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In this issue of School News we profile two different boarding schools, Auckland International college and Whangerei Girl’s High school Lupton House and how they create a welcoming environment for their pupils.
subscriptions@schoolnews.co.nz www.schoolnews.co.nz PUBLISHER Vanessa Puddy publisher@schoolnews.co.nz
We look at Project: Diamond’s Nuture Group, the commerce commission’s guidelines for school uniform purchases, and coping with globalization and the knowledge economy.
ADVERTISING Don Parlane Phone (03) 365 5575
We focus on the latest research on classroom acoustics and how to get wired for sound. The form vs function debate is answered in the classroom. We look how your school can manage chemical hazards management and HSNO requirements. Lawn care, pool heating and fencing solutions and project management are all covered in our property section. Enjoy.
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Issue 05 | April/May 2009
EDITORIAL editorial@schoolnews.co.nz PRODUCTION Richard McGill studio@schoolnews.co.nz CONTRIBUTORS Colin Dale, Dorothy Pearce, Fiona Harman, Gaven Tucker, Ian de Stigter, Jacqui Taylor, James Whitlock, Jonathan Cotton, Jonathan Hardie-Neil, Julie Carter, Lawrence Wallis, Margo Dell, Mark Cini,
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Sarah Dwyer, Senga Watson, Val Whittaker and Wendy Davis
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news 04. News in brief 05. Ministry news 06. Principal speaks
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health & safety 26. Managing chemical hazards 27. The school lab and HSNO
sports & recreation 28. Indoor sports
09. The uniform debate
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18. Classroom acoustics 19. Wired for sound 22. Furniture, form and function
schoolnews Cover image: Auckland International College
april/may 09 school news
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news in brief
news
speed, high capacity broadband, drastically improving their access to information and communication technology tools. The trial was funded by the Ministry of Education, Tertiary Education Commission and the National Library. The trial proved the resilience and performance of the NEN architecture. The network is based on KAREN, the Kiwi Advanced Research and Education Network. The NEN continues into 2009 with 20 schools connected. Further schools can join at any time. Standard REANNZ fees will apply. View video commentaries from participating schools at http:// www.core-ed.net/karen/
Schools and police create united front Hamilton schools are adding police officers to their staff to not only combat bullying, truancy and tagging but to identify and help youngsters who are likely to become career criminals. Police officers based permanently at Hamilton Girls’, Melville and Fraser High Schools, and Fairfield Intermediate as part of a joint Police and Education Ministry Campus Cops scheme began their stints earlier this year. The programme, which is already in place throughout Counties Manukau and in schools in the Far North, is aimed at improving student behaviour and relations between police and the community. Fraser High School principal, Martin Elliott, said a police constable would work full-time with its chaplain, kaumatua, two parttime doctors, nurse and counsellors to ensure the well-being of its 1800 students. The constable has a wide brief which includes walking the beat at school grounds during morning interval and at lunchtimes, keeping an eye on student behaviour and being called upon to visit students’ families in stress. “There will of course be issues around violence, truancy, bullying and drugs - the whole gambit of social ills which unfortunately are in every community in New Zealand,” said Mr Elliott. “But it’s a return to the days where things are done at the grassroots level and you are trying to be preventative and pro-active rather than waiting for the gang violence to occur in the weekends or at night, or waiting for things to go pear-shaped later in life,” he said. Further north, the Campus Cops scheme is slowly making in-roads into juvenile crime with senior sergeant Mike Fulcher of Counties Manukau police reporting steady progress at all of the 10 South Auckland schools where the programme was introduced last year. Senior Sergeant Fulcher said that although it was difficult to statistically measure the success of the programme at least three more schools in the region were looking to implement the scheme. “In the long term you’re
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DVD promotes understanding of autism
seeking more of a respect for the community out of all this and I think we’re slowly getting there,” he said.
Fiordland College students dig in Students from Fiordland College will be going home with dirt under their fingernails, thanks to a new initiative supported by the Meridian Manapouri Te Anau Community Fund. Fiordland College is in the process of becoming one of the first secondary schools in Southland to become an Enviroschool. The Enviroschool programme is a nationwide initiative designed to encourage schools and communities to become environmentally aware, and to teach, demonstrate and practice sustainable living. Fiordland College Assistant Principal Brendan Carroll says the school has decided to undertake a community garden to help achieve this. “We thought a community garden was a great way to strengthen ties between us and the community, while teaching the students about sustainable living. We will be working closely with local people to ensure the new garden becomes an important part of the community,” he says. The garden is already underway and will grow fruit and vegetables,
which will be used by the home economics class and the produce can also be sold at school fundraisers. The school also plans to plant a number of native trees in the area. “The community garden will teach our students life-long skills in a practical setting. They will also learn about nutrition and get to encounter the science of nature first-hand. We are truly grateful to the Meridian Community Fund for its support - without it this initiative would have been very hard to get off the ground,” says Brendan Carroll. The Meridian Manapouri Te Anau Community Fund granted $9,000 to the school for the purchase of glasshouses, sheds, a trailer, watering equipment and other materials. To find out more about the Meridian Community Funds visit http://www.meridian.co.nz
Schools broadband trial a great success A trial to provide schools with fast and unrestricted broadband to empower teaching and learning has been hugely positive, says the Research and Education Advanced Network New Zealand (REANNZ). In the second half of 2008, they piloted a National Education Network (NEN) – providing 20 schools with high
Maori families of children with Autism Spectrum Dsisorder have initiated the production of a video designed to raise awareness of the challenges the disorder presents and help other families to better cope. About 20,000 free copies of the DVD are being distributed to schools, hospitals, marae, social work and disability organisations throughout New Zealand. It gives viewers a glimpse of what it is like to have ASD and to care for that person. Associate Professor Jill BevanBrown, programme coordinator for Massey’s Bachelor of Education (Special Education), says research she conducted with 19 Maori families in 2004 identified the need for the resource. “Having a child with ASD is hard work. The DVD has been produced to help people understand more about it so they can be more supportive of children and parents,” says Dr Bevan-Brown. Bevan-Brown chairs the Promoting Acceptance and Inclusion of ASD Trust, known as Te Hapaitanga o Te Whakaengatanga. The trust funded the project with grants from community organisations and the Ministry of Education. The video is in four parts and includes a section in te reo Mäori and another focusing on schoolchildren. Teaching resources and ideas to complement the DVD are on the trust’s website. www. inmyshoes.co.nz
news
Anne Tolley
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DUCATION MINISTER Anne Tolley recently unveiled a package of changes that reflect the government’s commitment to providing quality and accessible early childhood education to all New Zealand families. “Late last year I asked officials to review the 2008 regulations around early childhood education so that any unnecessary compliance burdens on services could be removed. “Following that, I signalled my intent to amend some of the 2008 regulations while I consulted with both parents and the sector. These amended regulations came into effect 1st February. “It is important that we have an appropriate level of regulation that ensures safe learning environments for our children, but equally important that services are not drowned in red tape.” Mrs Tolley says she will consult with early childhood education
services and meet with parents over the shape of any future regulations to ensure any proposals are well considered. “We are also making it easier for parents to access 20 hours early childhood education by removing the need to sign a separate attestation form stating how many services their children are enrolled in. From 1 March 2009, parents can make this declaration on their child’s enrolment form. The 20 hours early childhood education programme will be renamed 20 Hours ECE - a more honest expression of the programme’s intent that reflects what parents and early childhood services already know.” In addition, adult:child ratio changes planned by the previous government will not be introduced. “While these are small steps, they reflect my desire to make things easier for parents and service providers by getting rid of unnecessary bureaucracy and ensuring all families have access to high quality early childhood education.”
food and beverages are sold on schools’ premises, to make only healthy options available’. “Feedback from schools I have spoken to suggests that this clause has created confusion for many of them particularly around fundraising and school events. The government considers regulation in this area unnecessary. “I believe boards of trustees should be able to make their own
Schools no longer required to be food police
decisions about appropriate food and drink options. After all, they are parents who should be aware of what “good” and “bad” foods are. I am confident they will act responsibly.
Schools will no longer be required to act as food police under changes announced by Education Minister Anne Tolley in February. “As part of the National Government’s commitment to reducing compliance for schools, I have decided to remove the clause in National Administration Guideline (5) which states ‘where
ministry news
Changes in early childhood education (ECE) that the majority of schools have already done in this area to ensure their students can make informed decisions about what they eat and drink as part of a healthy and balanced lifestyle. “This change will help schools to concentrate on their core business - providing students with a quality education and learning environment and concentrating on improving education standards.”
Ministry study awards for teachers
“It should be noted that clause (ii) in the National Administration Guideline (5) which requires schools to promote healthy food and drink to students remains in place. “I am aware of the great work
There are a range of study awards and scholarships available to teachers in a wide range of disciplines. Supported by the Ministry’s professional development sector, they are award in advance of each year, some involve leave, to be involved in research, or are a recognition of work done in a particular field. They include: t (VJEBODF DPVOTFMMPS USBJOJOH study award t -JOLJOH NJOET JO FEVDBUJPO scholarship t 4UVEZ BXBSET GPS UFBDIFST BOE principals in state primary and intermediate schools t 2VFFO &MJ[BCFUI ** UFDIOJDJBOT study awards t 4UVEZ BXBSET GPS UFBDIFST in state secondary and area schools t 5&440- UVJUJPO GFFT TDIPMBSTIJQT t #JMJOHVBM FEVDBUJPO TUVEZ awards
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april/may 09 school news
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principal speaks
news
Coping with globalisation and the knowledge economy
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HE REAL MEANING of knowledge society is a change in our conception of what knowledge is1. Society is speaking to science instead of science speaking to society. The reality now is that well educated people are competent and they challenge what is informing us. Society is now well educated – but the relationship between universities and society now needs reformatting as does education and the community and those in the school. Schools and universities have to reinvent themselves because of the knowledge economy – knowledge is now everywhere. 0VS FDPOPNZ JT OPX DPOOFDUFE to new information systems 24/7. So the economy works on new conditions. There is now a global simultaneousness. New networks are digital. We work around networks of all sizes and complexities in real time – a new organisational form. In globalisation there could be a social/cultural deďŹ cit that is related to people feeling good about themselves. To cope with globalisation, we now need a new understanding of knowledge. The process of globalisation is: hyper-competition – exibility – competitive advantage – continuous change and innovation (typewriters had to become word processors).
Types of knowledge: (new paradigms) 1. Competence 2. Evidence 3. Innovation Added to this is the known paradigm of cultural knowledge. Lifelong learning is about competence. Formal, non-formal and informal knowing and learning from preschool to post retirement. It is about the integration of theory with practice, education with work. It is the new life script in the knowledge society. The competence paradigm is the “practical turn’ in knowledge theory. There is a change from the idea of life-time employment to life-time employability. The economic dimension and the
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Schools and universities have to reinvent themselves because of the knowledge economy – knowledge is now everywhere
cultural dimension of life-long learning is about exibility and re-exibility, the cultivation of meaning and identity. It is about active citizenship, social inclusion and personal fulďŹ llment. The second paradigm is about evidence. EďŹƒciency gives one competitive advantage. There are new core values that include productivity, eďŹƒciency, transparency, and participation. There is an eroding of bureaucracy and new types of soft laws, such as ethical conduct. What you cannot measure you cannot manage. It is a backlash of the competence paradigm, i.e. a turn towards practical knowledge. It is about managing the competence paradigm. The increasing memory of computers is transforming how we do things. We do not expect machines to forget anything. The supremacy of the neurosciences is generating a new understanding of memory. Flexibility is necessary but it is not enough, we must adapt what we know as well. We now need a capability to manage transitions and constant change. Flexible knowledge is in the second paradigm we actually combine theory and practice. The third paradigm is JOOPWBUJPO 0OF IBT UP CFDPNF a producer of knowledge. Competitiveness by innovation is “the creative economyâ€?. The rise of the creative class – how do you
nurture and mentor this type of knowledge? It is about moving your mind. How do you create the new? Post structuralism is emerging in education where there is no framework about how you can contribute to the innovation paradigm. Hermeneutics(the theory and methodology of interpretation), needs a dialectic and dialogical approach where imagination and language is important, which oers a new conďŹ dence in human action. Interpretation becomes a core competency.
Interpretation means: a. Selection – what to choose b. Judgment –what do you think c. Meaning creation – the capacity to create links d. Practice – doing what results from the interpretation. There is a need to balance the innovative with the competent with the use of evidence. This new knowledge is about how to take a perspective and to be able to assess what is good. Schools need to interpret what knowledge we need, what is necessary and good. Interpretation is connected to discovery and invention – reading and writing is of course necessary for our interaction with an emerging reality, such as the media. Hermeneutics is about children understanding an emerging reality. We need to learn language to be a knowledge contributor.
In summary: 1. There is a move from national education to world citizenship – we are educating world citizens. 2. Leadership means communication and delegation – it is about cohesion. 3. The balancing act between competition and co-operation. Nurturing and valuing cooperation and teamwork in yet being competitive. 4. There is an emerging new class – knowledge based with three divides in it – a. digital divide – connected to networks versus those who are not b. pro-reactive divide networking or to be networked c. knowledge and creativity in dierent value creating networks versus just using what others do 5. Support capacity to create and reconďŹ gure identity and meaning – balance between teaching and learning. 6. Balance global excellence and local participation – it is a balancing act - meaning can often only be found locally before it can be found in global understanding. 7. Make room for the unexpected surprise. 8. Administration is boring always mention the excitement of learning, the journey of life – enchantment – life’s wonders. Intellectual capital must grow in an innovative, engaging motivational way. - Colin Dale, principal of Murrays Bay Intermediate 1. refer “Rethinking Scienceâ€? by Scott & Gibbons.
COLIN DALE has been principal of Murrays Bay Intermediate for nearly seven years. Prior to that, he was principal of Gladstone Primary for twelve years, and Kaikohe West Primary for two years. He is especially interested in globally focused learning using digital applications to enhance success.
education
Gaven Tucker project diamond teacher Aorangi Primary School
special education
Polishing the diamonds
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QUICK LOOK AROUND Project: Diamond and the first thing people generally notice is the fusion of a classroom and a home. Large swathes of colour on the walls loosely define the different rooms within a room. 0O POF TJEF TJUT UIF USBEJUJPOBM classroom setting: desks and chairs, whiteboard, maths trolley and mat area – nothing that would be out of place in any classroom. In one corner is the lounge, complete with a lounge suite and a liberal supply of cushions, framed photos of the whanau on the wall beside the grandmother-style clock and a good supply of books to be shared on the shelves and coffee table. The other corner is a combined kitchen and dining area. Painted in pale greens and yellows, the kitchen could easily have been transported straight from my nana’s old state house, with two Formica tables joined together to make the dining table. Sandwiched between these is what we lovingly describe as the den: a teacher’s desk and never enough shelving. “Never underestimate the importance of the space” is one of the first mantras of a Nurture Group. Nurture Groups have been running in the UK for nearly 40 years. Their founder, Marjory Boxall, has done for Social and Emotional Aspects of Learning (SEAL) what Marie Clay did for reading and writing. And much like Reading Recovery, a Nurture Group is a targeted intervention for children for whom the standard classroom programme is unable to give them the focused time and skills they need to continue to develop to their full social, emotional and academic potential. The aim of Project: Diamond is simple – to ensure our children have an adequate set of social skills and a resilient emotional base so they are ready to function in today’s collaborative learning classrooms.
Nurture Groups are underpinned by six fundamental principles: 1. Children’s learning is understood developmentally. 2. The classroom setting offers security and a safe base.
Reading in the lounge
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A simple activity such as getting a group of four to colour in Santa becomes a powerful learning experience in co-operative work when you only allow them to have one red pencil
3. The development of self-esteem through nurture is implicit in practice. 4. Transitions in children’s lives are understood as being of great significance. 5. Language is developed as a vital means of communication. 6. All behaviour is communication, and is accepted as a basis for teaching and learning. Before a child is transitioned into the programme, their teacher completes a Boxall Profile. This provides valuable details on where children may be lacking in their skill base and provides the basis for the programme that will be provided for the child. With a maximum of 12 children in the project and two trained staff, the strength of the programme lies in its ability to cater for the individual needs of the children, to develop very specific goals for each
child and to monitor progress on a daily basis. 0OF PG UIF EJöDVMUJFT PG providing an effective programme like this, either in the normal classroom or through small withdrawal groups, is that setting up potentially difficult or testing situations artificially is rarely effective. In Project: Diamond, my assistant teacher Angela (a trained teacher) and I have become very good at looking for opportunities to challenge children’s natural responses to situations. A simple activity such as getting a group of four to colour in Santa becomes a powerful learning experience in co-operative work when you only allow them to have one red pencil. Forgetting to put out a plate at kai time for the child who is struggling to be assertive is a powerful motivator for them to speak up and make others aware of their needs.
Another aim of our programme has been to ensure that these children are not ostracised from the rest of their classmates. Project: Diamond runs four afternoons a week from 12.20-3pm. In the mornings, the children are in their home classrooms for literacy learning. If their class goes on a trip, the children are encouraged to join them so they do not miss out on other valuable learning activities. As the Project: Diamond teacher, a large part of my role is maintaining communication with the children’s classroom teachers to ensure that the goals we are working on in Project: Diamond are beneficial for them in their own classes and are being reinforced by other staff. Funding and resourcing are both major hurdles, as this commitment is both expensive and time-consuming. 8
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special education
education
7 We have managed to overcome some of these problems through a collaborative approach. Supporting the project, in addition to the school’s ongoing commitment, we are working intensively with our local Resource Teachers of Learning and Behaviour (RTLB) unit and Presbyterian Support Services. Funding has been accessed from a variety of sources. Resources have been begged, borrowed and shared, with many items of furniture donated by our local community. This is an ongoing issue, as effective Nurture Groups are a long-term intervention, with most children needing between one and two years in the programme; so far, we have been running for a little over six months. While the school is committed to maintaining the programme, it will require the ongoing support and donations of outside organisations. So, while the commitment required is great, research in the UK suggests that the vast majority of children who
the ambulance at the bottom of the cliff. Finally, I think it is important to say that this is not a set of radical ideas; critics of the programme have suggested this is nothing more than good classroom practice and, ironically enough, I would say the same thing. What I do in Project: Diamond is very similar to what I’ve always done in my classroom. The difference, as with Reading Recovery, is that Nurture Groups involve putting that good classroom practice into a setting where children who struggle to fulfil their potential in the normal classroom setting are given the opportunity to shine like diamonds. The programme instils pride in its students
are placed in a Nurture Group require no further interventions throughout their schooling. This is so much so, that city councils often fund these programmes
as they have seen the long-term impact it has on their communities and believe in the long term, it is far more cost-effective than the multitude of programmes that place
GAVEN TUCKER has been teaching at Aorangi Primary School in Christchurch for eight years. He is married with two children aged two and four, and became an official part of the community when he moved into the area a little over a year ago. gaven.tucker@aorangi.ac.nz
New teaching resources released in time for sign language week 2009
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NEW RESOURCE kit aimed at teaching Year 5 and 6 students New Zealand Sign Language will be released later this term, to coincide with New Zealand Sign Language Week which runs between 4 -10 May. Developed by Deaf Aotearoa (formerly the Deaf Association) and Kelston Deaf Education, the new resource provides a full teaching programme covering three 45 minute New Zealand Sign Language (NZSL) classes. It also includes numerous support tools including a DVD with clips of signing, a catalogue of additional sign language educational resources, a certificate for every student who completes the unit, and a New Zealand Sign Language Week poster and postcards. Chief Executive of Deaf Aotearoa New Zealand, Rachel Noble, says the new resource kit is a first for Year 5 and 6 students.
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“This provides a great chance to give children an introduction to NZSL as an official language alongside English and Maori, and an appreciation and understanding of Deaf New Zealanders,” says Noble. “Since the Ministry of Education officially added NZSL to the New Zealand Curriculum in 2006, the curriculum has been focused on Year 7 and 8 students only, so we’re pleased to now be expanding it to target other age groups.” Ms Noble says her organisation is focused on expanding the teaching of NZSL beyond Deaf schools only, ensuring it is widely available as a language option in hearing schools. “NZSL is a valuable language that is essential to many deaf people for effective daily communication and interactions. Learning NZSL can also provide many opportunities for hearing students and we know that learning new languages plays a valuable part in the education of young Kiwis.”
Although the new Year 5 and 6 resource kit will be released for New Zealand Sign Language Week, the resources are appropriate for year-round teaching of NZSL.
For further information about New Zealand Sign Language Week activities in schools or libraries nationwide or to register to receive the resource kit, please phone: P| 09 828 3282 www.nzsign.co.nz Email: Kathryn Heard Nzsign@deaf.co.nz
The symbol for NZSL week
administration uniforms
The right fit for your school
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ATE LAST YEAR, there were media reports and concerns raised by some of the country’s parents and schools that companies obtaining exclusive options to supply uniforms were taking away choice from both schools and parents. Some schools have also been involved in supplying and selling uniforms themselves through the PTA. The Commerce Commission issued guidelines to provide information and guidance to schools to help them decide the best option for their pupils and parents. The issue has always been a bit of a hot-bed of controversy with different schools offering different solutions, some parents wanting as much choice as possible when it comes to price, while others preferring quality, longlasting uniforms and being prepared to pay a little more for this. The guidelines set out to encourage schools to find the best solution for their community, while not encouraging conduct that restricts competition. “Buying school uniforms is a significant cost for parents. While exclusive arrangements can provide benefits for schools, such as rebates or gifts to support school activities, they also reduce parental choice and can result in increased prices,” said Deborah Battell, Commerce Commission Director of Competition. “Exclusive arrangements can also achieve consistent quality and design. A single supplier may also ensure efficiency of production which may result in lower prices,” said Ms Battell. As listed in the guidelines, schools have a variety of arrangements for
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The Commerce Commission guidelines suggest schools consider conducting competitive tenders on a regular basis if an exclusive arrangement is preferred
the supply of school uniforms which include: t "O FYDMVTJWF NBOVGBDUVSFS PG UIF school’s uniform who is the sole supplier to a school retail shop t "O BQQPJOUFE SFUBJMFS t "O FYDMVTJWF NBOVGBDUVSFS XIP supplies retailers t "O FYDMVTJWF PS TJOHMF SFUBJMFS o TVDI as a school shop t 0S NVMUJQMF NBOVGBDUVSFST BOE retailer (so there is no exclusive arrangement) Sometimes having an exclusive contract allows schools to have unique designs, monograms, colours or specialised fabrics, which make their school standout at sports tournaments, music events or within their local
community, because whether it is seen as desirable or not, there is a need to schools to have a good image and ‘brand’. Working with a smaller company with an exclusive deal may also offer other benefits such as an ability to offer small batches - only ordering ten shirts at a time if needed, or maybe parents being able to order and have uniforms delivered to the school which reduces the need for them to travel all over town finding the things they need. But using larger companies that sell more generic ranges offers competition when it comes to price and puts the control back in the hands of the parents perhaps. The Commerce Commission
guidelines suggest schools consider conducting competitive tenders on a regular basis if an exclusive arrangement is preferred; appointing multiple suppliers if demand is sufficient; and choosing suppliers based on objective criteria. School boards are advised to fully inform parents of the reasons for any exclusive arrangement, the board’s process for choosing the supplier and to be transparent about any financial benefit that the school is receiving from the supplier. School boards should also advise parents of the steps that have been taken to ensure that uniform prices are not unreasonable. The guidelines are available at: www.comcom.govt.nz
PROFILE YOUR SCHOOL IN SCHOOL NEWS We would love to offer a platform for you to let others know what is happening at your school.
If so we want to share it with our readers so other schools learn and benefit from your school’s experiences.
Has your school recently; Ä Had success with a new initiative? Ä Won an award? Ä Undertaken a major upgrade or project? Ä Have a successful event or fundraiser?
To find out how your school can be profiled in an upcoming issue email editorial@schoolnews.co.nz
april/may 09 school news
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whangarei girls high school
proďŹ les
A family environment away from home
Val Whittaker Manager Lupton House Hostel
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On the hostel staff we have a team of friendly, trained Supervisors offering 24-hour care of residents, plus support staff who provide meals and essential services
Lupton House
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UPTON HOUSE, BOARDING Hostel, was established in 1913 and shares its park like grounds with Whangarei Girl’s High School. Within the hostel, residents make up a large family-like unit supported by friendly caring sta
and a warm positive atmosphere. The hostel provides safe and secure boarding with clear routines and ďŹ rm guidelines to enhance the residents’ opportunities of educational and social development.
r t s old Uniforms Suppliers & Manufacturers “We really do care about Quality – because our customers do.�
Kaye Jordan General Manager We recognize the importance of your uniform for school identity so we ALWAYS go that extra mile. We never overpromise or under deliver.
Ph. 09 435 2576 392 Kamo Road, Whangarei tmltd@ihug.co.nz
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school news april/may 09
Sta endeavour to develop close links with parents and residents families who are welcome visitors and an integral part of the success of the hostel. Study times on Monday to Thursday’s are compulsory and supervised by an education professional and set for all year levels; other organised programs include sporting and social activities. 0O UIF IPTUFM TUBþ XF IBWF a team of friendly, trained Supervisors oering 24-hour care of residents, plus support sta who provide meals and essential services. The Hostel Manager is responsible for the hostel’s overall management, administration, legal compliance requirements and for the wellbeing of sta and residents. The hostel is within walking distance of doctors, chemists, shopping, excellent sporting facilities, movies and a recently upgraded pool complex. Residents of Lupton House experience quality and diversity in a large range of subject opportunities provided at Whangarei Girls High School, some of which may not be available at rural schools. In 2003, following a decision by the school to close Lupton House, the Lupton House Management Committee (LHMC) was formed to ensure that Lupton House remained open, and WGHS Board of Trustees delegated the management of Lupton House to the LHMC. The LHMC is a very
dedicated team comprising of FMFDUFE QBSFOUT B 8()4 #05 SFQSFTFOUBUJWF A-VQUPO 0ME Girls Association’, the Hostel Manager, and a sta and resident representative. The Lupton House Management Committee has a strategic focus, ensuring the beneďŹ ts of Lupton House remain in Northland, for Northlanders and students of WGHS well into the future. Committee meetings are held monthly to set policy relating to the hostel, monitoring budget and administration matters, and oering support to the Hostel Manager, sta and WGHS. Parents of residents are welcome at these meetings. Lupton House can cater for 112 residents, from Years 9 – 13. Residents come from as far as Tauranga in the south and $BQF 3FJOHB JO UIF /PSUI 0VS International students are from Asia, Fiji, and Germany. Hostel challenges are kept to a minimum: Each Year Group has a Pastoral Care Supervisor. Year Group meetings are held regularly with an open forum atmosphere, enabling any issues to be aired early. This works really well. Residents clearly understand their rights and respect them accordingly. I have been Hostel Manager for almost two years; have extensive experience working with teenagers and strong family ties throughout Northland. I am proud to be associated with Lupton in such an inspirational role.
proďŹ les
Sarah Dwyer Marketing assistant Auckland International College
A
UCKLAND INTERNATIONAL COLLEGE (AIC) stands out among New Zealand co-ed boarding schools with its unique identity, established through the combination of location, academic programme, cultural population, and Alumni currently attending a wide range of prestigious universities world-wide. As a senior school, catering only for students in years 11 – 13, AIC oers the International Baccalaureate (IB) Diploma, and is the only school in New Zealand exclusively oer the IB program. The IB Diploma qualiďŹ cation is highly regarded across the world and is now well established in 132 countries. AIC’s mission is to provide students with opportunities for higher academic achievement, and a place in the global community as valuable, contributing and responsible members. “The IB Diploma is a magniďŹ cent preparation for university, far and away the best qualiďŹ cation for students who plan to study overseas,â€? says Anne Willmann, principal of AIC. “AIC oers outstanding opportunities, especially for bright students who enjoy an academic DIBMMFOHF 0VS TUVEFOUT DBO BDRVJSF the knowledge, skills and attitudes for admission to world-class universities as well as for responsible leadership and global citizenship.â€? Students attending AIC are focused on obtaining the best possible university oers from around the world. AIC students come from a wide range of nations, a large proportion coming from Asia. The AIC alumni are spread around the world, many AIC students commendably achieve scholarships to top universities such as Princeton and Cambridge. It is true to say that AIC is living up to its mission, when its students have achieved ten times the rate of perfect IB scores, compared with international IB World statistics. AIC is located in central Auckland. The day school and boarding opened in 2003 with 27 students. In 2009 AIC has almost 400 students enrolled, and the boarding establishments, AIC Tower and Loft, have grown consistently with the college. AIC boarding is now home
auckland international college
Creating a winning environment
Students engaged in a typical class
away from home to a combined student population of 190 from a variety of countries. As the College caters for students in the Preparation Year and IB Diploma courses, the Tower and Loft are home for students between the ages of 14 and 19 years. Cara Ferris, is the AIC Tower and Loft accommodation manager, and is also the national coordinator for New Zealand Boarding Schools Association. She brings 12 years experience to her role at AIC. She believes that modern and successful boarding schools acknowledge that the experience of living communally has value in itself. Communal living is a preparation for life that encourages respect for others and a care of the environment that is shared. Students who gain the most from boarding life are those who manage to understand the dynamics of individual and group rights and responsibilities, and these young people go on to be well grounded adults, many of whom stay in contact with their fellow boarders well into adult life.
The policies and practice of living in a safe community are constantly being monitored, reviewed and enhanced where possible. AIC Boarders get the most out of the unique city location which ensures that students have access to good community support through Auckland City Council, the Police, and local retailers. Students also have an opportunity to give back to the community with regular involvement in charity appeals, city clean-ups and supporting city events. Ferris has a strong team behind her and she highlights communication and professional development as keys to a successful boarding establishment. High quality communication is necessary in various mediums with parents, students, boarding sta and college sta in order to keep the information ow consistent and understanding in areas of importance for the resident teens relevant. Communication is personal, but also involves text, email, and translations where needed. Professional development of
AIC boarding sta includes ďŹ rst aid training and participation in the duty of care course which specialises in residential care for hostels. Senior boarding students are also involved in managing areas of boarding life and are guided in their positions with regular training in assertiveness and reective understanding. The philosophy underpinning the practices in AIC Tower and Loft is best summarised by Dr Timothy Hawkes, Chairman of Australian Boarding Schools Association as “being neither too formal so that individuality is crushed, nor too informal so that propriety is threatened, an excellent boarding school embraces those intangibles that transform a place of residence into a home.â€? SARAH DWYER, recently appointed marketing assistant for AIC, has previously worked in the education sector in the UK. In her role Sarah gives guided tours of the school and takes enquires from prospective families.
april/may 09 school news
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exploring wellington
external learning
A wealth of learning in Wellington
W
ELLINGTON, OUR CAPITAL, oers a wide range of activities and learning experiences for students of all ages. Whether it’s exploring the natural beauty of this harbour city or understanding its history or the governance of the country, there’s no shortage of places to visit. The Museum of Wellington, MPDBUFE XJUIJO UIF 2VFFO T 8IBSG Precinct on Wellington’s waterfront, oers exhibits and activities that are bound to ignite a keen interest among students in the city’s history and harbour. The museum is housed in what was known as the Bond Store, a listed Category 1 historic building. 0OF PG UIF NPTU TUSJLJOH GFBUVSFT of the museum is the Tall Screen. Spanning all three levels of the museum, it shows four ďŹ lms every day, screening every 40 minutes.
They are Kupe’s battle with the Wheke (octopus), Tall Ships, Wellington 1900s and Mountains to the Sea. The Museum Education Programmes, which are designed for school students from Year 1 to Year 13, use the exhibits to provide curriculum-linked learning and are &05$ GVOEFE 5IFZ HJWF UFBDIFST and students the opportunity to spend several fascinating and informative hours over various visits to the Museum of Wellington. For a completely dierent experience, a trip on Wellington Harbour is sure to create some excitement. The museum has recently launched the Ship & Chip Trip, which with one booking, introduces groups to the history of Wellington Harbour through the museum exhibits, then takes groups of students and teachers for a trip
Students enjoying the Wellington Museum
on the East By West Ferry, taking in Matiu/Somes Island, Petone Wharf, Petone beach and Petone Settlers Museum, with a ďŹ sh and chip lunch on the beach to keep the energy levels up. The museum also runs geography and history programmes for senior students, using the ferry and wharf area.
New Zealand Archives A visit to Archives New Zealand in Wellington opens the door to our country’s history and heritage. The nation’s founding document, the 1840 Treaty of Waitangi, is on view in the Constitution Room along with other taonga including the 1835 Declaration of Independence of the Northern Chiefs and the 1893 Women’s Surage Petition.
Self-guided tours to see the Treaty of Waitangi and other exhibitions – one of which is “An Impressive Silenceâ€? an exhibition giving voice to New Zealand’s Great War experience, can be arranged by visiting our website at www. archives.govt.nz. These self-guided tours are ideal for school groups below Year 13, accompanied by their teacher. In the Constitution Room students will see that the Treaty of Waitangi comprises a group of nine documents, seven on paper and two on parchment. All are in MÄ ori, except the Waikato sheet which is in English. Together they represent an agreement drawn up between representatives of the British Crown and representatives of MÄ ori iwi and hapĹŤ.
See the original Treaty of Waitangi aita documents Explore New Zea Zealand’s heritage at
Archives Archiv ves Ne New Zealand Te Rua Mahara Mah ahara o te t KÄ wanatanga
www.archives.govt.nz www w.arch
Nau m mai, haere mai 10 0 Mulgrave Mu Street, Thor rndo Wellington Thorndon, Ph hon 04 499 5595 Phone Openn Monday Mo to Friday 9am-5pm and Saturdays (exhibitions (exh only) 9am-1pm
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school news april/may 09
external learning exploring wellington
Te Tiriti o Waitangi is named after the place in the Bay of Islands where it was ďŹ rst signed on February 6, 1840. It was then signed in a number of other locations around the country in the following months. In 1841 the documents were saved from ďŹ re at the government PĂśDFT JO 0ĂśDJBM #BZ "VDLMBOE 1PPS storage between 1877 and 1908 led to the Treaty being damaged by both water and rodents. Fortunately facsimiles of the Treaty had been created in 1877 before any damage occurred and all signatures have survived. After a series of dierent conservation treatments, and dierent homes, the Treaty was ďŹ nally brought to Archives New Zealand in 1989, where the documents are now on permanent display in the secure, stable environment of the Constitution Room.
Kapiti Island
Archives New Zealand, 10 Mulgrave Street, Thorndon, is near UP 1BSMJBNFOU 0ME 4U 1BVM T BOE the National Library and just a few minutes from the bus and railway stations.
Kapiti Island Kapiti Island, which lies about ďŹ ve kilometres o the coast is one of New Zealand’s most valuable nature reserves, and it is the only large island sanctuary for birds between the Hauraki Gulf in the north and New Zealand’s southern outlying islands. Kapiti is one of a few relatively
accessible island nature reserves. It provides an opportunity for people to observe birds that are either very rare or absent from the mainland, and to see the recovery of vegetation after intensive modiďŹ cation during last century. School parties can choose from two destinations, Rangatira or the north end. Both require a visitor access permit from the Department of Conservation Forest birds, such as tui, bellbird, weka, kaka, kereru, and North Island robin are common. Saddleback, hihi and takahe are often seen. Along the shoreline at Rangatira, various shag
and gull species, white-fronted terns, variable oystercatchers and reef herons can be seen. Visiting Kapiti Island and Kapiti Marine Reserve is an opportunity for students to experience a remote natural area. During the visit you may see threatened species, study a marine protected area and hear about strange New Zealand plants and animals like the bat that walks with its wings or a fungus that eats caterpillars alive. And the island is steeped in history; it has been home to Maori, whalers, farmers and conservationists for over 1,000 years.
Now offering 3 exciting uniquely Wellington harbour excursions specifically tailored to school groups at consession prices!
Get up front and personal with New Zealand Fur Seals and face to face with ostriches, wild goats, maybe even wild horses!
s 4HE -ATIU 3OMES )SLAND Experience s (ARBOUR $ISCOVERY #RUISES s 3HIP AND #HIP 4RIP
#HECK OUT OUR WEBSITE FOR FULL DETAILS ,OOK FORWARD TO SEEING YOU ONBOARD East by West Ferries Ph. 04 499 1282 Fax. 04 499 1288
For information and bookings:
www.eastbywest.co.nz
0800 732 527 safari@sealcoast.com www.sealcoast.com
Camp Wainui 203 Coast Road, Wainuiomata WELLINGTON s s s s s
Ideal base for class visit to Wellington Secluded rural setting Only 30 minute drive from Wellington Self catering for the budget conscious On site activities include bush walks; lagoon and ropes course.
For more information: email: campwainui@xtra.co.nz or phone: 04 564 5305 or visit website: www.campwainui.co.nz
april/may 09 school news
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external learning Supplier ProďŹ le | Boyle River Outdoor Education Centre
Mountain magic
T
HE BOYLE RIVER 0VUEPPS Education Centre provides outdoor education to secondary and primary schools. We provide tailor-made courses to suit our clients’ needs so that they can experience personal development, teamwork, leadership training, outdoor activities, outdoor pursuits training and adventures, all in the wonderful mountain setting of the Lewis Pass, in the Southern Alps. Community groups, social clubs, sports clubs and work groups also use the centre for team building, recreation, social activities and retreats. Many organisations, including some corporate groups, see the Boyle as the ideal place to stage seminars and training. 0SJHJOBMMZ CVJMU GPS UIF QVQJMT PG North Canterbury schools, the centre is now regularly used by schools from all over the South Island and Australia. At the Boyle, our activities are underpinned by Adventure Based Learning (ABL). ABL is based on a philosophy, which in essence states that individuals are usually more capable (mentally, emotionally and physically), than they perceive themselves to be, and if given the
CampďŹ re at Boyle River
opportunity to try in a supportive atmosphere, can discover this excellence within themselves. ABL utilises group initiatives, low and high challenge course elements and many other activities to facilitate team building, problem solving, trust and communication. The experience allows the individual and the team to approach physical, social, mental and emotional challenges in a safe and secure setting.
The programme contains outdoor activity experiences and uses these activities as a tool to develop dierent aspects of the individual and the group. As with other experiential training, at the end of each exercise participants explore options for greater eectiveness through reection, reviewing, de-brieďŹ ng and goal setting. Activities include low and high ropes courses, rock climbing,
Kiwi conservation up close
A
N EXCITING AND unique new facility has been opened by the New Zealand Conservation Trust based at Willowbank Wildlife Reserve in Christchurch. Within the specialised kiwi breeding facilities students can take an hour-long, dedicated kiwi conservation and breeding tour. The tour takes groups through “Kaupapa Kiwiâ€?, the kiwi information centre. Here they learn about the kiwi, what makes it unique, endangered and worth saving. They can also view a replica kiwi skeleton and see a range of dierent displays. This is followed by entry into the public viewing centre where UIF TUPSZ PG 0QFSBUJPO /FTU &HH programmes is told, leading into seeing sta working with eggs of
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school news april/may 09
South Island kiwi species. We show egg weighing and candling, which gives participants an insight into the inner health of the egg. Some groups have been lucky enough to be present when a chick is hatching, but if they miss that amazing occasion they will get to see young chicks in the brooder room. 0VS BJN XJUI UIFTF POF PG B kind facilities in the South Island is to bring the conservation of our endemic national icon, the kiwi, up close and personal. We work with the three South Island species – Canterbury’s own Great 4QPUUFE ,JXJ UIF 0LBSJUP 3PXJ ,JXJ and the Tokoeka (Haast) Kiwi. Two of these species have population numbers under 250 birds globally
and the other has an unknown but ageing population. The chances for the continuing existence of these species are slim; without human intervention they will be extinct in a short period of time. We have an opportunity to reach out to the public and the upcoming generation to show them the work that is being done, the diďŹƒculties and successes of such programmes and the absolute importance of this type of conservation for the continued existence of these kiwi species. - Fiona Harman, education programme co-ordinator, New Zealand Conservation Trust
abseiling, tramping and bush craft, river crossing, tubing, rafting and many more. Programmes also have a focus on environmental education and there are art activities available, too. The Boyle also runs activities and courses away from the lodge, such as rafting and kayaking. It caters for education, training, leisure and recreation, people of all ages and experience, and people with disabilities. We employ experienced instructors to guide our clients safely through their programme. With their positive attitudes and vast knowledge of the outdoors they deliver a professional programme to suit everyone’s needs. Instructors hold or are working UPXBSET RVBMJmDBUJPOT TVDI BT /;0*" 3PDL #VTI "MQJOF 0VUEPPS First Aid, Wilderness First Aid and Raft Guiding qualiďŹ cations. They annually undertake “keeping currentâ€? training and professional development. - Wendy Davis, manager of Boyle River Outdoor Education Centre
teaching resources
Stocking a school library Senga Watson SLANZA
S
TOCKING A SCHOOL library in the 21st century has become a real juggling act. It needs careful consideration and consultation otherwise it can be a bit like trying to do a wasgij puzzle, not only can you not see what the end picture is supposed to look like, you’re not even sure if you have all the pieces! Long gone are the days when the person responsible for purchasing for the library only had to consider buying quality fiction and non-fiction books. Now, along with the books, still the foundation of any quality school library, of which there are an increasing amount of specialised choices, there are now products such as magazines, newspapers, CD-Roms, online databases, audio books, CD’s, DVD’s … the choice only continues to grow. Fortunately there are a number of ways that librarians can keep their fingers on the pulse of what
“
Staff buying for school libraries must endeavour to satisfy the needs and consider the wants of their users
and where to purchase resources and using combinations of these will be very useful. Professional reviewing journals such as Magpies or Around the Bookshops are great for making informed decisions about book materials that would be worthy inclusions to your collection. Recommendations from others are valid criteria for choice. These could include people such as staff and students at school, supplier’s representatives, and other school librarians. Becoming part of the local school library network is worth its weight in gold for collegial support and advice. It could also
be publisher’s publicity blurbs, and reviews on sites like Amazon. There is now a whole new and expanding world of online resources. New Zealand schools are incredibly fortunate to have access to a comprehensive range of highquality on-line databases through the purchasing consortium known as EPIC (Electronic Purchasing in Collaboration). Currently the Ministry of Education pays the subscription which qualifies every school in New Zealand to be able to use this superb on-line research tool. It would be cost-prohibitive for almost all schools in New Zealand
to purchase individual subscriptions to these databases, which are crucial to the teaching and learning in classrooms and libraries throughout the country. Also, due to this online revolution, it is vital that librarians work closely with the ICT Leader in the school to ensure they have considered the importance of equipping the library with a quality library software system, suitable numbers of reliable DPNQVUFST NBZCF FWFO B $08 – computers on wheels), printers, scanners, interactive whiteboards etc. Staff buying for school libraries must endeavour to satisfy the needs and consider the wants of their users. To this end it is important that a portion of the budget is reserved for new, hot releases and titles which may need to have multiple copies purchased to satisfy demand. (The current “Twilight” phenomenon is a good example of this!) 16
april/may 09 school news
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teaching resources
15 Resourceful librarians will know the stock on their shelves very well, they will have on-the-ground knowledge of what’s popular and will liaise closely with teaching sta to support new or current research assignments taught in each department and at each year level. All of these factors will ensure that a relevant and speciďŹ c buying plan is formulated each year. Armed with this type of specialised knowledge they can then take advantage of consignments and deals throughout the year as they are released, as well as sourcing particular requirements in dierent curriculum areas. All of this preparation and knowledge is vital as each year there is a greater call on the money individual schools allocate during their yearly budget rounds. It is also vital that a knowledgeable and assertive librarian is able to use all of this information to put together a realistic library budget request and be able to justify each area of FYQFOEJUVSF 0OF PG UIF CJHHFTU errors school librarians make is to assume everyone, including the principal who sets the budgets, understands the important role the library plays within the school community. Purchasing the resources is only the beginning. Communicating with both sta and students is key to making sure those precious resources are being used successfully. This communication should be the cornerstone to an active marketing plan aimed at increasing usage and making the library hum.
If you are part of the library team at your school then congratulations on all the hard work that I know goes into providing the best possible resources at your school. If you work at a school, then can I encourage you to talk with your library sta so they can show you the wonderful treasures already on the shelf, waiting to be used and share with them ideas for resources you would love to use. You’ll ďŹ nd them very receptive!
“
Purchasing the resources is only the beginning. Communicating with both staff and students is key to making sure those precious resources are being used successfully
Discover a whole new world of fun with School News and Nature Discoveries To enter enter the prize draw simply go to www.schoolnews.co.nz fill out our online survey, and go in the draw to win this fantastic prize package.
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school news april/may 09
teaching resources book reviews
New books on the block The Terrible Night
In the City
The Witches Children go to School
Tiny
1IPUPHSBQIT CZ 4UFWF 0UUPO
By Paula Green RRP$ 18.99 Published by Random House Ages 6-10 Miss May sits in her classroom waiting for the ďŹ rst visitors to the 0QFO $MBTTSPPN /JHIU *UT B UFSSJCMZ stormy night and she doubts anyone will brave the weather to be there. The night soon turns into a magical one when a big beautiful cat appears. Things will never be the same for Miss May. This is a great early chapter book full of wonderful words and exciting adventure for adults and children alike.
By Roland Harvey RRP$18.99 Published by Allen and Unwin Ages 4-8 This book ďŹ lled with amazingly detailed illustrations and a witty, crazy story of a family heading into the big city that oers countless hours of fun as readers search for people and happenings all over the pages, a ‘Where’s Wally’ for a new generation.
End of the Alphabet
By Ursula Jones and Russell Ayto RRP$19.99 Published by Hachette Livre Ages 4-8 From the pair that brought you The Witches Children, that was shortlisted for the Kate Greenaway Medal and 5IF 8JUDIFT $IJMESFO BOE UIF 2VFFO which won the Nestle Children’s Book Prize Gold Award Winner, this new tale is perhaps a cautionary one about what can happen when children with powers beyond their years are let loose on a school full of children. With the best of intentions, things get a little out of hand, but it all comes right in the end, and this funny, lively story is sure to delight.
Story by Jennifer Castles RRP$29.99 Published by Allen and Unwin Ages 6-10 4UFWF 0UUPO JT BO "VTUSBMJBO who decides to ‘go walkabout’, take time out from his usual life, and travel from one side of Australia to the other. With him is his devoted dog Tiny, so called because she was the runt of the litter. Told from Tiny’s perspective, this gentle tale of a man’s journey to ďŹ nd himself is ďŹ lled with beautiful photographs that show not only the land they travel through but the people they meet along the way.
Making Friends
By Adelheid Dahimene RRP$18.99 Published by Gecko Press Ages 3-8 The barnyard animals are not happy. They all seem to dislike each other and ďŹ nd fault in everything each other does. They decide to create a new animal, one they will all like. But when it is built, it falls short of what they hoped and soon they realise that they all have talents that make the barnyard a great place to be.
By Fleur Beale RRP$19.99 Published by Random House Ages 10-15 Ruby Yarrow is a 14 year old who lives in a busy, chaotic and loving family with her mum, stepdad, brother and two little step brothers. She is kind, generous and does more than her fair share of the family chores. She is popular with her friends and has a lot of talents, but has trouble reading. Her girlfriend Tia says she is a doormat and she should stick up for herself. Ruby is determined to do just that and learns a lot about herself and her strengths and how she doesn’t always have to come last.
Congratulations to the following schools who each won ten telescopes in our recent competition:
Congratulations to the following schools who have won books for their library in our school book draw:
Levin East School, Levin
Marotiri School, Mangakino
View Road School, Waiuku
Roxburgh Area School, Central 0UBHP
Pine Hill School, Auckland Reporoa Primary School, Reporoa St Josephs School, Te Aroha
8FTUPO 4DIPPM /PSUI 0UBHP Sherenden and Districts School, Hastings
BOOK DRAW! School News has two copies of Let’s Get Art to give away. To enter your school in the draw to win a copy, email win@schoolnews.co.nz with Art Book in the subject line. 0S XSJUF UP "SU #PPL %SBX .VMUJNFEJB 1VCMJTIJOH 10 #PY "SNBHI 4USFFU $ISJTUDIVSDI To be eligible for the draw, please include your school’s name, address and telephone number, and the name of your librarian or other contact person. Entries close Friday, May 15 and winners will be announced in Issue 6.
april/may 09 school news
17
acoustics
the classroom
The science of sound
James Whitlock Teacher Marshall Day Acoustics
A
COUSTICS IS a word which can cause some confusion. When I mention that I am an acoustician, people’s responses range from “so, you record bands for a living?â€? to “an acoustiwhat..?â€? Acoustics is really the ‘science of sound’, in all its dierent forms. The most common association would be concert hall design, and whilst that is a perfect illustration of a building designed to support and enhance sound, acoustics aects us in ways we usually never care to think about. From the crockery rattling in a cupboard when a train goes past, to sonar systems on submarines, from
the hustle and bustle of a busy street, to the warm and soothing tone of a cello. Acoustics provides the aural tapestry upon which we paint our lives. It can work against us too. In a noisy factory, for example, where (without suitable hearing protection), prolonged exposure can lead to hearing loss – or more subtly, trying to hear and understand a speaker while sitting at the back of a large hall. This second example regarding how a room can inuence speech intelligibility, leads me nicely to the topic of this article – classroom acoustics.
The dangers of poor classroom acoustics The acoustical design of a classroom is important because it inuences the ability for students and teachers to communicate. A classroom with too high a reverberation time (RT) – which is the time taken for sound to die away in the room - or a lot of background noise is a diďŹƒcult learning environment because speech intelligibility is reduced, meaning students may not fully understand what their teacher or fellow classmates are saying. This is
particularly relevant in primary school classrooms where the language and listening skills of the occupants are still developing. Imagine, during language class, trying to learn new words in a room where you can’t hear those words properly. Primary school classrooms are also dynamic teaching spaces where a teacher uses a range of teaching styles from one-on-one tuition to group work activities. Didactic teaching (that is, the teacher at the blackboard and all students facing the front) is no longer the norm, and the problem is that classroom design, in the main, has not changed to accommodate
ARCHITECTURAL I ENVIRONMENTAL I ACOUSTICS
Marshall Day Acoustics is New Zealand’s leading acoustical consultancy. s .OISE CONTROL ENGINEERING FOR EDUCATIONAL BUILDINGS AND PERFORMANCE SPACES s !COUSTIC DESIGN OF CLASSROOMS TO MEET -INISTRY OF %DUCATION GUIDELINES s )NNOVATIVE SOLUTIONS TO GREEN BUILDING DEVELOPMENTS s !CTIVE PARTICIPATION IN CLASSROOM ACOUSTICS RESEARCH
P: 09 379 7822 E: auckland@marshallday.co.nz www.marshallday.com AUCKLAND I CHRISTCHURCH I WELLINGTON I NEW PLYMOUTH
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school news april/may 09
the classroom
The New Zealand Classroom Research Group In 1999 the NZ Classroom Research Group (NZCRG) - a group of professionals from the ďŹ elds of audiology, acoustics, education, building and special needs education was formed in Auckland. For two years they conducted the largest research survey of NZ Primary School Acoustics resulting in their acclaimed publication in 2001 “Classroom Acoustics – A New Zealand Perspectiveâ€?. The research was funded CZ UIF 0UJDPO 'PVOEBUJPO BOE DPQJFT of their publications can be obtained from www.oticon.org.nz Their work involved acoustic measurements and building inspections of classrooms in seven primary schools in Auckland and a questionnaire survey of 122 teachers about their classroom. Selected classrooms were then upgraded acoustically by installing high quality acoustic ceiling tiles (donated by building industry suppliers) and measurements were repeated to assess the eect of this upgrade.
Here is a brief summary of their ďŹ ndings: t 0VS DMBTTSPPNT BSF UPP OPJTZ per cent of teachers reported classroom noise as a problem. Average noise levels range from 50 to 70 decibels (equivalent to a busy restaurant) t "DPVTUJD DFJMJOHT NBLF B QPTJUJWF dierence: Classrooms with absorptive ceilings were rated more highly by teachers, and the upgraded rooms were rated signiďŹ cantly better after the upgrades t (SPVQ XPSL BDUJWJUJFT BSF UIF NPTU common teaching-style (38 per cent). Traditional didactic teaching accounts for only 12 per cent of all activities. t 0QUJNVN SFWFSCFSBUJPO UJNF 35 for children is 0.4secs. This is less than the previous internationally accepted standard of 0.6secs. t '. IFBSJOH TZTUFNT BSF FTTFOUJBM for hearing impaired students:
“
A classroom is a very complex but very critical acoustic space, and research conducted over the last 10 years in New Zealand has suggested that all is not well
This means a microphone worn by teacher, with the signal transmitted directly to students’ hearing aids. Note this is dierent from a teacher voice ampliďŹ cation system, which will be discussed below. t 5IF EBZ MPOH DMBTTSPPN MFWFMT JO upgraded rooms dropped more than acoustic theory alone would predicts. This suggests there was a change in children’s behaviour. We suspect this is due to the Lombard Eect, which is explained in further detail below. The NZCRG was also instrumental in pushing for the NZ standard on acoustic criteria (NZS2107:2001) to include 0.4secs RT for Primary school classrooms. This team of volunteers put New Zealand at the forefront of international classroom acoustic research. The ball was rolling.
in a learning environment for children.
Teacher Voice AmpliďŹ cation Systems A developing trend for achieving better audibility of the teacher is the installation of teacher voice ampliďŹ cation systems (TVAS) into classrooms, where the teacher wears a wireless microphone and his or her voice is ampliďŹ ed and delivered to the class via an array of loudspeakers ďŹ xed to the walls in each corner of the room. Research has shown that these systems provide beneďŹ ts in students’ learning outcomes and reduce teacher voice strain, however many acousticians worldwide feel that these systems fail to address the central issue of poor room acoustics and only aids the teacher-student speech stream, neglecting both the student-teacher stream and the crucial student-student stream during group work. Currently,
there is heated debate in the US on this very issue. There are fears that if students experience these systems from a young age, their development of essential listening skills, (such as localisation & discrimination) may be hindered, as the ampliďŹ cation system removes the need for really “attendingâ€? to the speaker. Acousticians take the view that the natural acoustics of the room should be improved as much as possible so that the environment lends itself to good speech communication without the need for aids. US research has indicated that the costs of a TVAS system and acoustic improvement of a classroom are comparable. The NZCRG has recently reformed and expanded to include experts in TVAS systems to undertake an investigation into appropriate uses of ampliďŹ cation systems in classrooms. We propose to compare and contrast the beneďŹ ts of TVAS and acoustical design in classrooms to establish a structured approach for their implementation. Research on classroom acoustics is alive and well in New Zealand. So hopefully in the years to come, our children and grandchildren will beneďŹ t from learning environments which are tailored to their speciďŹ c needs.
acoustics
this. Another issue is that New Zealand favours lightweight timber design with opening windows for natural ventilation. This is wonderful for providing a natural, fresh environment, but it can lead to higher noise levels in the class due to outside noises like traďŹƒc or other class activities. In short, a classroom is a very complex but very critical acoustic space, and research conducted over the last 10 years in New Zealand has suggested that all is not well.
Children have particular acoustical needs In 2003 I completed my Masters Thesis on Classroom Acoustics at the Acoustic Research Centre, University of Auckland. My work (and that of my supervisor and mentor Dr. George Dodd, and colleague Richard Francis) followed on directly from the NZCRG study by directly testing the dierences in speech intelligibility needs of children compared with adults. Experiments on both children and adults showed that there is a measurable dierence between their ability to understand speech in reverberant conditions, and the eect of background noise on their speech level. This second point is especially relevant in classroom group work activities, where noise breeds noise as group members compete to be heard over other groups. This is called the ‘Cafe Eect’ because the eect is often seen in cafes too. We are also working on a prediction model to determine the activity noise level in a classroom, based on the number of occupants, and the room’s acoustics. These ďŹ ndings add weight to the NZCRG recommendation that reducing reverberation time and limiting background noise are essential
Do you find it only takes a couple of students talking for the whole room to sound noisy? Is it hard sometimes to even hear yourself think in your classroom? Did you know you can solve this problem yourself using technology music studios have used for years? Did you know slap and flutter echo are the two most common acoustic problems in noisy rooms?
Install acoustic foam, this can turn even the most cavernous warehouse or gymnasium into a suitable acoustic environment 9 9 9 9
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www.FixYourNoisyClassroom.com april/may 09 school news
19
audio visual equipment
the classroom
Wired for sound
Jonathan Hardie-Neil Managing Director Edwards Sound Systems Ltd
C
OULD A SIMPLE voice amplifying system (also known as sound field enhancement), correlate to a 25 per cent decrease in teacher sick days? Current research indicates that this is possible. The strain and fatigue on teachers’ voices and vocal cords when trying to overcome the ambient noise and chair shuffling in the classroom, as well as noises originating outside the classroom is a major stress factor for teachers. In fact, a 2007 French study of 3,904 teachers found them twice as likely to suffer voice loss, sore throats and vocal cord complaints as other workers, increasing their time off work. 1 Teachers are quoted as saying that a voice amplifying system made the most positive difference of any classroom audio-visual equipment
to both them and the children, more so than other classroom aids such as computers and projectors. 2 If everyone can hear properly in the classroom, this has positive implications in maintaining the attention of the class. Having greater control over the class also reduces the stress levels of the teacher and results in the maintenance of a pleasant classroom environment. It is often assumed that hearing impaired children would benefit the most from vocal amplification of the teacher, but these studies clearly show that any child towards the back of a classroom can miss up to 30 per cent of what the teacher says and any child with normal hearing more than 1.8 metres from the teacher will be straining to hear part of the time.3
Also, because the human brain’s auditory processes are not fully developed until about 15 years of age, younger children can’t automatically fill in the linguistic gaps when they can’t hear the teacher clearly. With vocal amplification systems in place, the largest benefits reported were in speech perception, reading and comprehension, and were especially marked when English was not the first language of the student. 4 Although they sound quite technical, vocal amplification systems are really very simple. They consist of three components: a wireless microphone, amplifier and strategically placed speakers. Working together they reduce the impact of the ambient noise in the classroom through improving the throw of the teacher’s voice throughout the classroom.
What are important considerations when looking for a vocal amplification system for the classroom? Simple installation, the availability of spare parts and reliable maintenance and backup service from a reputable local supplier are important to achieve the best possible set up of the speaker components and for ongoing support. When deciding on a system, ensure the amplifier has additional input connections for an MP3 player or other sound device. Although they are designed and optimised for speech reinforcement, there will be many occasions where playback of sound from other devices is helpful in the classroom. Having this capability included in the amplifier will reduce
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school news april/may 09
the number of devices required to operate and link together. Another useful feature, often overlooked, is the ability to use two wireless microphones simultaneously - one main belt pack transmitter with a neck or headset microphone for the teacher and a handheld pass-around microphone for children or visitors to use. This will allow for easy transition for classroom based presentations. Recharging the microphone batteries should also be straightforward. Some systems have rechargers that you simply drop the microphone into at night, like an electric toothbrush, rather than having to separate the batteries from the unit each time. The technology behind the wireless microphone is another consideration when purchasing a vocal amplification system. There are two main types of wireless transmitter to consider when looking at microphones: Radio frequency based or Infrared transmission. Radio frequency based microphones are allowed to use a thin slice of the available frequency spectrum to broadcast sound through the air to the system. With a typical range of about 100 metres and ability to travel through walls, radio microphones can cause interference with other systems using the same or similar channels. In a situation with more than one classroom in a school using a radio microphone they will each need different channels. Provided this is managed accordingly, radio transmission is very reliable if it is operating on a clear channel. However there is problem looming with current radio microphone frequencies with the increasing amount of Digital TV broadcasting. Radio frequency based microphones and Digital TV stations share the same frequency spectrum. Digital TV has been given priority over
the classroom shows that classroom vocal amplification systems can be of real benefit to everyone in the room. They are relatively simple systems to understand and can usually be installed by the school handyperson or a sound company alike. They enhance comprehension and learning and the enjoyment of the classroom situation for both students and for teachers.
audio visual equipment
wireless microphones in terms of frequency allocation. In 2010, all current licenses granted to radio based microphones will expire, and the frequencies given to the Digital TV broadcasters. As a result, new wireless microphones may have to be purchased due to interference. More information related to this can be found on the Ministry of Economic Development website section for radio management (www.rsm.govt. nz). They are responsible for the issuance of frequency licenses for all mediums. Infrared microphones do not broadcast through walls, so the same channels can be used for every classroom without ever causing interference. Infrared technology uses invisible light rays which need to be in line of sight of the transmitter in order to work – meaning that the teacher/presenter would need to be visible to the transmitter at all times. This is not a big obstacle as additional ceiling and wall mounted receivers are available to improve coverage if any areas of signal dropout are experienced. As with radio based microphones, provided this is managed the transmission will be very reliable. In summary, evidence clearly
R OU LL L I N E ! A T OU O N ECK U C T S H C OD PR
*1 www.timesonline.co.uk/tol/life_ and_style/education/article2517797. ece *2 Allen, L. (1993). Promoting the Usefulness of Classroom Amplification Equipment. Educational AudiologyMonograph, 3, 3-34.
We are able to supply a wide range of equipment including:
*3 Crandell, C.C. (1996). Effects of Sound Field FM Amplification on the Speech Perception of ESL
Projectors
Children. Educational Audiology Monograph, 4, 1-5.
Projector Mounts
*4 Mendel, L., Roberts, R., & Walton, J. (2003). Speech Perception Benefits from Sound Field FM Amplification. American Journal of Audiology, 12, 114-124.
Cabling
JONATHAN HARDIENEIL is the managing director of Edwards Sound Systems Ltd based in Auckland and has worked with the company for over 20 years.
A ordable Sound eld Classroom Systems “More bene cial than any other classroom aids such as computers and projectors.” Ambient noise levels in many classrooms mean that children are often straining to hear, and at the back of the room can miss up to 30% of what the teacher is saying. Save your voice, reduce your stress and improve classroom learning.
Projector Lifts Projection Screens Flat Screen TV Mounts Projector Lamps Screen Material Projector Security
TM
Turning flat surfaces into projection screens
www.tasmanscreens.com www.heinnovations.com P | 09 271 4018
E | sales@tasmanscreens.com
Portable PA Systems Wireless sound systems for sports elds, halls, courts, indoor or outdoor use. Wireless receiver built in CD players and USB built in Battery or mains operated Options for the number and type of wireless microphones, ampli er power and size.
Classroom Vocal Ampli cation Infrared wireless technology—Eavesdrop free, Interference free Two microphones can operate simultaneously (dual channel) Rechargeable—drop the mic in the dedicated charger overnight Output for an additional speaker Inputs for other sound devices such as computers and MP3 players Easy to install and use.
Waistband Ampli er iTalk Personal Ampli er
Our base system, with one microphone costs only $1099+gst and comes with everything you need to get going. We o er quantity discounts and seven day no-obligation free trial of equipment. (subject to availability)
Loud and Clear Headset microphone Rechargeable batteries and charger included Cable to connect to MP3 player Carry bag $221+gst Edwards Sound Systems Ltd www.edwardsnz.co.nz 68 Walls Road, Penrose, Auckland Phone 0800 4 edwards (0800 433 927) or 09 571 0551
april/may 09 school news
21
furniture solutions
the classroom
Form, function and cutting edge design
Julie Carter Distinction Furniture
O
VER THE PAST ten years there have been many new schools built throughout the country, and the furniture requirements have changed dramatically. Schools are now looking for ergonomic, mobile, modular, durable, and cost eective furniture that reects the culture of their individual school environment. Technological changes have dictated that some furniture has fallen outside the realm of “normal classroom furnitureâ€?. Many principals have travelled overseas to observe the changes that have taken place in classrooms worldwide. The general thinking is that New Zealand is doing it better and suppliers to schools are working with schools to ensure that the end product they receive best suits their needs. The need for exibility in the classroom goes hand in hand with the trend of smaller group learning
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The need for exibility in the classroom goes hand in hand with the trend of smaller group learning arrangements
arrangements. These could be trapezoidal tables, wedge tables, jellybean shaped or just plain square, round or rectangle but on castors coupled with ergonomic chairs. This not only makes for an easy classroom layout, but also allows for trouble-free alteration of the conďŹ guration of their learning space for the teacher and students. With more compact computers in use, it lends itself to smaller, mobile computer trolleys/tables being provided. There are available to New Zealand schools, chairs that oer the ultimate ergo-dynamic seating
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Proud to have outfitted Albany Senior High, Mission Heights Junior College, Mission Heights Primary School, Snells Beach Primary the new schools opened in 2009
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Supplier of the PantoChair range
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Highly experienced staff with great product knowledge
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Work with schools to find furniture solutions to suit each schools individual and unique requirement
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Large choice and flexibility of design with innovative products
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Minimum 10 year warranty
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New Zealand owned
principles. A child’s chair is vital to their growing process and good sitting is not conďŹ ned to one presumed correct posture. As students come in many shapes and sizes, the chair has to encompass a range of movements that students use to eďŹƒciently perform their varied activities. These chairs can test the budget, but there are still available a range of chairs that carry ergonomic features but at a lesser cost. Resource furniture is also vital in a classroom setting. Teaching stations, book displays, tote trolleys, ultimate resource centres and shelving are all mobile and are able to be shifted easily to create individual learning spaces within the room. Although these products have been in use for many years in our classrooms they too have moved forward in their design and practical use. Common spaces in the new schools and new blocks built have become as important as the classrooms themselves. These tend to be furnished with soft seating and lower tables that allow the students to work together unsupervised, which in turn encourages them to think independently from the teacher.
Libraries have in some cases become the hub of the school. Some school libraries have been ďŹ tted out following a speciďŹ c theme, which makes them a fun place to visit and learn in, and it can also reect on the school’s mission statement. With the advent of more technology, computers have taken on an essential role in libraries, so once again mobile functional furniture has been required and developed. This is not to say that traditional shelving has disappeared but it too now comes as a mobile option allowing for easy layout changes to occur. It is available in powder coated steel options with a huge range of colours available and also in solid timber that brings warmth to the books. With the increase in teacher’s responsibilities and curriculum changes, the school staroom has become a sanctuary for the sta in their break times. Comfortable seating, couches and cafĂŠ style settings have replaced the traditional hard unattractive furniture of the past. The safety of purchasing products that have been designed and manufactured for New Zealand students is paramount. Sustainability and recyclability are becoming another requirement for furniture manufacturers and distributors when supplying furniture. Many are working towards green accreditation along with the suppliers of the raw materials used in the manufacture of the school furniture. When purchasing furniture,
20 years experience and manufacturing high quality durable Whiteboards, Noticeboards and Educational Furniture for NZ Classrooms and Pre-schools s #USTOMISED DESIGN ALSO AVAILABLE s 0ROUDLY .EW :EALAND -ADE
Phone: (09) 523 4092 - Fax: (09) 523 4093 www.distinction.net.nz
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school news april/may 09
Freephone: 0508 3DPRODUCTS Phone: Fax: Email: ADMIN DPRODUCTS CO NZ Website: WWW DPRODUCTS CO NZ
the classroom furniture solutions
schools should look to companies that offer choice, flexibility of design, staff with great product knowledge and experience and an understanding of the rigors of the tight school budget. They need a company prepared and able to step outside of their standard range and work to develop with the school what is going to suit their unique installation and a company prepared to back their products up with a warranty. For schools that are looking for fresh different furniture ideas it would be advisable to contact new schools that have opened in the last three years. These schools are full of exciting innovative products that teachers and students are enjoying on a daily basis. With technology changing so fast, what is new today can only be improved upon, and as some people need to move to think, the mobility of today’s furniture accommodates all in our classrooms.
JULIE CARTER AND DOROTHY PEARCE are both owners and directors of Auckland company Distinction Furniture. They have been passionate suppliers of education furniture for 17 years and are Auckland’s largest suppliers.
The latest design in ergonomic chairs at Albany Senior High
Supplier Profile | Taymac Engineering
Taymac boilers offer efficiency and versatility HUNDREDS OF SCHOOLS count on Taymac Heatpak boilers to provide a comfortable environment for our country’s children. The versatility of the Taymac Heatpak boiler is allowing costeffective conversion from traditional coal fuels to wood pellets and wood chip. Benefits include substitution of a renewable, carbon-neutral fuel and reduced ash production while maintaining security of supply through multi-fuel capability - wood pellets, wood chip and coal. In most cases, an upgrade of an existing boiler is all that is required, and government grants can be available. Where replacement of an older unit is necessary, a new Taymac Heatpak boiler can be supplied fully equipped, to run on coal, wood pellets or wood chip. With the Taymac Heatpaks’ efficient 3-pass design, variable speeds for boiler control and automatic ignition, it achieves efficiencies of up to 85 percent.
Taymac Heatpak boiler
The boiler shuts down overnight and at weekends, automatically relighting in the morning. Whether upgrading an existing boiler or installing a new Taymac Heatpak, schools benefit from the proven longevity of the Taymac Heatpak boiler’s multi-fuel capability for energy security, local supply of spare parts and expertise. 19 Taurus Place, Bromley, Christchurch P | 03 389 7149 F | 03 389 7078
april/may 09 school news
23
food & beverage
Vending machines: vending 101
V
ENDING MACHINES HAVE been used for many years, and many schools have vending machines in staffrooms, or they are used to supply other items of a more personal nature in bathrooms for students and staff. They represent a labour-free means of offering the convenience of food ready to eat for busy staff members as well as securing some extra revenue for the school. In many cases there is no need to invest in the equipment needed – provided you’re happy to share the profits. The Greek mathematician Hero seems to have jump-started the whole thing back in 215BC when he invented a machine to sell holy water in Egyptian temples. Highly profitable it was, too. The first commercial coinoperated vending machines were introduced in London in the early 1880s dispensing postcards. Richard
MONDAY
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The first commercial coin-operated vending machines were introduced in London in the early 1880s
Carlisle, an English publisher and bookshop owner, invented a vending machine for selling books around the same time. In 1888, the Thomas Adams Gum Co introduced the first vending machines to the United States. Installed on subway platforms in New York, they sold Tutti-Fruitti gum. In the early 1920s, the first automatic vending machines started dispensing sodas into cups, and in 1926 an American named William Rowe invented a cigarettevending machine. These days, a whole new wave of products are offered, from
TUESDAY
hangover cures in pubs, to pre-paid cellphones, iPod music players, movie DVDs, travel adaptors, skincare products, golf balls and digital photo processing, although cigarettes, soft drinks, coffee and snacks are still the mainstays. Here are some examples:
Snack boxes They are simple, easy to use, and can be refilled by anyone. These boxes offer a quick and clean solution to providing snacks for staff.
Small snack and combination machines Electronic vending starts here.
WEDNESDAY
These machines are good value for money and offer a comprehensive range of products with a reasonable capacity. The delivery systems are traditionally coil driven which makes for easy maintenance in the long term. These machines are usually small and compact, fitting in alcoves and staff rooms with ease.
Medium snack and combination machines Medium sized snack and combination vendors are becoming the mainstay. There are many brands and styles available to suit your requirements, and these machines generally include features that make your life easier. They are usually glass-fronted and either have chilled snacks, or have a stratified temperature setting and can chill drink down to three degrees while not deteriorating the snacks and confectionary.
THURSDAY
FRIDAY
NUTRITIOUS AND DELICIOUS, EVERYDAY. With a Ministry of Health Food and Beverage Classification System ‘everyday’ rating, and the choice and variety that kids just love, we’ve got school lunches all wrapped up. What’s ju more, a SUBWAY® School Lunch Programme is easy to set m uup, simple to administer and can be tailored to your school’s exact requirements. To see why it’s been so successful in other schools, contact your nearest SUBWAY® restaurant or email schoollunches@subway.co.nz for more information.
© 2009 Doctor’s Associates Inc. SUBWAY® and SUBWAY 6-INCH® are registered trademarks of Doctor’s Associates Inc.
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school news april/may 09
food & beverage
Large snack machines The traditional vending solution is for a single large snack machine sitting beside a dedicated large drinks machine. There are many solutions available if selections and capacity are a concern. These machines are generally very robust with a reduced requirement to refill the machine.
Large drink machines As with the large snack machine, these dedicated large drinks machines offer a greater number of selections and a large capacity. They are usually fitted with a “note reader” (bill validator) and the selections on offer allow and increase profitability and return on your investment.
Large combination machine If you want capacity but only have the space or the requirement for one machine, a large combination vendor may be the machine of choice. The
configuration layout can be altered to suit your requirements. This machine shows 10 chip selections, five cookie, 10 snacks and 20 drinks. With each lane holding six to 15 items, this is a very comprehensive machine.
Fresh food vendor Fresh food vending machines are capable of safely delivering temperature sensitive products in a variety of shapes and sizes. It can vend a salad meal on a 230mm plate to a small tub of yoghurt. Fresh food vending is a specialised field and only a few machines meet the requirements for food safety in an appropriate manner. Call in professionals for advice on machine placement and preventative maintenance programs to ensure you get the best from this machine.
The good oil
I
N NOVEMBER OF last year, Wellsford School reported the results of a three month test carried out in one of their Year 7-8 classes, where 21 of the 28 students took two omega-3 capsules each morning. Their admittedly unscientific results seem to possibly link with research done recently at the University of South Australia (UniSA), where 132 children aged between seven and 12 with ADHD symptoms were given a combination of fish oil and evening primrose oil containing a high ratio of the omega-3 fatty acid EPA. Wellsford School teacher Paul Whittaker came up with the idea for his class after watching a BBC documentary that involved a similar experiment. He contacted a natural health products company to supply the omega-3 tablets and they began the experiment in September. They had a control group of a similar size and age range to
compare the results with. The students were tested both before the start of the trial and two months later, and Whittaker said that the initial results showed the children taking the pills had shown a definite improvement in writing and general focus. Results from “the largest, clinicalbased omega-3 and omega-6 trial of its kind”, at the University of South Australia, bolstered views that fatty acids relieved aspects of ADHD. At the end of the 30-week-
long trial, almost half of the children taking the supplement had “significant” reductions in ADHD symptoms of inattention, hyperactivity and impulsivity. Multivitamin and mineral supplements showed no additional benefits for sufferers. A PhD student from UniSA’s School of Health Sciences and $4*30 )VNBO /VUSJUJPO /BUBMJF 4JOO conducted a study involving children with ADHD-related problems and found that their attention and behaviour improved significantly. “Children in the study were given combined fish/primrose oil capsules or placebo oil capsules. After 15 weeks, parents of children who had been taking the combined oil supplement reported reduced inattention, hyperactivity, restlessness and impulsive behaviour. These improvements were not reported in the placebo group. After children in the placebo group switched to the combined oil supplement for 15 weeks, they
showed similar improvements in attention span and reduced hyperactivity, restlessness and impulsive behaviour, while the original fish/primrose oil group showed even greater improvements after an additional 15 weeks of taking the combined oil supplement. From this research we can see increased benefits in extending the use of the combined oil supplementation,” Sinn said. The researchers also conducted cognitive assessments, which confirmed the improvements in attention of children, adding further strength to reports by parents of better attention. “Fish oil is believed to work via its effects on brain function. Sixty per cent of the brain is composed of fats, with the most important being polyunsaturated omega-3 and omega-6 fatty acids. These must be obtained through diet and can be found in dark leafy vegetables, walnuts, linseeds and oily fish.” - Jacqui Taylor
april/may 09 school news
25
chemical safety
health & safety
Progress in managing school chemicals
I
N THE LAST issue I commented on the obligations and diďŹƒculties schools have in managing chemical hazards, and impressions of how well the requirements have been achieved. Improving the situation requires training and qualiďŹ cation of sta, and appropriate guidance and support from the Education Review 0ĂśDF &30 JO JUT HVJEFMJOFT UP boards and review process. A university qualiďŹ cation in chemistry does not generally provide enough information to manage the hazards of chemicals, since hazards are not a major emphasis of most chemistry courses. I completed, by distance learning, UIF 6OJWFSTJUZ PG 0UBHP )";9 paper, Managing Chemical Hazards, and found it added usefully to a degree in chemistry. It was obvious that a school variant would be even more helpful to school science managers and science technicians. Following representations from the Science Technicians Association of New ;FBMBOE 45"/; 0UBHP BHSFFE UP oer in 2008 a schools variant of this paper. During 2008, there were FOSPMNFOUT GPS )";9 GSPN POF school laboratory manager and 12 school science technicians. This was disappointing, given that science technicians have strongly expressed
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school news april/may 09
a need for better qualiďŹ cation to deal with chemical hazards, but reected school funding priorities at the time. Assessments of the course were strongly positive about its value. Marian McDonald of Auckland Grammar School reported “since ďŹ nishing the paper I have introduced a few strategies in our department to make us compliant with the Codes of Practice and to make the place as safe as we can and easy to manage. As the Laboratory Manager I found the JOGPSNBUJPO * HPU GSPN UIF )";9 paper helpful in doing this.â€? Helen Roper of Tawa College “found the spill scenario in the case study very stimulating and realised how lacking in real thought our school ďŹ re drills etc are in preparation for a chemical emergency... I’d like to see all technicians in schools being oered the course at cost to their school. I think it’s also a paper that )0% $IFNJTUSZ 4DJFODF BOE MBC managers would beneďŹ t from as well.â€? 0OF SFBTPO UIBU TDIPPMT have generally not placed much emphasis on managing chemical hazards is that boards have not been held accountable for this. Chemical safety procedures have not usually been reviewed by the
Ian de Stigter Executive Member Science Technicians Association of New Zealand
&30 BOE UIF &30 HVJEFMJOFT to boards did not indicate that the $PEF PG 1SBDUJDF $01 GPS 4DIPPM Exempt Laboratories placed any obligations on boards at all. Following submissions about UIF &30 HVJEFMJOFT UIF 'FCSVBSZ 2009 revision of the guidelines now NFOUJPOT UIF $01 BT POF NFBOT of complying with the hazardous substances regulations applying to schools. Also the updated checklist, provided for completion before an &30 SFWJFX OPX BTLT XIFUIFS UIF school has reviewed policies and/or QSPDFEVSFT MJOLFE UP UIF $01 TJODF UIF MBTU &30 SFWJFX .BLFSF 4NJUI &30 T "DUJOH National Manager Reporting 4FSWJDFT EFDMBSFT i&30 JT DPOmEFOU that the changes it has made to the Guidelines for Board Assurance Statement and Self-Audit Checklists (BAS) - Feb 2009 document, which includes references for accessing the Code of Practice, provides school boards with suďŹƒcient information to take all reasonable steps to ensure that chemical hazards in school laboratories do not harm anyone.â€? &30 DPVME IPXFWFS IBWF usefully explained the value of the $01 UP TDIPPMT UIF PCMJHBUJPOT JU places on boards, and established an early requirement to take necessary action. 5IF $01 TBZT JU FOBCMFT TDIPPMT
to meet the requirements of the )4/0 "DU BOE 3FHVMBUJPOT XIJDI schools are otherwise unlikely to have the resources to achieve. In UIF $01 UIF QSJNBSZ SFTQPOTJCJMJUZ indicated is for boards to appoint a qualiďŹ ed laboratory manager, with written terms and conditions, and deďŹ ned areas of control. It is useful that school boards periodically review policies and procedures for managing chemical hazards. However, in many schools there is an immediate need to now appoint the qualiďŹ ed laboratory manager, or to provide professional development to a laboratory manager or technician. Schools should not be encouraged to defer consideration of what are current obligations. Progress in managing chemical hazards requires certainty that boards and school sta will be held accountable for having adequate systems. When such clear expectations are established, the arrangements already made for developing sta can play their intended role. IAN DE STIGTER is an executive member of Science Technicians Association of New Zealand, and Mt Albert Grammar School science technician.
health & safety chemical safety
School laboratories and the HSNO Act
S
CHOOL LABORATORIES ARE one of the many types of establishments that are aected by the Hazardous Substances part PG UIF )4/0 "DU XIJDI DBNF JOUP force in 2001. However, section 33 of the Act gives exemptions to provisions of the Act to every laboratory in which small-scale use of hazardous substances in research and development or teaching occurs. This exemption applies to school laboratories, however, the laboratories have to comply with the Hazardous Substances (Exempt Laboratories) Regulations 2001. These regulations cover ďŹ ve parts: laboratory design requirements; recording of hazardous substances; handling and storage of hazardous substances; personnel requirements for laboratories and emergency response plan requirements. All the property requirements under the regulations already exist under the New Zealand Building
Code. This means that for laboratories constructed or upgraded since 1992, when the New Zealand Building Code came into eect, there are no new requirements under the regulations. For all other laboratories, it means that they need to comply with the New Zealand Building Code. In some cases, oor and bench surfaces, fume cupboards and signage may need to be upgraded. According to the regulations, all parts of a laboratory that could come into contact with a hazardous substance, either in the course of normal use of the substance or as a result of spillage, must be treated and ďŹ nished so that it is not capable of absorbing or retaining the substance. Bench tops should be of impervious, non-absorbent material which is solvent and corrosionresistant. Coatings should be smooth and without hollows or indentations which could contain spilled materials. Any joins between sections of surface
materials should be sealed with a non-absorbent, impervious sealant. Flooring should prevent water penetration and should be able to withstand damage from spilled corrosive substances or organic solvents. The resulting ďŹ nished surface should be non-slip in nature. Flooring materials should also be coved (i.e. curved upwards) at wall junctions to enable easy and thorough cleaning. The laboratory must be designed and operated so as to prevent the substance from escaping from the laboratory and entering the environment. The laboratory manager J F UIF TDJFODF UFBDIFS )0% 4DJFODF or laboratory technician), is ultimately responsible for ensuring that all laboratory wastes are collected, stored and disposed of in accordance with accepted safe procedures. Adequate training has to be given to all persons involved in the handling of hazardous waste,
including the use of appropriate safety equipment, the use of ďŹ re ďŹ ghting equipment and procedures for cleaning up spills of waste substances. All operations which may produce ammable or toxic vapours should be carried out in a fume cupboard. All entrances to a laboratory must be clearly marked by signs which warn that only authorised persons are permitted inside the laboratory. When a laboratory is not supervised, the laboratory must be kept locked. Laboratories, storerooms and preparation rooms must be appropriately labelled. Emergency management plans are required for laboratories regardless of the quantity of hazardous substances stored. A location and description of the material and equipment needed to put out a ďŹ re should be provided, along with a 24 hour emergency service telephone number.
HSNO RESOURCES LTD ERMA Approved Code of Practice for Locations Storing Hazardous Substances under the Hazardous Substance and New Organisms Act 1996. Available in A1 poster and pocket wheel format. We also sell a range of specialised laboratory spill kits, email us for more information info@hsno.co.nz SPECIAL FOR SCHOOL NEWS READERS Take the GST O for the months of April and May 2009! In addition to our normal discount of 10% for bulk orders we will take a further 12.5% o for every order received during the months of April and May. This one o oer will save you 22.5% on bulk purchases! Take advantage of this great special and purchase your Code of Practice today, via: www.hsno.co.nz
Quality Environmental Consulting Ltd For specialist advice on hazardous substance management
Consultancy and test certification services for achieving HSNO compliance: t 4UPSBHF BOE IBOEMJOH PG TVCTUBODFT F H QPPM DIFNJDBMT QFUSPM EJFTFM -1( DZMJOEFST FUD t 4UPSBHF BOE IBOEMJOH PG MBCPSBUPSZ DIFNJDBMT t "TTFTTNFOU BHBJOTU UIF $PEF PG 1SBDUJDF GPS 4DIPPM &YFNQU -BCPSBUPSJFT BOE UIF $PEF PG 1SBDUJDF GPS $3* BOE 6OJWFSTJUZ &YFNQU -BCPSBUPSJFT t 3FHVMBUPSZ BEWJDF TJHOBHF TFDPOEBSZ DPOUBJONFOU IB[BSEPVT BUNPTQIFSF [POFT CVJMEJOH EFTJHO FUD t &NFSHFODZ SFTQPOTF QMBOT BOE QSBDUJDF TDFOBSJPT t -PDBUJPO UFTU DFSUJĂśDBUJPO GPS IBOEMFST MPDBUJPOT BOE stationary containers t 4QFDJBMJ[FE USBJOJOH DPVSTFT
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info@qec.co.nz 07 827 0075 www.qec.co.nz
Ductless filtering fume hoods midcapŽ filtairŽ and toxicapŽ models; For the handling of liquid chemicals, totally eliminated by filtration. A range of 26 models, all in compliance with BS7258 and NFX15-211. Mobile, energy saving and environmental friendly! powdercap™ models; For the handling and weighing of powders, a range of 4 models!
145 Hepburn Rd, Glendene, Auckland Ph: 0800 422 542 Email: solutions@calibre.co.nz
april/may 09 school news
27
indoor sports
sports & recreation
Keeping ďŹ t, having fun - indoors
Mark Cini Managing Director Action Indoor Sports Stadiums NZ
Philipstown School pupils enjoy some indoor sports
I
NDOOR SPORTS IN New Zealand have seen a phenomenal increase in popularity over the last year. New Zealand Indoor Sports Incorporated (NZISI) national oďŹƒce reported a whopping 14.5 per cent increase in participation numbers from 2007 to 0WFS BEVMUT BOE juniors played indoor sports each
week in 2008, great ďŹ gures to see in a nation where we are striving to get New Zealanders more active. NZISI is recognised by SPARC as a national sports organisation, and is the governing body of indoor cricket, indoor netball and indoor football in New Zealand. Indoor sport is seen as having
the potential to become a major contributor to sport and recreational participation in New Zealand. To make this a reality youth and school participation is an important age group to provide with indoor sporting opportunities. There are programmes nationwide which are indoor sports skills based, programmes that aim to teach primary and intermediate school children the basic skills involved in dierent indoor sports through planned programmes of activities and modiďŹ ed games. They provide an indoor sporting experiences for boys and girls of all ages, promoting a healthy and active lifestyle. Indoor sports also oer a fun and enjoyable experience of participating in a team environment while developing social skills and conďŹ dence. Indoor sports are ideal for incorporation into school sporting
“
Secondary school tournaments are also oered on the indoor sporting calendar each year. Schools battle it out for indoor cricket and indoor netball honours in the NZISI North and South Island tournaments (sanctioned by the New Zealand Secondary School Sports Council). A national indoor football tournament is also taking place for the ďŹ rst time in 2009. These tournaments are run with no registration fees and no playing fees, so it is a great opportunity for secondary school students to get active and give indoor sports a go. For the skilled competitor, the tournaments are a great opportunity to get spotted by talent selectors to
school news april/may 09
Attendees participate in talent clinics run by a national level coach, providing a pathway for regional or even national teams. There are indoor sports stadiums around the country, where people of all ages can play in regular social or competitive indoor netball, indoor cricket and indoor football leagues. The best of the best from each club wrap up the end of the season at national club championships. New Zealand indoor netball squads are announced at the New Zealand Indoor Netball Club Championships, for Trans-Tasman internationals and world cups. Indoor cricket however holds a prestigious tri-series each year, where the regions compete to be the strongest indoor cricketers in the nation, and New Zealand indoor cricket team selections are announced.
Indoor sports offer a fun and enjoyable experience of participating in a team environment while developing social skills and conďŹ dence
programmes because indoor sports can be played in any weather, are sun safe, low impact and non contact, and can be structured to suit the needs of the group.
28
become part of a national indoor cricket or indoor netball talent identiďŹ cation squad.
0O UIF XPSME TUBHF /FX Zealand stamps it mark on the indoor sporting arena, being the current world champions in Indoor $SJDLFU 0WFS T 8PNFO *OEPPS Netball Premier Women (6-a-side) and Indoor Netball 21 and Under Ladies (6-a-side), as well as the *OEPPS /FUCBMM 0WFS T .JYFE Trans-Tasman shield holders. This year promises to be an exciting year, with the New Zealand indoor cricket teams preparing to bring the world cup home from Australia, and elite indoor netball players playing hard for a place in a New Zealand team to tackle Australia on court. If you wish for your school to become involved in indoor sports, Let’s Play programmers or secondary school tournaments please contact: rdo@nzidnoorsports. org.nz.
property project management
Project managers are a school’s best friend
M
AJOR PROJECTS REQUIRE major planning. The pitfalls are numerous and disruptions can be financially devastating. Given that schools are usually operating under both budget and schedule constraints, steps should be taken to ensure that all necessary planning takes place and unnecessary risks are avoided. This is where the employment of a project manager becomes important. 0O B MPHJTUJDBMMZ DPNQMFY QSPKFDU it has to be absolutely clear about what the expected outcomes are and restrictions that are present before it is started. This means that schools need to establish, with a project manager, accurate definitions of the project’s range, scope, participants, authority, budgets, timetables and timescales, creating calculable accountability for those involved in the project and allowing the impartial assessment of events as they occur and the final outcomes. From evaluating the feasibility of a school’s proposal, to planning the project, implementing it and assessing its success, a project manager can offer an institution invaluable expertise. Project managers have contacts and knowledge of procedures, and they understand compliance and health and safety requirements and resource management issues and are able to deal with central and local government requirements. During the planning stage, the project manager can devise a project plan that will define a school’s specific goals, objectives and targets, and specify how these are to be achieved, what budget and other restrictions apply and what resources will be
required to complete the task. From the planning stages a “critical path analysis” will develop. This provides a blueprint for the project – a logical plan which allows for the proper management of complex undertakings, and for scheduling and financial resources to be tracked. Likewise, the burden of complex paperwork can be eased by the project manager. Administration documents, reports, project cost control groups, council documents, consents, resource management, building acts, completion documents and council inspectors are just some of the requirements that a project manager can address on a client’s behalf. Construction projects that are being undertaken on school premises, like those in areas of business, will need to take into account the specific needs of the area’s occupiers – in this case, students, teachers and other staff. For major projects it is more than likely that at least some work will have to take place during class hours. This will mean that certain jobs, especially those that create a lot of noise or other distractions, will have to be limited during certain hours and certain times of the year. Construction teams may need to adjust working hours to suit school timetables. A good relationship with a project manager will ensure that appropriate systems are in place before work begins and will ensure that problems that do arise are addressed quickly and appropriately. - Jonathan Cotton
Specialists in: t 1SPKFDU .BOBHFNFOU t $POEJUJPO "TTFTTNFOU 3FQPSUT t 1SFQBSBUJPO PG :" :11
Delivering Education Projects – On Time, On Budget
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Auckland
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april/may 09 school news
29
fencing
property
Fencing in pool safety
T
“
It is essential not to become complacent, even when a pool has a complying fence. Schools must continually safeguard their pool area
FENCING BULLDOG FENCING SUITABILITY: Fences are very functional & aesthetically pleasing DIY or fully installed nation wide Call ASPL for a free quotation Wide range of fence options Quality fences & gates
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Phone: (+64) 09 - 427 4980 Fax: (+64) 09 - 353 1345
HERE MAY BE fewer schools with swimming pools these days, with the cost of running and maintenance being a contributing factor, but those schools who do still have a pool have care, duty and a legislative requirement to ensure their pools are safe, and a huge component to that safety is the fencing surrounding their pool. There are two pieces of legislation relating to swimming pool fencing: the Fencing of Swimming Pools Act 1987 and Building Act 2004. The Building Act applies to the construction of new pools and alterations to existing pools. All such work must comply with Clause F4 of the Building Code, ‘Safety from Falling’, which requires the provision of barriers. The Fencing of Swimming Pools Act was enacted to protect young children from falling into unfenced swimming pools. The Act requires people with pools to put fences around them to a height of 1.2 metres. Essentially both Acts require a fence around pools regardless of when the pool was installed. The fence needs to be an eective barrier that restricts access to the pool by children under six years of age. The fence must not have any toeholds or climbable rails and must have self-closing and latching gates. The fence can only enclose the immediate pool area but may include things used in association with the pool, such as changing sheds. Buildings or parts of buildings, for example the wall of a gym, may form part of the fencing if it complies with the Act. But if the wall of the gym or building has a door leading to the pool, the door will need to be self-locking. It is the school’s responsibility to advise the council of the pool. Local councils (who administer the act), need to be informed of the existence of any pool, and it is the school’s responsibility to ensure the fence complies with the Fencing of Swimming Pools Act and the Building Act requirements throughout its life. Missing sections of the fence,
or a gate that is not self-latching, must be replaced or repaired immediately. Local councils will inspect the fence before issuing a code of compliance certiďŹ cate. It is essential not to become complacent, even when a pool has a complying fence.
Schools must continually safeguard their pool area by: t /PU QSPQQJOH PQFO HBUFT PS doors or keeping them o their latches. t 'FODJOH Pþ BOZ EPPS UIBU JT OPU self-closing and self-latching. t 1MBDJOH BMM OFDFTTBSZ TJHOBHF PO doors and gates. t .BLJOH TVSF UIBU QVQJMT EPO U put or leave bikes or other climbable objects against the fence.
Gates: t .VTU PQFO BXBZ GSPN UIF QPPM t #F mUUFE XJUI B TFMG MBUDIJOH device and a self-closing device capable of closing the gate from 150mm ajar.
Latches: t *G UIF MBUDI JT QMBDFE PO UIF pool side, the latch must only be accessible by reaching over the top of the fence, gate or through a hole at least 1.2 metres above the ground from the outside. t *G UIF MBUDI PO UIF PVUTJEF PG the gate, it must be at least 1.5 metres above the ground. t -BUDIFT NVTU CF DMFBS PG anything that could hold them open. t 5IFZ NVTU OPU MJGU PĂľ UIFJS hinges or unlatch if pulled down or lifted up.
Hinged doors: t .VTU PQFO BXBZ GSPN UIF QPPM t #F mUUFE XJUI B TFMG DMPTJOH device capable of closing the door from an opening distance of 150mm. t )BWF B MBUDI BU MFBTU NFUSFT above oor level. t )BWF B $PVODJM TVQQMJFE TFMG adhesive notice aďŹƒxed to all pool access doors. t #F DMFBS PG BOZUIJOH UIBU DPVME hold them open.
property lawncare
Lawns need care
G
RASS IS OFTEN taken for granted, but the mowing of grass is one area that needs careful consideration, especially in today’s changing climate.
Tips for a healthy, happy lawn Things such as sunlight, nutrients and water all affect grass, as well as the quality of the cut and the cutting height. As a result of cutting, grass is constantly losing biomass and therefore also nutrients. These nutrients need to be returned to the grass if it is to grow healthy and be able to compete with weeds. Experience has shown that a cutting height of between 50mm and 100mm (2-4”), or half the length of the blade of grass, is best for the growth of the lawn. A cut of 30mm (1.2”) or less can increase the risk of lawn damage as well as the chance of ground rock and tree root contact, resulting in both blade and mower deck damage. The use of mowers with a mulching capacity helps to return nutrients to the lawn,
by finely chopping the cut grass again and returning it back to the lawn to decompose, providing much needed nutrients. For the first and last cut of the season, the cutting height should be set somewhat higher than normal to promote growth and durability throughout the spring and summer. Also, to avoid dehydration, the cutting height should be increased during dry periods and in shaded areas. Because the effect of mowing is detrimental, a good clean and sharp cut is desirable to minimise the risk of damage to the lawn. It has been estimated that dull blades not only cause up to 20 per cent higher fuel consumption compared to sharp blades, but also contribute to lawn damage leading to a risk of dehydration and fungal infection. A good cut is achieved through sharp blades, dry weather, high peripheral blade speed and by not mowing more than half the length
of the blade of grass or when using a mulching function, no more than 1/3 of the length of the blade of grass.
Working methods for ride-on mowers For best results, you have to plan your line of attack. Driving in rolling loops will produce the best results. Start from the outside and drive in inward loops. Ensure you take sharp corners very slowly, as this will enable you to avoid the formation of clumps and unsightly tyre marks. Varying the direction of your mowing will also help you to avoid driving in the exact same pattern. This will also help improve the appearance of the grass because the blades of grass are straightened up and the grass waste is spread more evenly than if mowing is always done in the same direction. The engine should always be operated at full speed to ensure optimal airflow through the cutting deck and high peripheral blade speed, which is
necessary for a clean and precise cut. Maintaining your ride-on mower is extremely important. After every mowing application, the cutting deck should be cleaned thoroughly. A dirty cutting deck reduces the work capacity of the mower, increases uneven distribution of the cuttings and lowers the quality of the cut. The machine should always be serviced by a professional at regular intervals, just as you would a car. Think about the area you need to mow when deciding on a ride-on mower. If the area has a lot of obstacles, such as trees then consider a rider with articulated steering, which has the ability to mow around trees and under bushes. For large open areas, a lawn tractor is sufficient, but for broad areas a Zero Turn mower would be most beneficial. Information sourced from www.husqvarna.co.nz
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april/may 09 school news
31
pool heating
property
Extend your swimming season with pool heating solutions
T
HE ABILITY OF a school to deliver a successful swimming programme is greatly assisted by providing a comfortable environment for the children to learn in. Children learn better when they are comfortable and pool temperature is a critical factor in a lesson’s success. Short lessons due to pool temperature, and the length of the season that the pool could be used for, also adversely aect a schools aquatic programme. The ideal leisure swimming temperature is 25-27 degrees so it makes sense to have a pool at these temperatures teaching children to swim. Most unheated pools are around 20-22 degrees for the majority of the swimming season, so a heating system is required to achieve a comfortable pool. There are three types of heating systems for pools; solar, gas and heat pump. Each of these systems has dierent characteristics which may or may not make them suitable for a particular pool. When evaluating which heating system is suitable for your school, the following should be considered: 1. Required temperature and length of season - some heating systems can achieve seasonal swimming only, so will not be suitable for a situation that requires all year swimming, and may struggle to achieve the required temperature during the extended season, depending on how long the season required is. 2. The pool - each pool is dierent. The geographic location of the pool has a big impact on what performance can be expected from a heating system, as does
Unglazed solar collectors
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The ideal leisure swimming temperature is 25-27 degrees so it makes sense to have a pool at these temperatures teaching children to swim
indoor versus outdoor. Each pool has its own microclimate, which has a big impact on how naturally warm the pool is. The colour of the pool, its exposure to wind, shading from trees or buildings all have an impact on the natural warmth of the pool. The physical location of the pool and its surrounds may also determine which systems can be used. 3. Budget - Each heating system will have a capital cost, as well as an operating cost. In a school situation, often the capital cost is not as important as the operating
cost, as the heating system is often paid for through fundraising or grants. The operating cost then has to come from the schools operating budget. 4. Ease of operation - depending on the personnel responsible for the operation of the pool, any system needs to be easy to use. Solar heating systems There are two broad types of solar heating systems, glazed and unglazed. Unglazed systems are predominately used for pool heating due to their lower installation cost. Unglazed systems are made from
ENERGY EFFICIENT POOL HEATING
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The latest advancement in swimming pool heating, Electroheat Heat Pumps is an energy efficient way to heat your swimming pool. Electroheat produces up to 5 times* more heat energy than the electrical energy it consumes. Save up to 50% over natural gas heaters.
www.waterco.com
32
school news april/may 09
WATERCO (NZ) LIMITED 7 Industry Road, Penrose, Auckland, New Zealand Private Bag 99942, Newmarket 0 9 525 7570
rubber or polypropylene, with the latter being the longer lasting system due to the increased UV resistance. Polypropylene solar collectors are generally more expensive than rubber systems. The disadvantage of unglazed solar systems is that they loose heat in windy conditions, and do not perform in cold ambient temperatures. Glazed solar systems on the other hand do perform in colder and windier climates, but have a higher installation cost. The big advantage of solar heating systems is that they have next to no operating cost. 34
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property pool heating
Supplier Profile | Sunz Ltd
Smart hot water solutions SUNZ ROTEX is a company specialising in solar water heating systems throughout the North Auckland, Auckland, Waikato, Thames Coromandel, Bay of Plenty, King Country and Central Plateau regions. We are agents for Sunz flat plate solar collectors, Techno-Solis swimming pool collectors, Bowman heat exchangers, Rotex hot water cylinders and BMH pool covers and rollers. Our sales staff are trained to provide professional advice on system design and can work with you towards a proposal that meets both your requirements and your budget. They are also there to manage the installation should we be privileged enough to attract your custom. Our installation teams are focused on completing quick and quality installations in a professional manner. All our systems are installed by Registered Plumbers trained in solar installations who have years of experience in the hydronic field. Manufactured in Florida, USA, Techno-Solis swimming pool solar collectors have been in production since 1976, they have been installed all over the world in just about every climatic condition possible, with hundreds of thousands of installations in the United States, Canada, Australia and now in New Zealand. Specifically for swimming pool heating, the Techno-Solis solar polypropylene collector is the most durable on the world market today. Techno-Solis are UV stabilised, with a proven track record of reliability, design superiority and unsurpassed performance. Techno-Solis offers the most comprehensive warranty in the industry. Swimming is part of the New Zealand school curriculum with all students required to “have had opportunities to learn fundamental aquatic skills by the end of year 6”. Learning to swim; s 'ENERATES CONlDENCE IN AND around the water. s $EVELOPS FUNDAMENTAL PHYSICAL skills of balance and coordination, kinesthetic awareness and control. s $EVELOPS A SENSE OF FUN AND feeling good from physical activity. s %NABLES PHYSICAL ACTIVITY IN THE water for life. s 0ROVIDES THE OPPORTUNITY TO TAKE up other aquatic activity.
s !LLOWS PARTICIPATION IN A VERY LOW impact sport and activity. s !LLOWS ACCESS TO THE SPORT OF competitive swimming which encourages success through personal bests other than comparison with others. In New Zealand the ability to swim adds a level of comfort in every day life. As we can never be more that 20 km from water, it is a potential life saver. Without a level of confidence and basic ability in the water, drowning is an ever present possibility. The ability of a school to deliver a successful swimming program is greatly assisted by providing a comfortable environment for the children to learn in. Children learn better when they are comfortable and pool temperature is a critical factor in determining students comfort during a swimming lesson. Pool temperature was identified as the main negative influencing factor in the report “Assessing Student Swimming and Aquatic Skills” for the Ministry of Education and Water Safety New Zealand. Other factors identified were the short lessons due to pool temperature, and the length of the season that the pool could be used for, again due to pool temperature. Solar pool heating enables a school to provide a more comfortable environment for its students to lean aquatic skills without high running costs associated with other forms of pool heating. The benefits of providing a more comfortable swimming environment are: Students remain more focused on the swimming lesson as they are not cold. Lesson sessions can be longer with the cold not such a restricting factor. Students tend to be more focused in the classroom after a refreshing and pleasant swim. Solar pool heating also means the school can get more use from the school pool. The pool can be used for a greater portion of the year. Benefits of Solar Pool Heating for Schools “Previous to the solar heating system being installed, the pool was only warm enough to be used for about four weeks a year. Now that the solar heating is installed, the pool is used from mid November until April. When the pool was unheated the
Specifically for swimming pool heating, the Techno-Solis solar polypropylene collector is the most durable on the world market today.
kids had every excuse in the book why they couldn’t go swimming. Now there is no problem getting the kids in the pool. Previously, the kids were blue in five minutes. They were too cold, they didn’t relax, and they didn’t learn. The younger ones would only just get their head under and then be too cold and have to get out. Because we can use the pool for the whole term, and the kids can stay in longer, and they are comfortable, the swim program is getting fantastic results. Within six weeks, one child who wouldn’t put his face under to start with, swam 25m freestyle, 25m breaststroke and 25m backstroke at the swimming champs. At the 2007 interschool champs, our school got 33 x 1st, 22 x 2nd, and 11 x 3rd.”
“Prior to having our system installed, we were forever confronted with the “Can I get out. It’s too cold!” issue making teaching our Aquatics programme very difficult.
- Susan Tobin (Swim Teacher)
Teachers are now able to cover all aspects of our aquatics programme with all their class, not just the brave ones.
“The Techno-Solis system has maintained the pool at a constantly warm temperature and has extended the swimming season considerably. We used the pool for all of term one. We are using the pool more in the morning now as the early morning swimmers are no longer disadvantaged by the cold. The swim club are also using the pool in the evenings. The kids now enjoy the lessons. The system seems very efficient. It is getting the pool hotter than ever before. It is quiet and unobtrusive, we can’t fault it. If anyone wants to come have a look at the system, they are more than welcome.” - Dick Hawke
Typically we would open the pool up two weeks prior to the Christmas holidays and close it again half way through the first term. Since we have had the solar paneling and pool cover installed we not only have next to no children getting out early, but we have extended our swimming season by seven weeks! The system has meant children can enjoy their swimming in temperatures approximately eight degrees warmer than with no system at all.
Our parent community are much happier now that their children are getting a better deal with their swimming experiences. I thoroughly recommend Sunz Rotex to install your system. It was a ‘hassle free’ experience with fantastic personalised service.” - Steve Wadsworth, Principal
Sunz Rotex P | 0800 4 SOLAR W | www.sunzrotex.co.nz W | www.technosolis.com
april/may 09 school news
33
pool heating
property
32 Solar is however only suited to seasonal swimming due to low solar irradiation in the winter. Solar also will result in pool temperature varying throughout the season depending on the weather. The performance of solar will vary depending on location, with Northland able to get up to seven months and places in the South Island up to three months swimming. The Government, through EECA, currently has a grant available to schools for solar pool heating up to 25 per cent of the cost of the system.
Gas heating systems Gas heating systems are very reliable in terms of guaranteeing that any pool in any location will be maintained at a set temperature. Gas systems can also maintain a pool year round if required, although the operating cost of year round swimming is very high due to the cost of gas, and the relative low eďŹƒciency
of gas heating. Gas heating systems also have the advantage of being the fastest heating system, so can be used to heat the pool for short periods, if required. The disadvantage of gas heating is that it has the highest operating cost. Availability of gas can be a limiting factor. Bottled propane is not really an option for schools, due to the number of bottles required. This leaves natural gas, and if a piped supply is not available then gas heating may not be an option. Gas heating systems also have a yearly maintenance cost as the heater needs to be serviced by a qualiďŹ ed technician.
Heat pump heating systems Heat pumps used for heating pools in New Zealand are of the air source variety. This means they extract the heat from the surrounding air using a compressor, evaporator, and heat exchanger to transfer it to the pool water. Heat pumps use a smaller
amount of electricity (per kw) than the heat they extract from the air. This means they are more eďŹƒcient that just heating a pool with an electric element. Some heat pumps have a $01 PG VQ UP mWF 5IJT NFBOT UIBU GPS every kw of electricity they consume, 5 kw of heat is produced. The actual eďŹƒciency of the heat pump depends on the ambient air temperature, so they are not as well suited to colder environments and winter swimming as gas heating systems. During the summer months, when the air temperature is warm, they are running at their best eďŹƒciency so have a relatively low operating cost. The further the swimming season extends to the winter months, the higher the operating cost. Heat pumps are also the nosiest of the three heating methods. Most school pools would require one or two large capacity heat pumps which would require a separate electricity supply to the heat pump location. This electrical cost can be a
large additional installation expense so will need to be considered when evaluating the dierent systems.
Pool Covers and Rollers Regardless of what heating system is chosen, if a pool is heated, a pool cover should be used. Approximately 70 per cent of a pools heat is lost through the surface of the pool, and a good quality thermal cover will retain much of this heat, resulting in much reduced heating costs. Rollers play an important role in looking after a pool cover, in terms of getting maximum life from the cover. Rollers have to be functional and easy to use, and in a school environment access to the pool also needs to be considered. - Lawrence Wallis LAWRENCE WALLIS is director of Sunz, a New Zealand company specialising is Energy Systems. They focus on energy eďŹƒciency and renewable technology.
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Ideal Fundraiser - TWO FREE SYSTEMS with every 10 purchased. Conditions apply. Visit www.temperzone.biz/specialoffer for details. Ask your local air conditioning dealer about the SRK-ZHX range or for more information visit www.temperzone.co.nz
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school news april/may 09
Mitsubishi Heavy Industries Ltd is a world wide leader in manufacturing heat pump air *conditioners. Its wall mounted (hi-wall) split range is available from 2.5 kW through to 8 kW. The SRK 50ZHX (5.0 kW Cool / 6.0 kW Heat) Inverter is the industry leader Ranked No 1 in it’s class. To compare visit www.energyrating.gov.au.
events & appointments sn events diary... 2009 national young leader’s days
March 2–June 15 Nationwide www.halogenfoundation.org
Early childhood education (ECE) in the 21st century
April 9, 2009 Wellington www.lead.ece.govt.nz
Christian ECE national conference
May 22-24 May Waikanae www.lead.ece.govt.nz
Inclusive Learning Technologies Conference 2010
May 25-28, 2010 Surfers Paradise, Queensland, Australia
Heather McCrae
New Appointment New Zealand playcentre federation conference
May 28-31 www.lead.ece.govt.nz
Students of promise: beyond the gifted stereotype (The teachers’ refresher course committee)
July 7 -10 Wellington www.trcc.org.nz
New Zealand School Trustees Association annual conference
Theme: celebrate Closing date: July 31 www.nzschoolsvisualarts.co.nz
New Zealand Principal’s Federation annual conference
July 1-3 Palmerston North www.nzpfconference09.co.nz
New Zealand school’s photographic competition 2009
Date Place Contacts
TENZ (Technology Education New Zealand) conference
October 6-8 Napier www.tenz.org.nz
Making exclusive education happen
September 28-30 Wellington www.community.net.nz
Late last year, the appointment of Heather McCrae as the 11th principal of Diocesan School for Girls was announced. Heather graduated from Massey University with a Bachelor of Science with a double major in chemistry and biology, earned a Diploma in Teaching (with distinction) and later gained a Masters in Educational Administration (with first class honours).
Heather began her career teaching science, chemistry and maths, then became a dean and head of department for science, at Awatapu College in Palmerston North She then worked at the Palmerston North College of Education, followed by the NZ Ministry of Education in Wellington. From 1996-2002 Heather consulted internationally with the Multi Serve Education Trust. Heather’s work culminated in assisting with the establishment of an International Baccalaureate accredited school, Western Academy in Beijing, China. In 2004 Heather was recruited back to New Zealand to Pakuranga College as associate principal, and then as principal. She is currently one of two secondary school principals on the National Curriculum Advisory Group for the Ministry of Education. She is also a current recipient of a Sir Woolf Fisher Trust Scholarship, enabling her to undertake the Hillary Leadership Programme. She begins her role at the school at conclusion of Term 1 this year.
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