School News NZ - August/October 2009

THIS ISSUE: DYSLEXIA | LAMINATING PRODUCTS | FIRST AID KITS | ONLINE SAFETY

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Issue 07 | August/October 2009 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Art supplies Are they safe?

Essential Reading for Principals s Department Heads s Property Managers s Professionals

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contents

schoolnews sn inside THIS ISSUE: DYSLEXIA | LAMINATING PRODUCTS | FIRST AID KITS | ONLINE SAFETY www.schoolnews.co.nz

ISSN 1178-9964

Issue 07 | August/October 2009 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

SUBSCRIPTION ENQUIRIES

Did you know that New Zealand doesn’t currently have any safety standards for New Zealand-made art products, including those used in preschools and primary schools?

$42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz

In this issue, we examine how we can find out if the paints, dyes and crayons our children use are safe, non-toxic and environmentally-friendly.

www.schoolnews.co.nz ADVERTISING Phone (03) 365 5575 advertising@schoolnews.co.nz

Art supplies Are th A they safe? f ?

Essential Reading for Principals s Department Heads s Property Managers s Professionals

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Darren Willis publisher@schoolnews.co.nz

Issue 07| August/October 2009

EDITOR Rebecca Wood editorial@schoolnews.co.nz

Continuing the theme of health and safety, we also take a look at what is required in a school first aid kit and examine how Rhode Street School in Hamilton has encouraged healthier living by developing a sustainable gardening culture amongst students.

Research has shown that 70 per cent of injuries in playground accidents are caused by falls, so we discuss what

PRODUCTION Richard McGill

schools need to look at when providing a safe playground surface, and look at how to avoid slips, trips and falls in our schools. With drug and alcohol abuse continuing to be a problem for many schools, we also examine new measures that can be introduced to help ensure students remain drug and alcohol free whilst on school premises.

I’d just like to take this opportunity, as well, to say hello. As the new editor of School News I welcome your feedback on how we’re doing and would love to know what you’d like to see more of in the magazine. Please feel free to email your views and opinions to editorial@ schoolnews.co.nz Ka kite ano.

studio@schoolnews.co.nz CONTRIBUTORS Kim Armstrong-Fray, Nigel Clarke, Colin Dale, Damon Durie, NZRU, Tony Parker, Guy PopeMayell, Alexia Rumley, Jacqui Taylor, Joan Titman, Paul Thomsen, Murray Thoms.

School News is distributed quarterly to all primary, intermediate and secondary schools nationwide and selected

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tertiary education providers by Multimedia Publishing, publishers of leading industry and consumer titles.

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Views and opinions expressed in this publication are not necessarily those of the publisher or Multimedia Publishing Limited. Every effort has been made to ensure the accuracy of information in Schoolnews, however the information contained in Schoolnews is intended to act as a guide only.

The publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend

news 4. News in brief

food & beverage 22. Vegetable gardens

5. Ministry news 6. Principal speaks

health & safety

professional advice is sought before making important

education

business decisions

7. Dyslexia © 2009. No part of this publication may be reproduced without written permission from the publisher.

School News is proudly published by

8. Safety in MySpace

administration

23. Preventing slips and falls 24. Playground surfacing 26. Drug and alcohol detection 28. First aid kits

10. Laminating products PUBLISHING LIMITED

profiles Multimedia Publishing Ltd Office address: 192 Madras Street, Christchurch, 8011, New Zealand Postal: PO Box 130075, Armagh Street, Christchurch, 8141

12. St Patrick’s College, Silverstream

13. Chess clubs

Fax: (03) 365 1655

14. Exploring Auckland

www.multimediapublishing.co.nz

teaching resources 16. Interactive whiteboards

Member of the Magazine Publishers Association of New Zealand

29. Playground design 30. Rippa rugby

external learning

Phone: (03) 365 5575 Email: mail@schoolnews.co.nz

sports & recreation

property 21. 21st century classrooms 32. Managing waste 34. Grounds maintenance

SCHOOL NEWS WELCOMES EDITORIAL CONTRIBUTIONS AND IMAGES ON RELEVANT TOPICS FOR FEATURES, NEW PRODUCT PROFILES AND NEWS ITEMS. Please email copy to editorial@schoolnews.co.nz.

Images should be in high resolution (300dpi) JPEG or TIFF format.

Editorial queries should be directed to the editorial department on (03) 365 5575.

18. Safer art supplies 18. New books on the block

the classroom 20. Creative art approach

events & appointments 35. Events calendar

schoolnews

35. NZPF Conference august/october 09 school news

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news in brief

news Quality teaching and learning under threat Quality teaching and learning in New Zealand classrooms will be under threat, and the potential positives of the draft national standards may be train-wrecked by the reporting of data that would allow the formation of league tables, believes the New Zealand Principals Federation (NZPF).

Speaking at the NZPF Conference in July, president Ernie Buutveld revealed that more than 95 per cent of the NZPF members are either opposed to or have serious concerns about national standards, despite their potential for good. And if reporting requirements make it possible for the media to produce league tables, 75 per cent of NZPF members indicated they would continue to report as they do now.

“In the same survey, only 2 per cent of our members said they had no problem with the proposed national standards,” says Buutveld. “That leaves thousands of our members who are yet to be convinced that this is the best way forward.”

He says that despite many researchers proving that national standards have not worked effectively overseas, the government is still trying to force this policy through.

“Time is needed by both the sector and the Ministry of Education to work through the data issue, and design what could become the world’s first successful implementation of this policy, without the threat to quality teaching and learning. This remains the challenge before us.”

The NZPF says the angst among its members rests on two key points: the proposed rollout timeframe of 2010; and the possibility of data being accessed by the media to create league tables.

“If, following consultation, data remains the issue and could be

used potentially to publicly exercise a culture of blame and shame for schools, we should be worried for our children.”

He says that this concern might be dissipated should an amendment to the Official Information Act be introduced, allowing data generated by the standards to be exempted.

Private investment threatens public education Private sector investment will compromise the self managing environment of New Zealand schools, according to the education sector union NZEI Te Riu Roa. A public-private partnership fund is being set up to invest up to $500 million in social infrastructure such as schools and hospitals. The fund will finance, build and maintain facilities for the government in return for an annual fee.

NZEI says the involvement of private companies in education is not a good fit and profit should not be a driver in public education. New Zealand schools are unique in terms of their autonomy.

Ian Leckie, vice president of the NZEI, says private ownership of school facilities will compromise that and most people won’t want private companies profiting out of social infrastructure.

“If facilities are owned by a private company then that company will want to manage them for the best possible returns. That will completely undermine the ability of New Zealand’s self managing schools to use their buildings and facilities when and how they want to. Teaching and learning should come first, not profit.”

New structure for library services The National Library is changing the way it provides services to schools.

From 2010 it plans to roll out an 0800 school library advice service, a virtual school library

Hilary Hayes, winner of the 2009 KBB Music National Performers’ Competition

network and a new professional development model using online and videoconferencing.

“We acknowledge we need to better respond to the changing needs of 21st century learners and overcome the disparity of access to our services. We have developed a new organisational structure to address these issues and realign our services to better meet the needs of schools and educators,” says Geraldine Howell, the National Library’s director of school services.

The changes and new services are another step towards the organisational transformation that has been ongoing since 2007, to help

CONGRATULATIONS To the winner of the schoolnews Reader Survey online giveaway!

Ravina Raj From Papatoetoe Intermediate in Auckland Received the Nature Discoveries Prize Pack.

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school news august/october 09

the Library implement a modernised, new generation National Library that meets the needs of New Zealanders.

Hamilton student trumps competition Hamilton student Hilary Hayes has won the 2009 KBB Music National Performers’ Competition held in July.

The Auckland Philharmonia Orchestra-run competition is open to top secondary school musicians from around the country and remains one of the country’s most significant performance platforms for young musicians Hayes, a current student of Hillcrest High School, has been playing violin for nine years and studies violin performance and chamber music at Waikato University.

Apart from winning the title, Hayes received a cash prize and a concert engagement to perform as soloist with the Auckland Philharmonia Orchestra.

“Hilary’s performance had intensity and musicianship beyond her age and the ‘X-Factor’ which made her the deserving winner of the 2009 KBB Music National Young Performers Competition,” says Alan Kemp, Managing Director of KBB Music.

news ministry news

Computing and ICT classes will now come under the title Digital Technology.

Leadership support and development plans Education Minister, Anne Tolley, announced new plans in May to increase the number of education leaders and principals in New Zealand schools.

Developed in partnership with the sector, the Professional Leadership Plan 2009 - 2010 sets out the government’s aim to attract, develop and support talented leaders over the next two years. The Plan focuses on hard-to-staff schools and on upskilling existing Maori and Pasifika teachers.

“It focuses on developing both experienced school leaders and those who aspire to be principals,” says Tolley.

“The national programme for aspiring principals will build on the successful pilot. The training will give future principals the knowledge, skills and support they need to lead effective teaching and learning for every student, and it will help teachers move more quickly into leadership positions in their schools.

“There will also be support for experienced principals in primary, secondary and area schools.”

Programmes under the Professional Leadership Plan focus on managing school operations effectively, working with parents, families and whanau, and leading

effective teaching and learning in schools.

“There is a focus on initiatives that will achieve measurable gains for all student groups, but in particular for Maori, Pasifika and students with special education needs,” says Tolley.

The training will also assist the implementation of National Standards for reading, writing and mathematics in Years One to Eight.

Future of ICT education Formal recommendations for the future of ICT education in secondary schools have been made to the Ministry of Education by an expert panel of education and technology leaders.

The Digital Technologies Expert Panel (DTEP) was convened by the Ministry of Education in November 2008 to provide advice on the future of Digital Technologies (computing, ICT and electronics) in secondary schools.

Its proposals include creating specific Digital Technologies Achievement Standards and developing teaching and learning guidelines.

“Ministry officials and experts have been working closely with DTEP towards the development of Digital Technologies’ achievement standards to meet assessment needs,” says DTEP Chair Marg McLeod.

Achievement standards for NCEA Level 1 are expected to be available in draft form in July 2010, for use in schools in 2011. Standards for Levels 2 and 3 will be available in subsequent years. These will be supported with appropriate professional support materials such as teaching and learning guides.

Competent Learners @ 16 Disengagement from learning starts before children reach secondary school, according to findings from the latest phase of the Competent Children, Competent Learners longitudinal study (Competent Learners @16).

Other key findings include: t *U JT FTTFOUJBM UP QSPWJEF QPTJUJWF learning environments where teachers give feedback. t *OEJWJEVBM DIJMESFO T BDIJFWFNFOU levels can and do change over time. t 5IF JNQPSUBODF PG B TUSPOH GPDVT on numeracy and literacy in the early years of primary school. t 5IF TJHOJmDBODF PG TUVEFOU enjoyment and engagement in learning, and the implications of that for teaching practice.

“This study highlights the need for students to develop the knowledge and attitudes that support their learning in their early school years,“ said Lynne Whitney, senior research manager with the

Ministry of Education.

The Competent Children, Competent Learners project charts the development of young people’s literacy, numeracy and logical problem solving over time, and explores which home and educational experiences may account for differences in their patterns of development and performance.

Science success New Zealand’s education sector can be proud of the OECD report ‘Top of the Class’ that shows our 15year olds are among the best in the world in science achievement.

New Zealand is second only to Finland, with 18 per cent of 15-yearold students in the top achievers’ group. ‘Top performing students’ means able to identify, explain and use science in a variety of situations; and to clearly and consistently use advanced scientific thinking and reasoning.

Mary Chamberlain, group manager curriculum teaching and learning design, says top science performers are engaged in learning, confident in their ability to learn, have positive teaching and learning relationships with their teachers, and learn through real-life, relevant experience.

august/october 09 school news

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principal sub -section speaks

education news

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Headline

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“Good leaders do not plan for now but rather for what could be�

ODY TEXT TO go here

The value of being strategic in education leadership

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OT MANY PEOPLE would disagree with the notion that a good leader is strategic in their planning. Good leaders do not plan for now but rather for what could be.

If we have a vision for what could be then it is likely that progress will be attainable because we have a clear picture of what learning will look like in ďŹ ve years time and can plan for it.

OECD research has alluded to the fact that most of the jobs in the near and medium-term future are going to be science and technology based. In fact, we know that 30 per cent of the possible jobs that our students will need to consider in the next seven years probably have yet to be discovered!

If we are to take this probability seriously then why are we, as a nation, teaching so little in this area of the curriculum? At Murrays Bay Intermediate we, too, are reviewing how we approach the idea that we must improve the quality and scope

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school school news news august/october august/october 2009 09

of teaching technology and science.

In our review of science we found that we compromised the pure skill base of scientiďŹ c understanding by using an integrated approach centred around the opportunities inherent in the new curriculum.

We found that while new, innovative science contexts were introduced, such as DNA testing and enviro-science, which are relevant and appropriate in our contemporary environment, we also found that we need to be more prescriptive and teach more intentionally the basic skills of science.

Our sta decided to divide science in to ‘pure science’ and ‘applied science’.

Pure science will focus on the core skills and the basic principles of science. To do this we purchased a set of white laboratory coats and set up our science room as a laboratory with a range of ‘stations’ that allow students to be taught in

authentic contexts but with speciďŹ c learning intentions that concentrate on narrow but important scientiďŹ c knowledge.

Applied science takes that knowledge and allows students, through rich fertile questions, to ďŹ nd relevant contexts in which to consolidate their learning in ways that are exciting and authentic.

Topics such as: t 8IZ EPFTO U B CPXM PG FHHT sugar, our, milk and cocoa taste like a chocolate cake? t $BO * NBLF B CFUUFSy t "SF XF TBWJOH PS EFTUSPZJOH UIF world we live in? t %PFT PVS LOPXMFEHF PG TDJFODF impact on our quality of life? t "SF DIFNJDBM SFBDUJPOT reversible? t 8PVME B CFUUFS VOEFSTUBOEJOH of energy help improve our environment?

These topics need some essential knowledge and skills if we are to maximise the potential learning inherent in the programme.

Being strategic in leadership does involve some challenges. We are funded by the government on the now. Strategic constructs often involve capital expenditure.

The latest technology, performing arts infrastructures, global opportunities, establishing coaching programmes and resources such as a ‘visualiser’ all cost money. So we are faced with the challenge of how to fund strategic ideas when money is ‘tight’ and there are pressing urgent challenges, such as simply raising achievement of the educational tail so often referred to in our national achievement data.

My plea is for us to ďŹ nd innovative ways to make what we know needs to happen, a reality. To do so is to prepare our students for a future that is, without a doubt, more competitive, more innovative and more challenging than any other time known to humankind.

By Colin Dale, Principal, Murrays Bay Intermediate

education dyslexia

Creating effective teacher parent relationships

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EARNING THAT YOUR child has dyslexia can be very challenging.

But the label can also be liberating.

Suddenly your child – or two of our four children in our case – is no longer just the struggling kid in the class.

Rather, they have a learning difference – or preference – that can be dealt with constructively.

Teachers have an incredibly important role to play in helping parents cope with learning issues.

On top of support for children in the classroom, the support they can offer parents by sharing strategies for the home is invaluable.

Typically it is within the school environment that a child’s dyslexia first becomes apparent. Children start school full of curiosity and eagerness to learn but, for the one in ten New Zealand schoolchildren with dyslexia, this can quickly turn to frustration and stress when unexpected difficulties arise.

Dyslexia is best thought of as a continuum, rather than a distinct category, as it occurs across a range of intellectual abilities. The most common attribute, however, is difficulty decoding words and their meanings. As traditional teaching practices focus on these skills, dyslexic students often do not make expected progress.

Dyslexic individuals tend to think in pictures rather than words, receiving and retrieving information in a different part of the brain to neurotypical, word-based thinkers.

Which is why learning difference can also be regarded as learning preference.

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For the one in ten New Zealand schoolchildren with dyslexia, this can quickly turn to frustration and stress when unexpected difficulties arise

In essence, dyslexics think differently, and so naturally prefer to receive, process and present information in ways that make more sense to them.

Family impact In order to be able to provide the support needed, it is perhaps helpful for teachers to also understand the impact that dyslexia has on the family.

When my wife and I first discovered that our children were dyslexic we went through a rapid process of readjustment.

First we felt an overwhelming sense of relief – relief that a name could be put to the learning issues, and relief that we could help. Next began a process of letting go of expectations about how our children would learn and “normal” childhood milestones. We also had to let go of our instinctive need to fix the problem; instead learning to understand dyslexia as an alternative way of thinking and ultimately seeing it as empowering and valuable.

During this process my wife began to realise that she had had similar experiences when younger, so for her this also became a process of self-awareness and understanding.

Once this readjustment process was complete we were able to move forward and support our children.

Strategies to help Dyslexia impacts the whole family, and parents and siblings need to be equally on board in fostering a culture of acceptance and encouraging strengths. This culture also needs to be replicated in the school environment.

Dyslexic children should not be wrapped in cotton wool, but they should have security and encouragement so that they feel ok about thinking differently, and able to take risks in learning and sharing their unique big picture perspectives.

So what strategies can teachers employ to help?

In the classroom, it’s about recognising learning preference and implementing a ‘notice and adjust’ approach – notice those children who are getting stuck and make reasonable adjustments in the way they are taught and assessed. This type of approach can create what we at the Dyslexia Foundation call the 4D edge – powering up the sort of creativity and out-of-the-box thinking that is important in an increasingly ICT-led world.

Teachers can further help parents by keeping them informed on what classroom strategies are being implemented and in what

timeframe. They can also offer suggestions as to how these can be translated to the home, where a ‘notice and adjust’ approach can also work wonders, from improving lighting to reduce glare through to reviewing the way in which instructions are issued.

Finally, it is important to note that in some cases dyslexia may only become evident at home.

This may be because the student is using their intelligence and natural abilities to create effective classroom coping strategies that mask their dyslexic tendencies at school. Parent feedback is that this is often difficult to address as they don’t want to make a fuss at school or find it hard to approach a teacher who may have other students with more obvious needs.

Teachers, therefore, need to ensure that parents have an opportunity to express their concerns in full, and that – if necessary – further investigation can be done.

By Guy Pope-Mayell, Director, Dyslexia Foundation More information on parents’ perspectives and strategies for the home can be found in the parents’ space on the Dyslexia Foundation website, www.dfnz.org.nz

august/october 2009 school news

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online safety

education

Safety in MySpace

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Teaching children to be safe online can help stop cyber-bullying

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OCIAL NETWORKING WEBSITES such as MySpace, Facebook, Bebo and Twitter are becoming increasingly popular with New Zealand teenagers.

The networks allow users to create personal profiles that can be shared with friends and classmates.

Users can upload photographs, write their own blog and keep in touch with friends through instant messaging and online forums.

Some schools are seeing the benefits of this social technology and use it to connect and communicate with students, provide help with homework assignments and remind them of important events at the school.

Others have banned the use of these websites at school and blocked access to them from school computers.

While the argument that these websites can be a useful tool for students to connect outside the classroom is a strong one, there can also be a dark side to their use, as many are now finding out. Recent research has revealed that almost 20 per cent of young people in New Zealand have been sent a nasty or threatening message by mobile or the internet, and eight per cent admit to being the victim in a cyber-bullying campaign.

Many of these bullying campaigns start through the use of social networking websites where personal information can easily be made public. Research from Netsafe, an organisation providing cybersafety and security advice, shows that almost half of New Zealand teenagers have posted sensitive information, such as their mobile phone number or home address, on these websites, information that can make them easy targets for cyber-bullying campaigns.

The challenge for teachers is to ensure that students stay safe when using social networking sites at school, and to ensure they are equipped with the knowledge to remain safe when using these websites at home.

To help, MySpace New Zealand has launched a guide for schools that provides a number of safety tips for users of the website. Many

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school news august/october 2009

of these tips can also be applied to other social networking services.

Top tips include: t #MPDLJOH DPOUBDU GSPN QFPQMF students don’t know or who are known bullies through the ‘Block User’ function. t $PODFBMJOH UIFJS A0OMJOF /PX status, so that a user can be on MySpace but it isn’t advertised to the wider community. t .BLJOH UIFJS QSPmMF QSJWBUF so that only accepted friends can access their information.

All users under 16 years old automatically have their profile set to private, so only their designated friends can be within their network. t 6TJOH XJEF JEFOUJmFST TVDI BT B suburb rather than street name when entering public details into a profile. t 3FQPSUJOH BMM JOTUBODFT PG DZCFS bullying by clicking on the ‘Contact MySpace’ link at the bottom of each page.

David Batch, director of safety, MySpace.com, New Zealand

says the technology on MySpace allows users to proactively combat cyber-bullying. “We encourage anyone who has been bullied to set their MySpace profile to private, block other users who have bullied them and to conceal their online now status, three tactics which can considerably minimise the occurrence of cyber-bullying on MySpace.”

Those found guilty of harassing and bullying other users of social networking sites face having their account suspended and may even have their actions reported to the police.

Sometimes, however, it can be the teacher that comes under attack from cyber-bullies. New Zealand teachers are now being targeted with false and offensive pages created using a teacher’s identity or likeness and, if not picked up early, can have the potential to damage reputations. The New Zealand Herald has recently reported cases where a teacher’s sexuality has been questioned and doctored

photographs, showing a teacher standing in a field of cannabis, had appeared on a particular website.

Each of the social networking sites has its own way of dealing with a false or offensive profile and will often take it down as soon as they are notified.

However, cyber-bullying in New Zealand has yet to reach the levels seen in other countries, where it has become so severe it is driving some young people to commit suicide.

In a recent case from the US, which sent shockwaves around the world, a 13-year-old girl hanged herself after being dumped by her online boyfriend and receiving nasty messages on her networking page. The police investigation revealed the boy did not exist and was the invention of the mother of another girl that the 13-year-old had been fighting with.

With parents and now teachers providing students with the knowledge they need to stay safe online, hopefully New Zealand can avoid occurrences like these.

administration Supplier Profile | Techspan New Zealand

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Virtually everything we touch and see is made from plastics.

Plastics materials are clean, energy efficient, strong, lightweight, cost effective, and importantly, can be recycled and re-used.

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The equipment supplied by Techspan includes vacuum formers, injection moulders, plastic benders, thermo-cutters, plastic welders, and associated supplies and consumables.

Various resource information, projects, and video files are available on the Techspan website.

For more information please contact: Techspan Group Ph: 09 827 6567 Fax: 09 827 6596 sales@techspanonline.com www.techspanonline.com Vacuum Forming Machine

august/october 2009 school news

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office products

administration

Paper pushers

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EW ZEALAND SCHOOLS are becoming increasingly environmentally-friendly and are now finding that laminating handouts and other paper items is helping to reduce waste.

Used to protect original documents, student’s artwork, certificates, awards and teaching resources from rips, tears, stains, folds and fingerprints, laminating machines are convenient products to have in the school office.

Many schools are also providing a photocopying and laminating service to the wider community which helps them to recoup the costs of purchasing and running laminating machines and covers the cost of consumables used within the school.

Types of laminators There are two basic types of laminators available, those that provide hot lamination and those that use pressure sensitive adhesives,

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school news august/october 2009

also known as cold laminators.

Schools will need to be aware of the type that will best suit their needs before investing in a laminator for staff and student use.

Hot laminators heat the plastic laminating pouches to around 200 degrees and, experts say, provide a more robust finished product.

Cold laminators are most often used when the items being protected are heat sensitive. The ink from some printers can melt when heated, and the paper used to create the document, such as photo paper, may be heat sensitive, for example.

Lamination consumables Desktop laminators often use laminating pouches, which contain the hard polyester material that provides the durability, that will become regular consumable items for many schools. The type of laminating pouches schools invest in will depend on whether the laminator is a hot or cold model.

administration office products

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Hot laminators heat the plastic laminating pouches to around 200 degrees and, experts say, provide a more robust finished product

Hot laminating pouches are made of polyester and contain an adhesive resin that melts when heated by the laminator. As it cools it hardens and bonds to the paper and polyester, creating a durable laminated product.

Cold laminating pouches, however, are pressure-sensitive and set when pressure is applied to the adhesive.

When choosing a laminator, schools should consider how often documents will be handled as this can affect the amount of laminating material thickness that is required.

Documents that will be handled continuously and that need to be

more robust should use laminating pouches around 5mm thick, for example.

Schools that do a lot of laminating, however, may prefer a roller laminator. These can also be small enough to use on the desktop and tend to handle greater wear and tear than pouch laminators, particularly if being used by school students and the wider community.

Roller laminators allow users to laminate single sides, such as book covers, and double sides for use with documents, artworks and photographs.

Two rolls of laminating film are used, with the document or image

being saved heat-sealed between the two sheets.

Top condition Schools that use a laminator regularly will need to ensure it is kept in tip-top condition. Regular cleaning and maintenance will help to protect the machine from malfunctions and other problems.

Residual glue, paper and laminating plastic can get stuck in between the rollers and it will be necessary to ensure these are regularly cleaned with a cleaning sheet. These are often supplied with the laminator at the time of purchase, however, a sheet of plain

of paper can also be used.

Wiping the outside of the laminating machine with a damp cloth can remove dust and other materials that may cause the laminator to malfunction.

It is also important to ensure that all users follow the specific operating instructions issued by the manufacturer to ensure that problems do not occur because of incorrect use.

So, with more and more documents being laminated every day in New Zealand’s schools, even our youngest students are helping to uphold the country’s clean, green image.

Supplier Profile | Alpha GMP Prographics Ltd

Minimising laminator servicing costs SCHOOLS NEED LAMINATORS that are functional, reliable and, most importantly, low maintenance whilst handling everything that can be thrown at them.

It is, therefore, important to carefully research a laminator before spending the money. By understanding why your school needs a laminator and what it will be used for before making a purchase, you can significantly reduce your costs in the long-run.

There are many benefits of using a pouch laminator from protecting and enhancing documents, student work and notices, but these benefits are lost if the wrong machine is being used.

Schools have to consider the servicing costs over the lifetime of a laminator as well as the initial purchase price of a machine.

A low cost laminator may initially appear attractive however in the long-run it can be an

Benefits are lost if the wrong machine is being used expensive option when things go wrong.

Low cost laminators are not designed with repair in mind and are not suited to handle the traditionally heavy work load experienced by machines at schools.

Although you may experience a pouch jam with a premium laminator, due to their advantageous design, these machines can be repaired with ease. Rather than having to replace the laminator as you may with a low-cost version, you can simply have your premium laminator repaired.

august/october 2009 school news

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St Patrick’s Silverstream

profiles

St Patrick’s College holds firm

S

T PATRICK’S COLLEGE, Silverstream is one of the leading Catholic boys’ boarding and day schools in New Zealand.

Founded in 1931 by the Marist Fathers, St Patrick’s College is surrounded by seven hectares of grounds in Silverstream, Upper Hutt.

The College currently has a capped roll of 720 students, including an onsite boarding school with almost 100 boarders.

Grounded in the teachings of Jesus Christ, St Patrick’s College is guided by the principles of the Christian faith and all students participate in religious tuition.

Our teaching and support staff strive to encourage each young man to take his place in the world following the moral principles they learn at the College – a school where tolerance, humility, empathy, and service to the community are not just ideals, but values that are lived out daily, seen, and appreciated by each family and the wider community.

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school news august/october 2009

Curriculum specialties

Sporting achievement

The College specialises in providing an individualised curriculum for each student. This allows a wide range of subjects, both academic and vocational, to be offered.

Latest technological advances are fully incorporated into the teaching methodology and students are encouraged to keep abreast of technological change. The school is at the forefront of curriculum innovation.

Students’ needs are carefully analysed and every encouragement is given for students to succeed.

The academic aim is to bring each student to the peak of his potential through a curriculum designed to give access to as wide a range of subjects as possible, related to each other and to the realities of the outside world.

Whilst the need for disciplined hard work and the mastery of fundamental skills is stressed, students are encouraged to develop their imagination and interests.

“Our greatest glory is not in never falling, but in rising every time we fall.”

- Confucius St Patrick’s young men are winners.

Winners because they train, winners because they try, and winners because they give the best they’ve got - every time. And that winning attitude starts right on the college sports fields and courts.

Sport is a hugely important and popular part of every young man’s development at St Patrick’s. It offers physical, mental and social challenges, fosters confidence and responsibility, and teaches teamwork, leadership and sportsmanship. And best of all, it’s fun.

The new rugby development programme and golf academy are examples of the elite sporting programmes St Patrick’s operates for those who want to be the best in their sport.

With a long history of sporting excellence St Patrick’s is involved in a

huge range of sporting events every year. There have been traditional events from 1931 with regular home and away fixtures with St Patrick’s Town, St Bede’s College, Wellington College, Rongotai College, Palmerston North Boy’s High School, and New Plymouth Boy’s High School.

Cultural focus College is not all about the classroom or the sports field – the arts, music, and culture are just as much a focus for all students at St Patrick’s College. The College encourages all students to develop skills and talents in cultural activities, including performing arts, as part of their all round education. A number of activities are available and each student participates according to interests and abilities The arts and performing arts are important forms of personal, social, cultural and spiritual expression that St Patrick’s College strives in to help.

external learning chess

Check mates

“

THE GAME OF chess is not merely an idle amusement; several very valuable qualities of the mind, useful in the course of human life, are to be acquired and strengthened by it, so as to become habits ready on all occasions; for life is a kind of chess, in which we have often points to gain, and competitors or adversaries to contend with, and in which there is a vast variety of good and ill events, that are, in some degree, the effect of prudence, or the want of it.”

This was written by Benjamin Franklin, the famed 18th century American statesman, inventor and philosopher and avid and skilful chess player, over two hundred years ago.

Chess has long been regarded as a game that can have beneficial effects on learning for children from as young as four, through high school and into adulthood.

Jacinta Buist runs classes in Christchurch for groups of children both at schools and during the weekend. She has seen a rise in recent years in the popularity of chess across a broad age range.

“The youngest I’ve taught is four and, although the younger ones won’t learn as quickly, they still get a lot out of it and have fun. I firmly believe everyone can learn, but for those that are younger or have learning or behavioural challenges, they will need more time or a smaller learning group.”

Buist teaches both girls and boys in mixed groups and she has noticed over the years that the boys are definitely more competitive, with the girls often helping others out and there for the social aspects.

“I run girl’s tournaments and it does encourage them to have a go and they keep coming back each year.”

In Canterbury, there are tournaments run by the Interschool Chess Charitable Trust, Canterbury Chess Club and Buist.

Craig Hall, secretary of the Canterbury Chess Club, says that they technically accept players of any age in their junior club, but most are aged eight to 15.

“Chess teaches so many skills that are helpful in school and in life,” he says. “If they use a clock

“

“Chess teaches so many skills that are helpful in school and in life,” – Craig Hall

in games, it teaches great time management, helpful when it comes to sitting exams. They learn how to concentrate and focus and not be distracted by other things.

When they make a mistake, there is an immediate consequence, which means they have to think things through, anticipate and plan.

“The 70’s were definitely chess’ heyday, but there seems to be a resurgence at the moment, despite competition for the children’s attention and time these days.

“The great thing about chess is that age is not a barrier, you play based on skill rather than age, so young people play with older people and it’s great.”

Buist adds, “Chess also teaches children to win and lose gracefully, which is really important, and they

have to use higher-order thinking skills.”

Chess also teaches players to analyse actions and consequences and visualise possibilities.

In countries where chess is offered widely in schools, students exhibit excellence in the ability to recognise complex patterns and consequently excel in math and science.

“Chess is in many ways like life JUTFMGy $IFTT UFBDIFT EJTDJQMJOF from a very early age. It teaches you to have a plan and to plan ahead.

If you do that, you’ll be rewarded; if you break the rules, you will get punished in life and in chess. You need to learn the rules to break the rules” - Susan Polgar, four-time World Champion.

august/october 2009 school news

13

exploring auckland

external learning

Auckland’s natural wonders S PRING AND SUMMER are just around the corner – what better time to enjoy the natural wonders that Auckland has to offer.

The wider reaches of the city are home to a range of outdoor activities that provide an opportunity for both students and staff to learn outside the classroom.

Goat Island marine reserve The first marine reserve to be established in New Zealand, Goat Island is now home to a large number of aquatic species.

Fish, such as blue maomao, trevally, snapper and blue cod can easily be seen from the shallows, and rock pools are abundant with shrimp, sea urchins and starfish.

For those who prefer to stay dry, a glass bottom boat, which seats 49 people, runs regular trips around the Island.

Rain forest express Deep in the heart of the Waitakere Ranges students can be taken on a wilderness adventure.

The rain forest express is a narrow-gauge railway originally used in the building of the dams that supply Auckland’s water. Today it takes visitors through unspoilt natural bush to the Upper Nihotupu Dam, passing through 10 tunnels where cave wetas and glow-worms can be seen.

Charter trips can be organised for school groups.

Nikau cave Just 90 minutes from Auckland City, the Nikau cave provides an ideal spot to learn about cave formations, stalactites and stalagmites.

Mt Eden’s volcanic crater

The cave itself is 1km long and is home to large numbers of glow worms.

Tours are provided for up to 10 people at a time and there are bush and farm walks available on site.

Mt Albert Grammar School farm The last place you’d expect to find a working farm is right in the heart of Auckland City, however, Mt Albert Grammar School’s farm has been in operation since 1933.

Ideal for younger children, the farm offers the opportunity to milk cows, watch a sheep shearing demonstration, feed pigs and goats, and cuddle rabbits.

Auckland botanic gardens Home to more than 10,000 plant species from around the world, Auckland’s botanic gardens provide an opportunity to get up close to many of New Zealand’s native plants.

The gardens include a New Zealand native plant identification trail and an area dedicated to threatened native plants.

The Potter Children’s Garden offers interactive activities such as a decay pit and boardwalk into the tree canopy.

Crystal Mountain Crystal Mountain houses New Zealand’s largest collection of fossils, crystals and minerals.

Students can learn about the formation of crystals and the fossilisation process in the museum whilst also trying their hand at panning for crystals.

The museum supports the Planets and Beyond section of the current curriculum.

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ENRICH

school news august/october 2009

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external learning

Find out more information about these external learning opportunities at the following websites:

exploring auckland

ON THE WEB

Goat Island marine reserve www.seafriends.org.nz/issues/ res/gi/index.htm

Rain forest express www.water.co.nz/watercare/ recreation/rain-forest-express_ home.cfm

Sea urchins can be seen in tide pools at Goat Island.

City of volcanoes Auckland’s many volcanoes oer numerous opportunities for exploration. There are more than 48 examples across the Auckland region from explosion craters such as Lake Pupuke and Orakei Basin, to volcanic cones such as Mt Eden and One Tree Hill.

Many of the volcanic cones also show evidence of Maori occupation with Pa, terraces and food storage pits plainly visible.

Otuataua stoneďŹ elds The Otuataua StoneďŹ elds in Mangere demarcate plots used by

early Maori to grow vegetables. The stones, ung from nearby volcanoes, were also used to heat the soil and extend the growing season of traditional crops, such as taro and kumara.

Evidence of European farming is also apparent on the site with a number of dry stone walls marking out much of the area.

Miranda Shorebird Centre From September to March the Firth of Thames is home to large numbers of shorebirds including Pied Oystercatchers, Wrybills and Banded Doterills.

The Shorebird Centre provides displays and information on bird migration, conservation issues and estuaries. Day trips or overnight camps can be arranged for school groups.

SheepWorld Less than an hour north of Auckland lies SheepWorld Farm and Nature Park. The farm provides an insight into life of a sheep farm with live sheepdog displays, shearing and bottle feeding of lambs in spring.

Eel feeding and farm animal feeding displays are also available.

Nikau cave www.nikaucave.co.nz

Mt Albert Grammar School Farm www.mags.school.nz/ Section?Action=View&Section_ id=370

Auckland botanic gardens www.aucklandbotanicgardens. co.nz

Crystal Mountain www.crystalmountain.co.nz

City of volcanoes www.arc.govt.nz/environment/ volcanoes-of-auckland/ volcanoes-of-auckland_home. cfm

Otuataua stoneďŹ elds www.manukau.govt.nz/default. aspx?id=10405

Miranda Shorebird Centre www.miranda-shorebird.org.nz

SheepWorld www.sheepworld.co.nz

Student’s can see dog trials at SheepWorld.

Auckland Regional Council

Environmental Education Services We offer:

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For a free information booklet : Phone ARC Contact Centre: (09) 366 2000 www.arc.govt.nz > Council > Education > Learning Through Experience

august/october 2009 school news

15

presentation products

teaching resources

Going interactive

A

NYONE WHO HAS been in education in New Zealand for any length of time will have seen some enormous changes. The curriculum has taken on a whole new focus and ICT use has become more prevalent.

The switch from blackboard to whiteboard was purely practical, but the jump from conventional whiteboard to interactive has been both revolutionary and exponential.

Classroom practice now seamlessly combines computer use with the curriculum, empowering learners to engage in meaningful, challenging and enlightening tasks.

A teacher’s tools used to be handouts, overhead projectors, chalk and talk, but the latest advances in ICT have brought a whole new world of interactivity with them. Teachers are now using cameras, scanners, microphones, interactive whiteboards, student

16

school news august/october 2009

response systems and wireless slates as part of their toolset.

Interactive whiteboards, for example, are becoming increasingly popular in New Zealand schools.

The boards look like a cross between a traditional whiteboard and a large computer screen and are operated using a pen that acts as a mouse. Instead of clicking a mouse, teachers simply tap the pen on the board.

Software that runs on PCs or Macs can be used with the whiteboards and, by using different software, the boards are able to be used throughout the curriculum for all ages of student.

Both teachers and students can write, draw and use the boards as they would with a regular whiteboard, with the added advantage of being able to integrate the global reach of a computer and the internet.

Skills that were difficult to teach with the use of a whiteboard, such as using a compass to show an angle, are now much easier to explain.

The boards can also be part of a wider audio-visual system, including a projector and sound systems mounted to the screen so that images and videos from a laptop can be projected for the whole class to see.

Teachers see a distinct benefit in the ability to save and print any

notes made on the whiteboards during discussions with their classes, which can help students with revision and reduces the need for duplication.

This technology will continue to change and provide increasing benefits for teachers and students and means we’re entering an exciting technological age in New Zealand’s education system.

By Murray Thoms, director, ACTIVboardNZ

art supplies

teaching resources

Are our art supplies safe?

H

OW DO WE know, when it comes time in the classroom to get the paint, crayons and dyes out, that they are safe, non-toxic and environmentally-friendly? We are talking here about the paints, crayons and dyes that our children put in their mouths, on their fingers, in fact all over themselves.

It may surprise you to find out that New Zealand does not currently have any safety standards for New Zealandmade art products used in pre-schools and primary schools.

What makes this more interesting is that we are one of the very few countries that do not have any safety standards of this type at all.

New Zealand has very strict laws in place with imports but nothing for locally made products. The real concern with art supplies is that our children are playing, touching and sometimes eating these products.

In Australia all schools must have on site Medical Safety Data Sheets (MSDS) from the manufacturer.

These list the ingredients and carry instructions for a doctor about the raw materials. The manufacturer must also test their products to conform to an international safety standard, ASTM 4236, and put this on the label.

The US, Singapore and South Korea have simular standards and in the US, the laws are so strict that if products do not have the ACMI seal they simply will not be sold.

Confirming safety What do we need to look for on our art supplies labels to tell us that products are safe and at least conform to an international safety standard?

For a manufacturer to say the product is non-toxic on the label is just not enough and ultimately means nothing. Look on the label of each

GOING GREEN What art products are environmentally-friendly and what options are out there for schools?

There are a number of logos that are starting to appear on our art supplies and in catalogues but what do the actually mean? Who issues them and are they really environmentally-friendly?

In New Zealand there are two government-backed environment seals (logos) which operate to international standards and principles.

The Enviro-Mark and the Environmental Choice seals indicate products that have been through a rigorous process to ensure they are environmentally-friendly. product or brand for any international safety seal such as ACMI (USA), CE (European) or ASTM 4236.

Products carrying these seals have been thoroughly tested, down to each individual colour. If the label does not have any form of seal standard then the product has not been tested. Call the manufacturer or better still the art and craft supplier you brought them from and express your concern.

Parents, too, are ringing the manufacturers themselves, trying to find out the ingredients of each paint, dye and crayon because their child

has an allergy. Schools should at least have the MSDS on site. All suppliers and manufacturers must produce the MSDS when asked by law, and some of them already have them available to download from their website.

Each one of us can make a difference by reading the labels and expressing concerns to your art supplies company or representative for products without a safety seal. After all isn’t health and safety the number one priority for any school?

By Tony Parker, Fine Art Supplies

Enviro-Mark is the indicator that the supplier, provider, or warehouse follows environmentally-friendly practices. If products carry this mark it means the factory is environmentally-friendly but the raw materials may not be.

Environmental Choice, on the other hand, is product orientated.

The raw material of each product is examined, as well as the manufacturers practices.

PROFILE YOUR SCHOOL IN SCHOOL NEWS

18

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

school news august/october 2009

teaching resources book reviews

New books on the block The sixth tale in the Wardstone Chronicles. This book will be most appreciated by those already familiar with the Spooks Apprentice, about a 13-year-old boy who learns to be an exorcist from an old spook.

In this instalment Tom must travel to Greece to help Mam protect her homeland from Ordeen, one of the Old Gods, who is about to return bringing slaughter and devastation.

Be warned, the jacket clearly state this is not a book to be read after dark.

Scruffy Old Cat and Funny Little Dog

By Kyle Mewburn Published by Harper Collins Age: 6+ What happens when you wish for a perfect pet, but end up with a perfect nuisance?

Journalist, copywriter, novelist and award winning author of Kiss, Kiss, Yuck, Yuck; Duck Stuck and Hopplepop, Kyle Mewburn bring us the best pesky pet series ever.

Illustrated by Heath McKenzie this delightful set of books will delight young readers.

Rubbish and Recycling Step by Step

Fire on High

By David Hill Published by Mallinson Rendell RRP$18.00, Age: Young Adults

By Gerard Bertolini and Claire Delande, Illustrated by Nicolas Hubesch Published by Gecko Press RRP$19.99, Age: 7+ Do you know how long a piece of chewing gum takes to break down?

Or a soft drink can?

What happens to milk cartons, tissues and plastic bags once you’ve used them? Rubbish and Recycling Stepby-Step tells you everything about rubbish that you didn’t know you wanted to know! A valuable resource in the library for teachers who want to instil the value of recycling and caring for our environment.

Jonno Austin has won a trip to South America to watch a total eclipse of the sun and it is an incredible experience.

Yet he notices more about the country he is visiting than celestial bodies. A group of local people is protesting against the government and there are armed soldiers on every street corner.

When Findus Was Little and Disappeared

By Sven Nordqvist Published by Gecko Press RRP$18.99, Age: 5+

Kyle has just finished writing the next two books in the series so look out for one about a pony and another about a turtle due out March 2010.

This is the third story from Gecko Press about one of Sweden’s most popular characters, the quirky and forgetful Farmer Pettson and his curious talking cat, Findus.

The Spook’s Sacrifice

By Joseph Delaney Published by Random House RRP$29.99, Age: Young Adults

When it is time for Jonno to fly home he is almost relieved.

But on the flight something happens that embroils him deeper in the conflict than he could have thought possible.

This fast-paced young adult novel by award-winning David Hill is a thrilling account of a terrifying situation.

Farmer Pettson tells the story of when Findus was little and came to live with him, and how he lost him and found him again.

Recommend your favourite books

It is a charming, warm and funny story with typical Sven Nordqvist detail in the story and in the pictures.

Share your positive teaching experiences by submitting a short review on your favourite recently published books.

Nordqvist’s books have been adapted for television, film and theatre, have sold over 4 million copies in 40 countries and have been translated into over 20 languages.

Send your recommendations and reviews by email to editor@schoolnews.co.nz

august/october 2009 school news

19

art in education

the classroom

Creative programmes to motivate students

S

INCE ATTENDING THE 2009 Aotearoa New Zealand Association of Art Educators (ANZAAE) Conference in Dunedin, it is with some trepidation that I contribute this article suggesting the creative use of art in general education.

During that gathering, many vibrant sessions were presented by knowledgeable specialists who defiantly challenged current norms and standard practices in education today.

In summarizing the event, Ian Bowell (senior lecturer, Visual Art, Victoria University of Wellington) placed this comment on Visartsnet: “It does seem that the only certainty within education is that there will be change”. The implication of this is that the teaching profession in the 21st century will be required to become perpetually adaptive in order to keep abreast of the moving tides.

The latest pedagogical shift, where the teacher acts as facilitator and motivator, is not a new concept but simply one that has taken decades to be put into practice.

20

school news august/october 2009

“

To learn anything fast and effectively you have to see it, hear it, feel it and enjoy it – Tony Stockwell

In 1947, in his book Creative and Mental Growth, Viktor Lowenfeld OPUFE iy JU JT UIF DIJMESFO T MFBSOJOH that becomes important in the educational process. It is not the adult’s answer but the child’s striving toward his own answer that is crucial”.

Picking up on this in the 21st century, innovative Danish art teacher, Ann Marie Holm, says “Children should not be put into straightjackets but given unlimited opportunities to grow. Every day I practise not being a controlling adult”.

In her recent book, The Art Club, TIF TUBUFT i$IJMESFO UPEBZ BSF y

eager to learn and investigate, free from conventional thinking. They are full of fantasy, full of energy, brave and honest”.

While it has always been acknowledged that young children’s keenness to learn is innate, today’s teachers have only recently become obligated to channel this curiosity.

It has now become imperative to actively pursue a range of creative approaches in order to deliver the curriculum more effectively.

How can teachers inspire students and guide them into selfdirected learning? According to Sir Ken Robinson, “A lot of young people are not motivated in education. Give

them a creative programme to work on, though, and they come alive”.

If creative programmes motivate students, why not integrate the visual arts with other subjects as a rule? Educational psychologist, Tony Stockwell says, “To learn anything fast and effectively you have to see it, hear it, feel it and enjoy it”.

In short, a creatively introduced theme involving most of the senses and inclusive of all learning styles, followed up with a fun, projectbased study is a guaranteed recipe for a fulfilling learning experience.

Here some suggested approaches to integrate the visual arts with other subjects.

Use an image of a related artwork as the starting point When introducing a new topic to students, show them an artwork (related to the theme) by a wellknown national artist. Use this as a visual ‘trigger’ to inspire curiosity. e.g. Len Castle’s ceramic “Earth Book” objects provide wonderful images to spark the imagination and begin an investigation into how landforms are created.

the classroom Present a related creative/ physical activity

t 8IBU DBO ZPV TFF JO UIJT QJDUVSF (CI) t 8IBU NFTTBHF EP ZPV UIJOL UIF artist is trying to convey about this topic? (CI) t )PX EP UIF UFDIOJRVFT NFEJB and colours chosen, help to impact the eect of this artwork?

(PK) t )BT UIJT BSUJTU DSFBUFE PUIFS artworks on this topic? How have other artists explored this theme?

(UC) t )PX DPVME ZPV DSFBUF BO BSUXPSL of your own on this topic? (DI) Questions by Celebrate Art author, Helen Pearson

To include sensory involvement and allow for dierent learning styles, oer an explorative art-activity based on the theme, e.g. use clay to explore the fundamental properties of various landforms and make models of Fold Mountains, tectonic plates, volcanoes, etc. Play music while students work. Once students are inspired and enjoying the theme, the topic can be explored further through self-directed learning and research-based projects.

Teachers can adapt this creativesensory approach to introduce a wide range of study topics. Whatever the subject or theme, there are sure to be some local artists out there actively exploring and investigating it; expressing their own personal thoughts and discoveries through their inspirational artworks. It has been said, “Artists are the people who ask the questions�. We can learn a lot about the changing world through artists’ eyes; through them we can be inspired to become lifelong, independent learners, thinkers and creators.

By Ursula Cranmer

Tell a story Storytelling is an ancient tradition. Research the artist’s life and then dramatically narrate his story or present a PowerPoint slideshow/ DVD that proďŹ les him. Castle’s stories of his childhood in Auckland, his career as a science teacher, his life as an artist and his ongoing fascination with science and nature, epitomise the ideal lifelong-learner qualities we want children to value and emulate.

Students can directly relate to real people, situations and events.

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art in education

Get students to think creatively.

Ask questions such as:

Ursula Cranmer holds images of Len Castle’s “Earth Book� with an original Len Castle ceramic on the piano behind her.

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21

sustainability

food & beverage

Sustainable kids

S

TUDENTS AT RHODE Street School in Dinsdale, Hamilton, are sowing the seeds of sustainability.

What started off as an idea to turn a section of the garden into a vegetable patch has grown into a whole-of-school project that keeps on expanding.

Shane Ngatai, principal of Rhode Street School, says the Sustainable Kids Programme started three years ago when the school researched ways to create new opportunities for hands-on learning. “Children prefer to be physical when they are learning. If they can see it, touch it and do it themselves then they are more likely to remember what they have been taught.”

The children were asked for their thoughts and came up with the idea of a vegetable garden. “We started with a single small vegetable garden and now we have 10 small vegetable gardens, a quarter acre kitchen garden and two orchards. We also have a hydroponics tunnel house, that allows us to grow vegetables like tomatoes and lettuce in winter, where our school pool used to be,” says Ngatai.

The overall vision for the project was to create a sustainable school environment.

“The idea of the programme was always sustainable, healthy living and healthy attitudes. I wanted the school to become the basis for a sustainable community, and create resources to do that. Not an easy task in an inner-city school.

“As a community we felt this generation of children had missed out on growing things for themselves. Most children thought vegetables came from supermarkets and were eating too many processed foods. We knew it was part of our responsibility to teach them the life skills they need to stay healthy.”

The school now grows huge amounts of fruit and vegetables for use in its café, and any excess produce is sold from the school office to the wider community or made into chutneys, sauces and pickles to be sold at farmers markets.

A commercial kitchen has been opened on site and is used for the school’s breakfast club, after school club and cooking classes. “It is also

22

school news august/october 2009

used to teach parents how to cook low cost, healthy meals for the family,” says Ngatai.

Part of the curriculum After receiving funding from the Ministry of Social Development’s Extended Services Programme in 2008, in order to grow and process food at the school, the project really took off.

“The students were immediately inquisitive. They did some research projects on how to keep the garden going and, after a while, each class had a garden of its own. Eventually, healthy living and sustainability started to become a fundamental part of the whole school environment.”

The school’s curriculum is now centred around the gardens and resulting produce. “The children make the labels for the sauces and chutneys, which is teaching them literacy, while calculating profit margins helps with numeracy. The children also have the opportunity to work in the school café as chefs, waiters and waitresses, which is teaching them tolerance and communication skills,” says Ngatai.

The gardens have produced a

“

Most children thought vegetables came from supermarkets and were eating too many processed foods – Shane Ngatai, principal

number of changes in the children, says Ngatai, particularly with their attitudes and behaviours.

“Tending to the gardens is not seen as a chore, the kids really want to get into it. They also want to share their knowledge with others and they are constantly evaluating and recording what they are doing.”

Visitors to the school will, more often than not, be shown around by one of the students, who will explain the learning intentions of a particular project and the outcomes.

“The children understand what we are trying to achieve and they can articulate it to parents and visitors,” says Ngatai.

Plans for expansion The Sustainable Kids Programme has been so successful that it has now extended into the wider community.

“We are now establishing an allotment at the school for the senior citizens in the community to create and grow their own produce – they will come to the school and share their knowledge with the children.”

The school plans to extend the project even further and Ngatai is helping other schools to adopt similar programmes.

“There are already four other schools sending their students over to get involved in the project. The next step is to make the Sustainable Kids Programme into a model for other schools to emulate.

“Engaging the whole community and establishing really positive relationships is essential. When there are so many people involved, the programme just keeps on growing,” he says.

health & safety

S

LIPS, TRIPS AND falls are common hazards in schools across New Zealand. Students running between classes, hallways and corridors cluttered with equipment and belongings, and slippery outdoor surfaces all contribute to an increasing number of slips and trips.

Research conducted for the New Zealand Injury Prevention Strategy found that, between 1993 and 2002, more than 35,000 children aged between 5 and 14 were hospitalised as a result of falls, slips and trips, not just at school, but at home and in playgrounds.

Inappropriate flooring materials and paving, and poorly designed stairs and steps have been blamed for a large number of these accidents. And research shows that stairs with just one or two steps, inappropriate geometry or nonuniform dimensions, and stairways with poorly designed or no handrails,

are also to blame.

So what can we do to eliminate slips, trips and falls as a hazard in our schools?

Design and material engineering solutions that eliminate structural deficiencies have shown they have the potential to reduce fall injuries, and measures such as requiring slip resistant flooring in toilets, bathrooms and hallways and anti-slip nosings for steps are also recommended.

Prevention of slipping requires the provision of an appropriate level of friction between shoe soles or bare feet and the floor surface. It is suggested that indoor slips typically occur on wet surfaces, such as in bathrooms, toilets and on hallway floors, while outdoor slips occur on pathways, swimming pool surrounds and wooden surfaces.

Prevention is better than cure and anti-slip safety products can help solve problems with both slippery

tile floors and unprotected stairs.

For the school changing room and showers there are a range of do-it-yourself anti-slip systems that will stop those nasty falls in shower alcoves and changing rooms.

For steps and stairways, there is a range of products to choose from including products that glow-in-

the-dark, stair nosings, self adhesive safety tapes, reflective tapes and line marking kits.

Outdoor areas should be waterblasted regularly to remove slippery algae and anti-slip surfaces can be applied to ramps and stairs to ensure student safety.

Schools should also have a Hazard Register in place that identifies areas where slips, trips and falls can occur, actions that can be taken to prevent such occurrences and a system to review these procedures annually to ensure they continue to be relevant. General Hazard Registers can be downloaded from the Ministry of Education website: www. minedu.govt.nz/NZEducation/ EducationPolicies/Schools/ SchoolOperations/HealthAndSafety/ WorksafeAtSchoolsHazardRegisters. aspx.

august/october 2009 school news

preventing slips, trips and falls

Preventing slips and falls

23

playground slips and trips

health & safety

24

Don’t overlook what’s underneath

S

URFACING IS CRITICALLY important to playground safety.

When planning a new or renovated playground, play equipment tends to get the focus; the surfacing is often an under-evaluated and overlooked component.

However, studies of playground accidents show that more than 70 per cent of injuries are caused by the impact of falls from play equipment.

Minimising the risk of serious head injury is a major component of the New Zealand Standard relating to playground surfacing (NZS 5828:2004). The standard uses technology developed in the automotive industry to measure the impact absorbing properties of a playground surface, translating this into a critical fall height (CFH) – the maximum height from which a child could fall without an unacceptable risk of serious head injury.

school news august/october 2009

The standard also specifies test requirements for slip resistance, fire resistance and durability (specifically, resistance to abrasion and indentation). Additionally surfacing must not contain any toxicity hazards, sharp edges, inhalation hazards or trip hazards.

The Ministry of Education requires all licensed early childhood centres and state schools to comply with this standard, and the Education Review Office requires compliance by all schools (including independent and state integrated schools).

When choosing playground surfacing there are many aspects that need to be considered. Below is a summary of factors that you should take into account: Certification. Ask your surfacing supplier if they will issue you with a certificate confirming compliance with all aspects of NZS 5828:2004.

This should be backed by

independent qualified professionals.

Continued Compliance.

Choosing a quality and proven product, installed by an experienced operator, that does not depend on ground conditions or on high levels of maintenance is the best way of ensuring this.

Warranty. What warranty does the supplier offer and do they have a good reputation in the industry?

Ask to speak to recent customers and to see older installations.

Hygiene and safety. Could the surfacing conceal hazards such as sharp objects or animal droppings?

Reparability. Can the surface be repaired inexpensively and still look good if parts of it become worn or vandalised?

Accessibility for disabled children? While not covered in the New Zealand Standard, this is important if children are to feel like participants in play rather than spectators.

health & safety playground slips and trips

“

Studies of playground accidents show that more than 70 per cent of injuries are caused by the impact of falls from play equipment

Environmental. Are manufacturer claims about sustainable processes or recycled content etc actually backed by independent analysis, such as Environmental Choice New Zealand?

New Zealand conditions.

Locally manufactured products are designed with our harsh UV conditions and high rainfall in mind.

Buying NZ made products also supports local industry.

Cost. Playgrounds are a big investment and can provide many years of enjoyment for your children. It is easy for the surfacing to become an afterthought in the planning process, but a cheaper product may not give satisfaction

and remain compliant, especially in the long term. Consider the cost of maintenance and eventual replacement, over a number of years, to get a fair financial comparison of surfacing options.

More focus on surfacing in the planning stage can lead to much less ongoing expense and anguish in the long term. .

Paul Thomsen, B Ch E, is the business development manager for Matta Products Ltd which supplies playground surfacing throughout the world from its manufacturing facility in Otaki.

Supplier Profile | Andy Andersons Industrial Service

Revolutionary anti slip IF YOUR SCHOOL displays a ‘caution wet floor’ sign, read on- there is now a safer option to consider.

Most conventional anti-slip treatments work by making the surface rough in some way, Grip Guard® non-slip is revolutionary in that the floor is just as smooth after treatment. It looks just the same and is just as easy to keep clean.

Grip Guard® treatment is invisible yet it gives great traction in the wet.

In some instances slip resistance can even be doubled.

Owner of Andy Andersons Industrial Services, New Zealand’s first Licensed Grip Guard® applicators, John Black explains “Before we quote we usually do an on-site demo. One of the thrills of the job is seeing the ‘wow’ look on our customers faces. The test patch looks the same, but splash some water on it and the grip is entirely different. Customers get even more excited when we explain that its not a coating so it can’t wear off.” “The

One of the thrills of the job is seeing the ‘wow’ look on our customers faces treatment is hassle free too,” says John “No fumes, no cure time and its is safe to use straight away.”

Grip Guard® non-slip treats all stone-based floors, indoors and outside, pedestrian and vehicle areas. On concrete areas such as paths and stairs, on tiled areas such as foyers and changing rooms, or around the pool Grip Guard® can make your wet floors safer.

For more information call: 0800 SAFE FLOORS (0800 723 335) or email safefloors@ andyandersons.co.nz

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Inside or outside, for pedestrians or vehicles where wet floors are a hazard, Grip Guard® DRAMATICALLY IMPROVES SLIP RESISTANCE

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Warranty.

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august/october 2009 school news

25

drug detection

health & safety

Testing times

S

CHOOLS ARE TAKING the fight against drug and alcohol use directly to the students.

In June, three colleges in Wellington invited police drug detection dogs to sniff out students carrying drugs and drug paraphernalia into classrooms.

While no drugs were found in any of the schools involved, many more around the country are hiring drug detection dogs to search classrooms, lockers and the school grounds. As an additional precaution, some schools are now requiring those that are caught with alcohol or drugs at school to

undergo a drug test.

Nick McLeay, communications director at the New Zealand Drug Detection Agency, says schools have always had an issue with drugs, particularly cannabis. “The problem now is that students are choosing a harder class of drug.”

For those that are caught using or carrying drugs, the penalties include being stood down, suspended or expelled. Depending on the circumstances, schools will often work with the student and their parents, by offering drug and alcohol counseling. As an additional measure, some schools require

students to submit to random drug tests to ensure they remain drugfree when they return to school.

The drug tests most often involve dipping a test strip into fresh urine. The school can then pick up whether the student has taken any number of drugs from cannabis and ecstasy to methamphetamines and opiates.

Schools may also opt for a saliva test, which can often be quicker as it provides a result within 10 minutes.

Alcohol tests range from those similar to the old-style police breath tests, with crystals that change from

yellow to green when they come into contact with alcohol, to saliva tests that provide results on the amount of alcohol individuals have in their blood stream.

Drug testing is becoming increasingly common in New Zealand workplaces and, says McLeay, schools are now starting to follow suit. “Drug testing is becoming commonplace in industries where safety is paramount and it won’t be long before it is introduced for white collar jobs, something we are already seeing examples of in the US.

Drug Testing Urine Drug Testing

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school news august/october 2009

Kits verified as per Appendix B of AS/NZ 4308:2008 Easy one step result in five minutes Check adulteration in samples ith pl y w Com 308: 2008 Ready to use no need to refrigerate 4 Z A S/N Available in Cassettes & Cup formats Testing facilities available at major cities

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health & safety drug detection

“

The problem now is that students are choosing a harder class of drug

“When students are sent out for work experience in these industries they are now being drug tested, and it can come as a shock when it comes back positive and they are sent back to school,” he says.

However, Cate Kearney, chief executive of the Alcohol Drug Association New Zealand, believes that compulsory drug testing in schools and other ideas based on the American “say no to drugs” school programmes won’t work in New Zealand.

“Hard messages and scare tactics have been proven not to work with young people. What works is giving them all the information they need to make their own decisions,” she says.

But with the market flooded with legal party pills, the issue is becoming even more confusing for the teenagers themselves. The party pills are not meant to be sold to

– Nick McLeay

those under 18, and often contain benzylpiperazine (BZP) which can lead to a positive urine amphetamine test.

“These pills are considered to be safe because they are legal. It’s muddying the water for kids and is telling them that it’s okay to pop these pills because the industry is regulated,” says McLeay.

“We’ve found a lot of harder drug use in later life has started with taking party pills or smoking a bit of cannabis at school,” he says.

But with more schools inviting drug detection dogs into the classroom and random drug and alcohol testing being brought in for those caught using or bringing these substances to school, it is hoped that schools will see less disruption to classes and a reduced number of suspensions due to drugs and alcohols.

easy nofuss solution

Supplier Profile | Elite Dog Services

Illegal drugs in the school GOOD GOVERNANCE IS about ensuring the wellbeing, of the students. Responsibility for a schools performance lies with the Board of Trustees and the Principal. Illegal drugs have a negative impact on playground culture and well being.

Drug Detector dogs provide a non invasive way of identifying the level of illegal drugs in the school.

Pupils react positively to the dog and love to pat it (which they are allowed to do).

Elite Dog Services go into schools all over New Zealand.

They ask the school to advise parents the dogs will be coming in, before the event happens. This creates an awareness of what is about to happen, but also brings “drugs” to the forefront of parents minds. It creates an environment where parents can talk about the problems with their children.

When the dog is looking for illegal drugs a senior teacher

Drug Detector dogs provide a non invasive way of identifying the level of illegal drugs in the school

elite dog services 1/2 pageelitedogservices profile

will be present with the handler and dog. If the dog indicates on anything then it is up to the school what action they deem appropriate.

The Police are not involved as this comes across as heavy handed.

The objective of using a private dog company is about prevention rather than apprehension.

Contacts: Elite Dog Services Phone: 09 837 2466 Mobile: 021 357 374 Email: info@elitedogs.co.nz www.elitedogs.co.nz

drug detection specailists

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www.elitedogs.co.nz august/october 2009 school news

27

ďŹ rst aid

health & safety

Stocking the school ďŹ rst aid kit B ROKEN BONES, STRAINS, sprains and minor burns are all a part of growing up. But when these injuries occur during school hours, teachers and support sta need to know the right facilities and equipment are on hand to help deal with them.

The provision of ďŹ rst aid in schools comes under the scope of the Health and Safety in Employment Act 1992.

Schools are considered places of work and must comply with the requirements of the Act. To help with the provision of ďŹ rst aid facilities and supplies, the Ministry of Education has developed a Health and Safety Code of Practice for Schools to ensure that school ďŹ rst aid kits contain suitable equipment to assist with a range of injuries and contain enough products to cope with multiple injuries at once.

At a minimum the ministry recommends a school ďŹ rst aid kit should contain: t 'PVS USJBOHVMBS CBOEBHFT t /JOF SPMMFS CBOEBHFT JO NN BOE 75mm lengths

t TUFSJMF ESFTTJOH QBDLT t 5XP BEIFTJWF XPVOE ESFTTJOH strips t " SFFM PG XBUFSQSPPG BEIFTJWF plaster t 'JWF TUFSJMF OPO BEIFTJWF QBET t 'PVS TUFSJMF FZF QBET t " DPOUBJOFS UIBU DBO CF VTFE UP pour water over eyes t " CVDLFU PS XBTUF CJO GPS TPJMFE dressings t 5XP CPUUMFT PG BQQSPWFE BOUJTFQUJD liquid t " DBSE PG TBGFUZ QJOT t " QBJS PG TDJTTPST FJUIFS TVSHJDBM PS stainless steel t " QBJS PG TUBJOMFTT TUFFM TQMJOUFS forceps t "O BDDJEFOU SFHJTUFS XJUI B QFO t " mSTU BJE CPPLMFU t " DBSE XJUI MPDBM FNFSHFODZ contact numbers t &JHIU QBJST PG EJTQPTBCMF HMPWFT Other items that schools may choose to have onsite include splints for broken bones, ice packs, pain relief and herbal remedies such as arnica cream.

School ďŹ rst aid kits need to be stocked to deal with a range of injuries.

The ďŹ rst aid kit itself must be designed to protect the contents from the damp and dust, and should be clearly visible and accessible. Smaller ďŹ rst aid kits should be taken on any school trips or camps, and there should be separate ďŹ rst aid kits kept in any vehicles owned by the school.

It is also important to ensure the ďŹ rst aid kit is checked regularly and to replenish any supplies that have been used as soon as possible. Items with an expiry date will also need to be replaced before they expire.

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As well as the standard items that are to be expected in a ďŹ rst aid kit, schools are now also investing in Automated External DeďŹ brillators (AEDs).

With many New Zealand schools at the heart of their communities, having an AED onsite can bring numerous beneďŹ ts.

AEDs provide a shock to the heart when someone goes into cardiac arrest. According to St John’s, dialing 111 and performing CPR is often not enough to save someone who has suered a cardiac arrest, yet having

an AED can increase the chance of survival by up to 40 per cent.

Users don’t require any formal medical training to operate an AED, a short training course is all that is required. Once the electrodes have been applied to the patient, the patient’s heart rhythm is analysed and, if necessary, the user is instructed to press the button to shock their patient.

Having an AED onsite has made a huge impact on the lives of sta and students at Hamilton’s Hillcrest High School.

Just ďŹ ve months after purchasing an AED, sta had call to use it on a 16-year-old student who collapsed and fell unconscious during gym class.

With teachers and the school nurse performing CPR, the AED also proved vital in restarting the student’s heart before the ambulance arrived, ensuring his survival.

While it can be tempting for schools to carry just the basic ďŹ rst aid requirements, emergencies can strike at any time and many are ďŹ nding it is now better to be prepared for the worst.

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school news august/october 2009

For more information please contact:

Eric Voice

P | 06 364 5979

sports & recreation playground design

Child’s play

S

CHOOL PLAYGROUNDS ARE changing. Gone are the days when a set of swings, a slide, seesaws, a climbing frame or two and a field to run around in was all that was needed to keep children fit, active and healthy.

Recent research from the Ministry of Health has revealed that one in 12 New Zealand children are obese and one in five are considered to be overweight. A lack of knowledge of healthy food and lack of exercise have combined to create a generation that many pundits believe will die before their parents.

Although New Zealand schools have adopted walking school buses in a bid to get children to increase their activity, parents are still taking the easy option of dropping their children off. And with the prevalence of computer games, both parents and teachers are finding it harder to entice them outside to play.

As a result, modern playground

designs have had to evolve to combine fun with fitness and provide a challenging play space that can be used by children of different ages.

Circuit play systems that combine climbing walls and frames with flying foxes, apparatus to hang or swing from, balance walks and fireman’s poles, for example, are becoming increasingly popular

with New Zealand schools. These playgrounds provide the challenge children need, as well as offering apparatus that works on upper and lower body strength and agility.

Adam Stride, general manager of playground equipment manufacturer Park Supplies, says New Zealand schools understand that playgrounds need to be used for fitness.

“The fundamental design change in school playgrounds has seen the days of swings and slides disappear. Schools are demanding fitness and agility structures that work the upper body, have overhead structures and climbing equipment.”

Community playgrounds now provide the swings, slides and thrill rides, while school playgrounds are used for fitness, he says.

Popular structures in schools include those that offer the opportunity for children to race against each other. “Singular items aren’t appealing to children so we put structures, such as monkey bars, side-by-side allowing children to race. Boys especially find this more appealing and create their own races at lunchtime. Teachers can also use these systems for fun PE classes,” explains Stride.

And with the fun put back into break-time exercise and PE lessons, it can only serve to benefit the health of the next generation.

Supplier Profile | Jumping Pillows

Jumping only half the fun JUMPING PILLOWS PROVIDE your students with a great way of exercising, doing gymnastics and having fun. You will find children playing together on the Jumping Pillow at every break, day after day.

It’s truly amazing to see them playing together and inventing new games.

Imagine your students occupied in a way that will make them healthy, fit and happy. The idea of Jumping Pillows originated over 20 years ago in Denmark. Jumping Pillows have been installed throughout Europe with more than 4000 happy customers in Scandinavian countries alone. Jumping Pillows have been installed throughout New Zealand with great success and positive feedback like, “the kids are on them all day!”

Air Shades are an incredible patented structure which is new to the market, can be moved from place to place, is used for a multitude of applications and offers visible exposure for your school on a

different level. Iconic shade covers that provide outstanding protection for your playground equipment or Jumping Pillow, Air Shade structures are supported by a frame of inflatable columns that carry shade sail segments. This means no heavy steel posts which makes an Air Shade incredibly safe. Create a well shaded environment for your students so that they can avoid the sun.

Play Outdoors also features Trampolines that are designed and built for safety. These include 1.8m high safety nets and four styles of trampoline to choose from. Tattoo game mats are available with some models for extra fun for your students. Our Spring Mobiles are great for younger children, don’t take up much room and in their bright colours give the kiddies some FUN. We also have a huge range of two, three and four wheeler Pedal Go Karts available. These provide fun, exercise and are a great aid to learning to ride a bicycle.

MOUNTAINS OF FUN! Want heavy duty fun?

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Stay at Lake Taupo TOP 10 Holiday Resort with your school group and try our Jumping Pillow for yourself!

0508 JUMPIN (586746) P | 021 242 2132 F | 07 377 4922 PO Box 1676, Taupo, 3351 info@playoutdoors.co.nz www.playoutdoors.co.nz

august/october 2009 school news

29

rugby

sports & recreation

Rippa of a game

R

The blood and the mud P ALMERSTON NORTH BOYS High School (PNBHS) Rugby has a proud sporting history, featuring three times in the national top four playoffs. This year PNBHS rugby has 20 teams, with the 1st XV and 2nd XV playing in the Super 8 competition.

Formed in 1997, the New Zealand Super 8 group of schools incorporates the eight boys’ high schools from their respective provincial cities in the central North Island. All other teams play in the local Manawatu secondary school competition on a Saturday. This competition also involves schools from Horowhenua and Wairarapa.

Travel is a huge expense for our rugby teams as they play in a wide geographical region.

The 1st XV play their traditional games in an all white strip while the other PNBHS teams play in the blue and white hoops.

We are well resourced, with a purpose built scrum shed and equipment from Powa products.

We do lack fields with only one full sized field and two smaller training areas.

It is expensive for players to be in the 1st XV as they have to fund all travel themselves as we have not had a major sponsor for a number of years.

30

school news august/october 2009

The 1st XV play traditional interschool fixtures against strong rugby schools. Training for this year’s 1st XV started back in August last year with boys training four mornings a week at 7:00am. The squad do an extensive weight, power and aerobic off-season training programme and are now in full training.

Once the Super 8 and traditional season start, there is a lot of pressure on the 1st XV to perform week in and week out as there are no easy games. The team travels all over the North Island from Wellington to Auckland for games.

Of late, some of our Old Boys have had success internationally with Jason Eaton capped as an All Black in 2005.

At Super 14 level Jason Eaton has played for the Hurricanes and Johnny Leota the Highlanders.

Lifeimi Mafi is playing for Munster who played against the All Blacks on the Grand Slam tour of 2008.

In recent years we have had a number of boys make the New Zealand secondary schools side with three of the 1st XV in the squad last year.

By Damon Durie, teacher, Palmerston North Boys High School

IPPA RUGBY IS a new game for primary schools. It is a very safe, non-contact, easy to play game for both boys and girls alike.

Best of all it’s fun and exciting for all involved.

While the rules are simple and the game easy to learn, Rippa Rugby will promote excellent ball handling and running skills, and give all kids a chance to participate in our national game.

The NZRU is proud to recommend Rippa Rugby and we are sure it will give the kids in your school a fun safe and enjoyable sporting experience.

Objective of the game The object of the game is to score a try by placing the ball with downward pressure behind or on the opponents’ goal line. A try is worth five points. To prevent a try being scored the defenders must rip the flag from the belt of the ball carrier. This forces the ball carrier to pass the ball. Six rips against the attacking team in one set of possession results in the ball being turned over to the defending team.

Rippa rules A game of Rippa Rugby is made up of two halves. It is recommended that each half lasts for 15 minutes, with a two-minute interval at halftime.

The game is played between teams of equal numbers of players. It is ideal to have no more than 10, and not less than five players but this number can be varied to suit the field size, class size or number of players available.

Rippa Rugby will promote excellent ball handling and running skills, and give all kids a chance to participate in our national game

“

On attack, the ball carrier should run forward and the other players should run in support ready to receive a pass. The ball carrier can evade opposition but should pass to teammates in a better position if there is no space to run into.

The ball carrier cannot fend defenders off using their hands, or the ball, and cannot guard or shield their flags in any way.

Defenders should run forward so they can reduce the space between them and the attacker, and move into a position where they can rip the flag from the ball carrier.

There is no contact in Rippa Rugby; ripping the flag off the belt of the ball carrier makes a tackle. Defenders (Rippers) cannot physically touch the ball carrier.

See www.nzrugby.co.nz/ SmallBlacks/RippaRugby/ tabid/1006/Default.aspx for more information and the rules.

- Article courtesy NZRU

property building

21st century classrooms

T

HE MINISTRY OF Education is currently focused on delivering schools that cater for the needs of the 21st century learner.

But how are school classrooms and teaching styles evolving to cater for the changing needs of the learners and teachers?

It is important that the spaces we build and refurbish in our new and existing schools ensure that the stas needs are in the forefront of the designer’s mind.

The buzz word is â€œďŹ‚exibilityâ€?.

So how do we know if the new classrooms are going to be exible enough to cater for the changing curriculum and technology, given that many of the current Year One and Two students will be working in jobs we have not even thought of?

If we think about what a classroom was like in the 1950s, it did not dier much from one at the turn of the century.

Changes to our classrooms started to come through in the early 2000s in schools like Oteha Valley, Te Maturanga, Upper Harbour Primary and Silverdale School. In these schools, gone are the front of classroom teaching point. They now have teaching stations, movable whiteboards, electronic whiteboards and ebeams.

Where to research If you want to ďŹ nd out more about good design and classrooms for the 21st Century the web is a good place to start your research.

The following sites are especially

While the classroom now caters for the student-led learning style and new curriculum, the spaces also have the capability to be adaptable enough to continue to change.

Our older schools are not being left behind. There are also some great recent examples of remodelling and refurbishing in our older school classroom blocks.

Schools like Kelston Intermediate and Mangere College have demonstrated that, given the resources, they can modernise existing spaces to cater for new learning styles.

These schools created shared teaching spaces and eďŹƒcient storage areas, as well as upgrading the colour scheme to make halls and corridors brighter.

The Albany Senior High School’s temporary campus has large open spaces, called learning commons, where large numbers of students can be accommodated, for example.

Another good example is the Te Whanau o Tupuranga temporary school, where the classrooms were clustered around a large covered deck area which meant the students and sta could make the most of outdoor space. Ideally, the refurbishment of the old classrooms

and new relocatable classrooms, should be done along the same lines as classrooms in our newer schools.

That should be possible as they both have a oor, walls and ceilings and the fact that one is relocatable and one is permanent should not prevent this.

It is how they are set up inside that can make the dierence to how the space is used to deliver the curriculum.

By Joan Titman, Arrow International

New Teaching Space Classrooms Built by Cleave T H E SOL U T ION T O Y OU R B U IL D IN G P R O BLE M

Perfect prefabs Prefabricated classrooms are an important part of our school classroom stock. Most of the time the rooms are moved on to a school site to ďŹ ll a short term roll growth need.

Many of the prefabricated classrooms are old and have to be upgraded to ensure they are ďŹ t for purpose.

There are, however, some examples where prefabricated classrooms are being used to serve a dierent purpose. helpful: t XXX BSDISFDPSE DPOTUSVDUJPO com/schools/0701_CS4_ denver-1.asp t XXX TDIPPMEFTJHOFS DPN t XXX mFMEJOHOBJS DPN t XXX CDTF VL OFU

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august/october 2009 school news

31

waste management

property

Managing our waste

N

EW ZEALANDERS PRODUCE more rubbish per person than people in most other developed countries ‌so much for being clean and green! The amount of waste we produce is directly linked to how many goods and services we consume – the greater our wealth, the more we waste.

Each one of us now sends a staggering 1.2 tonnes to the landďŹ ll every year.

Do we need to worry about it?

Well, for us as New Zealanders, as a result of development over the last century we are much better o.

But change has come at a cost: rapid development means more waste which pollutes the environment and puts stress on the natural systems which support life (water, air, soil and the ecosystems linking them).

When you see what goes into a landďŹ ll you do wonder what gives us the right to squander these resources so unashamedly – after all they are crucial life support systems for this generation of human and non-human species and for generations to come.

Collecting and disposing of waste in New Zealand is becoming increasingly diďŹƒcult because: t 8F BSF VTJOH PVS SFTPVSDFT BU BO unsustainable rate and our landďŹ lls are ďŹ lling up fast. t 0VS MBOEmMMT BSF OP MPOHFS MPDBM they are now huge regional sites and are highly engineered and very expensive – one new “cellâ€? which is a small part of a landďŹ ll can cost between $11 and $20 million dollars to develop. t &OWJSPONFOUBM QSPUFDUJPO measures at landďŹ lls are increasingly tough. t 5SBOTQPSUJOH XBTUF JT FYQFOTJWF So the answer is yes, we do need to be concerned about the waste we produce in this country.

What can we do?

We all lead busy lives and want convenience and speed but often a little forethought and planning means: t 8F DBO SFEVDF UIF BNPVOU PG material we landďŹ ll. We can do this by being more aware of what we buy. There is a large programme being supported by central government right now called Govt3 – it helps by identifying what is environmentally friendly and where to buy it. Given that the government sector (and that

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school news august/october 2009

includes schools) buys billions of dollars worth of products and services, you can make a dierence. t 8F DBO SFVTF 8F DBO EJWFSU materials from the waste stream quite easily by reusing items. t 8F DBO SFDZDMF $IBOHJOH XIBU a school does in managing its waste can make a huge impact in a community and have a huge beneďŹ t for the environment. A school of 300 uses the equivalent of four or ďŹ ve trees a week in paper alone. As for food waste from schools, in a year you could ďŹ ll the ‘cake tin’ in Wellington!

All simple stu.

So where to?

As a school you can think about the “footprintâ€? you have and decide that, as a community, you want to make a dierence. The beneďŹ ts are there – you can reduce the costs of waste disposal for your school by

changing how you manage waste and make your contribution to a sustainable New Zealand.

Here is a step by step plan that has been used to help schools begin the journey to look after the environment:

Communication Waste can be controversial!

Change someone’s pet rubbish bin and that can start a war.

Communication is vital A steering group You need a small team who will work out an overall plan.

Keeping key people onside The team then needs to talk to some key people to make sure they do not get upset whilst the process starts: the cleaners, caretaker, bursar, senior management team and the board of trustees.

Tell them what you would like to do, what it will involve, how it helps sustainability, what it is likely to cost, how it may change their work.

You need to be careful – a cleaner’s contract is their livelihood.

Letting people know Set up another team to work on getting information around the school, what is going to happen and when; the school council, PTA, teachers, oďŹƒce and caretaking sta

Waste Audit You need to ďŹ nd out how waste is managed at the school. You do this through audits and a little information gathering exercise.

A waste audit is having a close look at waste to see what is being thrown out. Carry out a waste audit to determine the quantity and composition of existing waste. A waste audit will allow the school to decide exactly how it is going to go about reducing waste and recycling and what is needed to do this. It will also help to track improvements in the school’s waste reduction programme and determine future plans.

property waste management

You do two audits (and these can be linked into curriculum areas).

The ďŹ rst is to work out what type of waste you produce in each area.

What do you need to do? Have some volunteers to do an audit after school, for each classroom, the playground, the oďŹƒce and the caretaker/grounds You will need a big tarpaulin, some scales, some lightweight plastic buckets, plastic disposable gloves, overalls, somewhere to wash after the audit, marker pens, a clipboard or two.

The second audit is to make sure you have it right for the whole school – so you do this at the central waste collection area (probably a big waste bin) and you need to do this before each collection. You need all the items listed above.

At these audits you sort all the material and then weigh it – glass, aluminum, paper, cardboard, organics. The results tell you what can be reduced, reused or recycled, whether you need a composter and

whether you will have any residual waste. You can also use the results to see how you are going later – a monitoring programme (good for all those budding mathematicians).

Gathering other information The information gathering exercise is to help you work through what you have in place and then do the planning to change systems.

The two areas to collect information are on the existing waste collection system and what, if anything, you are doing for recycling already.

What waste collection do you currently have? t t t t

#JOT JO UIF DMBTTSPPN #JOT GPS FBDI TZOEJDBUF #JOT JO UIF QMBZJOH mFMET #JOT GPS TDIPPM BSFBT F H IBMM tuck shop, sports areas, specialty classrooms) t 8IBU UZQF PG CJOT BSF UIFSF t 8IP DPMMFDUT BMM UIF XBTUF around the school? t *T UIFSF B NBJO DPMMFDUJPO CJO

t 8IP PXOT UIF CJO t 8IFO JT UIF XBTUF DPMMFDUFE o daily or weekly? t 8IBU DPOUSBDU JT JO QMBDF GPS UIF service? t )PX NVDI EPFT JU DPTU UIF school? t *T UIFSF BOZUIJOH UIBU ZPV USZ UP do to reduce, reuse or recycle? t %P ZPV SFDZDMF BU BMM t 8IBU EP ZPV EP UP SFEVDF waste? t %P ZPV SFVTF BU BMM

t " SFDZDMJOH QMBO oXIFSF IPX when, costs. The plan needs to cover how many main recycling bins you need – and for what (paper, cardboard, glass, cans); how many small recycling bins you need (for classrooms, public areas, support services, oďŹƒce); what you are going to do with organics and what changes are needed for support sta to make recycling work.

The Plan

t " SFTJEVBM XBTUF QMBO o IPX much residual waste are you still going to get and how much it is going to cost to maintain a smaller contract for this service?

Once you have done the waste audits and found out the costs of your existing waste management you can make it happen. You also need to think about changes needed to existing service contracts.

Some plans you can have are: t " CVZJOH QMBO o UP SFEVDF UIF waste in the ďŹ rst place – what do you buy, what sort of packaging, is it environmentally friendly. t " SFVTF QMBO o XIFSF DBO ZPV reuse materials?

Only after we reduce, reuse and recycle should we consider sending waste to the landďŹ ll. There may be some resources for future generations if we act now.

By Nigel Clarke, group co-ordinator, Waste MINZ

Supplier ProďŹ le | Taymac Engineering

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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.

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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 beneďŹ t from the proven longevity of the Taymac Heatpak boiler’s multi-fuel capability for energy security, local supply of spare parts and expertise.

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august/october 2009 school news

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grounds maintenance

property

Keeping it green

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AINTAINING HEALTHY GRASS throughout the year requires work, but keeping an eye on the changes in your ground’s surfaces will help to keep the school’s big spaces looking great and able to stand up to the constant demands placed on them.

Scarifying may be the answer to tired grounds Scarifying in the spring not only removes old plant material and moss; it also opens up the surface layer, allowing fertiliser and air to penetrate to the roots.

Moss can smother and take over from grass, and soon the lawn looks thin and dismal.

One of the ways to give grass new energy is to scarify the lawn, in order to remove the moss that has become well established during the autumn and winter. This should be done at least once a year, preferably during spring when the grass has started to grow.

The best time for moss is during the damp autumn period. Grass stops growing when the ground temperature falls below 7°C. But moss continues to grow all the way down to zero. The obvious result is a lawn covered with moss in the spring, giving the impression that the grass is dead. But that is not the case.

What happens is that the lawn is at rest underneath the moss and as soon as the ground temperature increases, the grass starts to grow again. If the grass is properly prepared through aeration and fertilisation, it will soon flourish again.

school grounds is healthy and dark green, then normally very little or no water is required, even during a short dry spell.

There are practical things you can do that don’t involve using water to decrease hydration; such as increasing the cutting height, always cutting with sharp blades, aerating the grass and by switching to mulching.

It is important that the lawn is watered thoroughly each time it is cut.

A sign of dehydration is the change of grass colour, going from light green then to yellow.

How often and how much should you water?

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It is important that the lawn is watered thoroughly each time it is cut. A sign of dehydration is the change of grass colour, going from light green then to yellow.

But without any effective treatment, the moss will survive, and if nothing is done the grass will look the same the following year and soon the moss will have taken over.

Thatch and compacted soil

For a Quality range of floor care products for schools, available nationwide at competitive prices.

Arnold Products Limited, 60 Tancred St, PO Box 113, Hokitika Orders Phone 0800 276 653, email arnoldproducts@xtra.co.nz

www.arnoldproducts.co.nz

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school news

august/october 2009

are two of the biggest threats to a healthy lawn, but can be avoided through regular use of scarifiers and aerators.

The start of spring is important.

By investing a small amount of time at the beginning of the growing season, you will have healthy grass when summer comes.

A scarifier is intended for more specific areas of lawn care such as scarifying, aerating, sod cutting and stump grinding. With these machines it is now possible to carry out all the duties associated with the care of large grass areas, from planting new lawns to renovation and maintenance.

How can you decrease the risk of dehydration in your lawn?

As the spring moves into summer, what are the best ways to keep it green? If the grass on your

If there is no rain, then lawns should be watered twice a week in the summer, with 10-15 mm each time. The grass is damaged if it gets insufficient water on each occasion, because the root system is forced to the surface where the water is and consequently the grass becomes even more sensitive to drought.

The water should have time to sink in while watering is underway; otherwise the surface gets blocked with silt. Therefore, it is best to adapt the rate of water supply to the soil type that the lawn is based on.

You may find it helpful to check how much water reaches the grass by placing a rain gauge on the area that is to be watered.

During summer, it is best to water during evening or night-time, to avoid unnecessary evaporation.

With automatic watering, you should calculate on 15-20 minutes of watering per day, which is best split into two sessions of 7-10 minutes each.

Types of sprinklers Watering is done using various types of sprinklers.

They can be stationary (fixed to the ground), mobile (on stands) or travelling sprinklers that move across the lawn while watering.

Stationary sprinklers are often controlled automatically and they water at certain intervals.

Mobile sprinklers should be placed so that the water is evenly spread over the grass area, without too much overlapping or large missed sections.

events & appointments

SEPTEMBER 2009 The first NZ National Whiteboard Conference – Maximising the benefits of your IWB 24 September 24-26, North Shore City http://www.iwb.net.au/conferences/ nz09/default.htm

Resource Teachers Learning Behaviour Conference September 23-26, Nelson www.confer.co.nz/rtlb2009

School Library Association of New Zealand Aotearoa National Conference September 28-30, Christchurch www.eenz.com/slanza09/

Social Sciences Conference September 28-30, Christchurch www.soccon09.org.nz

OCTOBER 2009 TENZ (Technology Education New Zealand) Conference October 6-8, Napier www.tenz.co.nz

ULearn 09 October 7–9, Christchurch www.core-ed.net/ulearn

Library and Information Association of New Zealand Aotearoa Conference October 12-14, Christchurch www.lianza.org.nz

Contanz 09 Science Technicians Conference

NZPF Conference

EVENTS CALENDAR

Generating futures

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REATING A VISION of the future of education to generate future leaders and global citizens was the key theme running through the recent New Zealand Principals Federation (NZPF) conference.

Held in Palmerston North at the beginning of July, the conference examined ways of bringing teaching practice into the 21st century and ensuring effective leadership.

Developing communication skills and the need to encourage quality teacher training were also discussed.

Keynote speaker Peter Sheahan, an Australian entrepreneur and expert on Generation Y, examined the demands and expectations of the teachers of the future – those from Generation Y. He believes today’s school leaders need to adapt quickly to meet these needs and provide better conditions for teachers.

With 25 per cent of young teachers leaving the profession within five years, school leaders need to create an environment that will appeal to their demand for fast, connected and stimulating careers.

Generation Y expects things to happen fast. This generation grew up in the pressure cooker of a cash rich, time poor society and do not expect to wait for anything.

Sheahan says they have a compressed expectation of time and would rather take a job at a different school than wait for those above them to leave to gain the top jobs.

Generation Y also expects to be connected to what is happening in the school. They want to be consulted and listened to. And, like many, they want to be stimulated in their work environment.

“

‘The world is becoming more co-operative. We do not need a competitive world so much as we need innovation and creativity’ – David Warlick

But, as Sheahan points out, what was considered a stimulating work environment 10 years ago will not be stimulating to the new generation of teachers. School leaders must examine new way to fulfill these needs.

learners/master learners t TUBZ SFMFWBOU A 21st century teacher is going to have to be someone who can turn their classroom into a learning engine.

21st century education

The future

David Warlick, a teacher and education consultant from North Carolina, talked about bringing education into the 21st century.

He says teachers are currently spending too much time teaching students to learn about paper.

However, teachers must remember that they are preparing students for their own future, which is likely to be digital.

“The world is becoming more co-operative. We do not need a competitive world so much as we need innovation and creativity,” says Warlick.

Formal education should: t CF NPSF FYQFSJNFOUBM experiential, and social t NJOJNJTF TUBOEBSEJTBUJPO PG content and assessment, it is irrelevant t QSPNPUF UFBDIFST BT SPMF NPEFM

Summing up the conference, Ernie Buutveld, NZPF President, says there lies a clear challenge ahead for the leaders of today. “Leading in challenging and uncertain times is not new, but for each generation preparing for future presents an opportunity to review its understanding about what is important, what is valued, what needs to be abandoned, what future is in fact preferred, and how to best prepare our children to take us there,” he says.

“Generating futures requires more than a vision. But like all those on an expedition into the unknown, we need to accept that conventional thinking will be challenged along the way, and that those who do eventually arrive, may do so at a different location than first envisaged.”

October 7-9, Auckland www.nzase.org.nz

NOVEMBER 2009 Personalising learning through ICT’s November 5, Auckland www.learningnetwork.ac.nz

Using an intranet to support a thinking culture in schools November 6 Auckland www.learningnetwork.ac.nz

SEND YOUR EVENTS TO events@schoolnews.co.nz

NZPF President Ernie Buutveld (centre) with new Life Members Gavin Price (left) and Russ Young (right) and new Associate Members Pat Newman and Judy Hanna

august/october 2009 school news

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