School News - NZ - Term 1, 2010

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Issue 09 | Term 1 2010 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Aranui High School Celebrating 50 years of success

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

• NEWS • EDUCATION

• ADMINISTRATION • HEALTH & SAFETY

• SPORTS & RECREATION • EXTERNAL LEARNING

• TEACHING RESOURCES • FOOD & BEVERAGE

• PROPERTY • PROFILES

contents

ISSN 1178-9964

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sn inside

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Issue 09 | Term 1 2010 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

SUBSCRIPTION ENQUIRIES $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz ADVERTISING Auckland: (09) 309 7944 Christchurch: (03) 365 5575 advertising@schoolnews.co.nz PUBLISHER Darren Willis publisher@schoolnews.co.nz EDITOR Rebecca Wood editorial@schoolnews.co.nz PRODUCTION Richard McGill studio@schoolnews.co.nz CONTRIBUTORS Philippa Bollond, Harko Brown, Lyn Cooper,

Christchurch’s Aranui High School has seen its fair share of tough times during its 50 year history.

But the school has every reason to celebrate – not only is 2010 its 50th Jubilee year, but the school is also undergoing a complete redevelopment. The new buildings combined with the success of the schools’ academy programmes are adding to the rejuvenation of the Aranui name in the wider community.

The theme of building and renovation continues throughout this issue, with a look at the many ways in which schools can eliminate tagging, undertake an interior painting project without disrupting classes, and look after exterior paintwork. We also examine what schools should look for when choosing new

catering equipment, such as refrigerators and commercial ovens.

One subject area that needs to be built up is financial literacy.

Research has shown that many of our young people are leaving school without a basic understanding of financial matters, from budgeting to credit cards. We take a look at the reintroduction of school banking and examine what resources are available to teachers to help increase our children’s financial literacy.

And finally, we’re giving you a chance to win a set of six rugby training DVDs for your school. Just answer the survey on our website and you could be in to win. We have five sets of DVDs worth more than $200 to give away.

Aranui High School Celebrating 50 years of success

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

• NEWS • EDUCATION • ADMINISTRATION

• HEALTH & SAFETY • SPORTS & RECREATION • EXTERNAL LEARNING

• TEACHING RESOURCES • FOOD & BEVERAGE • PROPERTY

• PROFILES

Issue 09 | Term 1 | 2010 We’d love to hear your thoughts on the magazine and hear if you have any exciting developments – whether it be new subjects, new ways of teaching, or new projects – on the go at your school.

Ka kite ano, Rebecca

Michael Cox, Janelle Forman, Rachel Goodchild, Sue Grant, Shelley Kemp, Catherine Kapelle, Shirley Maihi, Leah Odgers, Gwenda Reid, Ricoh, Karen Warman.

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

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Publishing Limited. Every effort has been made to ensure the accuracy of information in Schoolnews, however the information contained in Schoolnews is

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teaching resources

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 professional advice is sought before making important business decisions © 2010. No part of this publication may be reproduced without written permission from the publisher.

School News is proudly published by

PUBLISHING LIMITED

Head Office: 192 Madras Street, Christchurch, 8011 PO Box 130075, Armagh Street Christchurch, 8141, New Zealand Phone: (03) 365 5575 Fax: (03) 365 1655

4. News In Brief 6. Ministry News 7. Principal Issues

education 8. Increasing financial literacy 10. A gateway to the construction industry 11. Providing the right guidance 12. Nga taonga takaro: traditional Maori games 13. Dealing with a stutter

administration

22. Technical troubleshooting 24. Resources to support the curriculum

25. Taking an interactive approach 26. Indispensable technology 28. New books on the block 29. Safety in the science lab

food & beverage 30. Fitting out a school canteen 31. Learning to be healthy

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for fundraising 15. Managing school information 17. Controlling printing costs

profiles 18. Taking a broad pathway to success

20. Developing independent learners

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external learning 21. Creating authentic learning experiences

SCHOOL NEWS WELCOMES EDITORIAL CONTRIBUTIONS AND IMAGES ON RELEVANT TOPICS FOR FEATURES, NEW PRODUCT PROFILES AND NEWS ITEMS.

health & safety 32. The challenges of obesity

sports & recreation 34. Testing playground surfaces 35. Maintaining a safe playground

Please email copy to editorial@schoolnews.co.nz.

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

36. Getting ready for rugby

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37. Looking good for longer Issue 09 - Term 1 - 2010 school news

3

News in Brief

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Schools still uneasy about National Standards Almost half of the Boards of Trustees in New Zealand are still concerned about National Standards, according to a recent survey by the New Zealand Principals’ Federation (NZPF).

The survey, completed prior to schools closing in December 2009, asked principals if their boards had discussed National Standards – 98 per cent were aware of the debate currently taking place about National Standards, and 70 per cent had discussed how the standards might impact their school.

“Many of New Zealand’s school leaders remain seriously concerned about the negative impacts of the National Standards policy,” says NZPF president Ernie Buutveld. “49 per cent of all Boards who responded either have serious misgivings or some disquiet about the standards.

Less than three per cent are prepared to say they unanimously support National Standards and the timeline as set out in NAG 2A,” he says.

The survey findings reiterated a mid-year survey by the NZPF, where almost 90 per cent of school principals were either opposed to or had real concerns about National Standards.

Buutveld says the survey results are damning news for the National Standards policy. “Boards of Trustees are charged with the governance of our children’s education. Half

Room 20 from Dawson School in Otara with their successful strawberries.

of them still have concerns about National Standards, even after informed discussion. Surely these results show both the Minister and her Ministry that this policy needs to be halted and trialled before any decision is taken to fully implement across the country.”

Dawson school gets growing Room 20 from Dawson School in Otara, Auckland has won $10,000 in the Fresh n Fruity national education programme which encouraged students to grow strawberries over a nine week period. The class was chosen because of the sheer volume of work and the creativity involved in the students entry.

The school plans to use the money to build a kitchen so that students can learn how to cook healthy, nutritious meals.

“We are ecstatic that we won,” says teacher, Janine Pieterse. “The students put a huge amount of effort into this initiative and it is a great surprise for us all.”

The Fresh n Fruity Get Growing programme was designed to get students involved in gardening and learn skills involved in growing fruit.

Bright sparks wanted Applications are now open for Variety – The Children’s Charity’s Gold Heart Scholarship Programme, which provides talented Kiwi

kids who are sick, disabled or disadvantaged with $5,000 and matches them with a mentor to help them to reach their goals.

“CMC Markets will once again generously fund six educational scholarships and we look forward to receiving applications from young Kiwis aged up to 18 who are interested in pursuing dreams in the education field, as well as in the fields of music, art and sport,” says Variety CEO Lorraine Taylor.

One of the many inspirational recipients of the scholarship is Daniel Holt, who recently returned from the Paralympic World Championships with a bronze medal.

His motto is “put in the miles, reap the rewards” and, with this in mind, he is well on target to fulfill his dream to be at the 2012 Paralympics in London. His visual impairment due to albinism has not stood in the way of his dreams and Blind Sport CEO Ray McLeod says Daniel’s future in his chosen sport is promising and he is on track to compete in the 2011 IBSA World Championships and the 2012 London Paralympics.

Applications for the 2010 Variety Gold Heart Scholarship programme close on March 31, 2010. For further information or to download an application form, please go to www.variety.org.nz.

Trades get the thumbs up

Daniel Holt with his mentor Helen Norfolk and her Commonwealth medal.

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school news Issue 09 - Term 1 - 2010

Careers in the trades, technical and associated professions get the thumbs up by 16-year-old students according to a recent survey by the New Zealand Council for Educational X Research (NZCER).

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March 2010 Digital Cyber Safety – Supporting safe student and teacher practice March 1 – 18, Various locations www.core-ed.net Effective Teachers of Writing March 23, Auckland www.learningnetwork.ac.nz

April 2010 Get Outside! Education Outside the Classroom April 6 – 9, Porirua - www.trcc.org.nz W Fourteen per cent of the young New Zealanders surveyed aspire to a trades career – equal to the number who said they would prefer a career in management. The technician and associated professional category was the strongest preference with 61 per cent interested.

Young people see trades and technical careers rewarding both financially and personally. The prospect of enjoyment and personal reward was cited by 82 per cent of those who expressed interest in technical and associated professional careers

NZEALS International Educational Leadership Conference April 7 – 9, Christchurch www.nzeals.org.nz/conf10/index.htm Montessori Aotearoa New Zealand 2010 Conference April 10 - 13, Canterbury www.montessori.org.nz/conference Distance Education Association of New Zealand Conference April 25 – 28, Wellington www.deanz.org.nz and 63 per cent of young people who expressed interest in the trades; 38 and 39 per cent respectively said the potential for external reward and lifestyle from these careers appealed.

The survey, Competent Children, Competent Learners, has been tracking around 500 New Zealand young people from early childhood education through schooling and beyond and the latest findings come from the age-16 phase of the project. To read a summary of the key findings go to: www.educationcounts.govt.nz/ publications/series/2567/35117/7

Events

Events Calendar

May 2010

June 1, Auckland

Early Childhood Council Annual Conference May 7 – 9, Christchurch www.ecc.org.nz/conference/home.html

www.4d.org.nz/workshops/

Inclusive Learning Technologies Conference 2010 May 25 – 28, Surfers Paradise www.spectronics.co.nz/conference/

www.4d.org.nz/workshops/

Dyslexia aware best practice – the new teaching paradigm May 31, Auckland www.4d.org.nz/workshops/

Interventions – beyond great teaching, un-sticking the 4% June 2, Auckland Leaders – creating change through vision and empowerment June 3, Auckland www.4d.org.nz/workshops/ Pre-School – the ABC

June 2010

of early identification

4D Advanced – achieving the 4D Edge

June 3, Auckland www.4d.org.nz/workshops/

Vegetarian teaching resources

Vegetarian Choice is designed to be

Sanitarium Nutrition Service has launched a new senior home economics teaching resource called Vegetarian Choice for the 2010 school year.

The teaching resource is aimed at year 12 home economics students who are completing a vegetarian unit as part of their NCEA assessment, and has been updated to meet new curriculum and nutrition recommendations.

Paige Ashby, clinical nutritionist for Sanitarium Nutrition Service, says

an inspirational way for teachers and students to explore vegetarian eating.

“We’ve incorporated practical cooking lessons, as well some online lessons that feature videos, to make the curriculum fun and engaging for students and teachers alike.”

Vegetarian Choice comprises of 22 lesson plans including: practical cooking lessons; classroom and online lessons; and a homework project. See www.vegetarianchoice. sanitarium.co.nz for further details.

Supplier Profile | Taymac Engineering

Taymac boilers offer efficiency and versatility HUNDREDS OF SCHOOLS count on Taymac Heatpak boilers to provide a comfortable environment for our country’s children.

The versatility of the Taymac Heatpak boiler is allowing costeffective conversion from traditional coal fuels to wood pellets and wood chip. Benefits include substitution of a renewable, carbon-neutral fuel and reduced ash production while maintaining security of supply through multi-fuel capability - wood pellets, wood chip and coal.

In most cases, an upgrade of an existing boiler is all that is required, and government grants can be available. Where replacement of an older unit is necessary, a new Taymac Heatpak boiler can be supplied fully equipped, to run on coal, wood pellets or wood chip.

With the Taymac Heatpaks’ efficient 3-pass design, variable speeds for boiler control and automatic ignition, it achieves efficiencies of up to 85 percent.

Taymac Heatpak boiler

The boiler shuts down overnight and at weekends, automatically relighting in the morning.

Whether upgrading an existing boiler or installing a new Taymac Heatpak, schools benefit from the proven longevity of the Taymac Heatpak boiler’s multi-fuel capability for energy security, local supply of spare parts and expertise.

19 Taurus Place, Bromley, Christchurch P | 03 389 7149 F | 03 389 7078

Issue 09 - Term 1 - 2010 school news

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Ministry News

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Education is one of New Zealand’s top three service exports and the number of international students is increasing.

International student numbers on the rise

export_education_levy_statistics/ august-2003-2009.

The number of international students coming to New Zealand is increasing, says Education Minister Anne Tolley.

“There was a steady decline in the number of international students in New Zealand from 2003 to 2008. These latest figures show we have reversed this trend,” says Tolley.

In 2009 there were 76,562 feepaying international students in New Zealand compared with 72,540 in 2008 – an increase of more than 4000 students.

“Education is one of our top three service exports. Last year it contributed $2.1 billion to our economy, supported more than 32,000 jobs, and provided our education institutions with nearly $600 million in fees,” she says. “The fact that more international students are choosing New Zealand as a study destination is great news.”

The latest figures can be found on the Education Counts website: www. educationcounts.govt.nz/statistics/

Managing student behaviour

SAFEand SEEN Raise funds for your school

www.gearednz.co.nz

Designed to keep our kids

Details of the rollout of a Positive Behaviour for Learning Action Plan, developed in association with eight other education sector agencies, have been announced by the Ministry of Education.

From this term a number of behaviour management programmes will start to be rolled out to communities and schools in response to priorities agreed by the Taumata Whanonga behaviour summit held in 2009. This includes programmes and initiatives for parents and teachers, school-wide programmes, improved behaviour crisis support and improved intensive programmes for individual students with severe behaviour problems.

The programmes and initiatives will be rolled out gradually over the next five years, with a budget of $45 million for implementation

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school news Issue 09 - Term 1 - 2010

through re-focusing current services and reprioritising the Enhanced Programme Fund and Student Wellbeing Initiative to support the Plan.

“The Plan focuses on both the most challenging behaviour issues and those issues associated with more frequent but less disruptive behaviour – both issues impact on learning and the well-being of students and teachers,” says Ministry of Education deputy secretary, Nicholas Pole. “It provides a proactive approach to addressing behaviour problems in a consistent and focused way across the country.”

Many of the initiatives in the Plan focus on preventing behaviour problems – getting in early in the life of the child and in the life of the problem.

“There are no quick fixes, but with long term commitment from parents, teachers, schools and communities we can achieve our aim,” says Pole. “We will know this programme is successful when students are doing better at school and at home, when there are fewer problems with poor behaviour, when parents have better relationships with their children, and when teachers are confident in addressing behaviour problems and have the support they need,” he says.

New service academies launched Service Academies will open at seven New Zealand secondary schools this year, Education Minister Anne Tolley has announced.

“The extra academies mean even more young people will have the opportunity to take part in a challenging and motivating programme, learn new skills, and be given a chance to succeed,” says Tolley.

The military-style programmes for year 12 and 13 students, part of the Government’s Youth Opportunities package announced by the Prime Minister in August, will be provided at schools with the help of the New Zealand Defence Force.

Students will take part in courses such as leadership and outdoor education, and work towards reaching NCEA Level 1 Mathematics and English or above.

“Service Academies are aimed at young people who may otherwise leave school and find it difficult to get a job or move on to tertiary education,” says Tolley. “After completing the yearlong programme, the aim is for these students to return to a mainstream school, go on to tertiary education or find a sustainable job.”

The additional academies join the existing 11 which are operating across the country.

The seven new Service Academies will be run through Tikipunga High School (Whangarei), Otahuhu College (Auckland), Gisborne Girls’ High School (Gisborne), Tokoroa High School (Tokoroa), Tamaki College (Auckland), Wanganui City College (Wanganui), and Te Kuiti High School (Te Kuiti).

Special education review document released Associate Minister of Education Heather Roy has opened public consultation on the Review of Special Education, initiated as part of ACT and National’s commitment to providing all students in New Zealand with the opportunities and tools they need to fulfil their potential.

“It is fitting that the Review of Special Education Discussion Document was launched at Evans Bay Intermediate School, which will have a Kimi Ora School satellite opened on its grounds this year,” says Roy. “The Special Education Review document proposes a vision for students with special education needs, outlines how the system works currently and asks what needs to change. I urge parents, families, teachers, students, and the education and disability sectors to submit their views.”

“Students with special education needs require the most support to learn. While many aspects of our system work well, there is room for improvement. This review is about improving the way these students are supported from across the education system to realise their potential,” she says.

news Principal Issues

Blessed with bilingual brains

T

HINK OF BILINGUAL education in New Zealand and many will automatically suspect you are talking about English and Maori.

However, for a number of schools around the country it is the Samoan language that is starting to take precedence.

The Auckland Samoan Bilingual Cluster, for example, was formed in 2005 and comprises of seven schools that operate Samoan Bilingual Units.

One of the clusters’ core remits has been to push the need for government to recognise the value of first language learning from age five.

It seems very uninformed for the government to support Samoan Early Childhood Centres – Aoga Mata – then withdraw all support when students turn five years old and start school (Year 1).

In the current curriculum, the next phase of learning languages “kicks-in” at Year 7 (11-12 years of age).

Would it not seem far more sensible to support and nurture these students from Year 1 to 8, after which time all facets of language learning will be embedded and students will have more success in accomplishing bilingualism/ biliteracy?

It takes between six and eight years to deliver the outcomes needed to reach age grade norms, and 13 years for intergenerational language transfer. So the Ministry of Education’s Pasifika plan has a large gap between Years 1 to 6.

There are many benefits to students who are able to speak two languages fluently, such as greater tolerance of other cultures, wider communication ability and raised self esteem and a number of benefits for the schools involved.

Teaching and communicating in the child’s first language provides a strong platform for learning and means students can be assisted in learning and understanding the second language through their knowledge of the first language.

A bilingual programme will either involve immersion teaching in a minority language or will use the two languages in a dual medium approach.

“

“It takes between six and eight years to deliver the outcomes needed to reach age grade norms, and 13 years for intergenerational language transfer.”

Bilingual cluster The schools in the Auckland Samoan Bilingual Cluster include Clendon Park, Finlayson Park, Mangere East, Richmond Road, Sir Edmund Hillary Collegiate Junior School, Te Matauranga and Weymouth Intermediate.

The schools came together through a shared philosophical base and commitment to bilingual education. They also share a passion to strengthen their efforts through co-operative and collaborative practices.

A committed group of principals and teachers, they have also found strength, encouragement and fellowship through the formation of this cluster.

While each school had developed specific and unique features for its Samoan bilingual units, common threads of bilingual pedagogy strongly linked the schools together.

As a cluster, which includes community representatives, the schools have been proactive in campaigning for recognition of Samoan bilingual education from the Ministry of Education – not only for resourcing of the students enrolled at the schools (between Years 1- 8) but also for the teachers and leaders who work extremely hard and put in many extra long hours to produce programmes to fit the bilingual learning needs of their students.

Over the past five years the cluster has met with various Ministry of Education officials in both Auckland and Wellington who are connected with Pasifika Education to try to seek the support needed for the bilingual units.

It must be remembered that this pathway has been requested by the

parent community. It affects 745 students in the seven schools and this number is increasing annually.

Bilingualism is the ultimate aim of bilingual education programmes, and this will be the outcome from the Auckland Samoan Bilingual Cluster as teachers gain higher levels of pedagogical understanding of methodologies and fluency in both languages of instruction themselves.

WIN

The clusters’ collegial support programme, which includes intensive professional development, is funded by each school.

Principals now recognise that teachers and students in our units are truly “blessed with bilingual brains”.

By Shirley Maihi, principal, Finlayson Park School.

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Every survey your school submits counts so make sure all of your school management team complete the survey too, so you increase the chance that your school wins the major prize!

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Issue 09 - Term 1 - 2010 school news

7

School Banking

education

Increasing financial literacy

W

HEN ASB and Young Enterprise Trust released the results of their SmartStart survey in early 2009, the findings shocked many in the education and financial industries.

The survey found that 75 per cent of 8-12 year olds surveyed didn’t have a bank account and, if they did, it was rarely used; and 13 per cent couldn’t name a single financial institution, with over half only able to name one.

Alison Cowan, principal of Hampton Hill Primary in Wellington had heard similarly disturbing facts from a Retirement Commission report, which showed that when asked where money came from, the majority of children thought it came from a ‘hole in the wall’.

“I vividly remember doing school banking myself as a child, and the learnings from that consistent discipline around saving money stood me in good financial stead for life,” she says. “On hearing that so many children had no idea where money came from, I contacted our ASB branch manager to see what they were doing about school banking.”

At that time ASB was about to embark on a school banking pilot project – its previous school banking system having been discontinued in the 1990s – and Hampton Hill Primary joined seven other schools in a trial banking programme.

Cowan says that by the end of the two term pilot, 60 per cent of her pupils had a bank account and were depositing, on average, $5 a week.

“These children were committed to setting their own saving goals, and they kept it up which is the most important thing,” she says. “Now it’s a new school year and school banking has become a natural part of their week. It’s also a great topic of discussion between children, teachers and parents, who recall ASB school banking themselves as children.”

Other schools involved in the pilot have witnessed similar student engagement with school banking, and now more than 300 schools have signed up to the banks’ revitalised school banking programme.

The ASB system provides schools with a deposit envelopes, security

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school news Issue 09 - Term 1 - 2010

Financial literacy resources for secondary schools are available from the following websites: •

www.financialliteracy.org.nz/financial-education-/-schools/ education-resources-years-11-13

•

www.getwise.co.nz

•

www.nzcurriculum.tki.org.nz/Ministry-curriculum-guides/Financialcapability

bags and a secure deposit drop box for students to deposit their savings.

However, it’s not just ASB that offers students banking services through schools. The National Bank works with schools to train responsible senior students with an interest in maths to be bank tellers and help younger students deposit their pocket money.

Westpac also offers a similar scheme, as do the Credit Unions.

But schools now need to offer more than a banking programme to ensure students know where money comes from, how to budget and the pitfalls of credit card interest rates.

And financial literacy is becoming an important part of the New Zealand

curriculum and forms part of the new requirements for National Standards.

A further study, released to coincide with Financial Awareness Week in 2009 found that only eight out of 40 questions on basic financial literacy were answered correctly by more than half of the 443 students surveyed.

Diana Crossan, New Zealand’s retirement commissioner says the results of this survey are alarming but not unexpected considering the historical lack of financial education in schools “Students need to be able to understand basic financial concepts to manage their lives effectively.

Of most concern is that very few

answered questions about credit card interest correctly,” she says.

“Many students see the opportunity of getting a credit card as a rite of passage. But this survey, by the Young Enterprise Trust shows that they don’t understand the implications of not paying off the card in full every month.”

As a result, the Retirement Commission has released set of education resources specially developed for secondary school students. The resources are designed for teachers to use with year 11-13 students and cover credit cards, mortgage, budgeting and savings.

Younger students haven’t been left out either, with resources for years 1-10 available from the Ministry of Education and through ASB’s new GetWise programme aimed at primary school students.

ASB chief executive, Charles Pink, says the imperative to improve the level of financial literacy in New Zealand has been recognised for some time.

“The world of finance has become even more complex in recent times, so there is more need than ever for New Zealand children to be given the opportunity to learn simple but effective money management skills at an early age,” he says.

GetWise is based on a highly interactive workshop model developed specifically for New Zealand primary school children.

The workshop content is entirely non-commercial and is designed in collaboration with leading experts in primary education, financial literacy and cognitive development.

“Our objective has been to offer a flexible financial literacy programme that will assist teachers as they work to deliver to the new national standards, while also providing them with the support they need in terms of future resources and lesson planning,” says Pink.

“We are very excited about the launch of GetWise. It is definitely the next step up in financial literacy learning and through our longterm commitment to this new skills programme we aim to help primary school teachers to make a positive difference for at least 50,000 primary school children a year,” he says.

Gateway Programme

education

A gateway to the construction industry

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“

“It gets you on site doing real work, then off site completing the theory.”

– William Andrew, Gateway student, Havelock North High School

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school news Issue 09 - Term 1 - 2010

HEN TERRY EVANS formed his own building company, he knew he would employ a student on work experience as part of his regular business practice.

“I did it myself at school, and then when I was working for a company we’d had them too. When I formed my own building business in Havelock, it was natural to continue the practice.”

Evans is involved with Gateway, a Tertiary Education Commissionfunded programme that gives students a realistic view of working life beyond school walls.

One day a week students work with a company, learning the basics of the trade and giving them an opportunity to see if it is a good fit for their interests and talents. For some it’s the start of a new career, and for other’s it’s a chance to further define what they do want to do.

“One of the girls I had a few years back realised building wasn’t for her, but after working with me she got a job as a door maker,” says Evans.

“It was still beneficial as it helped her define exactly what sort of job she would enjoy. The skills she gained from working with me got her that job.”

The programme focuses on the construction industry, including placements in the building, tiling, carpentry, concreting and plastering industries, providing students with a wide variety of learning opportunities.

For students planning on moving to a construction related qualification or joining up for an apprenticeship, they get enough of a taste to work out if it is a job they would enjoy.

If they prove themselves to be reliable and focused, they also gain a reputable referee to increase their chances of future employment.

Employers signed up to the scheme also benefit, as they gain free extra part time help (barring a few occasional lunch treats during smoko) and, as they pass on the skills they have, they often have a chance to refresh their own knowledge.

Giving something back is a common driver and many

employers enjoy watching their students develop over the three terms they work with them.

It can also be a great way to test out potential employees. Evans says he had thought of taking on the last student placement he had, William Andrew (17) of Havelock North High School, fulltime. “He was excellent. In the end he got a job with a company that I knew would be good for him. The work he did with me got him the job so it was well worth it all round.”

Andrew himself highly recommends the programme, and credits it with helping him complete half the unit standards he’ll need to complete his apprenticeship.

“It gets you on site doing real work, then off site completing the theory. That’s one area many of us worry we won’t be able to complete. Having support to work through that side gives us a great head start,” he says.

“I believe all the people who were part of the Gateway programme at my school are now in apprenticeships. That’s pretty good results.”

Andrew also believes that the programme “helped me feel secure that I was making the right career decision before committing to an apprenticeship.”

The service is free for employers and students, and the school receives funding to run the programme out of their school.

In 2009 over 150 schools participated, and there were 362 students signed up for Gateway Training Agreements.

Schools can receive assistance in setting up the programme, and for the costs in finding good placements for their students. To access the funding, schools need to submit a plan of how they will achieve this, and the delivery is then monitored by the Tertiary Education Commission (TEC).

Providing a pathway to enable students to move from school to further education or employment, ensures the scheme continues to grow in popularity.

By Rachel Goodchild.

education Guidance Counselling

Providing the right guidance

G

UIDANCE COUNSELLORS play an important role in many schools across New Zealand.

On a daily basis they deal with issues such as pregnancy, suicide, drug and alcohol use, family violence, learning disabilities and physical health concerns, right through to relationship issues with friends.

“If anyone has a problem, we make sure we’re available to help them solve that problem, no matter how big or small,” explains Paul Ferner, director of guidance at Mt Albert Grammar School. “If a student is unhappy, either at school or at home, it will be affecting their learning. Guidance counsellors work to remove or improve those impediments to learning.”

School counsellors also take on advocacy roles on behalf of students and can act as a support person if a student needs to be interviewed by the police or the principal. But it’s not just students they assist, staff and families of students also approach counsellors for advice on parenting issues and other more general matters.

While students often self-refer to the guidance counsellor, others are referred by parents, teachers, deans and even their friends. And even with those that self-refer, it can take time for the counsellor to build a relationship and get the student to open up.

“There are no magic bullets when it comes to working with kids,” says Ferner. “Building a relationship can take time but you develop little strategies for engaging kids in conversation and building their trust.”

Many counsellors take on a wider role within the school to help build those relationships with students, including coaching sports teams, working with prefects, or helping with school productions.

It’s something that the New Zealand Association of Counselling (NZAC) the professional association for the counselling industry, would like to encourage.

Chris Hooker, school guidance counselling portfolio manager at NZAC, believes guidance counselling should be embedded in the school system and counsellors

“

“Building a relationship can take time but you develop little strategies for engaging kids in conversation and building their trust.”

– Paul Ferner, head of guidance, Mt Albert Grammar School

should have a public face around the school.

“It is often much easier for counsellors to break down barriers and build relationships with students if they have a prominent role in the school.”

However, an issue for some school guidance counsellors is feeling a lack of recognition from colleagues on the teaching staff.

“There is a bit of a perception in the community that school guidance counsellors are well intentioned, nice teachers with no particular qualifications,” explains Hooker. “But as a group they are particularly well qualified.”

Figures from NZAC show this.

More than 70 per cent of NZAC member school counsellors are qualified to post graduate level in counselling, and nearly half are qualified to Masters level.

In fact, many school guidance counsellors are former teachers who have decided to take their career in a new direction.

Ferner says once teachers realise a guidance counsellor comes from a teaching background and has an understanding of their world, the working relationship becomes much easier.

“Neither teachers nor counsellors can work in isolation,” he says. “Pastoral care is not just down to the guidance counsellors, the whole teaching body has to contribute to the wellbeing of the students.”

Professionalism and confidentiality are key when providing counselling services and the NZAC has a number of checks in place to ensure quality and safety for clients and schools.

School guidance counsellors, who

are members of NZAC, require an annual practicing certificate, must complete professional development annually and undertake supervision.

Supervision is conducted with an experienced counsellor who provides a sounding board to ensure guidance counsellors are acting in the best interests of the students.

“Sometimes we can get stuck either because we’re affected by what we deal with or we’re not sure how to proceed,” says Ferner. “It also helps to keep counsellors safe and unaffected, and ensures they’re working in a safe and ethical way.”

It is this safe, protective approach to dealing with student issues that encourages many students to seek an appointment with the school guidance counsellor and will encourage others to do so in the future.

Issue 09 - Term 1 - 2010 school news

11

Traditional Games

education

Nga taonga takaro: traditional Maori games

Ki-o-Rahi Akotanga Iho, a Kerikeri school group, mentored other New Zealand schools in ki-o-rahi and kapa haka.

T

RADITIONAL MAORI GAMES (Nga Taonga Takaro) are gaining popularity in New Zealand’s schools.

And many find the inclusion of more traditional pastimes add depth and diversity to the curriculum, in particular in the subject areas of physical education, Maori, science and social studies.

This follows their successful use by curriculum directors in the US – ki-o-rahi, a ball game, was introduced into 31,000 US schools in 2005, while mu torere (a board game) is now part of the mathematics doctorate programme at St. Josephs University in Philadelphia.

New Zealand has a range of traditional games including manu tukutuku (kite flying), haka riki, tapa rahi and tapa wai (ball games), koikui (ball and whip game), potaka (spinning tops), nonoke (wrestling), kaipara (athletics), tokatoka and wera-te-patu (rock games), pirori (hoop games), whakahekeheke ngaru and poha (surfing), piu (skipping), horohopu (poi toa game), tupea (problem solving) and ti-uru (stick game).

Recent research on ki-o-rahi, conducted by Dr Farah Palmer of Massey University, confirms it as the most dynamic traditional activity – one which has the potential to

12

school news Issue 09 - Term 1 - 2010

“

“Traditional pastimes can add depth and diversity to the curriculum, in particular in the subject areas of physical education, Maori, science and social studies.”

Ki-o-rahi was introduced into 31,000 US schools in 2005

transform the physical education curriculum.

Palmer’s findings, on a par with US research, have illuminated several exciting outcomes for ki-o-rahi in school curricula, notably, that by playing the game 72 per cent of students improved their strength and co-ordination.

The study also showed that nearly one third of students became more physically active, 80 per cent of players wanted to play other traditional games, 80 per cent wanted to continue playing in organised competitions and 87

per cent wanted to be involved in continued learning related to the philosophical, historical and social aspects of the game.

Palmers’ conclusions were also consistent with Te Kotahitanga research which found that ki-o-rahi was a user-friendly learning activity enjoyed by Maori and non-Maori alike.

That study also found that it enhanced the education of Maori students, Maori students felt empowered by being able to speak Maori while playing the game, Maori took on leadership roles

while playing it, the game fostered social cohesion and co-operation (whanaungatanga) and Maori students felt an elevated sense of self-worth by playing it and having its symbolism in their schools.

Local initiatives Increasing Nga Taonga Takaro in our society is now one of the key objectives of the SPARC funded He Oranga Poutama (HOP) division.

Leading that project is the Maori Advisor for SPARC, Veronica Thompson. Her kaiwhakahaere in Hawkes Bay (Theresa O’Brien and

education Stuttering

Dan Evans), Counties-Manukau (Surinder Edwards and Richie Koroi) and North Harbour (Wiremu Mato) have, within a year, coached more than 500 school children in ki-o-rahi in their respective regions and organised provincial school championships.

Independent, local Maori games initiatives are also continuing to inspire those involved at national level. For example, in Northland a Kerikeri school group called ‘Ki-o-Rahi Akotanga Iho’, won the 2008 Maori Sports Award for ‘Best Community Initiative’ in recognition of their innovative approach to cultural sports provision.

Their kaupapa focused on ki-orahi as a cultural learning tool with kapa haka and community service integrated into their mentoring programme. Their legacy can be seen in the twelve schools they mentored including Rangitoto College, Thames High School and Te Kura o Hirangi.

Research shows that students will only gain the maximum educational benefits from the utilisation of traditional games when school management teams and the teachers involved with

their facilitation have an agentic positioning with regard to the value of Maori resources and have a vision for successful progression.

Additionally, for schools to effectively sustain traditional games pedagogies after initial interventions, school boards need to communicate effectively with local communities and school management teams need to develop effective ongoing support for their culturally cognisant teachers. In April the NZ secondary schools ki-o-rahi touch nationals will be held in Tolaga Bay. The 2010 event has special significance because the East Coast region is acknowledged as the original birthplace of the ball game played in NZ more than 1000 years ago. This year it will be celebrated with the completion of a traditionally carved ki-o-rahi field.

By Harko Brown, teacher, Kerikeri Primary School.

Teachers can learn about ki-o-rahi and other traditional games by contacting their health boards, regional kaiwhakahaere, runanga, individual practitioners or practicing institutions.

Ki-o-rahi improves students’ strength and co-ordination.

Dealing with a stutter

C

HILDREN WITH A stutter are often the subject of playground taunts and name calling. However, while the exact cause of stutter is not yet known (it is believed a stutter results from an inherited problem with the neural processing of speech) it is not a result of nervousness or low intelligence, and it affects at least one per cent of the adult population.

Stuttering generally begins in early childhood and that is often the best time for intervention. Treatment for school age children takes longer and is more complex, but can still be effective.

Stuttering includes the repetition of sounds and words, for example “w w w what’s next?” or “this this this one?”; prolongations of sounds, such as “a ssssssong”; and blocking of sounds, ie where the sound gets completely stuck, e.g. “I…….I like rugby”.

There may also be visible signs of tension, as well as feelings of fear, embarrassment and anxiety.

There is no typical student who stutters, as stuttering affects

everyone differently with varying degrees of severity. Some children are not at all inhibited by their stutter and they will want to participate in all activities. For other children, it may be affecting academic progress and the development of social relationships.

The pressures of school work and peer relationships can be particularly challenging for the student who stutters.

In the classroom, students are expected to share ideas, present their work orally and ask or answer questions. The student who stutters may be embarrassed and may prefer to keep silent rather than risk stuttering in front of their classmates.

Teasing and bullying is a risk for these students but can be minimised by a school environment that fosters acceptance.

So how can teachers help?

• •

Encourage respect for others and their differences.

Demonstrate that you value the student who stutters for what they say not how they say it. Use

•

•

•

•

natural eye contact and allow them time to finish what they are saying.

Consider non-verbal alternatives for the roll. Try ‘hands up’ or a written list that the students mark as they enter class.

Negotiate the order of oral presentations. Speaking earlier may prevent fear and tension developing.

Students who stutter often find it easier to read in unison. If the whole class reads in pairs, this avoids singling out the child who stutters.

Talk to the student individually, as everyone who stutters will have different preferences of how speaking situations should be handled.

Janelle Forman and Rachel Dobbin are speech language therapists at the Stuttering Treatment and Research Trust (START) who specialise in working with students who stutter. Visit www.stuttering.co.nz for further information.

Issue 09 - Term 1 - 2010 school news

13

Fundraising

admin & management

Strategically planning for fundraising

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“It has now become important for sound income planning to be sustainable and you need to identify what will make your school stand out in the community.”

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school news Issue 09 - Term 1 - 2010

’VE HAD A number of calls from schools over the last few years seeking advice on how to spice up a gala, source funds for a capital campaign, or undertake panic fundraising for shortfalls.

All but one of these calls have been from Board of Trustee members frustrated with their Board’s inaction, incompetence, or with stalwarts ‘blocking’ innovative progress.

Schools should take comfort in knowing that this problem is not new, nor is it isolated to schools – any community organisation that needs to raise funds may apply the old adage, where there is smoke there is fire.

But how can a school plan for any income shortfall and keep it’s presence in the community strong for, at least, the next few generations?

Strategic planning of fundraising is becoming increasingly necessary.

School is not actually free of charge and it is essential to plan fundraising alongside school development.

Community Trusts can no longer be relied upon to make up income shortfalls, and are forecast to become harder to obtain in the future as they themselves merge and adapt to their own expectations of community demands. This may also mean they seek evidence of sustainable income streams before investing a grant to potential recipients.

Schools now have to adopt business strategies, and fundraising should also have that planning care within the budget – don’t just wait for a capital campaign.

Fundraising is no longer in the league of Gala’s, cake stalls and selling chocolates. It has now become important for sound income planning to be sustainable and you need to identify what will make your school stand out in the community. What wealth can it attract? How can it stay visible and therefore continue to be financially and community supported?

Each town and city within each region of New Zealand is quite unique with its own culture. Deciding what will raise a school’s profile and harness the support and dedication of the wider community, while making it attractive so the school retains the loyalty of parents and students, will make a difference from the struggle each year to find volunteers to

support an annual activities calendar.

Initially, it will take brainstorming to identify the school’s uniqueness in the community, and how to turn that into an income stream.

Just ensure that you include a crucial initial element for success… neutrality. Engage an independent facilitator for your initial brainstorming, otherwise those who have the loudest voice may override, direct everyone to their vision and squash or miss entirely, the potential that brainstorming should bring to this type of planning.

The list of potential opportunities is only as long as your imagination, but remember that all plans have a vision, and can be as far fetched as you like.

Allow innovation to have a voice, and be prepared to hear the outrageous and actually consider its elements without laughing it out of the room. Remember, the final vision may not have been the one you thought would make the difference, and you personally may not like all elements – but it should be one you are able to live with.

Operational goals, objectives and procedures are now familiar constructs in the business world and fundraising should be approached in a similar manner.

Strategic plans should fit the ultimate objective of your vision, and consist of three to five year steps, or less if necessary, building your income to be sustainable while working towards the vision’s fulfilment.

Resources and infrastructure to implement your strategic plan are as essential as the vision preparation.

The reality is this may also mean you will need to engage the expertise of a professional fundraiser.

Being under resourced to implement your vision is as bad as having a filled swimming pool without the necessary resources of chemicals and personnel to keep it clean and healthy for all.

Fundraising can be an arduous process. But it is exciting, inspiring and worthwhile to establish your school in its community, ensuring its presence is noticed and supported to achieve education as best as possible for all children.

By Gwenda Reid, manager, $ & Sense Fundraising.

admin & management

H

AVING AN EASY to use payroll and administration system that works is extremely important in running a school effectively. So what exactly is the difference between outsourcing the schools’ payroll system and keeping everything in house; and what are the benefits of having a single, easy-to-use software package to manage all school related information from anywhere in the school?

Payroll systems Payroll is an essential aspect of all businesses and one that schools need to ensure is done right. For example, every school needs a process to track staff hours, days worked and overtime. Schools also need to be able to track client billing hours, expenses and the in-depth functions that affect the daily running of a school.

As a result, a payroll system can be anything from a simple

spreadsheet, to a fully automated program which is integrated to all other aspects of your computing environment.

An important decision schools must make when selecting a payroll system is whether outsourcing the system or selecting an in-house operation represents the most costeffective approach.

By outsourcing its payroll duties a school is contracting a third party to perform all payroll tasks, while having an in-house system allocates payroll duties and control to internal staff.

Many schools outsource their payroll system because the specialist companies offering this service provide knowledge and expertise in the intricacies of school payroll requirements. There are, however, schools that advocate the in-house option, as it’s through using your own staff that you may get a real insight into what your school needs.

16 X

Payroll and Administration Software

Managing school information

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Issue 09 - Term 1 - 2010 school news

15

Payroll and Administration Software

admin & management

W 15 Chris Partridge, operations manager at online payroll service SmartPayroll says there are both positive and negative aspects to keeping your payroll in-house, or outsourcing it.

“If you outsource your payroll system there are none of the admin costs of running the software in house, but it can be more expensive because of the customised service,” she says. “Yet if you keep everything in house it can be much more cost effective and reports – such as leave balances – can be accessed at any time. The downside is that someone from the school has to run the pays, even if it only takes a few minutes.”

Administration software Administration software packages allow staff to access and manage student records, assessment details, attendance, curriculum and timetabling, as well as provide information on staff schedules, library resources, finances and assets in one single software package.

The software can be installed on school computers, or can be hosted

offsite with schools accessing the required information from a website, saving valuable computer space.

Having this information at your fingertips from a single software package provides a number of benefits, including time saving when searching for detailed information, it allows for collaboration and reduces risk.

Jeremy Dombroski, managing director of school administration software provider Musac, says having single software packages to manage all school related information from anywhere in the school gets the most out of administration duties making work more efficient and in control. “A single software package to manage all school information is a single point of call to aid in optimising administrative processes in the school,” he says. “As a result you don’t have to deal with inter-vendor interoperability and integration issues.” Ultimately, however, every school is different and it is important to consider each payroll and administration software package and choose the one that best suits your

By Leah Odgers schools’ needs.

“

“As a result you don’t have to deal with inter-vendor interoperability and integration issues.”

– Jeremy Dombroski

New payroll system launching soon The Ministry of Education is introducing a new payroll system in mid-2010 that will manage the pay for 110,000 school staff across the country.

Talent2, an Australian based provider of payroll and human resources services, has been chosen to implement the new systems and service, and will establish facilities in Christchurch and Auckland to operate the new payroll.

Kevin Wilson, the deputy secretary of schooling’s principal adviser, says the new service will deliver greater efficiencies, reduce technical risk, and provide schools with a future-proofed service.

“School staff will be provided with online training covering the major elements of the service. In addition to the online training, user documentation will be provided describing all schools payroll processes and services.”

“Payroll is a very specialised area and services companies such as Talent2 and Datacom have many years experience of providing such services at competitive prices. A full tender process was carried out by the Ministry in recent years and identified a full range of both financial and non financial benefits in outsourcing payroll services versus running these in house,” he says.

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school news Issue 09 - Term 1 - 2010

admin & management Case Study: Hagley College

Christchurch’s Hagley College provides a mature learning environment for 1,600 students.

Controlling printing costs

U

SING TECHNOLOGY to empower individuals to make environmentally and economically sensible printing decisions sounds like a dream, but that’s exactly what a distinctive New Zealand secondary school has achieved with a bit of help from Ricoh.

Christchurch’s Hagley College provides a mature learning environment for 1,600 students and has seen students thriving, with 42% eventually graduating from a New Zealand university.

Such a large and dynamic organisation needs to be supported by an equally robust network of computers, along with printing and copying equipment.

So, when the school’s ICT managers, Sue Grigor and Mark Tull, decided to undertake a review of their printing and copying solutions they had plenty to think about.

Managing printing and copying costs across the college had become very difficult, because each of the college’s 15 departments had their own printing and copying budgets, and were individually purchasing copiers, printers, ink and paper.

Often departments would buy low cost inkjet printers, with little thought given to the high cost of the cartridges required to run them.

Tull had tried to get ‘cost per print’ information from suppliers, but the information was not forthcoming.

Getting all staff and students to think environmentally was another desire. Up until the review, inefficiencies were easy to spot – for instance many of the staff and students had been printing single

Copiers, such as the one in the school’s library, now offer a preview of how much a print job will cost.

sided. They did not differentiate between desktop printers and more cost effective multifunctional devices (MFDs) and, as is typical with most organisations, unwanted print-outs gathered on machines each day.

As part of an extensive market review process Grigor and Tull contacted a Ricoh consultant who recommended a selection of Ricoh MFDs and printers paired together with Equitrac Print & Copy Control software.

The benefits of the new system were immediate. Accurate allocation of printing and copying costs to each user was achieved, with each student having their own account they can buy credit for, and staff usage now accurately allocated back to their department.

Significantly, when selecting print, a pop-up box on the users PC/Mac tells them how much the job will cost. This ‘cost preview’ functionality has encouraged use of MFDs over desktop printers.

Previously staff were mostly printing single sided, now with Equitrac, they print double sided as they are aware of the paper usage and cost.

Departmental cost management has also been simplified, with Equitrac generating activity reports by department and individual users, and breaking it out into spend on

black and white and colour.

“Before we had no idea what the college was spending on copying and printing, now that we do, budgeting has become much more accurate,” says Grigor.

Keeping machines in working order has become much more straightforward. The status of all the college’s MFDs and printers can now be monitored from the comfort of Grigor’s desk. If a printer drawer is left open or a print job is holding up the queue she knows why things aren’t working and can quickly take action.

Grigor and Tull chose Ricoh products as the company allowed them to visit other customers and see the products in action. Grigor adds “our previous good experience with Ricoh gave us confidence in the company, their technical support people and their service response times”.

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RICOH Issue 09 - Term 1 - 2010 school news

17

Aranui High School

profiles

The broad pathway to success

Amanda Taueki King-Hazel and Rawiri Maniapoto star as Titania and Oberon in ‘A Midsummer Night’s Dream’.

A

UNIQUE CHRISTCHURCH high school is celebrating its 50th Jubilee year in 2010 with a complete redevelopment.

Aranui High School has weathered a number of storms over its 50 year history but, with the redevelopment of its teaching classrooms and a rebuilding of the school’s status in the community, the school has just cause for celebration.

Aranui High School principal, John Rohs, says the project started in 2006 when staff and the then local member of parliament, Lianne Dalziel, expressed concern about the poor state of the school. “The 1960s fibrolite buildings were beginning to show their age and the school grounds were continually being vandalised and tagged,” he says.

A lengthy three-year consultation process with the Ministry of Education ensued and the decision

$07

“

“Aranui means ‘broad pathway’ and the academies offer students a lot of choices with their education.”

to completely rebuild the school was finally made in 2008.

The schools’ new science block was officially opened in 2009, and the redeveloped technology and arts block will be declared open during the school’s jubilee celebrations in term one.

Expected to be fully complete in 2011, the redevelopment will continue throughout this year with the demolition of the current technology block, a rebuild of the pastoral care centre and the construction of a student centre.

The main teaching area of the school, housing the school’s

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18

school news Issue 09 - Term 1 - 2010

Lara Philips and Shana Paynter won gold for Aranui at the National Junior Hospitality Challenge.

– John Rohs, principal, Aranui High School computer suites, maths department, and social science department, is also set for demolition and will be rebuilt into three distinct teaching blocks for maths, social science and English.

“We’re very lucky that, up to this point, the reconstruction has not had much impact on the running of the school,” says Rohs.

“However, from early 2010 the whole campus will be under construction. We’re trying to ensure demolition noise is confined to the holidays and we’re confident that the delivery of the curriculum will not be compromised during the year.”

However, it’s not just the physical

buildings that are undergoing a redevelopment – in the past three years the school has also been working hard to expand its role in the Aranui community.

The school was one of the first in the country to establish an academy programme which provides concentrated tuition in a particular career pathway.

The school now has 13 academies ranging from basketball and rugby league to early childhood and hospitality. Students can opt to undertake the academy programme on a part time basis and be involved in conventional schooling the rest of

profiles Aranui High School

the week or, as in the case of the early childhood academy, can study full time on the programme.

It is the services academy, however, which is helping the school to make its mark on the community.

Initially run in collaboration with the Ministry of Social Development, the services academy is now funded by the Ministry of Education, and is run by trained military personnel. It encourages participants to undertake work experience and community projects, as well as providing mentoring and leadership training.

“It gives those students that are disengaged with school a new pathway to consider,” says Rohs. “And most importantly, it helps us keep students who may otherwise have fallen through the cracks.”

The programme doesn’t just focus on the armed forces however, it also encourages students to look at the police, fire and ambulance services as possible future career choices.

“Aranui means ‘broad pathway’ and the academies offer students a lot of choices with their education.

To properly serve our community we have to cater for the widest of needs and provide pathways that suit a whole range of students,” says Rohs.

Success has also been felt in the hospitality academy, with students winning the gold medal in the Secondary School Culinary Challenge three years in a row. As a result of the successes in this area, the school has invested heavily in commercial grade equipment so students can experience working in a realistic setting.

“It was a deliberate, strategic choice, based on our success in this area and our desire to provide students with the opportunity to study culinary skills and food preparation at a top level.”

Sports and sports-related academies are also extremely important to the school and the newly established rugby league academy has been very successful, losing to just one team in their first year in the competitive arena.

“I’m proud of the way we’re able to cater for boys who have dreams of reaching NRL level,” says Rohs. “And we have a few of our boys pursuing their dreams over there already.”

The performing arts have also enjoyed outstanding success with theatre academy students taking home top awards at international festivals.

“Each of the academies provides lots of different pathways the students can explore to find the one that suits them best.”

It is these broad pathways into education that are now providing the school with a real sense of its place in the community.

A recent survey of the school community provided positive feedback on the development of the school and how it is viewed amongst the community, says Rohs, yet this hasn’t always been the case.

“The Aranui area doesn’t always get the best press and there are regular articles on residents being

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fearful of gangs. The school has also been heavily tagged and vandalised in the past,” he says. “But, in spite of all this negativity, our students go on to achieve. They are resilient, creative and prove again and again that you don’t have to come from a middle class background to achieve.”

As Rohs says, “at Aranui we hold an attitude that anything is possible, no matter what your background.”

And with the redevelopment of the school and success of the academies bringing a new sense of positivity to the surrounding community, it appears the school is on the right track.

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Issue 09 - Term 1 - 2010 school news

19

Wakatipu High School

profiles

Developing independent learners

W

ITH ITS MOTTO – Ad Alta – literally meaning reach for your heights, Queenstown’s Wakatipu High School is starting 2010 in a great position to help its students achieve at the highest level.

The school’s key objective is to support its students to become independent learners, and teachers have implemented a number of initiatives to reach that goal.

In early 2009, for example, the school changed its timetable structure to give each student the opportunity to study in each learning area at their appropriate curriculum level.

This is in line with the revised New Zealand Curriculum, which seeks to provide students with individualised and seamless learning pathways.

Since the timetable restructure the school has seen a number of advantages including a 93 per cent fit of option choice for students; fewer management issues in junior classes and greater engagement in learning in classes.

Lyn Cooper, Wakatipu High School principal, says the second initiative has been to make the key competencies of the revised New Zealand Curriculum the focus of the school’s teaching and learning. “The inclusion of study periods has provided an opportunity for us to develop these key competencies with our senior students.”

The school uses a card system to determine where students are allowed to spend their study periods, and each card is given out according to the students’ level of independence.

A green card, which has been awarded to approximately 30 of the schools’ 400 senior students, enables them to access learning opportunities in the wider community during school hours. This may be to conduct interviews, to take photographs when the lighting is suitable, or to utilise other learning resources that are available.

Students that are issued with an orange card are able to access selected facilities within the school, attend tutorials, and use specialist rooms for extra practice or to pursue a passion such as music or art.

Those on a red card are supervised in the learning centre, where teachers work with them to develop independent learning skills; and a

20

school news Issue 09 - Term 1 - 2010

Sporting prowess

The Queenstown backdrop provides many external learning opportunities for Wakatipu High School students.

small number of students with a white card are timetabled to classes with a mentor until they are able to demonstrate a readiness to develop independent learning capabilities.

“The study periods provide the opportunity for students to demonstrate self management and independent learning behaviours, with a teacher available to facilitate this process,” says Cooper.

“Students engage in learning conversations and use the time to consolidate what they have learned during class.”

There is a strong desire among students to earn a green card and study in the wider community, says Cooper. “It’s not, however, completely up to the teachers, students can canvas their teachers, write a letter explaining their need for a green study card, whatever they need to show they can learn independently.”

for example, provides opportunities for gifted and talented students to develop their competency as learners by providing a wide range of stimulating challenges across and beyond the curriculum areas.

Learning support staff also provide for students with specific learning needs in numeracy, literacy and the key competencies.

All students working at level six and above of the curriculum are able to access a wide range of learning opportunities in courses that enable them to be successful in NCEA, such as Gateway, NCEA level one to three, scholarship and university papers.

Wakatipu High School also encourages students to develop their strengths in a broad range of academic, cultural and sporting fields, says Cooper.

The Queenstown environment provides the backdrop for the schools’ unique outdoor education programme – The New Zealand Alpine Sports Academy.

The academy, for elite skiers, snowboarders and tennis players, allows students to train at a top level in their chosen sport each morning with school work to be completed during the afternoons and, says Cooper, has attracted a number of New Zealand’s top sportspeople since its inception.

However, it’s not just the elite athletes that have the opportunity to make the most of Queenstown’s mountains. Students in years seven to nine also have the opportunity to participate in a five week ski and snowboarding course each year at Coronet Peak.

So whether a premier skier, snowboarder or living in the surrounding area, all students who attend Wakatipu High School have the opportunity to reach their full academic, physical and social potential in a positive and caring environment.

Unique location Wakatipu High School sits in the heart of Queenstown and has all the advantages of a rural New Zealand school.

However, the transient and seasonal nature of work in the area means the school benefits from a multinational population base more often seen in the larger centres.

Students are integrated into the school supported by a house dean and tutor group teachers, and have the ability to access specialist teachers across all learning areas.

Various programmes are available to support the learning needs of all students. The Angelo Programme,

The Alpine Sports Academy attracts elite skiers and snowboarders from around the country.

external learning

T

HE REALM OF learning outside the classroom is rich and authentic, connecting learners to environment, community, peers and themselves, as they make sense of our world.

Education outside the classroom, or EOTC, encompasses all schoolinitiated activity and learning that takes place away from the classroom.

The Ministry of Education regards all off-site events as EOTC, so visits with a subject or enquiry focus such as the rocky shore, theatre, museum, or marae; all sports events, cultural exchanges, overseas trips, outdoor education and school camps are included.

EOTC is perfectly placed to implement the New Zealand Curriculum (NZC) vision for students to be connected, confident, lifelong learners. The Curriculum, with its framework embedded in values of integrity, innovation, community participation and ecological sustainability, opens up many possibilities for new directions in EOTC. The NZC states that: “Students learn most effectively when they understand what they are learning, why they are learning it and how they will be able to use their new learning”.

The importance of context cannot be underestimated as students need to see relevance in learning.

New guidelines Late last year, the Ministry of Education resource EOTC Guidelines, Bringing the Curriculum Alive (2009) was introduced to schools. These guidelines provide clear guidance for future EOTC and make a strong case for authentic experiences for teaching and learning.

The guidelines place safety management within the context of effective teaching and provide an approach where the depth of risk management required is proportional to the risk in the activity.

The guidelines set out useful examples of sequencing and progressions, clear planning steps and examples of different types of activities and expected approval processes, parental consent and risk management planning.

The emphasis on learning safely as a shared responsibility is illustrated by a very appropriate Waka analogy. The guidelines highlight the importance of

Outdoor Adventure

Creating authentic learning experiences everyone playing their part and, as in life, we all need to take responsibility.

This resource will be the bible for every teacher and will provide guidance for EOTC into the future. It is well set out, provides clear guidance on accepted best practice, legal responsibilities and is complemented with photos to illustrate different aspects. This is an essential resource for all educators and can be downloaded from: www.tki.org.nz/e/communities/ eotc or ordered online at: www. thechair.minedu.govt.nz.

Teaching outdoors Education Outdoors New Zealand Incorporated (EONZ) is a national professional association for educators taking students into the outdoors.

Key goals focus on development, participation and enrichment of young people in outdoor learning environments and are seen to encompass opportunities for learning in the outdoors, about the outdoors, through the outdoors, and for the environment at all levels of education.

EONZ is committed to fostering and advocating for quality outdoor learning experiences which can educate for a sustainable future, supporting educators and promoting good practice through membership, courses, resources, newsletters and advocacy.

EONZ provides leadership and guidance to the outdoors sector and the government, predominantly through the Ministry of Education, and advocates on behalf of educators.

Communication and collaboration through established and growing partnership relationships with many of the outdoor organisations across the outdoors sector in New Zealand is prioritised; these partnerships are part of the “work in progress” as the status of educators and programmes, and thus the outcomes for learners is advanced.

Members include teachers, schools, tertiary providers, youth groups and outdoor providers and a volunteer national executive is drawn from regional branches around the country. New members are welcome.

See www.eonz.org.nz for more information.

“

“Education outside the classroom, or EOTC, encompasses all schoolinitiated activity and learning that takes place away from the classroom.”

By Catherine Kapelle and Liz Thevenard, Education Outdoors New Zealand

Issue 09 - Term 1 - 2010 school news

21

AV & Communication Services

teaching resources

Technical troubleshooting

“ A

UDIO VISUAL SYSTEMS are being implemented in schools across the country, however, there is often a lack of consideration taken when designing, planning, building and installing any form of visual or sound requirements.

These systems tend to be lumped together with electrical or data

and communications upgrades, particularly in the education sector, but it is important to remember that the audio visual industry is a separate professional field and your IT or electrical designer may not have the skills or experience to install audio visual equipment.

If you are considering upgrading

“Microphones should be handled with care as they are very delicate.”

classrooms, building new multipurpose halls, or even looking at new technology, please consult with an industry expert.

I have been in the audio visual industry for 15 years and have dealt with all aspects of the business, covered a wide equipment range and a variety of clients and services – from sales and installation, to training and servicing.

There have been many times that I have seen equipment sent back to the workshop and in need of repair due to poor handling or insufficient care.

Here are some of the most common problems I’ve come across with tips on how to resolve them.

Projection screens Be careful not to pull wall projection screens down too far as they will no longer retract. Screens should not be cleaned with solvents as this dissolves the surface.

Microphones Microphones should be handled with care as they are very delicate.

Handheld microphones that have been dropped often have damaged internal components.

Lapel microphones should never be wound around the sender units or be pulled by the cord – this breaks the wires inside the cords, which will then need to be replaced.

Supplier Profile | Shipleys Audiovisual Ltd

Clickers – Remotes – Classroom Response Systems…

THERE ARE SEVERAL names for the one product.

When choosing this type of product it is best to first look at what you need to achieve with your class.

In my experience in dealing with a wide range of teachers there are many factors to consider. t %P * XBOU BO JOTUBODF SFTQPOTF to questions? t %P * XBOU UP USBDL JOEJWJEVBM students over the term / year? t %P * XBOU UP TQMJU NZ DMBTT into groups and get group responses? t %P * XBOU NZ TUVEFOUT UP WJFX the results of their responses? t %P * OPSNBMMZ QSFTFOU NZ MFTTPOT on an Interactive Whiteboard, blackboard or paper? t "SF NZ MFTTPOT QSFQBSFE BT PowerPoint presentations or in

22

school news Issue 09 - Term 1 - 2010

a variety of programs, i.e. Word/ Excel etc. t %P * UFBDI JO UIF TBNF DMBTTSPPN everyday? t %P * UFBDI TFWFSBM EJGGFSFOU classes but want to track all of their progress?

Once you have answered some or all of these questions, then you can look at which product will suit your needs.

Where possible it is also a good idea to have a demonstration of the product. Again in my experience this is better done at your own school in your own time, Shipleys have kits available for demonstration for up to two weeks if required.

For further information or just some advice contact me anytime: Shelley Kemp shelleyk@shipleys.co.nz Tel: 03 379 5166

PROJECTORS Sales / Installation Service / Lamps SOUND SYSTEMS Microphones / Speakers Installation / Service CLICKERS Demonstration Sales / Training Copyright 2001-2008 SMART Technologies ULC. All rights reserved.

shelleyk@shipleys.co.nz – www.shipleys.co.nz

Phone: 03 379 5166 193 Peterborough St, Christchurch Unit 33, 185 Gorge Rd, Queenstown

teaching resources AV & Communication Services

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end of its life or the projector is getting overheated. It can also indicate a dirty projector or there may be a further technical issue that needs to be resolved by an audio visual professional.

DVD players If your DVD fails always check the disc first, make sure it isn’t scratched or dusty. If you are recording a disc on your laptop to play on a DVD player, use the slower speed – 8x not 16x, for example.

•

Whiteboards These are often used as projection screens with data/video projectors, however, this is not recommended due to the surface being too reflective.

If there is a blue screen the projector is going but it does not have an input. Check you have put the computer cable into the “input” not “monitor out” and check the input is on “computer”.

Data/video projectors: A lot of people blame the lamp when a projector is not going correctly. They then purchase a new lamp, put it in the machine, and find they have the same fault.

Always check with a professional before purchasing a new lamp first just in case. When you do change the lamp it is a good idea to get an expert to thoroughly clean the projector also, as it can be a very complex issue.

Here are some of the questions I often get asked. I often find that the problems are minor and can be remedied by the user.

•

My screen is a light purple colour over the whole screen, but I can still see the text.

This may be a cable fault, change the computer cable and see if that fixes it.

•

My projector is turning off after only 10 minutes.

Your lamp may be coming to the

My projector is broken, it is showing a blue screen.

•

My projector will not go, or it keeps shutting down even though we have just put a new lamp in it.

Make sure the lamp hours have been reset to zero. The details of how to do this will be in the instruction manual.

•

My projector will not display a video clip from my laptop.

This is not a fault of the projector but a setting on your laptop – your laptop may not want to “share” the image. Try playing it on the projector only and not on both.

Most laptops use the FN and F5 keys to alternate the image on the laptop/projector.

If you have any further issues with your audio visual equipment, call the manufacturer or an audio visual service provider for advice.

By Shelley Kemp, technical support, Shipleys Audiovisual

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Issue 09 - Term 1 - 2010 school news

23

Educational Books

teaching resources

Resources to support the curriculum

L

ITERACY AND NUMERACY are essential to the learning success of children. Yet, with recent reports suggesting that 30 per cent of teachers are not teaching reading and writing effectively, and others revealing that one in five students are leaving school without NCEA Level 1 qualifications, teachers need to find additional ways to engage students.

Educational workbooks are increasingly being used to help engage students in mathematics.

And alternative reading and writing programmes, such as the New Zealand Book Council’s Speed Date an Author programme, have also been developed to further stimulate students’ desire to learn.

Maryanne Tipler, an author at Caxton Educational, publishers of a series of mathematics text books, says teachers are the most valuable resource in the classroom but, with large classes and three or four groups at different stages, educational

resources can be used to support the maths programme in a beneficial way.

“Our text books, for example, have been designed to be flexible so a teacher can use them in many different ways,” says Tipler. “They contain visual explanations of each numeracy strategy followed by a set of activities which teachers choose from to give to a group or class.”

1RZ XVHG G D L O\ LQ VFKRROV

$29.50 + gst and freight

$29.50 + gst and freight

$27.50 + gst and freight

$27.50 + gst and freight

Written with advice and support from Numeracy Project ject advisors

Teachers excited with New Zealand Curriculum Mathematics

Freephone 0800 MATHS4U (0800 628 474) Fax 03 366 7027 Email mel@caxed.co.nz www.caxed.co.nz

24

school news Issue 09 - Term 1 - 2010

The activities range from straight practice, questions which stimulate mathematical thinking, real life questions, applying skills, puzzles, practical activities, through to games and challenges.

“The books are colourful and are full of lots of interesting illustrations.

It is this and the variety and flexibility of the books that make them such a stimulating resource for both teachers and pupils,” says Tipler.

But it’s not just in mathematics that educational books and resources are finding favour with students and teachers. In a bid to encourage a love of books and reading The Duffy Books in Homes provide free books to over 100,000 New Zealand children through their schools, three times a year.

“The majority of children involved in the programme don’t have the resources to be able to afford their own brand new books so being able to order from a catalogue in the same way that students in more affluent areas can is a huge boost to their selfesteem,” says Linda Vagana, general manager of Duffy Books in Homes.

“Our schools report an increased positive attitude to books and reading once they join the programme – this has an immediate flow-on effect when it comes to literacy in the curriculum.”

According to Vagana, many schools use the programme as the basis for their entire literacy curriculum and build other elements around it.

“If children are proud of the books they own and treat them as treasured possessions then they are more likely to read them outside of school hours,” says Vagana. “There are also a number of additional benefits that schools

regularly inform us of following the programme. These include decreased vandalism, improved attitudes not only to books but to the property of others in general, improvements in truancy rates, and improvements in rates of bullying,” she says.

Similarly the New Zealand Book Council promotes active reading amongst students through the running of several programmes that involve taking writers into schools.

Sarah Forster, education manager for New Zealand Book Council, says there can be great value in augmenting the teaching of writing using the specialist skills of professional writers.

“Classroom teachers do an amazing job of literacy teaching but a professional writer can take the experience further and reveal the tricks of the trade in an inspiring and empowering way.”

The New Zealand Book Council’s Speed Date an Author initiative is a once-a-term writing programme that is held in different regions of New Zealand, giving the students who participate the chance to meet and learn from their literary heroes in a fast moving but intensive way.

“We typically use six authors, each of whom shares their expertise for 1520 minutes on their specialist aspect of writing,” says Forster. “We ran this event for the first time in Wellington last year, and 57 intermediate students participated. The second ‘Speed Date’ event targets senior high school students in Taranaki as part of our Words on Wheels writer’s tour,” she says.

Forster says many writers and illustrators working today credit a visit from Margaret Mahy, or Joy Cowley, as being the first time that they realised that their dream was a possibility.

“If properly enhanced, the influence of a writer visiting a school can last for many years. But most of all, to be a good writer means first being a good reader and encouraging the school community to seek out and find inspiring, challenging and gripping stories is a great place to begin,” she says.

By Leah Odgers

teaching resources Interactive Software

Taking an interactive approach

K

EEPING STUDENTS ENGAGED and focused in the classroom has long been a challenge for teachers across the country. However, with computers now the norm in most classrooms, interactive educational software is becoming an important resource that teachers can utilise to stimulate learning.

As well as being fun and engaging the student, educational software adds a further visual element to classroom teaching, which can help to reinforce key learning requirements. And the interactive nature of many programmes mean students can work at their own pace.

Viv Armstrong, director of SuccessMaker Software, says students these days find it easy to relate to interactive software programmes.

“Students are digitally aware and enjoy computer-based learning. A programme such as SuccessMaker creates a stimulating learning environment as it is highly visual, there’s a lot of video and feedback is instantaneous,” she says. “Feedback and feed forward are very important parts of teaching and, with the SuccessMaker software, students not only know instantly whether they got a question right or wrong, but they will automatically be taught the strategies needed for them to succeed.”

But it’s not just the students getting feedback; teachers too can run off reports on individual students, or groups of students. These reports provide precise information on the areas in which students are excelling, as well as those where they are not achieving. Teachers can then use this information for their own classroom planning and intervention to address the specific learning needs of individuals or groups of students.

“We call it a GPS for students,” says Armstrong. “The software finds where a student is at, finds where they need to go and maps how to get them there.

“Students move forward at their own pace and those that need to can be extended, but it’s also good for identifying and providing for those kids at the tail end who are having problems picking up certain concepts,” she says.

As well as providing a teaching aid for the curriculum, interactive educational software also allows students to enhance their computer and presentation skills. Microsoft’s Partners in Learning programme has recently made the interactive software-based learning tool, Marvin, available free to qualifying schools.

Marvin is an avatar-based animation tool which allows users to design animations in minutes.

Users can quickly and easily create or customise presentations and adopt a multi-sensory approach through the integration of real and computergenerated voice, written text, images, video and Microsoft PowerPoint presentations.

Academic research has long recognised the benefits of virtualreality education tools, including increased motivation, its ability to illustrate some concepts better than classroom instruction, and the replacement of passivity with encouraging and active participation.

In particular, simulations like Marvin foster and encourage critical thinking by enabling students to

query for information, make logical connections, and trace “webs” of influence in literature, history and other disciplines.

“The Marvin software is a great way for students to express their creativity through 3D animation and digital storytelling,” says Nils Beehre, Microsoft New Zealand’s education manager. “We know that teachers and students like using Marvin to support their learning: it’s a very rich and engaging education platform.”

And it’s the interactive software’s ability to engage students and keep them stimulated that will ensure its continued use as a worthwhile teaching resource.

FOR INDIVIDUALISED TEACHING/LEARNING YES, SUCCESSMAKER actually teaches according to best practice, and tracks student progress. It chooses the correct instructional path from individual student input and shares levels, progress and needs with the teacher for classroom intervention.

SUPPORTS: New Curriculum, Key Competencies and National Standards.

info@successmakernz.co.nz www.successmakernz.co.nz • 09 489 6400

Issue 09 - Term 1 - 2010 school news

25

Profile: Boyd Visuals

teaching resources

Indispensable technology

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26

school news Issue 09 - Term 1 - 2010

V

ISUAL COMMUNICATION TOOLS are an indispensable part of the education environment.

From traditional whiteboards and noticeboards to new technologies such as interactive whiteboards, projectors and visual presenters, these tools help teachers communicate effectively with both students and colleagues.

One New Zealand company has been providing audio visual and presentation solutions to schools and businesses for more than 25 years. Whether fitting out a new classroom or upgrading your existing equipment, Boyd Visuals can supply a wide range of products to suit any requirement.

The company’s extensive range of quality presentation equipment includes noticeboards, whiteboards, easels, copyboards, interactive whiteboards, projectors, projection screens, visual presenters and sound-absorbing wall coverings.

These products are from well known brands such as Autex, Elmo, eBeam, Hitachi, Plus and Sanyo.

Boyd Visuals also have their own exclusive range of whiteboards, noticeboards and projection screens.

With such a huge range to choose from, deciding on the right

products for your school can be daunting, particularly where new technology is involved. Help is on hand with Boyd Visuals - the team know their stuff and will help you make an informed decision.

They are happy to visit your school to assess requirements or to demonstrate products. After purchase, product training can also be provided for new technology products. And, with the main office and manufacturing facilities situated in Auckland and branches in Wellington and Christchurch, the Boyd Visuals team is able to provide nationwide coverage.

The company’s recent projects in the education sector include Mission Heights Schools, Baradene College, Mountain View School, Whangaparaoa College, Finlayson Park School, Peninsula Primary and Diocesan School for Girls.

At Mission Heights Primary and Junior College, Boyd Visuals supplied and installed Hitachi Ultra Short Throw Projectors in every classroom for use with eBeam Interactive, and installed Autex Composition throughout the schools.

Another large project was the new Art, Science and Technology block at Baradene College, where

teaching resources

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Profile: Boyd Visuals

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Ac^^ZWSR O\R ^`]TSaaW]\OZZg W\abOZZSR Pg 0]gR DWacOZa Boyd Visuals supplied and installed counterbalanced greyboard units, wrapped edge pinboards and sliding greyboards. They also installed Composition at Finlayson Park School, along with whiteboards in each classroom, and a number of Hitachi Projectors have been installed at Diocesan School for Girls.

The Hitachi Ultra Short Throw Projector is one of the newest product lines in the Boyd Visuals range. Unlike a standard throw projector, an ultra short throw projector can be placed much closer to the screen. This means teachers are no longer standing in the path of the light, which eliminates shadowing, allowing you to comfortably present from the front of the room. Equally as important, the light is no longer in your eyes, enabling you to see and engage with your students. The Hitachi CP-A100 Ultra Short Throw projector also lets you get creative with lessons, by allowing you to project onto a table or the floor.

Your students can gather around, see the projected image up close and actually touch it.

For staff meetings and professional development sessions, the range of PLUS electronic copyboards are great for encouraging collaboration, and allow all notes to be distributed at the end of the session without

needing a notetaker. Anything written on the whiteboard can be printed directly to plain paper or saved to USB. The new M-12 series of PLUS copyboards have advanced features including increased information security, the flexibility of three different file savings formats, header & footer options, less effort and environmental considerations.

Another of Boyd Visuals’ areas of expertise is in the installation of Composition, a world-leading reverberation control solution

by Autex. Composition has been engineered specifically to reduce and control reverberated noise in building interiors and also doubles as a pin board, making it perfect for classrooms. With its nonwoven, non-fray construction and extensive range of colours, Autex Composition is great for feature designs such as cut-in logos, text, borders and inlays. Resistant to moisture, staining and UV fade, it is easy to clean and will maintain its performance and good looks for many years. As a preferred installer of Composition, Boyd Visuals ensures that the job is completed to the highest standards.

Proudly New Zealand owned and operated, Boyd Visuals is committed to providing New Zealand schools with teaching and learning tools that help you inform, interact and inspire.

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Issue 09 - Term 1 - 2010 school news

27

Book Reviews

teaching resources

New books on the block nothing in his wildest imagination could prepare him for where he eventually find these. Papa’s Jandals is the second children’s book by author Kate Moetaua set in the Cook Island community.

Lost in the Bush

Would you know what to do if you were lost in the bush?

Suddenly, he remembers how dangerous the bush can be, especially when you’re alone. Lindy Kelly, with the help of New Zealand Land Search and Rescue, sets out the basic rules you should follow to help prevent getting lost. There are also guidelines on how to prepare for a tramp, and, if you are lost, how to keep yourself safe until help arrives.

Until now the story of the loyal horses who carried our troops in the desert war has remained untold.

This is their story - and the story of Bess, the only horse to return to New Zealand from the Middle East.

talking about. Few who came home ever spoke about it again. Zero Hour is the third book by Leon Davidson, author of the best-selling and multiaward-winning Scarecrow Army: The Anzacs at Gallipoli and Red Haze: Australians & New Zealanders in Vietnam.

Bess and her companions overcame their fear, standing by their masters in the battlefield, in harsh desert conditions. Brave Bess and the ANZAC Horses tells the tale of these valiant horses and the essential part they played in the war.

By Lindy Kelly Published by HarperCollins RRP$24.99, Age 5+

Sam loves the amazing bush, but he knows he’s not to go into the bush alone. When Tuffy the dog escapes, though, Sam rushes in to save him . . . and before long, Sam realises he’s lost!

Every ANZAC Day we celebrate our heroes, with many books written and stories told about the brave soldiers who fought and died in World War One.

All About Food

By Michèle Mira Pons Published by Gecko Press RRP$19.99, Age 7

The Adventure of Life

What did our ancestors eat? How does the human body convert a steak into microscopic elements?

Why do some people like to eat snakes, turtles and insects? Ever wondered how to make your own butter or yoghurt?

All these questions and more are answered in All About Food.

The book explains food’s journey through the human body, its role, its history and why healthy eating is important.

Simple recipes for healthy snacks are provided and there are a number of simple experiments to follow.

By Jean-Benoit Durand Published by Gecko Press RRP$19.99, Age 7+

Zero Hour: The Anzacs on the Western Front

By Leon Davidson Published by Text Publishing RRP$25.00, Age 10+ The First World War was only meant to last six months.

When the Australians and New Zealanders arrived at the Western Front in 1916, the fighting had been going for a year and a half and there was no end in sight.

The Anzacs had sailed for France to fight a war the whole world was

As far as we can tell, the earth is the only planet in the solar system where life exists. It is home to around 1.7 million known species, all kinds of animals and plants…and over six billion people. But before people appeared on the scene, what was here? Even the earth itself did not always exist! And when it first appeared, it looked nothing like the earth you know…

The Adventure of Life is a great little book exploring all aspects of life on earth – from the Big Bang to evolution and reproduction, cosmology, geology and ecology.

With fun illustrations, a useful mini dictionary and a pop quiz to finish, this book is a great introduction to the biological sciences.

Papa’s Jandals

Recommend your favourite books & win

By Kate Moetaua Published by Puffin PB RRP$18.99, Age 5+7

28

Junior is a cheeky brother with a huge smile and a wild crop of curly black hair. He also has enormous feet – nearly as big as his Papa’s.

Brave Bess and the ANZAC Horses

But one day when he loses Papa’s favourite pair of jandals he has to work fast to get these back and

By Susan Brocker Published by HarperCollins RRP$19.99, Age 9+

school news Issue 09 - Term 1 - 2010

Share your positive teaching experiences by submitting a short review on your favourite recently published books and be in to win a selection of the books we’ve reviewed in the last two issues.

Send your recommendations and reviews by email to editor@schoolnews.co.nz by April 1st to be in to win.

teaching resources

“

“The code examines the management of laboratories, the use of hazardous substances in teaching, operational requirements and safe levels of use of certain chemicals.”

Some argue that these additional duties may take time away from the staff member’s core role as a science teacher.

But supporters of the code of practice say it has been designed with student and staff safety in mind and it fulfils the requirements set out in the Hazardous Substances and New Organisms (Exempt Laboratories) Regulations 2001.

Schools are, however, free to choose whether to follow the NZASE’s code of practice or not, but they must ensure compliance with the regulations and should document all methods of compliance.

A

SK ANY STUDENT what they remember most from science classes and it’ll often be the experiments carried out –examining chemical reactions in chemistry or shooting bottle rockets in physics, for example.

But many of these experiments carry an element of risk, and schools need to ensure they are carried out safely, and that any hazardous chemicals and equipment used are stored appropriately and securely.

School laboratories are affected by the Hazardous Substances and New Organisms (HSNO) Act which came into force in 2001. However, section 33 of the Act gives certain exemptions to laboratories in which the smallscale use of hazardous substances in research and development or teaching occurs.

Schools are still required to comply with the Hazardous Substances and New Organisms (Exempt Laboratories) Regulations 2001, however.

To help schools comply, the New Zealand Association of Science Educators (NZASE) has put together a Code of Practice for School Laboratories to help schools meet their obligations under the regulations.

The code provides guidance on the management of laboratories,

the use of hazardous substances in teaching, operational requirements and safe levels of use of certain chemicals.

Under the code, schools are required to appoint a suitably qualified member of staff as the laboratory manager. The laboratory manager has overall responsibility for all hazardous materials used within the lab and must ensure that the substances are stored securely. They are also responsible for the provision of protective equipment and for ensuring hazardous substance disposal procedures are kept up to date.

However, some sectors of the education community feel that the requirements of the code of practice put undue pressure on those who are appointed as laboratory managers.

Their reasoning is that the code requires laboratory managers to take responsibility for other areas of the school, such as technology and art, that use certain chemicals.

They argue that the job description under the code makes laboratory managers responsible for student behaviour and dress code where chemicals are being used, creating a school emergency response plan and ensuring cooperation with other departments that use chemicals.

Setting up a Science Lab

Safety in the science lab

The Ministry of Education publishes a number of resources to enable schools to develop their own codes of compliance with the regulations, including Safety and Science – A Guidance Manual for New Zealand Schools. The Ministry also offers downloadable hazard registers for school science laboratories that could also be used as a base document for compliance.

No matter whether a school chooses to follow the NZASE’s code of practice or develop its own code of compliance, it is the health and safety of the students that should be paramount.

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Issue 09 - Term 1 - 2010 school news

29

Catering Equipment

food & beverage

Fitting out a school canteen

W

ITH CONCERNS OVER obesity and the need for children to eat healthy meals and snacks, many schools are moving away from consistently selling pre-prepared, frozen foods in the canteen and are now making a move towards fresh foods prepared and cooked on site.

As such, schools now need to give greater consideration to their food heating and refrigeration needs.

Food items need to be stored properly and safely to avoid contamination. Bacteria, for example, can multiply quickly in warm conditions, and food left uncovered, or on benches, is susceptible to contamination from other sources.

Commercial refrigeration units are essential to the safe storage of food items in the school canteen and it is essential to ensure the unit has sufficient space to store with the amount of fresh food the canteen will require on a daily basis. There should also be room to store leftovers that can be used the following day, and space to safely defrost meat, poultry or fish products.

Commercial refrigerators have greater motor performance than a standard household refrigerator. This means that they are designed to withstand the constant opening and closing of the door or lid that comes with working in a busy kitchen, without losing effectiveness.

A further consideration when looking to purchase refrigeration equipment for a school canteen is the overall finish of the unit. Stainless steel finishes, for example, are said to have anti-bacterial properties,

30

school news Issue 09 - Term 1 - 2010

making them more hygienic than standard whiteware and ensuring that they are easy to clean. In many cases, stainless steel finishes come with the added optional benefit of an anti-fingerprint film, which can assist with cleaning and helps to ensure the unit looks spotless.

When heating food to order such as pies, hot dogs and jacket potatoes, quick and easy is often the order of the day and a microwave can be a good bet. A commercial microwave oven will ensure food is heated to the required safe temperatures in a short space of time.

However, many school canteens now have trained chefs onsite, preparing fast, nutritious, inexpensive

meals and snacks. With items like nachos, soups, lasagnes and curries on the menu in many school canteens, commercial ovens are increasingly required. Schools have found that having hot meals using local fresh ingredients available to students and staff is helping to combat instances of students leaving school grounds at lunchtime.

When purchasing a commercial oven, look for one that provides a range of functions and allows you to grill, bake, broil, roast and steam food items.

It is also important to look for an oven that is well insulated, maintains a constant temperature and heats up to the required temperature quickly,

which can save on power.

The Ministry of Health, under its Healthy Eating, Healthy Action programme, has published a set of catering guidelines for schools. The guidelines contain information on safe food handling, menu planning and developing a catering contract, as well as a list of equipment for school canteens. The list doesn’t claim to be exhaustive, and there may be items on the list your school doesn’t require, but it can provide a starting point when your school is considering remodelling its canteen.

See www.moh.govt.nz/moh.nsf/ pagesmh/6510/$File/heha-schoolscatering-guide-section4.pdf for more information.

food & beverage Healthy Options

Learning to be healthy

A

N APPLIED HOMEWORK programme that encourages children to be active and eat well at home has been piloted by AUT University as a new approach to addressing the increase in serious yet avoidable health disorders such as obesity and type II diabetes.

The programme, called Healthy Homework, was shown to boost Kiwi children’s activity levels by up to 30 per cent and increase fruit and vegetable consumption by 23 per cent during its preliminary study.

Dr Scott Duncan, associate director of AUT’s Centre for Physical Activity and Nutrition Research, says that physical activity and good nutrition in children are key priorities for New Zealand’s health and education sectors.

“While most health promotion interventions in young people focus on the school setting, evidence suggests that children are less active and have greater access to energydense foods outside of school.

Kids love it

“Healthy Homework is a novel initiative that teaches children the benefits of being active and eating well as a family,” he says.

The preliminary study found that children’s activity increased by 18 per cent during the week and 30 per cent over the weekend. Their junk food consumption also reduced by 22 per cent, with the total number of unhealthy beverages, such as soft drinks, decreasing by 20 per cent.

“These are very promising results,” says Dr Duncan. “The findings from the pilot study will help us to develop Healthy Homework into a comprehensive programme that can be offered to other primary schools around New Zealand.”

Funded by a Health Research Council Feasibility Grant, Healthy Homework takes the form of a six-week homework module accompanied by in-class teaching resources.

Each week the children must complete at least one of three

Parents approve of it

WE’VE GOT SIMPLE AND NUTRITIOUS LUNCHES ALL WRAPPED UP.

physical activity options and one of three nutritional options from their homework booklets.

Emphasis is placed on ‘doing’ by combining education elements with practical tasks such as active games, simple exercises, and healthy cooking.

As with conventional homework, students are required to complete the allocated tasks and report back to their teacher. Coloured wristbands are provided as incentives to those who complete their tasks each week and a final wrap-up session, where children get to talk about their favourite aspects

Tailored to your school

Simple to organise

of the Healthy Homework programme, brings the course to a close. Focus group findings showed that children noted a greater comprehension about what they were eating and were more aware of active opportunities, with teachers sharing that children wanted to continue the activities following the completion of the programme.

A total of 180 children, aged 9-11 years from Mangere Central School (South Auckland) and Browns Bay School (located on Auckland’s North Shore) participated in the pilot.

Already successful in other schools

Your students already know and love us for our nutritious and delicious menu options. So when it comes to choosing an affordable lunch programme for your school, it’s hard to go past the SUBWAY® restaurants’ School Lunch Programme.

With two options to choose from, one with a Ministry of Health Food and Beverage Classification system ‘Everyday’ rating, simple administration and flexibility to meet your school’s needs, we’ve got school lunches all wrapped up.

Contact your nearest SUBWAY® restaurant or email schoollunches@subway.co.nz for more information.

© 2009 Doctor’s Associates Inc. SUBWAY® is a registered trademark of Doctor’s Associates Inc.

Issue 09 - Term 1 - 2010 school news

31

Adolescent Health Issues

health & safety

The challenges of obesity

H

EALTHY EATING and physical activity are essential components for normal and healthy child and adolescent development.

The most obvious consequence of poor nutrition and inadequate activity is obesity.

Overweight and obesity that develop during childhood often continues into adulthood and results in increased risk for numerous chronic conditions, such as heart disease, diabetes, and cancer.

Young people who are overweight also experience a number of social consequences, such as stigmatisation, discrimination and teasing. These social consequences can affect the lifelong achievements of young people, including educational achievement and employment.

In 2007, a research team from the University of Auckland conducted a survey of more than 9,000 secondary school students from across New Zealand. The survey (Youth’07) not only asked students about their

health and wellbeing, including how they ate and the physical activities they did, but also included height and weight measurements of students.

In addition students were asked about their home, school and neighbourhood, since information about these environments can help to further knowledge and understanding of young people.

Results from Youth’07 provided accurate and up-to-date information about the eating and activity behaviours of secondary school students in New Zealand.

Diet and activity The results of the survey showed that more than one in three students was overweight or obese, while fewer than three per cent were underweight. Consequently half of all students had tried to lose weight in the past year. This is particularly concerning since maintaining weight loss is extremely difficult to achieve, and young people who diet face a number of poor outcomes later in

life such as mental health issues and increased body weight.

Overweight and obesity was more common among students living in areas of high socio-economic deprivation (47 per cent) compared with those living in more affluent areas (26 per cent).

Nearly 60 per cent of students reported that they always ate breakfast, and among those who ate breakfast nearly all (90 per cent) usually got their breakfast from home.

Eating breakfast is thought to result in better nutritional and educational outcomes for students and breakfast sourced from home is much more likely to be healthy than the food young people buy from the dairy on the way to school.

Students reported that they got the food they ate for lunch from multiple sources. Many students (87 per cent) brought some of their lunch from home, yet more than 60 per cent of students bought some of their lunch at school and 35 per cent bought some of their lunch from the shops or takeaways. Students living in more deprived areas were more likely to buy food for lunch than students in more affluent areas.

More than half of all students felt that physical activity was definitely an important part of their lives. Yet, only 15 per cent of boys and six per cent of girls reported that they did enough physical activity to meet the current recommendations of at least one hour per day.

Of interest is that there were no differences by socioeconomic background; young people in the most deprived areas were as likely to

be physically active as young people in the least deprived areas.

Making healthy choices Adolescent eating and activity behaviours are largely influenced by their social and physical environments. Young people, like adults, tend to make food choices based on what is available, affordable, and tastes good. Unfortunately, these foods tend to be unhealthy snack foods or takeaways.

How young people spend their leisure time is also influenced by the social and physical environment.

School is an important environment for young people as young people spend a lot of time there and school is often the source of peer and mentoring relationships. Schools can positively influence healthy eating and activity among their staff and students by creating an environment where healthy foods are accessible, affordable and appealing, and providing plenty of opportunities for physical activity.

In Youth’07, more than 30 per cent of students felt their school encouraged them to be physically active and approximately 20 per cent felt their school encouraged them to eat healthy foods. Making meaningful improvements to the eating and activity behaviours of young people requires multiple interventions in a variety of settings. As the results show, schools have a great opportunity to contribute to this.

Article by Jennifer Utter and Sue Grant, School of Population Health, University of Auckland

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32

school news Issue 09 - Term 1 - 2010

sports & recreation Playground Design

Maintaining a safe playground

P

LAYGROUNDS PROVIDE HOURS of fun and entertainment for children of all ages, however, there is always the risk of injury from falls, trips, entrapments and other accidents.

Schools, in particular, must be aware of the need for playgrounds to be well designed and well maintained.

School playgrounds must comply with the New Zealand Standard for Playground Equipment and Surfacing (NZS 5828.2004) which came into effect in April 2004 and specifies the general requirements for safe playground equipment and surfacing.

One of the key requirements of the Standard is the need for regular safety checks on all equipment and surfacing.

Inspection, maintenance and servicing records should be kept by the owner/operator in charge of the playgrounds, and it is recommended that all equipment is inspected

and maintained according to the manufacturer’s instructions.

So what inspections need to be carried out to ensure playground equipment remains safe for student use?

Routine visual inspections of the playground should be carried out each week. These inspections allow you to identify any obvious hazards, such as loose screws, fraying ropes and splintered wood, that could occur

as a result of vandalism, wear and tear, or adverse weather conditions.

If you have a playground that is subject to heavy use or vandalism, a daily inspection would be necessary.

Operations inspections provide a detailed check of the play structure and should be carried out every three months.

The operation and stability of the play structure should be checked, with special attention given to any moving parts.

An Annual or Main Inspection establishes the overall safety of equipment from the foundations up.

This inspection covers the effects of adverse weather, and any change in the level of safety due to wear and tear, or as a result of repairs.

To prevent accidents, the owner or operator of the playground should ensure that an appropriate inspection schedule is established and maintained for each playground.

34 X

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Why maintain your playground? t *ODSFBTFE TBGFUZ t *ODSFBTF MJGFTQBO PG ZPVS BTTFU t 3FEVDF CSFBLBHFT BOE accidents t $PNQMJBOU UP UIF NZS:5828:2004 Playground Safety Standards Park Supplies can help you keep your playground compliant

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Issue 09 - Term 1 - 2010 school news

33

Playground Design

sports & recreation

Testing playground surfaces P

W 33 The schedule should list all components that require inspection and the methods of how to carry this out. If you discover a defect that would put safety at risk, it will need to be corrected without delay.

Standards NZ has produced a guide – SNZ HB 5828.1:2006 General Playground Equipment and Surfacing Handbook – that provides a number of inspection checklists based on a risk management framework, to identify and address

34

school news Issue 09 - Term 1 - 2010

potential hazards and playground risk and assist in establishing inspection and maintenance processes.

Those conducting tasks on playgrounds such as inspections, maintenance or repairs should be competent to reduce accidents and risks.

If you want to bring an older playground up to the current safety standard levels, there are a number of qualified auditors in New Zealand that have been

UT ANY CHILD on a play structure and often one of the first things they will do is climb to the top.

Through this they get to experience risk taking, learn climbing skills, and explore their physical range of motion. However, research suggests that playground equipment is associated with nearly one third of falls to children requiring hospital admission and a recent report from Safekids, the national child injury prevention service, states that falls from heights greater than 1.5 metres increase the risk of injury to 4.1 times that of falls from 1.5 metre heights or lower.

The standards governing the safety of play equipment and safety surfacing are NZS 5828:2004, which specify the requirements for surfacing to be used in children’s playgrounds and specific requirements for areas where impact attenuation is necessary.

It recommends the factors to be considered when selecting

playground surfacing and gives a method of test by which impact attenuation can be determined – this test gives a critical fall height for surfacing.

The Ministry of Education’s Property Handbook states “The design and maintenance of play areas and playground surfacing is covered by NZS 5828:2004, Playground Equipment and Surfacing. It is a ministry requirement that school playgrounds meet these standards.”

Standards New Zealand has also introduced two handbooks to assist schools in achieving compliance with the Standard – SNZ HB 5828.1:2006, General Playground Equipment and Surfacing Handbook and SNZ HB 5828.2:2006, Supervised Early Childhood Facilities –Playground Equipment and Surfacing Handbook.

Under the standards, all school playgrounds are required to have safety surfacing within the fall area of the play equipment.

trained to the recognised Royal Society for the Prevention of Accidents (ROSPA) Level 3 or equivalent grade of compliance.

These inspectors are trained to recognise the types of accidents that can occur in a playground and can assist in identifying problem areas and completing relevant documentation.

Likewise, if you are in the market for a new play structure, it is essential that the structure is certified to the correct level

of compliance – NZS 5828:2004 – which stipulates that play structures need to be safe and covers head and limb entrapments, fall and impact types and the fall zones surrounding activities and structures. Carrying out regular inspections and undertaking maintenance as necessary can help to ensure your playground is safe for years to come.

By Michael Cox, sales and marketing manager, Playground Centre

sports & recreation Playground Design

The safety material used is required to meet the NZS5828:2004 for the height of the equipment, and to have been certified to meet that standard.

There are a variety of materials available which provide impact attenuation, including rubber tiles, mats, slabs, continuous synthetic surfacing (either prefabricated or formed in-situ), and loose particles such as gravel, sand, wood chips or bark.

For loose fill systems your surfacing provider should provide a certificate of compliance and stipulate the depth required to comply with NZS 5828:2004.

If installing a rubber wet pour system, the supplier should provide a certificate of compliance. A further site test will be required following installation because of the variation in depth when laying, unless the rubber wet pour is laid on a certified shock pad.

Surface impact testing imitates a fall that a child may have that impacts the head.

The test method uses a Triax 2000 device which measures the head impact criteria from specific

fall heights, tested as specified in the standard. When testing the impact capability of the surface, the maximum height of the equipment is used to determine if the surface complies with that equipment.

The maximum fall height under NZS 5828:2004 is three metres and your compliance certificates should state what height the surface should meet.

Over time these surfaces do break down through environmental factors, and general wear and tear.

Schools should periodically test these surfaces to determine if they still meet the critical fall height.

Maintenance of playground surfacing is important to ensure correct depths are maintained and that the surface is in good condition and free from foreign objects.

Manufacturers are required to provide maintenance information for the surface they supply.

However, testing your playground surface can ensure your play facility continues to adhere to the New Zealand Playground Standard.

By Philippa Bollond, Future Landscapes.

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FREEPHONE 0800 76 46 76 Email sales@playco.co.nz • www.playco.co.nz Issue 09 - Term 1 - 2010 school news

35

Preparing for Rugby

sports & recreation

Getting ready for rugby

T

HE MIDDLE OF SUMMER seems a strange time to be thinking of winter sports but, when it comes to rugby, schools should already be focusing on player fitness and training requirements.

With some secondary school competitions starting as early as April, school rugby teams should already have commenced pre-season training to ensure players are in top condition for the start of the season.

Rugby is a sport that uses the whole body and, as such, any preseason training regime should focus on working and strengthening every muscle group as well as working on player speed, agility and any weaknesses in the players game.

As well as running, ball skills and weight training, there are a number of coaching tools that schools can use to assist player fitness and make training sessions fun and productive.

Speed resistors, for example, allow another player to add weight and drag

during sprint training that will work on a players’ sprint technique, acceleration and power, while evasion belts assist with both defensive and attacking drills.

Power jumpers can add a further dimension to lineout training, providing resistance to the jumper, while drill ladders and hurdles can assist with balance, coordination and endurance. Coaches and players can also make use of RugbySmart, a free online personal training tool that can assist with pre-season and game time training. Developed by ACC and the NZRU, RugbySmart is designed

to enhance player training and limit the number of injuries sustained over the playing season. The tool provides information on appropriate warm-ups and ways to cool down after a game or training session, as well as safe scrummage and tackling techniques, and pre-game nutrition tips. Players over 16 years of age can also access a physical conditioning plan tailored to their on field position, the amount of

time they have been playing, and their current level of fitness.

The use of protective equipment is an important issue in the minimisation of sporting injuries and the only compulsory requirement in rugby is for mouthguards. These have been required to be worn during games since 1997 and ACC reports that there has been a 47 per cent reduction in rugby related dental injury claims to ACC since then. It is also recommended that players wear mouthguards during practices and training sessions. So, by ensuring players have the right equipment and have undertaken pre-season training to bring up fitness levels, school rugby teams should be raring to go come April.

See www.coachingtoolbox.co.nz/toolbox/index.php?option=com_co ntent&task=view&id=251&Itemid=173 for further information on RugbySmart.

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school news Issue 09 - Term 1 - 2010

property Building Maintenance

Looking good for longer

S

CHOOL BUILDINGS need regular maintenance, both inside and out, to keep them in top condition. Here are some tips to keep school buildings looking their best.

Maintaining exterior paint Airborne contaminants, such as salt deposits, can attack paint surfaces and cause the paint system to break down early.

Annual cleaning and inspection of the exterior paintwork should be undertaken to maximise the life of the paint and keep it looking its best.

It is worth paying special attention to areas that are not subject to regular rain-washing. A slow release cleaning agent, can be applied to the paint surface which, when combined with natural weather conditions, will slowly break down surface contamination leaving paintwork much cleaner.

“

“Annual cleaning and inspection of the exterior paintwork should be undertaken to maximise the life of the paint and keep it looking its best.”

However, if it is necessary to wash down a freshly painted area, remember to wait at least four weeks from the completion of the painting job to give the paint time to fully cure.

It is also important to attend to areas of flaking paint, stained paint (by treating the source of the stain, then touching up the paint finish as required), rotten areas of

timber, and moss and mould. Moss and mould, for example, will grow through the paint surface and, if left untreated, will ruin the fresh appearance of the paintwork.

Companies, such as Programmed Maintenance Services (PMS), offer a maintenance schedule that will regularly check the paintwork. While this can result in a higher annual cost, regular

maintenance will extend the life of the paint finish giving more years of wear before it needs to be redone.

Minimising disruption With the term system, schools have natural downtimes when painting can be scheduled while students are away to minimise any disruption.

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Issue 09 - Term 1 - 2010 school news

37

Building Maintenance

property

W 37 However, if painting during term time can’t be avoided, the wide range of Environmental Choice approved products available means that even if the painters are required while students are in class, the low odour and volatile organic compounds (VOCs) of the paint can enable an area to be painted and put into service later that day or the following day. Avoid scheduling painting work and building work at the same time as debris carried onto a wet building may be trapped into the paint film and will be impossible to remove later without removing the paint finish itself.

“

“Encouraging students to team up and create murals to cover large expanses of wall, along with installing additional lighting can go a long way to discouraging unwanted graffiti.” can highlight potential problem areas, details the preparation and painting systems by substrate and, if appropriate, provide higher performance alternative coating systems tailored to your budget and maintenance expectations.

Eliminating tagging

•

Colour scheme development.

•

Warranty development.

If graffiti is a persistent problem try these steps:

•

Painting contactor tendering and recommendation.

•

Site visits.

•

Warranty confirmation.

Undertaking a painting project A typical painting project will follow these steps: • A site visit to determine the scope of the project.

•

Specification preparation, which

Bear in mind that the main cost of any paint project is the labour, while the paint itself makes up a much smaller percentage of the cost.

Higher quality paints may be more expensive initially, however, they will last longer, which will save the school money in the long run.

38

school news Issue 09 - Term 1 - 2010

Blank wall areas in schools can be irresistible to taggers. Encouraging students to team up and create murals to cover large expanses of wall, along with installing additional lighting can go a long way to discouraging unwanted graffiti.

•

Plant shrubs or a tree against walls and fences exposed to tagging or plant climbing shrubs or hedges. Species with prickles provide additional protection, though prickles should naturally be avoided in any areas children are likely to play.

•

Paint fences and walls standard colours because unpainted fences act as magnets to taggers.

•

If the street front boundary does comprise an unbroken

property Building Maintenance

surface that may be appealing to taggers, consider coating it with an anti-graffiti system.

•

Do an informal audit of the school. Can people jump on rubbish bins and onto the roof?

Is there a dark wall that doesn’t face the street and is poorly lit?

Are there bins or bushes that might provide visual shelter for taggers while they graffiti?

•

Install security nightlights or video surveillance cameras in possible graffiti prone areas.

Lights with motion sensors are a popular choice as they only activate when a person approaches.

If your school has been tagged, remove or paint over the graffiti as soon as possible, preferably within 24 hours. This will help to discourage more graffiti.

Ask painting contractors to leave any part filled cans of exterior paint that are left at the end of any painting projects, as these can be used to paint over any tags that may appear. Taking steps such as these when completing routine maintenance can help to keep your school looking good for longer.

By Karen Warman, marketing manager, Resene

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Issue 09 - Term 1 - 2010 school news

39

How BEGREEN Works

1. Post-industrial material is collected

2. Material is fed through a shredder in a recycling plant.

3. Plastic is melted and cut into pellets.

4. The pellets are shaped and reborn as PILOT BegreeN products.

5. Scraps from production go to collection.

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