spaces

Email us for an information pack:

mbccbook@gmail.com Office: (09) 433 0167 www.marsdenbay.co.nz 36 | Term 4, 2012 www.principalstoday.co.nz

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

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

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

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

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

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

Why choose Lakes Ranch?

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

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

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

Finance

LEOTC

an easy way to upgrade welcome to your Get all of the ICT products you need now, and pay nothing until 2013

Leasing offers a great way for schools to keep old equipment out of the classroom and make sure students have access to the best possible digital technology that is essential for learning.

Budgets often present the biggest challenge for schools seeking to upgrade their technology, particularly when the infrastructure is constantly evolving. To avoid fixed annual budgets slowing down the process of achieving your ICT strategy, have you thought of leasing?

The advantages of leasing technology equipment are widely known.

• Leasing enables schools to access more ICT for less • It provides an affordable, flexible and secure alternative to purchase • It offers schools a sustainable rotation programme ensuring old ICT is removed and recycled every three years and replaced with new equipment.

School leasing specialist We hear regularly from schools that their allocated annual budgets are not

enough to cover what they require to maintain and provide the latest technology for their students.

Leasing is the ideal way to do something about it.

Lease any of the following: • Foundation infrastructure – cable and switching • Server system • Wireless system • Access technology: desktops and portable devices • Audio visual technology: data projectors and interactive boards.

Ask us how you can get any ICT products in October, November or December 2012 and pay nothing until 2013!

Why not see how leasing compares?

If you would like an Equico lease quote, please simply email: quotes@equico. co.nz and attach the equipment quote(s) from your preferred supplier(s).

So what are you waiting for? Help prepare your students for tomorrow’s world today, with Equico.

Equico 5/Level 6 300 Queen St Auckland 1010 T (09) 302 5021 0800 378 426 www.equico.co.nz

outdoor classroom

Where else in the world can you jump on the back of a trailer and get towed along the beach by a 1949 Minneapolis-Moline tractor to a bird colony? Welcome to your outdoor classroom!

Established in 1952, Gannet Beach Adventures has a long history of providing tours on a spectacular stretch of the Hawke’s Bay coastline, from Clifton to Cape Kidnappers.

Where else can your students experience a unique mode of transport, combined with a visit to the beach, study the history and geology of an amazing landscape and - to top it off - see and learn about some amazing seabirds at the same time? What a way to spend your LEOTC experience!

Tours can be adapted to your requirements – whether you are bringing older students who are studying geology, or younger students who are studying the rock pools – Gannet beach can alter the tour to cater for your specific needs.

Departing on the day’s low tide, you travel by tractor and trailer along the majestically rugged coastline, with stops made throughout the journey giving an insight into how nature’s forces have shaped this amazing area.

You move through the Black Reef Colony where the first colony of gannets can be seen nesting precariously on the rocks, then onto the Cape itself where there is time to walk to the top Plateau Colony.

Depending on the time of the season, students can witness new-born chicks, through to four month old gannets preparing for their first ever flight to Australia. Tours are suitable for all ages and school rates are available.

Making the most of any excursion Research shows that teachers and students will get the most out of the learning experiences outside of the classroom if teachers: • are clear about the learning goals for the visit • ensure that the visit is linked to the curriculum as part of a more extensive unit, and is not a one off activity • work closely with the visit liaison before, during, and after the site visit • ensure that they and the liaison have the same learning goals • link pre-visit learning activities with the site visit, and follow up with post-visit activities.

Activities and discussions with students before and after a visit enrich the experience • ensure that (in collaboration with the education officer) the programme suits the age group of the students • encourage students to take responsibility for their own learning (for example, by working at the site in small groups with other students and with adults).

Gannet Beach Adventures 495 Clifton Road Clifton, Hawke’s Bay T (06) 8750 898 E info@gannets.com www.gannets.com

Discover the magic of Cape Kidnappers Join our experienced guides and visit the largest mainland gannet colony in the world.

• Spend time with and get incredibly close to the majestic gannets in their natural habitat.

• Discover how nature has shaped the towering cliffs of the Cape Kidnappers coastline.

• Enjoy a memorable tour experience while travelling on our iconic vintage tractors.

• View ancient earthquake fault lines.

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

38 | Term 4, 2012 www.principalstoday.co.nz

S E I C A G E L G N I D L I U B Y S A E E D MA One thing every school wants with a building project is to be able to see exactly what they are getting, before having to commit to a building contract.

Eliminate the risk; Steel Shed Systems promises to turn your vision into reality.

The company provides you with a 3D replica of your dream-building, exactly as it will be built – before you’ve even paid a cent.

Its five regional operators are all owners and directors of the national company, meaning that when building with Steel Shed Systems, you experience the advantage of having both the resources of a nationwide company and the local knowledge and personal service of a local certified builder at work for you.

Director Mike Tracey (Wellington/ Manawatu) says the company walks handin-hand with clients throughout the whole process to ensure the “dream” is fulfilled.

He says because the company offers a no-obligation engineering and design assessment, potential clients can get in touch with Steel Shed Systems risk-free.

They can obtain valuable site and preliminarily engineering information at no cost. “No contracts need to be signed until they realise that we can design engineer and build exactly what you need.”

Steel Shed Systems is a one-stop shop; it can design, plan and execute your school building project from conception to completion. It recognises architectural value in design, which can inspire long into the future.

“What we do is put together our clients’ vision with our innovative engineering and design skills to build outstanding steel and concrete structures – tailor-made to specific requirements.”

Starting from scratch Don Kerr (Director Whangarei & Auckland) has worked with schools and the Ministry of Education for many years and knows the importance of working with Board of Trustees and staff to ensure all interest groups get what they need out of a new building.

“We offer guidance throughout the process.

We will talk to you about what your school needs from your building, and how it can meet the future demands of education.”

At the start of every project someone from Steel Shed Systems will go out and meet at the school, have a look as to want and need, and view the site – “Let’s talk, we listen, is our motto.”

A vision in 3D The next step is building a solid design to bring the project to life, through Steel Shed Systems 3D software. This generates a replica which enables the school to see a working model of its desired building on its site, exactly as it will be built, with a full quote; no surprises for anyone.

“We model seating requirements, meeting rooms and activity spaces, so you get what you need for your current requirement, and for the future.”

Once the Board of Trustees hasw had a good look around their new future building, the full design, geo-technical and fire engineering of the actual building will take place.

Worries around organising building and resource consents will be a thing of the past too with Steel Shed Systems, who deal directly with the Ministry of Education and all local and national building authorities.

It ensures any new school building will be fully compliant in all applicable areas such as occupancy, food safety, zoning, fire compliance, occupational safety and public use.

Budgeting

Steel Shed Systems in their words…

As the design of your building takes shape, Steel Shed Systems is also modelling your budget. It develops a budget plan for you from day one, keeps you constantly apprised of the costs you will incur, and works to ensure your budget is sustainable for you.

“We wanted to build a gymnasium that could be used for a variety of sports in all weather and free up our school hall for performing arts. The board was keen on the idea of a gymnasium, but knew the cost would be prohibitive for us. Also, the MOE did not fund gymnasiums for intermediate and primary schools. So we decided to build something suitable ourselves.

Because Steel Shed Systems works with a range of products and suppliers, it’ll go over all your available choices and help to select the best one for your needs - it won’t push you on a particular option that doesn’t suit your budget or requirements. Your budget is updated constantly with every decision that you make, and therefore there are no sudden surprise costs or “additional” charges.

Engineering & building Once the design, engineering prelims and budget have been finalised, and clients having happily signed a contract – the building process can get underway.

Full engineering, working drawing and geotech sampling can be done concurrently, and building consents with councils are lodged when all this is completed. Councils take about one month to issue consents.

Construction times are dependent on weather conditions and size of the build, but in the dry months a typical schedule to build a brand new purpose built building, could be complete within four to five months. However with one of its smaller, off-the-rack or pre-existing designs the project can be completed in as little as six weeks.

But it is all entirely up to the client. Hamiltonbased director Paul Kingsbeer, who also looks after South Auckland clients, says the company employs a flexible approach. “The key element for us is that we add value, being able to handle budgeting, design and engineering, as well as the actual construction and project management.

“We like to be challenged in our work, and we enjoy being able to engineer unique architectural design features — something a little out of the ordinary — and finish it to an exceptional detail.”

As a nationwide company Steel Shed Systems is committed to the highest quality with branches in Northland, managed by Donald Kerr, Auckland, managed by Grant Walls, Hamilton, which is run by Paul, Manawatu and Wellington, under Mike’s guidance and Christchurch which is run by Wayne Dimock.

“We approached a number of companies which had constructed gymnasiums for schools and quite frankly, the cost was beyond us. We had quite specific ideas and a limited budget.

“Steel Sheds Systems were exceptionally accommodating; they knew what we could afford and they tailored the plans to suit our requirements and worked within our budget.

“The weather was foul during the construction, but his team worked diligently and non-stop to complete the project on time for the new school year.”

- Pearl Murti, Principal of Wainuiomata Intermediate School “Steel Shed Systems built a beautiful new multipurpose space under Ministry School Property Guide Funding. We have a large “hall” type space with a kitchen and two storage areas, and a separate library on the end. The floor in the big area is carpeted, there are windows to capture the stunning views of the Tararua Ranges; so it’s really more than a bare hall.

“We have a fantastic building that we are really proud of; our students and staff love working in the large space and the beautiful library.

“We chose Steel Shed Systems as, of the five tenders, it was the cheapest and we were able to get a much bigger space under the set funding amount from the Ministry.

“As the owner of Steel Shed Systems was personally working on the building, we were lucky to have his expertise right there at hand. He was easy to talk to, especially when building isn’t exactly my strong point.”

- Glenys Edmonds, Principal of Tiritea School Palmerston North

In addition, Grant also manages the building of some projects in the Pacific Islands.

A promise By getting Steel Shed Systems involved in your school project as early as possible, it promises to head off as many potential delays and planning issues as possible. Its professionalism and excellent customer service aims to make the building process as unobtrusive as possible.

“Get us on board and we can ensure your project is cost-effective, yet still retain architectural features that will enhance your school environment. There’s no need to compromise on the detail, and we will find ways to ensure the end result is a unique, quality building,” Paul says.

Steel Shed Systems P 0800 800 750 E mikeT@SteelShedSystems.co.nz More Information at www.SteelShedSystems.co.nz