School News NZ - Term 1 - 2011

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The Essential Management Guide for Education Industry Professionals

Huanui College Northland’s first independent college Essential Reading for Principals s Department Heads s Property Managers s Professionals

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contents

ISSN 1178-9964

SUBSCRIPTION ENQUIRIES $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz ADVERTISING (03) 365 5575 advertising@schoolnews.co.nz PUBLISHER Darren Willis publisher@schoolnews.co.nz EDITOR Christine de Felice editor@schoolnews.co.nz PRODUCTION Kim Armstrong-Fray Richard McGill studio@schoolnews.co.nz CONTRIBUTORS Georgia Blain, Mike Cooper, Alisa j. Fitisemanu, Rachel Goodchild, Simon Graney, Brenton Harrison, Teyler Hayes, Kelli Hodges, Shayne Liddington, James Petronelli, Karen Warman, Rebecca Wood.

sn inside As we kick off another school year, our cover story this issue features a Whangarei college that has just celebrated its ďŹ rst anniversary – Huanui College. When it opened in February 2010 it was the realisation of a dream for founder Evan Hamlet and we learn how that dream became a reality, founded on the educational principles he was taught by at Auckland Grammar.

Research from the Ministry of Health shows that one in ďŹ ve children is overweight and one in 12 is obese. We take a look at ways schools are encouraging students to eat healthy foods that won’t promote weight gain.

For example, some schools are introducing water-only days, others are banning students from leaving the school grounds at break times and providing healthy choices in the tuck shop. Home economics classes are also seen as a vital tool in helping young people develop lifelong healthy eating habits.

Also on the subject of student health, we examine the growing problem of drug use amongst students. More schools are

introducing a drug and alcohol policy setting out expectations of acceptable behaviour and outlining the steps to be taken if students are caught either carrying drugs on them, or under the inuence, on school grounds.

Tagging is another problem that many of our schools are facing. We look at ways to eliminate tagging around the school grounds and how getting the students involved will help control the problem.

There’s plenty more to interest everyone involved with educating our children in this diverse issue of School News.

THIS ISSUE: SCHOOL CAMPS | TRUANCY | ARTIFICIAL TURF | GRAFFITI PROTECTION Issue 12 | Term 4 2010 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Huanui College Northland’s ďŹ rst independent college Essential Reading for Principals ! Department Heads ! Property Managers ! Professionals

NEWS EDUCATION

ADMINISTRATION HEAL

SPOR TION

PROPER

Issuee 12/13 | Term 1 - 2011 Iss

Christine de Felice

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.

Views and opinions expressed in this publication are not necessarily those of the publisher or Multimedia Publishing Limited. Every effort has been made to ensure the accuracy of information in Schoolnews, however the information contained in Schoolnews is intended to act as a guide only. The publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions Š 2011. No part of this publication may be reproduced without written permission from the publisher.

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Making school the place to be It’s a numbers game The hidden handicap Coping after a disaster

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DELAYED RELEASE Please note that due to the effects of the Christchurch Earthquake we have had to combine Issue 12 and 13 together and release it for Term 1, 2011. We apologise for any inconvenience this may have caused.

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proďŹ les 13. Realising the dream 14. Emphasising the importance of whanau

external learning 15. A fresh look at history 16. It’s all in the planning 17. Experience of a lifetime

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Science for the 21st century Read all about it New books on the block A licence to copy

food & beverage 22. Let them drink water 23. Cooking up a storm

health & safety 24. The great leveller 25. Sun protection still vital

sports & recreation 27. Practice makes perfect

property 28. Take action against tagging 30. Plan of action

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news News in Brief

Mike Leach, principal Botany Downs Secondary College, and Neil Jackson, Microsoft director education Asia Pacific, celebrate with Botany College students.

New Zealand school in worldclass education programme Botany Downs Secondary College has become the first New Zealand school to be accepted to the global Microsoft Innovative Schools Programme.

The school was chosen after a rigorous application process, and joins a global community of 80 schools in 46 countries. Over a 12-month timeframe, Microsoft New Zealand will work with educational experts to assist staff and students through a process of whole-school transformation, aimed at creating a community focused on innovative teaching and learning practice.

Mike Leach, principal at Botany Downs, anticipates admission into the programme will mean great things.

“It is an honour to be chosen for this programme and we look forward to setting the innovation pace for schools all around the country. Technology plays a huge part in education and we are very excited about learning from other schools around the world and, with Microsoft’s assistance, implementing our vision for the school through better technology.”

The Innovative Schools Programme is part of Microsoft’s 10-year, $US500 million, Partners in Learning initiative to help teachers and school leaders to use technology to help teach and learn more effectively.

Government needs to step up over inequality It’s time for the government to step up with professional development and resources to help secondary schools deal with the inequality that walks through their doors.

PPTA president Kate Gainsford says while OECD data shows New Zealand is a top performer in many areas, tackling inequality is an area that needs serious resources and funding. This was illustrated in ERO’s latest report on promoting success for Māori students, which shows support is still needed to promote Māori achievement in schools.

“It’s what we do next that counts. It is not about national standards as the minister would have it. We know who the students are that are struggling, we know what works, and we know we need the resources to create the bridge, to make a difference in the classroom,” Gainsford says.

PPTA advocates good, evidence-based professional development, but has been frustrated with the system’s inability, or lack of willingness, to resource the very practices that make a difference to student achievement and Maori student success in particular, she says.

“Having a policy is fine – that is what Ka Hikitea is, but you need well-organised, well-resourced, wellresearched programmes in action and we have not got that yet.”

Secondary teachers had met with similar reluctance in discussion about the need for evidencebased professional development in schools during collective agreement negotiations, Gainsford says.

“We have seen programmes that we know succeed, cut, or shied away from, because they are expensive in terms of time and money. That tells us that although there is priority in the government’s words, in actual fact this is not where the money is being spent

– schools cannot do this on their own,” she says.

Education’s first UFB learning platform New Zealand’s first fixed-cost ultra-fast broadband package for education has been launched by Vector.

The development of VectorFibre EduNet will end chronic data restrictions, which cause ongoing frustration and budgetry headaches for schools, including no more penalties for exceeding data caps.

Vector wants to connect every school in Auckland and says gigabit connectivity is within reach. The company says EduNet has been designed specifically to complement the architecture required for an Auckland-wide ultra-fast broadband network build. Vector chief executive Simon Mackenzie says EduNet connects Auckland schools on the VectorFibre network with super-fast broadband speeds, allowing access to a vast array of resources without restrictions or data caps.

“It is providing them with unmetered access at a fixed rate and unrivalled network experience. Affordable educational services and rich content like Google Apps will be instantly accessible over our fibre network.”

In developing the concept, VectorFibre is packaging a suite of content and access services in collaboration with online learning and assessment tool - e-asTTle, TV3, TVNZ, video stream company eCast, numerous libraries, universities and data centres in the Auckland region.

Manurewa High School, which recently switched to VectorFibre’s network

along with Rosmini College and Birkdale Intermediate, are the first to embrace EduNet.

Kiwisport funding for Auckland schools Auckland schools and sports clubs are set to benefit from a $2.3 million injection of Kiwisport funding. Sport Auckland will be distributing this via contestable funding rounds over the next three years. The objectives are simple: More Kids, More Opportunities and Better Skills.

The first round of clubs and schools to benefit have received their funding and projects are underway. These projects will provide in excess of 150,000 opportunities for Auckland’s children to participate in sports.

Glen Innes Primary School is a recipient of the funding. Principal Jonathan Hendricks couldn’t be more thrilled.

“It’s amazing what something like this can do when used collaboratively as the Tamaki schools have done. We have already had AFLNZ (Australian Football League New Zealand) in for a four-week block and the children were delighted. Aside from the equipment it’s the expertise we gain. We have teachers who are good at sport but having people at a professional level come in and help the kids with ball skills is something else. The skills are really transferrable so it’s even better.

“The children have really responded well to being taught by people like this and the teachers are enjoying learning the skills themselves, to teach after the coaches have gone. Better still they are learning on the spot without having to put extra time into professional development,” he says.

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News in Brief

news Agriculture to benefit from trades academy The agricultural sector will reap the benefits of the new Primary Industries Trades Academy set to accept enrolments from this year.

After a year of establishment activity Taratahi Agricultural Training Centre has been given the green light to become one of nine Trades Academies in New Zealand. The Primary Industries Trades Academy (PITA) will be offering Year 11-13 students individualised programmes designed to provide careers guidance, mentoring and a smooth transition from secondary school to tertiary institutions or the workforce.

One hundred places have been made available for students with a passion for a career in agriculture.

“It is a real compliment for Taratahi that the government has recognised our unique educational delivery by appointing us to the status of Primary Industries Trades Academy,” says Donovan Wearing, chief executive of Taratahi.

Keeping language alive Te Reo Māori should be compulsory in all schools to help keep the

Events Calendar March 2011 Higher Education Summit March 9-10, Auckland ww.activebusinesscommunications.com/ education/conference_info.php

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language alive, says the education sector union NZEI Te Riu Roa. A Waitangi Tribunal report has warned the language is approaching crisis point and urgent change is needed to save it from extinction.

NZEI Matua Takawaenga Laures Park says contrary to comments from the Māori Affairs Minister Pita Sharples, it’s everyone’s responsibility to ensure the language survives, not just Māori.

“Making Māori compulsory in all schools would lay down important foundations. Teaching te reo to all children would encourage it to be spoken more widely and the trickledown effect on the vitality of the language would be immeasurable.”

Park says Māori children who have gone to kōhanga reo and kura kaupapa are keeping the language alive, but the reality is the majority of Māori students are in mainstream schools.

One problem identified in the report is the shortage of Māori language teachers.

“The lack of teachers with te reo Māori has been an ongoing issue since the 1980s but nothing meaningful has been done to address it. This report should be a wake up call to the government and the Ministry of Education that it now needs to be dealt with as a matter of urgency. It’s in the interest of the whole country.”

Winning teacher tricks his kids An Auckland secondary teacher, who has transformed the teaching of junior science by using new technology to create online lessons and inspiring students to higher

levels of achievement, won New Zealand’s top teaching prize for 2010.

Steve Martin, of Howick College, has created virtual science lessons to encourage students to think for themselves, learn at their own pace and use new technology, which he says tricks them into learning by having fun.

His outstanding teaching won him the 2010 Prime Minister’s Science Teacher Prize worth $150,000, with Martin receiving $50,000 and the remainder going to the college.

The Prime Minister’s Science Prizes were introduced in 2009 to raise the profile and prestige of science among New Zealanders. The five prizes combine recognition and reward, with total prize money of $1 million spread across five awards.

Martin joined Howick College as Head of Junior Science in 2005. Since then, he has rewritten all the junior science programmes and developed new resources including a wealth of activities, videos, worksheets and PowerPoint presentations.

The idea of rewriting junior science programmes and delivering them on a digital platform through the school’s intranet was fuelled by frustration with students falling behind with their work while away from school for sports tournaments, family commitments and holidays.

Through his ‘Virtual Classroom’, students can access their lessons at any time, extending their learning beyond the classroom and enabling them to study at times to suit.

Champion teachers named They are champions in their school communities and have now

NZ Association for Cooperative Education Conference April 18-19, Napier www.nzace.ac.nz/2011_conference.shtml NZPPTA Conference April 18-20, Wellington www.eenz.com/ppta11/ 10th Early Childhood Convention April 26-29, Christchurch www.conference.co.nz/ecc11

May 2011 NZPTA National Conference and AGM May 28-29, Auckland www.nzpta.org.nz/index.php?option=com_ content&view=article&id=7&Itemid=5 OSCAR Foundation National Conference May 27-29, Rotorua www.oscar.org.nz/conference/ oscarconference.asp

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Leanne Smith shares her success with pupils at Waikowhai Intermediate School, Mt Roskill.

collectively been named as the recipients of the NEiTA Foundation’s Excellence in Teaching and Leadership Awards.

Winners of the Cognition Education Leadership Award were Raewynne Bary, Massey Child Care Centre, Palmerston North; Heidi Greenwood, Moriah Kindergarten, Wellington; Leanne Smith, Waikowhai Intermediate School, Mt Roskill, Auckland; Prue Kelly, Wellington High School, Wellington; and Vivienne Russell, Rutherford College, Te Atatu Peninsula, Auckland. These teachers and leaders received professional development grants totalling $35,000 and NEiTA Foundation crystal apples at ceremonies in their schools. Smith and Kelly were also awarded $5000 professional development grants, the others $2500 grants.

ASG Education Programs Teaching Award recipients were Karen Cameron, St Clair Community Kindergarten, Dunedin; Tui Cox, Patumahoe School, Pukekohe, Auckland; Georgette Jenson, Sonrise Christian School, Gisborne; Kane Raukura, De La Salle College, Mangere East, Auckland; and Matthew Humber, ACG Strathallan College, Karaka, Auckland. Cameron and Raukura were also awarded $5000 professional development grants, the others $2500 grants.

Convenor of the NEiTA Foundation’s selection panel, Brother Pat Lynch, says the recipients all plan to use their grants to further their study or observe and develop educational programmes that will benefit students at their schools.

news Ministry News

Maths matters

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he latest results from the National Education Monitoring Project (NEMP) show that maths achievement in primary schools has stood still over the last 12 years.

The report, released in September, states that performance in maths did not improve overall between 2005 and 2009, and that for Year 8 students there has been no change for 12 years. There was only a small improvement in performance for Year 4 students between 1997 and 2009.

Also of concern is the marked decline, from 2005 to 2009, in the performance of Year 8 students on complex multiplications.

On top of this, the quick recall of addition and multiplication number facts of Year 4 students has remained at the 2005 level following a substantial decline over the previous four years.

Education Minister Anne Tolley says these results show that more

needs to be done if students are to learn the basic skills they need to succeed.

“Government is investing $36 million in developing new intervention programmes for students who need extra support in literacy and numeracy, and the Ministry of Education is focusing on the frontline to provide speciallydesigned support for students and teachers,” she says.

“This country is ambitious for all of its students. Our top performers are among the best in the world, but we cannot continue to stand still. And while up to one in five of our students is leaving school without the skills they need, we must do everything we can to make sure every child has the opportunity to reach their potential.”

The full NEMP report can be viewed at: http://nemp.otago.ac.nz/ maths/2009/index.htm.

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The versatility of the Taymac Heatpak boiler is allowing cost-effective 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,

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it achieves efficiencies of up to 85 percent.

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.

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Ministry News

news

people every year, has for too long been a dumping ground for some of our most at-risk students,” he says.

“A review of alternative education last year highlighted the need to do more for these young people. We are giving them the opportunity to achieve better results and qualifications, and making sure they have greater support in getting back into regular education.”

School fibre set-up costs to be met by Crown

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Science academy takes off The government will provide an extra $593,000 in funding over the next two years for a new science academy that will benefit students from small, rural and low decile secondary schools. The Otago University Advanced School Sciences Academy will host 50 students from around New Zealand each year from 2011.

Education Minister Anne Tolley says this is an exciting new venture with the potential to lift student achievement in science.

“The government has made it clear that investment in science is vital for lifting the long-term performance of our economy. The new Academy will have an impact on the number of young people moving from school science to tertiary science study, and will also point some of our bright young minds towards a science career,” she says.

Year 13 students who are high achievers in science subjects can be nominated by their school.

Successful applicants will attend two residential science camps at Otago University, and will take part in ongoing academic work throughout the year as part of an online science community.

The programme will focus on biology, mathematics, chemistry, computing and physics and will complement the NCEA Level 3 curriculum.

It will also include professional

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development for science teachers at participating schools.

Bright future for alternative education students Education Minister Anne Tolley and Associate Education Minister Pita Sharples have announced a funding increase of $1.5 million alongside changes which will see alternative education better meet the needs of students.

From next year each alternative education provider will be required to involve a registered teacher, and will receive funding to cover the costs.

In addition, funding for each alternative education place will rise, as part of an overall 8.4 per cent funding increase, the first since 2000.

Tolley says the needs of these students have been ignored for many years, and they deserve the opportunity to succeed. “The involvement of registered teachers in all providers will mean staff can receive advice, professional guidance and support. In turn, this will lead to better outcomes for students,” she says.

“Teachers will need to be skilled at working with the diverse range of cultures and needs of alternative education students, and will focus on achieving results for all of these young people.”

Dr Sharples says all young people deserve the chance to reach their potential.

“Alternative education, which is accessed by more than 3000 young

Education Minister Anne Tolley and Communications and Information Technology Minister Steven Joyce have announced that the government is to cover the costs associated with providing the physical fibre from the street to school buildings, enabling schools to connect to the ultra-fast broadband network.

Previously, schools connecting to fibre have been required to contribute to this “fibre drop” cost, which in some cases has amounted to thousands of dollars.

“Government’s decision to cover these costs is an important step in ensuring equitable access to the benefits of ultra-fast broadband,” says Tolley.

“Schools that are already on ultra-fast broadband have tended to be larger urban schools that could afford to pay their share of the fibre drop cost.”

Joyce says the move, which comes as part of the national rollout, levels the playing field.

“Some schools, particularly smaller schools in rural areas, may have a disproportionately high drop cost compared to the number of pupils and their funding – we want to make sure they aren’t disadvantaged.

“The government wants New Zealand schools to be among the most connected in the world and this represents yet another milestone in achieving this.”

The government is committed to rolling out ultra-fast broadband to 97 per cent of schools within six years – negotiations with partners are underway currently. The remaining three per cent of schools will be covered by the Remote Schools Broadband Initiative and

will receive faster broadband (10Mbps or more) via point to point wireless or satellite technology.

New website makes learning sign language fun Teaching and learning New Zealand Sign Language (NZSL) will be much more fun and easy with the help of a new website launched at the end of January by the Ministry of Education.

NZSL sits alongside English and Māori as an official language in New Zealand and is used by an estimated 29,000 Kiwis. While many of those are part of the deaf community, the Ministry website, named Thumbs Up! An Introduction to New Zealand Sign Language, aims to increase the numbers of hearing students and teachers who know the language.

“Many people in the deaf community use NZSL to effectively communicate and interact with each other every day,” says Tony Turnock, Ministry of Education Secondary Outcomes Manager. “But hearing students and teachers need to learn the language as well so that conversations can be two way in our schools.

“We expect all schools to welcome and include all students – that’s why NZSL can be studied as an additional language as part of The New Zealand Curriculum (NZC).”

NZSL is unique to New Zealand and includes ideas, idioms, and words not found in other international sign languages, such as signs for Te Reo Māori words and ideas.

Thumbs up! is for Year 7 and 8 students in English-medium schools working at curriculum levels 1 and 2.

It’s part of the Learning Languages Series, which is designed for teachers and students who are new to language learning.

“Learning a second language is an important part of education and encourages students to participate more actively in our diverse society,” Turnock says.

‘Thumbs up!’ has information about deaf culture, NZSL units, video clips and a series of worksheets for students. Find Thumbs up! at www.nzsl.tki.org.nz

news Principal Speaks

Establishing a new primary school

W

hen I was offered the opportunity to set up a brand new primary school the feeling was one of excitement and challenge. Now, at the end of our first year, I find myself reflecting on what I can only describe as being a once in a lifetime opportunity.

It might sound like a cliché, however, when I look at what I’ve had to do over and above the challenges of principalship it truly has been an amazing journey to date.

I was on board for three terms before Clearview Primary officially opened in February 2010. In the first term of the job I was heavily involved with the property and construction phase.

The footprint of the school had already been decided, however, I was able to provide input to the internal features of the buildings.

Being one of only three new schools built in the South Island I visited a number of new schools in Auckland to get ideas and a greater understanding of the process of setting up a new school.

I was very mindful of the fact that, in addition to furniture, ICT equipment and resources to purchase, we had a curriculum to write and develop that aligned to the philosophy and vision we had for our children.

But, before we even discussed the curriculum we had to come up with a school name and vision.

Staffing the school was also a priority at this time.

An official launch, attended by the local community, was held to unveil the name and vision of Clearview Primary, previously known as Lowes Road School.

Clearview is both a name and a concept. It embraces the vision of skilled thinkers and communicators stepping out with confidence that we have for the school and our students.

In location, situated in the heart of the Canterbury plains, we all enjoy uninterrupted clear views of the mighty Southern Alps. We feel this is home and the name Clearview encapsulates this feeling beautifully.

One of the first things I and the establishment Board of Trustees

had to find was a place to work from. Commercial spaces were far too expensive to rent so we ended up renting a residential property three minutes’ drive from the school construction site.

The double garage eventually turned into a storage space for books and resources, and the bedrooms became office spaces for the deputy principal and two team leaders.

Consultation evenings were very important and we had regular meetings to keep our future community informed of the progress and developments.

The Education Review Office was also involved at this time and a review team was contracted to conduct a readiness to open audit.

Term four was extremely busy

“

and much of the time was spent interviewing teachers for the various positions in the school.

We were also fortunate to have a number of volunteers (future parents) to help label and catalogue library books and resources and we were also able to appoint an office person who doubled as a library resource specialist.

Towards the end of December parts of the school were handed over to the Board and we were able to start moving in.

In early January 2010 I was back at school to supervise the various companies setting-up and installing furniture, sound systems, servers, computers and many other items.

Due to the nature of establishing a new school we asked our staff to work during their holidays,

two weeks before we opened for students. We spent our first day together at Hanmer Springs team building. This was very important and a great way to bring us together as a cohesive unit. The rest of the time was spent information sharing, finalising systems and setting up the homebases for the very first day.

The day before children arrived at Clearview Primary an official site blessing was followed by a powhiri to welcome our new staff.

Our parent community was also invited to this ceremony and it was a fantastic opportunity for our foundation students to experience.

On February 2, 2010, Clearview Primary opened for the very first time. To see all this come together in record time was a very proud moment.

Not only was it a special day for our 171 first-day children, it was also special for the 272 foundation children who have joined us over the course of the year.

All stakeholders involved in establishing Clearview Primary have worked extremely hard to make this dynamic educational facility possible.

To try and capture the journey in this many words only really scratches the surface but I hope at the same time it gives readers a glimpse at what has been a fantastic opportunity and an amazing privilege to be involved in something as special and unique as this.

- By James Petronelli, principal, Clearview Primary.

“Clearview is both a name and a concept. It embraces the vision of skilled thinkers and communicators stepping out with confidence that we have for the school and our students.”

Term 1 - 2011

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Truancy Services

education

Making school the place to be

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ood journalists are meant to keep themselves out of the story, but it’s difficult when the topic resonates with your own experience.

I spent the majority of Year 12 absent from class, either mooching in the common room, or hiving off to a friend’s home for the day.

Able, but incredibly bored, things came to a head when I decided to wag the day the dean had called my mother in to chat about my attendance. Going on report, being signed into every class for an entire term was enough to turn me around and become a model student once again.

All schools, no matter the location or demographics, will have problems with truancy. While some problems can be resolved with a letter home, or a meeting with the parents, for other schools the process of bringing these children back to regular attendance can be incredibly involved.

The legal requirement is that children need to attend school between the ages of six to 16.

However, says Auckland truancy officer, Karyl Puklowski, for some children, truant behaviour is already endemic by the time children reach the age of six.

“With some cases we’re looking at three or four generations of children who left school early or didn’t fit in, and there isn’t the parent support to keep these children in school.”

The reasons for truancy are broad and varied. Ted Benton, principal of Glenfield College on Auckland’s North Shore, has worked with his staff to make the school environment more appealing to all students, which increased the attendance rate from 83 per cent to 93 per cent over a 12-month period. They identified that many students were truant due to lack of engagement, and a sense that non-school activities were more fun.

While there are a number of students avoiding school due to other more complex factors, “making school a place our students want to be, where they experience success has done a large part of reducing truancy for us,” says Benton.

As an aside, focusing on the welcoming aspects of school has also led to no tagging or graffiti, another indication that the students are happier at the school.

According to recent figures,

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“

“If they know there are people at school who really care about them, where they know they will be treated with fairness and respect, they’ll be more likely to turn up.”

– Ted Benton, principal, Glenfield College

schools across New Zealand report an absence rate of around 15 per cent, with truancy rates of eight per cent. Maori and Pacific Islander students often have higher rates of unexplained absenteeism. Puklowski has also noticed that while the rates of truancy for boys has stayed relatively constant, the numbers of female truants are on the rise.

“This corresponds with the rise of females involved in crime, and violence. It’s a reflection of what’s happening in the wider society,” she says.

Discovering patterns of truancy can help find problems before they become insurmountable. Schoollinks provide an early notification software system that helps teachers,

parents and truancy officers track a student’s attendance. A text or email is sent out to parents asking where their child is if they do not turn up to school.

Andrew Balfour, managing director of School-links says this can help pick up early truancy.

“With approximately 30,000 children away each day through unexplained absenteeism, we can alert the parents as soon as it happens, reminding them to check in with the school.”

The cost of the programme is now fully subsidised by the Ministry of Education for schools meeting certain criteria, covering set-up and annual running costs.

While it’s often the school that

first identifies that truancy is a problem (normally sending home a letter, followed by a meeting with the student’s family), the legal responsibility is with the parent to ensure the child attends.

Prosecuting families for truancy is rare in New Zealand, and a truant officer has to find other strategies to bring students back to school. Once a child has reached high school, some of the responsibility does fall to them to attend, though it’s still the family that holds the legal responsibility.

“It’s our job to handle complex relationships. We act as an advocate for the student. Often a school has felt they’ve tried everything so it’s really providing a different perspective, finding a solution that perhaps hasn’t been tried,” says Puklowski.

It’s an involved process, especially when the truant behaviours are embedded into the family dynamics.

“We’ve recently worked with one family of six children. We had to come in with the first five and bring them back into school. The sixth child is attending school without our help. That’s progress.”

Benton says it always comes down to relationships.

“We work hard to build positive relationships between the teachers and the students. We have a restorative approach to behaviour management. Our students see this school as a positive place to be. If they know there are people at school who really care about them, where they know they will be treated with fairness and respect, they’ll be more likely to turn up. They’ll just want to be at school.”

And as for me, the journalist who brought herself into the story?

Going on report broke the pattern, and I was an almost model student during Year 13 – at least in terms of attendance.

- By Rachel Goodchild.

education

F

inancial knowledge is a basic life skill and something that everyone, particularly students, should have access to, believes Lyn Morris, national director of financial education at the Young Enterprise Trust.

“It is absolutely critical that students get taught basic financial skills at school,” she says. “The Young Enterprise Trust has done a number of surveys and the results indicate that knowledge levels are pretty low. In 2001, 52 per cent of students surveyed failed our financial literacy test and another one we conducted last year for the Institute of Financial Advisers showed very little improvement.”

The financial sector in New Zealand has undergone a number of significant changes over the last 30 years, with changes to bank accounts and the introduction of KiwiSaver, and information on these changes is often not being passed down by parents.

“KiwiSaver and the concept behind it is a prime example,” says Morris. “It is encouraging people to save but many people don’t realise that managed funds are not guaranteed. It’s also not compulsory to join but many end up joining because they think they have to.

There is a lot to understand just around the introduction of KiwiSaver.”

Confusion also reigns around debt, saving and credit cards for New Zealand’s young people. A 2009 Young Enterprise Trust survey found the majority answered questions on credit card interest incorrectly and showed limited understanding of the implications of not paying the balance off in full each month.

“Students are being socialised into debt,” says Morris. “It was only a generation ago where it was the norm to save for big purchases and going into debt was avoided at all costs. Yet we now have a culture of taking on student loans, hire purchases and credit cards and kids are running up huge debts that they will spend years paying off.”

To help start the process of thinking about credit cards, mortgages and enterprise, a number of businesses and groups have developed teaching resources to help teachers introduce financial concepts from an early age. These resources fit across a broad range of curriculum subjects, including maths, technology, social studies and languages.

The Retirement Commission, for example, released a set of education resources specially developed for secondary school students in 2009. The resources are designed for teachers to use with Years 11-13 students and cover credit

cards, mortgage, budgeting and savings. They complement financial capability resources for Years 1-10 students, which went live on the Ministry of Education website at the same time.

“We need to encourage and support teachers to use the resources available. We also need to encourage parents to talk to their children about money matters,” says retirement commissioner, Diana Crossan.

Younger students can also learn basic financial skills through the ASB’s new GetWise programme, developed for students in Years 1-10. GetWise is based on a highly interactive workshop model developed specifically for New Zealand primary school children. The workshops look at how people earn money, provide an introduction to saving and help students develop the skills to deal with immediate financial situations, such as buying items at the school tuckshop.

The Young Enterprise Trust has been providing financial education resources since 1996 and currently offers resources for students in Years 4 – 8 and for secondary school students. It plans to release a new set of resources targeting the youngest students early this year.

In the primary area the resources focus on the literacy and numeracy

strategies that the Ministry has highlighted as being important.

Story books and board games form the basis of the resources.

The secondary school programme was initially set up to target those who were likely to leave school early and provided them with budgeting, banking and dayto-day money management skills.

The programme has developed to include a series of lessons for junior students that teachers can download and integrate into existing learning and an information resource on KiwiSaver endorsed by the IRD. The trust has also been instrumental in developing the personal financial management unit standards registered on the NZQA website.

These resources, if used in the classroom, will contribute to the financial knowledge that students today desperately need.

“If students have control of their money and know where they are going then they will be in a stronger position than someone who hasn’t,” says Morris.

“The process of achieving a goal is empowering. To do that you need to have the skills, the knowledge and the mindset and with financial goals, that education needs to start at school.”

By Rebecca Wood

Term 1 - 2011

school news

9

Banking for School Students

It’s a numbers game

Dyspraxia

education

The hidden handicap

“

D

yspraxia is a difficult disorder to diagnose – it affects different people in different ways, at different stages of development and to different degrees.

Lynn Broadbent, national field worker for the Dyspraxia Support Group of New Zealand, says dyspraxia is a hidden handicap and children with dyspraxia may appear no different from their peers.

“However dyspraxia can affect their whole life – from waking in the morning to going to bed at night,” she says.

Sufferers may have poor organisational and sequencing skills, which can affect their ability to get dressed, organise their belongings or work within a set timeframe. They may also have difficulty following instructions and predicting the consequence of their actions.

“In the classroom, students may have problems with handwriting, following instruction, recalling information, and communicating what they know,” says Broadbent.

“They may also have sensory issues and find some environments put their systems on overload. They may be very distractible and often do not cope well with changes of routine.”

Dyspraxia is defined as a neurological-based disorder of

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praxis, or the process involved in the planning of new or purposeful movement.

Despite research no one knows the cause of the disorder, however there is evidence to suggest there may be a genetic link. Children who have been born prematurely also have a high chance of having dyspraxia.

Statistics from the World Health Organisation (WHO) show that six per cent of the population are affected; however, says Broadbent, the WHO is known to be conservative and it is likely to be around 10 per cent that are actually affected.

Dyspraxia can only be diagnosed by an appropriate professional, such as a GP, speech and language therapist, or paediatrician, and there are different forms of treatment – occupational therapy, sensory integration therapy or special needs tutoring amongst others – depending on the areas of development affected.

So, how can teachers help a student diagnosed with dyspraxia reach their full potential in the classroom?

Broadbent says the most important thing to remember is to treat each child as an individual.

Children who experience tracking difficulties, that is following the line of words, may not be able to copy directly from the white board or a book.”

“Each child’s needs are different and you will need to adapt your teaching style to the specific requirements of the children in your class.”

Some children will benefit from having visual aids to help them with the routines in the classroom, she says. And because some may have processing difficulties they will require more time to complete tasks, or they may need instructions in written form as they may have difficulty remembering verbal instructions.

“Children who experience tracking difficulties, that is following the line of words, may not be able to copy directly from the white board or a book. The teacher may need to write each step in a different colour on the white board, and also break down the instructions into bite-size chunks,” says Broadbent.

“Classrooms can be very busy places and some children may find them much too stimulating – either visually or auditorally – and at times may need a quiet place for time out.”

Students with dyspraxia may be socially isolated, as the child that finds it hard to follow the rules of the game or is poor at sports can often become a target for bullies.

However, says Broadbent,

adaptations to the classroom will often have to be on a case-by-case basis.

“Children with dyspraxia often try harder than their peers and often finish last or fail the task. Sometimes they can do it today but they may not be able to do the same task tomorrow, and as a result many children suffer from anxiety, which in turn may result in behavioural problems.”

Broadbent says teachers can help students by educating themselves about dyspraxia because knowledge is power.

It is also important to remember that dyspraxia is not just a childhood disorder – many adults also struggle to cope.

“However, with early intervention there is a greater possibility that they will become happy, welladjusted members of society,” she says.

- By Alisa J Fitisemanu

For more information and support visit the Dyspraxia Support Group of New Zealand website at www.dyspraxia.org.nz

education Counselling

Coping after a disaster

T

he morning of Saturday September 4, 2010 will be remembered by Cantabrians as the day the earth shook.

The earthquake that shook Christchurch and the Canterbury region that day, combined with the subsequent aftershocks, saw many families lose their homes, businesses suffer damage and schools close.

Just days after the earthquake struck, Save the Children, a charity that looks after the need and welfare of children around the world, sent a team to Christchurch to examine where they could best assist. As a result of its investigations the charity arranged for thousands of Canterbury students, preschoolers, teachers and parents to attend workshop sessions in psychosocial counselling.

The workshops, which were held over a six-week period, had the backing of the Ministry of Education as a way to help children come to terms with the earthquake and provide parents and teachers with tools and resources to support them.

“Ultimately we were helping schools, students, parents and caregivers return to a normal life in abnormal conditions,” says Dianne

Let children tell their story Canterbury school children have been given the chance to tell their own personal story of the September earthquake with the creation of a dedicated website: www.whenmyhomeshook.co.nz.

The website aims to get primary and intermediate school children talking about the earthquake and understanding how it affected other children in the area. More than 250 children have submitted their personal account so far about how they experienced and coped with the earthquake.

Website organiser Adam Hutchinson says that often the best way to move on after a major incident such as this is to talk and share a personal story.

“Without a dedicated resource, the stories of school children might not be heard. This website provides a unique perspective on the earthquake and also allows an outlet for the children,” he says.

The website aims to provide a resource for future reference on how school children experienced the earthquake.

“We also have plans to turn the stories into a book, which will be distributed to all Canterbury Primary School libraries,” says Hutchinson.

Submission of stories can still be made by emailing mystory@ whenmyhomeshook.co.nz with their story and stating the first name of the child, age and school.

France, the technical assurance co-ordinator for Save the Children’s Reassurance Response Project.

“People weren’t traumatised and they didn’t need counselling, they just needed the skills to cope with what had happened,” she says.

“They needed reassurance that their actions at the time were ok and that it was ok for their response to the earthquake to be different.”

And it is the adults’ response to these situations that can mean the

difference between children getting back to relative normality quickly or continuing to have nightmares and fears.

Given New Zealand’s geography, an earthquake, tsunami or volcanic eruption could happen anywhere and at any time. So what can schools do to help students regain some normality and sense of routine in the aftermath of a disaster?

“It is really important that

teachers and principals provide appropriate models of behaviour,” says France. “Children learn how to react and respond from adults and need to see the adults around them managing their own lives. It’s ok to fall apart, but don’t do it in front of the children.”

Reinforcing drills around what to do if an earthquake or natural disaster strikes again is also important.

“Uncertainty is very scary, so make sure students know what to do if it happens again,” says France.

Allowing students to have a lot of time for drawing and creative exploration will help them relive the event and creatively express their feelings. However it can also allow them to look towards the future.

“One child was continually building with his Lego then making the buildings tumble down, reliving what he had experience. He was then encouraged to build a new Christchurch and explore a positive future.”

Schools also need to work with parents and build up their trust that the school can care for their children if something was to happen during school hours.

“It’s important for children to get back to their normal social networks and have fun,” says France. “People are often too scared to have fun and become hyper-vigilant, anxious and too scared to trust other people with their children. Schools need to provide reassurance that appropriate responses and drills are in place.”

And finally, says France, it is best to be honest about what is happening and take the time to listen to students.

“Ask them questions about how they are feeling and why they think certain things. Then take the time to provide information and explain it as honestly as you can without giving them too much detail,” she says.

For the most part, however, students, teachers, principals and parents all need to talk and debrief.

“Schools are in a great place to provide situations where people can talk to each other and share their stories,” she says.

Term 1 - 2011

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Environmentally-Friendly Stationery

admin & management

An eco-friendly choice

E

nvironmental awareness is a hot topic these days and schools around the country are getting in on the act. Almost 25 per cent of New Zealand schools are involved in the Enviroschools programme, edible gardens are springing up at schools across the country, and students are being encouraged to reduce waste and reuse or recycle from what is left over.

Now school stationery shops that want to help the environment can also help keep New Zealand clean and green by choosing from ranges of environmentally-friendly stationery products.

Pens can now be made from old plastic CD cases and car headlights, pencils can be made from recycled paper, ringbinders are made from recycled cardboard and reams of paper for the school office are made from sugar cane waste products.

Croxley’s range of exercise books, for example, use recycled pulp, and inks which are either water or vegetable oil based and is the first range of school books to meet tough Environmental Choice New Zealand criteria – one of the world’s strongest ecolabels.

Croxley managing director Joe

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Naus says seeing Environmental Choice’s tick on the company’s books is a proud milestone.

“Warwick school exercise books have become a Kiwi favourite since the first ones appeared in classrooms in 1956. Now, they [parents and teachers] can also be assured the books in children’s school bags are kind to our environment,” he says.

“Children are becoming very environmentally conscious as well.

This is great, because the school kids of today will inherit the earth we leave them.”

Environmental Choice is only awarded to products that comply with robust, published environmental specifications, taking into account the product’s whole life cycle. The label is owned by the New Zealand Government and independently administered by the New Zealand Ecolabelling Trust, and its specification for paper has been placed in the world’s top three best practice standards.

Naus says the standards set

by Environmental Choice and the transparency of the manufacturing process available to the consumer was especially important to the company, particularly because

a recent New Zealand Business Council for Sustainable Development (NZBCSD) survey revealed that 54 per cent of consumers demand ecofriendly products.

To mark the Environmental Choice milestone, Croxley has redesigned its scholastic books, including a picture of Croxley’s environmental mascot Warwick the Worm, and a message to children about helping the environment.

Robin Taylor, general manager of Environmental Choice, says the assessment looks at the processes employed in making pages and covers of exercise books, the coatings and pigments used, and the source of fibre.

“For schools, the use of Environmental Choice-approved stationery provides a ready starting point for studying the curriculum issues relating to waste and energy management, with a practical example of the exercise books right in front of them,” he says.

As well as Croxley’s range of environmentally-friendly exercise books, stationery shops can now stock ranges of highlighters, whiteboard markers and even correction tape that are made with

eco-friendly materials.

The humble pen, too, is getting an eco-friendly makeover. The old saying “one man’s waste is another man’s treasure” is being taken literally by pen manufacturers Pilot with their new B2P – or Bottle to Pen – range.

Made from 89 per cent recycled plastic bottles, the refillable gel ink pen is part of BeGreen, a full earthfriendly range of writing instruments.

Designed to look like the translucent plastic bottles they are made from, the pens prove that everyday waste products can be diverted from landfill and given a second life.

Individual stationery suppliers also have eco-friendly ranges that schools can take advantage of to stock their stationery shops and cupboards.

School Supplies, part of the OfficeMax brand, has rolled out an EcoMax range of writing instruments, paper and general stationery, while New Zealand Office Supplies also supplies a large range of eco-friendly materials.

With the range of choice available New Zealand schools have no shortage of choice in eco-friendly stationery.

profiles Huanui College

Realising the dream

W

hen Huanui College – situated in Glenbervie north of Whangarei – opened its doors on February 8 2010, it was the realisation of a long-held dream for founder Evan Hamlet, and principal Anna BellBooth (nee Cronshaw).

After being educated at a local high school, Hamlet was sent to Auckland Grammar School for his sixth and seventh form education.

The expectation on each student to be responsible for their own success at the much larger Auckland school stuck with Hamlet and led to his desire to found a school in Northland that held the same educational principles.

The dream started to become a reality in early 2009 when construction of the new coeducational independent school started in fields on the outskirts of Glenbervie. Founding principal Anna Bell-Booth was appointed in August 2009 and the school opened for business with a roll of 77 students at the beginning of 2010.

“A lot of the initial planning process involved Evan [Hamlet] and I discussing the school’s values and direction,” says Bell-Booth. “It was very important that we had a similar vision for Northland’s first independent school.”

Much of that vision stemmed from Hamlet’s experiences at Auckland Grammar and Bell-Booth’s

past teaching experience at St Cuthbert’s College.

“We have the same expectations for our students as the larger independent schools do,” explains Bell-Booth. “Much of that expectation lies in requiring students to play their part by questioning things and taking responsibility for their own study.

“However, it did take the first term for many students to realise that we meant what we said,” she says.

The right people But it doesn’t take just two people to turn the vision into a reality and much of the latter half of 2009 was spent finding staff that subscribed to the same vision and core values that Hamlet and Bell-Booth wanted the school to reflect.

“An important part of finding the right staff for Huanui College involved looking at the types of teachers that had made an impact on both Evan and I through our schooling,” says Bell-Booth.

“Key qualities we identified included the ability to build an authentic rapport with the students, being prepared to work hard and being enthusiastic.”

The first advertisement placed attracted more than 100 applicants for just three positions. A further two staff members were appointed soon after and the school now employs five full-time staff and four part-time.

Huanui College students, left to right: Baylie Malcolm, Sam Gilbert, Paige Massey, Vicky Powell

And with the roll expected to double in the 2011 school year a further three full time-equivalent teachers have been appointed.

Huanui College started the 2010 year with 77 students spread across Years 7, 8 and 9. Year 10 will be introduced this year as last year’s Year 9s move up a level and the school will continue to grow by a year level annually until, eventually, it caters for students from Year 7 to 13. The high staff:student ratio means classes are limited to a maximum of 25 students in junior classes. The largest class last year comprised just 20 students.

“It’s something the kids really enjoy as they get to know everyone in their class and can get personal attention from the teacher,” says BellBooth. “And from an observational point of view, every student is tuned in to where they need to be during the classes, there are no students off task or dreaming at the back of the class.”

Major milestones There have been a lot of high points for Huanui College during its first year of operation and Bell-Booth cites the school’s official opening in March

2010 as one of the key highlights.

The school was officially opened by former Associate Minister of Education Heather Roy with attendees including former Whangarei District Mayor Stan Semenoff, advisory board chair Murray Lints as well as staff, students and members of the local community.

“It was a fantastic day with more than 400 people in attendance, which showed the huge amount of support for the school,” says Bell-Booth. “It was also a great opportunity to reflect on all that had been achieved in such a short space of time and to have all our planning come together.”

A camp involving the whole school provided a great opportunity for students, staff and parents to bond and showed the commitment and enthusiasm parents have for helping the school and its students to succeed, says Bell-Booth.

A further key highlight was the school’s successful first ERO visit, with a resulting outstanding report.

Although the school didn’t need to go through the review process in its first year, an early review has had several benefits.

Huanui College has a number of students that benefit from the Ministry of Education’s Aspire scholarships, which contribute to private school fees for students from low-income families and, says BellBooth, an early review allowed those students to gain an additional two terms of funding.

“It also provided the catalyst to take another look at the school’s overall vision, which is now starting to evolve.”

With the outstanding review under its belt, Huanui College became a fully registered school at the end of the second term and continued to go from strength to strength during its first year of operation.

By Rebecca Wood

Term 1 - 2011

school news

13

Mana Tamariki

profiles

Emphasising the importance of whanau

W

hen Mana Tamariki, a total immersion Maori school based in Palmerston North, won the public architecture category at the 2010 New Zealand Architecture Awards it was something of a coup for the school.

“It recognised all the hard work and commitment that our whanau has contributed to the development of the school over the last 20 years,” says Penny Pouto, acting principal of the school.

Mana Tamariki is the first Maori immersion school in New Zealand to provide tuition for students from pre-school to Year 13 under one roof.

As part of its entry criteria for families, one parent must agree to speak only in Maori with the students enrolled in the school, which takes commitment and understanding on the part of the whole family.

The design of the school’s new building evokes the form of the korowai, or sheltering cloak, creating a series of open-plan spaces in one building. The New Zealand Architecture Award citation commended the way the “journey from young to old is handled within the spirit of whanau – being part of a nurturing community, sheltered under a calm, ‘cloaking’ roof form”.

Pouto says this was one of the key ideas the school wanted to achieve by having a Kohanga Reo and Kura Kaupapa under the one roof.

“It emphasises the seamlessness of whanau, that feeling that everyone is in the same environment,” she says.

But the building was not without its challenges for the architects and building company.

“As a Maori immersion school we

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Completely immersed

have some unusual rules and they were both very receptive and very positive to all suggestions.”

The school subscribes to the Reggio Emilia early childhood education philosophy, which encourages creativity and critical thinking, so involved the tamariki heavily in the design of the building.

“We encouraged them to give us ideas, brainstorm how they wanted the building to be,” says Pouto.

The children had clear ideas of what they wanted in the classroom, she says. The floors had to be carpeted, for example, because students stated they didn’t want cold feet in winter – they respect the tradition of taking shoes off before entering a building. The carpet also had to be high quality as the school’s students do much of their work on the floor.

“Students also told us they wanted to be able to visit the Kohanga Reo and see their brothers and sisters during the day,” says Pouto. Hence the open-plan nature of the building.

Other suggestions from the students that were incorporated into

the final design and landscaping of the school included a hangi pit and a permanent vegetable garden.

But it wasn’t just the children that had ideas on how they wanted the building to look, parents and staff also had their say. Their main concern was ensuring the building was constructed in an environmentallyfriendly way and that it was futureproofed to be sympathetic to the environment over time.

“As a result we encouraged green landscaping, for example, we collect rainwater on site and filter it through the earth,” says Pouto. “We also have clever louvre windows so it looks like we’re getting sun on the shaded side of the building.”

But everything in the school comes back to its emphasis on whanau and its desire for the whole family to feel comfortable in the space. Shared facilities, such as a dining room and kitchen utilised by everyone at the school, take up a central section of the Kura.

The open-plan design of the building also allows the children to learn from and help each other, says Pouto.

Mana Tamariki has a fascinating history. Started as a Kohanga Reo in 1990, it expanded into a total immersion Maori home school five years later.

The school opened with just seven children and the caveat that at least one parent in each family committed to speak to their children only in Maori.

“We have incredibly committed parents,” says Pouto. “The intergenerational transmission of language is essential, so a good relationship between the school and parents is absolutely essential.”

Now the school educates students from pre-school, right through to Year 13.

Technology is an important part of life at Mana Tamariki, particularly for senior classes, and many of these are taught through video conferencing with other Maori immersion schools around New Zealand.

“Because we only have 10 senior high school students we can’t offer a wide range of subjects. Being able to log in and video conference some classes gives us a bit more freedom,” says Pouto. “We can also link up with some more obscure situations; for example, we’ve had a video conference with a school in Canada.”

The emphasis on whanau at Mana Tamariki is now starting to come full circle.

“One of our most recent entrants to the Kohanga Reo is the child of one of our original students,” says Pouto. And it’s this commitment to nurturing the whole family that will see Mana Tamariki’s whanau continue to grow.

external learning Petone Settlers Museum

A fresh look at history

S

tudying the social sciences opens up a world of opportunity for students from primary right through to secondary school. As well as learning about history and people’s roles and responsibilities within society, students also explore the impact of culture and heritage on the modern way of life.

It is the chance to teach students about the culture and heritage of the Wellington region, and the part it has played in developing New Zealand society, which has led to the recent redevelopment of the Petone Settlers Museum.

Situated on the Petone foreshore, the museum has had a number of incarnations in its 70-year history – from its early life as a memorial to commemorate the arrival of the first British settlers in Wellington, to becoming the main changing rooms for the foreshore.

The museum has recently reopened with a revamped interior and a more fluid design, providing a fresh new look for the building and expanding on the important stories it has to tell.

Andy Glanville, the museum’s learning programmes manager, says the refurbishment has seen the museum go from having two disparate wings – one telling the story of the first English settlers arriving in Wellington Harbour, and the other housing constantly changing exhibitions – to a more fluid retelling of the settlement story.

“The upgrade broadens the settlement story and expands it to take in the history of the harbour from Maori right through to the arrival of the English. It has become more a story of settlement through the ages,” he says.

The development has held on to the essential character of the building and has kept the charm of the original museum.

“We’ve kept the models and dioramas that young people tend to respond to,” explains Glanville.

“These really open up history for many students and give the subjects added visual impact.”

And it’s that impact, and the ability of Glanville and his colleague, Jen Boland, to bring history alive, that makes the museum so popular with visiting school groups of all ages.

“We both enjoy dressing up in costumes from the 1840s, similar to

what the first English settlers would have worn,” says Glanville. “This helps to create an authentic context to the exhibits for visiting students.

“Museums are about bringing things to life and helping students make those connections, by seeing the models, holding the artefacts, being shown around by people in period costume, and looking at dioramas that show the way of life,” he says.

The museum’s free educational programme caters for each year level, from new entrants through to senior secondary school students.

“The idea is that each year students will return and find out a bit more about the story – a bit like the chapters in a book,” says Glanville.

The museum’s educational programme for new entrants, ‘Korero’, focuses on oral traditions, the formation of Te WhanganuiA-Tara and stories of the Taniwha.

“With the museum situated right on the foreshore, during terms one and four we utilise the beach and create Taniwha in the sand,” says Glanville.

“The idea for this programme came from a successful school holiday programme activity in which we made sand sculptures.”

Programmes for older students encompass additional curriculum areas and include: ‘Comparing the Past with the Present’, a technology-based look at how transport, toys, and roles and responsibilities have changed since 1840; ‘Tangata Whenua’, a programme examining how the Maori farmed, fished, hunted and lived prior to the arrival of the English; and ‘A New Land,’ which takes students through the settlers story – exploring what the land was like when they arrived and what it was like arriving in a strange new land.

“The programmes can be used to fill in the gaps between what can be learnt in the classroom and externally,” says Glanville. “They are designed to spark an interest and build on what’s being taught in schools.” And it is expected the new educational programmes will also spark an increase in educational visitors.

Glanville says, “We’re really excited about the reopening. We’re excited about what we can offer young people and teachers, and we’ll go the extra mile in creating a memorable experience.”

By Rebecca wood

Term 1 - 2011

school news

15

Planning a School Camp

external learning

It’s all in the planning

S

chool camps have been an important part of New Zealand schooling since the early 1900s.

The outcomes of those camps and the camps of today have remained the same – leadership, team work, communication, problem solving, personal development, learning and, last but certainly not least, fun.

However, there have been some major changes in the way in which school camps are run and the requirements placed on the organisers of camps.

Key to running a successful camp in today’s environment is the need to plan programmes to enhance students’ learning outcomes and to strengthen safety management in education outside the classroom (EOTC).

Quality planning includes: t ,FFQJOH UIF SJTL NBOBHFNFOU and paperwork proportional to the level of risk; t )BWJOH B TZTUFNT BQQSPBDI UP EOTC management; t )BWJOH DMFBS DPNNVOJDBUJPO with parents.

Quality EOTC management systems must comply with the school’s and/or provider’s quality management systems (QMSs).

Activities The use of activities on a school camp facilitates achieving the outcomes you want for your camp.

They are also the things students will remember, the things they’ll take photos of, tell their parents about, and remember for life.

For some it’s their ďŹ rst foray into outdoor recreation, away from the Xbox or a home life limited in experiences and opportunities.

Activities that are currently available on school camps may include team building, archery, tramping, camping, caving, canyoning, high rope and low rope courses, kayaking, sailing, raft building, camp cooking, bushcraft and many more.

Some things to look out for when choosing activities include whether instructors are needed, whether the skills are available in-house (or could parents help?), whether the activities are appropriate for the age group, does the in-house versus

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instructor ratio meet your budget requirements, and, importantly, why the group is on the camp.

So often I see people doing activities because they can without any thought as to whether they need to.

Catering There is more to camp catering than good old Watties spaghetti on white toast.

The biggest decision to make is whether to cater in-house or outsource, with obvious advantages and disadvantages to both.

However, some other things to consider are the special dietary requirements of students, sta and parent help, and hygiene – especially around food preparation and storage – as food poisoning can destroy a camp.

Quantity is also something that volunteers generally don’t have a good idea about – what would you do if you ended up under-catering?

And the number-one thing people seem to forget about is staďŹƒng the kitchens – do you have parents or teachers who can be in a kitchen all day, and who is going to do the shopping?

the timing of your activities, impacts on the activities you want to do, and your budget.

Things to look for when ďŹ nding a good camp facility include: t %JTUBODF UP UIF WFOVF GSPN ZPVS location; t "CJMJUZ UP QSPWJEF PVUEPPS professionals; t "CJMJUZ UP QSPWJEF UIF BDUJWJUJFT you want to be in your programme; t "TTPDJBUJPOT XJUI JOEVTUSZ organisations; t 3JTL .BOBHFNFOU 1PMJDZ t 4UBĂľ TFMFDUJPO BOE USBJOJOH policies.

Budgeting This is a topic people always ďŹ nd diďŹƒcult to talk about, yet it is so often what makes the programme happen or, in some unfortunate circumstances, not.

There are many things to take into account when budgeting for a camp including how many nights you will be staying, how many people will be attending, and how far away the camp is.

This is where using an independent camp planning organisation can be a good option.

Location

Support

The venue for the camp sets the mood for the programme. It aects

Do you dread going to school camp?

Block out the entire weekend after

to recover? If you have answered yes to either of these you are doing it wrong!

There are many options when it comes to support, and it is important to get it right. Options for support include teaching colleagues, parent help and outsourcing.

Either way, the one bit of advice I give all my clients is do not overcommit to doing too much.

You need to provide your team with the tools to support you.

Without tools your team is working blind, and if they don’t know what you are trying to do then how can they help?

Some tools your team will need: t 3FBTPO GPS UIF QSPHSBNNF t 5JNFUBCMF t $POUSBDUT BOE KPC EFTDSJQUJPOT outlining their roles and responsibilities. t .FOV t $POUBDU MJTU t &RVJQNFOU MJTU What you need from your team is enthusiasm, commitment, role modelling and inspiration.

While there is a lot to consider when planning a camp, with some guidance it can be fun. Good luck, have fun and see you out there.

- By Brenton Harrison, managing director, Freelance Adventures.

external learning Case Study: Rosehill College

Experience of a lifetime

“

Going beyond fun,” is just one of the sentiments from a Year 13 Rosehill College student on their recent camp at Great Barrier Island.

“An experience of a lifetime,” and “Who thought learning could be this much fun,” were also common sentiments from the students at the Papakura school.

Last June a group of 30 senior students spent five days at the Sir Edmund Hillary Outdoor Pursuits Centre (OPC) on Great Barrier Island.

Ian Adamson, Rosehill College physical education teacher and camp organiser, says the camp was a resounding success.

“The students were stretched not only physically but also mentally and emotionally.

“The learning they gain from this week consolidates the PE curriculum, and hones their skills in teamwork and leadership.”

The five-night camp provides the basis for half the grades associated with outdoor experience for the year – researching and planning prior to the camp, the camp itself, followed by debriefing and reflection on return to school.

Throughout the week the instructors facilitated an active cycle of reflection and personal change that complemented the school’s objectives. The students packed in a multitude of new experiences.

They were also assessed against two unit standards (sea kayaking and ABL) and achievement standard 90740, which focuses on the effectiveness of a physical activity

“

“The students were stretched not only physically but also mentally and emotionally.”

– Ian Adamson, physical education teacher, Rosehill College

programme, and its influence on hauora/wellbeing. Down-time was at a minimum – not only were the days full of thought-provoking experiences, but evenings were spent in structured learning sessions run by the instructors. Learning journals focus personal reflection on curriculum and personal development outcomes.

“This year our students took advantage of benign winter weather to complete a three-day sea-kayak based expedition,” says Adamson.

“Each of the three teams of 10 planned their routes and campsites, taking into account weather, escape options, group strength and the local knowledge of their instructor.”

The students packed the gear and food that enabled them to live out of a sea kayak for two nights, then added wetsuits, helmets and the technical gear required for a coasteering trip along the way.

“A highlight for the teams during their expedition was a visit from dolphins – and for those courageous enough to brave the chill of an early morning swim it was a very close encounter,” says Adamson.

- By Simon Graney, manager, Sir Edmund Hillary Outdoor Pursuits Centre.

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Term 1 - 2011

school news

17

Case Study: Ashburton College

teaching resources

18

Science for the 21st century

E

ducation has come a long way in the last 100 years. What was once a humble blackboard and chalk is now a whiteboard and marker, and where pen and paper were used there is now a laptop.

As the tools used to educate develop, schools, staff and students must develop with them. For Ashburton College 2009 was a landmark year in which it stepped forward in many areas, particularly with the quality of another of its educational facilities.

The refurbishment of Ashburton College’s S block, used primarily for science and computer studies, follows on from the recent state-ofthe-art renovations undertaken in the school’s technology block.

Many of the classrooms in S block had not been altered since their inception in 1970 meaning that, going into 2009, students were required to work in an environment that didn’t necessarily reflect recent

school news

Term 1 - 2011

technological advances or best cater to the learning needs of the students.

Working closely alongside now retired Ashburton College school manager Jeff Williamson, Ian Krause Architects Ltd of Christchurch and The Bradford Group of Ashburton enabled a complete structural renovation of the classroom block.

The experience of both the architect and building firms, and their understanding of an educational facility’s needs, supported the project’s positive outcomes.

In addition to required structural changes, the laboratories are now equipped with modern equipment and spaces such as data projectors, individual quality working spaces and an outdoor, living stream teaching area where experiments can take place. There is also a new computer networking system involving eight stations in each room and data outlets for computer connections.

The new classrooms are lighter and more spacious.

“It’s great to see students making full use of the classrooms which will remain up to date for years to come,” says science teacher Keith Gunn.

The changes to S Block now offer a more interactive learning experience for students. All of the science laboratories are now equipped with digital projectors in order to play DVDs, powerpoint presentations, and to display notes.

This maximises resource use for teachers as they can make one powerpoint presentation and show it to all their classes, without having to rewrite on a board each time. A big plus of this also, is that students can access these notes from home, or be emailed them if they are absent from a class.

The classrooms now provide a wider variety of blended learning opportunities for students to study and process information. Some people prefer to read books, while others are more visual learners and need to see things before they can understand them. Datashows give teachers and students this option and has been a valuable addition.

Before the renovations and centralisation of the science department there were science laboratories scattered throughout the school. For example, one of the science teachers was isolated in T Block where there were no other science teachers. Since the renovation all science classes are now in S Block, which means it is easier for students, as they have a designated block for their class, and also for teachers as equipment is more easily shared and centrally stored.

Students are making the most of the new developments, and science as a subject is highly popular. The clean and updated environment is essential in this and the new resources available mean that learning is now more enjoyable as a whole.

Students also had the chance to contribute to the redevelopment with the refurbishment of the toilet facilities in the block. It was here that the 2009 Year 10 Council had input into the décor. These changes, and the chance to use hands-free blow dryers, liquid soap, sensitive taps and hand sanitiser, have added to the refreshing style the revamp has brought to the Block. The changes to “S-Block” were celebrated in style on September 21 with a gathering of Ashburton community members, Ashburton College Business Partners, district councillors including Mayor Bede O’Malley, college staff, and Rangitata Electorate Member of Parliament, Jo Goodhew.

S block now provides a safe, convenient and high-quality working environment for all who use it. Ashburton College’s science and computer studies facilities can now be considered amongst the best in the country and with effective teaching and learning, they will continue to benefit students, equipping them well for employment and tertiary study opportunities in the future.

- By Teyler Hayes, journalism student, Ashburton College.

teaching resources Newspapers in Education

Read all about it

N

ewspapers used to be something that Dad buried his head in at the end of a long day. Nowadays, however, many schools around New Zealand are using newspapers to enhance learning and encourage students to read.

The Newspapers in Education programme, a resource available through a number of New Zealand’s newspapers, is at the forefront of this change. Running for more than 25 years the programme provides schools with mini newspapers and additional curriculum-linked resources.

Shayne Liddington, a Year 7 student at Mangakino Area School in the heart of the North Island tells us about the introduction of Newspapers in Education at her school and the benefits she and her classmates gain from the programme.

Mangakino Area School 10 years ago.

The programme was recognised by teachers at Mangakino Area School as an effective learning resource and was soon introduced to the school’s students.

The NiE programme is a series of newspapers which are based on subjects such as world issues, science and even topics about the waste cycle. Students at Mangakino usually write the activities from the papers into their books and then answer them by reviewing the paper and students really enjoy these activities.

NiE has become more popular at our school and the students have found it an easier and better way to learn. They really enjoy most activities and information that NiE provides them with. Mangakino Area School has about 39 students doing the NiE programme. These students are split across two classrooms and range in age from 8 – 13 years.

Students at Mangakino School

A better way to learn Newspapers in Education, or NiE for short, was first introduced to

think NiE is a creative and educational way of learning and we like to learn about different things. The programme has made students at Mangakino School want to learn and has also made them think about the different topics and activities. Also, the different styles of writing and colourful pictures make it very attractive.

NiE is educational and is a great way of learning different topics. Many of the 39 students involved with NiE activities have now became very interested in the NiE papers.

Mangakino School is also involved with the ISite and Newslink papers and students are very comfortable with the idea of information in a

newspaper, with both group activities and a lot of individual activities, which is awesome.

NiE has now become a daily topic in our two classes and is enjoyed by all the students who love doing topic study every afternoon. It has created a learning style at our school which has made most students confident to have their own opinions and to speak up for themselves.

The programme is now ingrained into many students’ minds and they love the new topics that arrive when we receive new papers each month.

NiE involves close reading and problem-solving activities.

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Term 1 - 2011

school news

19

Book Reviews

teaching resources

New books on the block appendices. Guadalcanal was one of the main turning points in the war, and HMAS Canberra II — scuttled in 2009 off the Victoria coast as a dive site — was named after the original Canberra.

The Fierce Little Woman and the Wicked Pirate

The Ghosts of Iron Bottom Sound

By Joy Cowley Published by Gecko Press RRP$19.99 Age 3+

By Sandy Nelson Published by HarperCollins RRP$19.99 Age 9+ The Ghosts of Iron Bottom Sound is an ANZAC story about war, sunken ships and ghosts, based on the sinking of the largest ship Australia lost in World War Two, the HMAS Canberra.

Eleven-year-old Paddy Peterson lives in a small town in the South Island of New Zealand. Paddy becomes obsessed with a book about the wrecks of warships sunk in World War Two. Through his obsession, he is haunted by the ghosts of the 1,023 Australian and American sailors who died in the Battle of Savo Island, the first naval battle at Guadalcanal.

All of the historical content in The Ghosts of Iron Bottom Sound is true, and the story is accompanied by

Organ Music

By Margaret Mahy Published by Gecko Press RRP$19.99, Age 11+ Margaret Mahy’s new book is a chilling, thrilling tale of danger, ghosts and secret experiments hidden deep in the forest.

“One stormy day, a pirate came to the house on the jetty. He stood on his toes and started tap-tap-tapping on the window…”

The tale follows two boys, David and Harley, as they attempt to steal a car. However, the car takes on a life of its own and transports them to a hidden base where all manner of secret experiments are taking place.

Originally published in 1984 but out of print for many years, this newly illustrated edition of The Fierce Little Woman and the Wicked Pirate will appeal to a new generation of New Zealanders.

Sure to delight even the most reluctant reader, Organ Music is a fast-paced, exciting read from one of New Zealand’s foremost children’s authors.

A classic love story with a strong female main character and a pirate, the story is perfect for both boys and girls from pre-schoolers through to primary school age.

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school news

Term 1 - 2011

“The fierce little woman lived in a house at the end of a jetty. She knitted socks in blue and green wool, to sell to sailors who had got their feet wet. But when there were no ships at her jetty, she was quite alone.

W 19 It can also help with comprehension and to help you understand difficult questions. It supports report writing, persuasive writing and caption writing, which can help develop literacy, social inquiry, brainstorming, questioning, skimming and scanning skills. Our school is involved in the ISite and Newslink issues which are suitable for Years 5 – 6, curriculum level 3, and Years 7 – 8, curriculum level 4. Newslink is a great way to bring in outside life to the classroom and helps us to explore languages and different parts of the world, as well as different cultures. It

The Tui NZ Kid’s Garden

By Diana Noonan and Keith Olsen Published by Penguin RRP$30 The Tui NZ Kid’s Garden is a practical, well illustrated guide to growing fruit and vegetables in New Zealand.

The book is divided into two sections. The first examines how plants work, getting a garden started, what you need to keep your garden healthy and how you can use recycled material in the garden.

Part two features 22 favourite plants, fruits and vegetables. The doublepage spreads are bursting with information including key tips to successful growing, craft, trivia and recipes using the produce.

The Tui NZ Kid’s Garden is a fascinating book that will appeal to gardeners of all ages.

has many reading activities and is very effective in motivating and inspiring further research activities. Also it helps to maintain interest in learning that inspires even reluctant readers and is a great learning resource to many kids in the Waikato region. It includes great activities to fit into a teacher’s daily tasks. As you can see, NiE is a very successful resource, which is loved by students at Mangakino School and by students from all over the Waikato region, as well as by the teachers. NiE is very much enjoyed at my school and is very educational for our struggling learners.

- By Shayne Liddington

teaching resources Copyright Licensing

A licence to copy

T

eachers who want to use television programmes in the classroom can do so with ease, thanks to a special audiovisual copying licence established under the Copyright Act 1994.

Copyright owners can offer a licence to educational institutions that allows them to copy programmes, provided they pay a fee for this use, under section 48 of the Act. The licence, administered by Screenrights – an organisation representing broadcasters, producers, writers, music copyright owners and other rights holders – allows for copying of broadcasts from television and radio and, in some cases, the internet.

The terms of the licence mean that schools enter an agreement with Screenrights, pay an annual fee per student, and can then copy whatever they like from television and radio, whenever they like.

The programmes and shows

copied by the school are monitored through a simple survey system. These results are then used to distribute licence fees back to copyright owners on a non-profit basis.

Screenrights licensing executive James Dickinson says the legislation ensures access to this wealth of material for teaching, and provides payment to the people who make the programmes used in class.

“This is important because it helps filmmakers get the funds they need to continue making the type of programmes teachers want to use – including documentaries and educational programming,” he says.

The legislation has undergone various changes since it was first enacted to make sure that it stays up to date with technology.

“Originally we were just talking about video copying but now the use is so much wider,” Dickinson says.

Teachers can make digital or analogue copies, and can store

and play these copies on content management systems such as Clickview. More recently, changes to the Copyright Act have allowed teachers to copy certain programmes and material from the internet.

Teachers can download broadcast material that has been legally made available online, giving even further options in how they find the programmes they want to use in class.

Schools can also download copies from resource centres like E-cast.

“It’s very flexible,” Dickinson says.

“Schools can administer how they copy – whether this is done through a central AV unit, by teachers at home, through a service provider or a combination of all three.”

Under the legislation, once a licence, such as the Screenrights licence, is offered to educational institutions, schools that do not enter this agreement can be liable for copyright infringement if they continue to copy television or radio

programmes. “Our aim is to encourage all schools to take out a licence agreement,” Dickinson says. “The New Zealand School Trustees Association contacts every school and sends them information, along with a simple form. It’s simply a matter of paying the invoice. If you choose not to do this, you miss out on what is now a very important teaching resource, or you run the risk of infringing the law, with substantial penalties possible.”

Licensed schools can also subscribe to a free weekly email guide that lets teachers know about upcoming broadcasts relevant to the curriculum. This means they can plan their recording schedules, making sure they don’t miss out on the perfect programme for their class.

To find out more about the Screenrights licence, visit www.screenrights.org/nz - By Georgia Blain, public affairs manager, Screenrights.

Term 1 - 2011

school news

21

H2O Hydration

food & beverage

Let them drink water

K

eeping kids hydrated is not only essential for their health, it also facilitates their performance in the classroom. With this in mind, schools need to consider the steps they can take to encourage healthy hydration for students For children who are struggling at school with fatigue, irritability, confusion, headaches, lack of concentration or even nausea, the solution may be as simple as a glass of water. Keeping properly hydrated by drinking more water can alleviate all these symptoms, and it has a host of other health benefits for children, too.

“Hydration is essential for most of our body’s chemical reactions.

If you’re not sufficiently hydrated, those reactions can’t occur properly,” says Julia Lyon, a dietitian with the Agencies for Nutrition Action.

The human body is composed of 55 per cent to 75 per cent water, and that proportion is higher for children than adults, Lyon says.

“Water accounts for a larger proportion of children’s bodies, which increases their risk of dehydration. Young children are especially at risk as they rely on caregivers to access drinks and often don’t recognise thirst.”

Additionally, many children have not yet developed the healthy habit of drinking water regularly throughout the day, before they feel thirsty.

“Kids can be really dehydrated before they actually recognise the symptoms, and just a three per cent loss of water can result in dehydration,” Lyon says.

In addition to promoting healthy mental function in the classroom, a wide range of health benefits make drinking water to stay hydrated an essential health message for schools to promote to children.

According to the Kidney Health New Zealand website, water is essential for digestion, nutrient absorption and elimination, aids circulation, helps to control the body’s temperature, lubricates and cushions joints, keeps the skin healthy and helps remove toxins from the body.

New Zealand schools are mandated to promote ‘everyday’ food and beverages such as water

22

school news

Term 1 - 2011

“

“Kids can be really dehydrated before they actually recognise the symptoms, and just a three per cent loss of water can result in dehydration.”

– Julia Lyon, dietitian, Agencies for Nutrition Action.

to their students under clause (ii) of National Administration Guideline (NAG) 5.

Jenny Stewart, programme coordinator for the Heart Foundation, says there is considerable evidence that suggests reducing the consumption of sugar-sweetened beverages reduces obesity and cardiovascular risk.

“Schools need to take action to increase children’s water consumption by ensuring clean, fresh water is easily available to students and the benefits of water are promoted,” she says.

Stewart says ensuring the availability of drinking water to all students and staff members is an important element of the Heart Foundation’s free Ministry of Health funded Healthy Heart Award for schools programme –Tohu Manawa ora Kura.

The programme provides resources and support for schools to build an environment that promotes nutrition and physical activity, and teaches children lifelong healthy habits.

“Some schools opt to legislate drinking water through their nutrition policy, banning all fizzy drinks and becoming ‘water only schools’,” Stewart says. “Schools can also reinforce this message through student health team initiatives that promote the benefits of drinking water to students and make water the ‘cool’ beverage of choice.”

Of particular importance is ensuring that students maintain proper hydration when they are active.

The Ministry of Health’s Food and Nutrition Guidelines for Healthy Children Aged 2–12 Years notes the particular importance of encouraging children to drink water when they are physically active, as they often are at school.

The guidelines state that “children should be reminded to drink because a loss of as little as three per cent of body water could result in exhaustion and dehydration or, less dramatically, cause a child to become tired and less effective during activity. The American College of Sports Medicine recommends that

children should drink 15 minutes before exercising, and at 20-minute intervals throughout the exercise period, especially if the climate is hot or dry and windy. Drinking should be encouraged in those children who fail to do so during and following exercise.”

For schools, the most basic way to encourage students to stay hydrated is to ensure their access to fresh, cold water by supplying taps and fountains. After that, says Lyon, it’s about reminding them to have a drink and teaching them why water is so important.

“Remind them to bring along their drink bottles, especially to sports,” she says. “Remind them to have a drink, and incorporate messages on the benefits of drinking water into the class environment.”

To access more information for your school, contact Jenny Stewart from the Heart Foundation on 0800 863 375, or check out Kidney Health New Zealand, www.nzkidneyfoundation.co.nz.

- By Kelli Hedges

food & beverage Catering and Hospitality

Cooking up a storm

I

t is common knowledge that obesity figures in New Zealand are on the rise, particularly amongst our young people. The most recent figures released by the Ministry of Health show that one in five children (aged 0-14) are overweight and one in 12 is obese. These figures increase dramatically for those aged 15 and over, with one in three overweight and one in four obese.

Schools around the country are doing their bit to emphasise the benefits of healthy eating. Tuck shops and canteens are cutting down on the availability of, or even banning altogether, ‘junk’ foods including pies, chips, sausage rolls, chocolate bars and fizzy drinks, and replacing them with healthier options such as sandwiches, wraps and fruit salad.

Schools are also signing on to the Heart Foundation’s Healthy Heart Award for Schools scheme – Tohu Manawa Ora Kura – a programme that encourages schools to promote healthy nutrition and lifestyles to the whole school community. Others are introducing water-only days and banning students from leaving school grounds at lunchtimes, forcing them to bring lunch with them or purchase healthy items from the school canteen.

But, while all this is a good start, it doesn’t help to solve the problem of how to teach students to prepare and cook healthy, wholesome food when at home, rather than going straight for the takeaways and ready meals.

This is where modern home economics can play a significant role and some sectors are calling for the subject to become compulsory for junior high school students.

Yvonne Townsend, head of technology at Lynfield College and Home Economics and Technology Teachers’ Association of New Zealand (HETTANZ) president says it is becoming extremely important to teach students to prepare and cook healthy meals as the art is not being passed down at home.

“Both parents are often out working so kids are not being taught the basic cooking skills. Once upon a time we watched our mothers and grandmothers in the kitchen and picked up cooking tips from them but that just doesn’t happen today,” she says.

“A key benefit of home economics classes is that it doesn’t matter what level it’s at, you are teaching students to prepare good, nutritious meals from scratch. As a society we need to make good food choices and we

need to learn to cook to make those healthy lifestyle choices.”

This is something that nutrition education consultant and former home economics teacher Glenda Gourley agrees with. “Teenagers make at least 10 food choices everyday and there is a great need to teach them about healthy eating and cooking skills,” she says.

To help teach these skills, Gourley and her daughter Claire have developed two websites ( one for parents/teachers and one for teens), a cookbook (Who’s Cooking Tonight ), a raft of YouTube videos and an e-book (It’s My Turn to Cook Tonight) to encourage teenagers into the kitchen.

“The strategy is all about showing kids having fun in the kitchen and engaging with food,” she says. “We’ve also translated nutritional guidelines and information into ‘teenspeak’ so that kids can really relate to it.”

The resources can be used by parents and students, but have also been designed to be used by home economics teachers in the classroom.

“It goes back to the need to teach

children to cook,” says Gourley. “There are lots of working mothers who aren’t home all the time so we’ve got to make sure those messages are being passed on and one of the easiest ways to do that is in the classroom.”

In modern home economic classes, students learn to prepare and cook meals with regard to their personal wellbeing, with an emphasis on making meals for their families.

The subject also looks at current food issues, such as global consumerism, and complements the health curriculum by looking at individual nutrition needs.

And with the rate of obesity expected to rise over the next 20 years it is becoming increasingly important to teach students about their nutrition needs.

“In the US the life span of kids today is 10 years shorter than their parents and it’s all down to food choices,” says Townsend. “Unless people understand the importance of cooking we will have a country of obese people.”

– By Rebecca Wood

For further information on Glenda Gourley’s mission to get teenagers cooking see www.itsmyturntocooktonight.com and www.teachchildrentocook.com

Term 1 - 2011

school news

23

Drug Detection

health & safety

The great leveller

I

f there is one problem that is the great leveller in schools, no matter their academic achievements, social economic status or reputation, it is the growing use of drugs by students.

The drugs themselves may change depending on the wealth and potential accessibility within the environment, but nevertheless, drug use has become a constant management issue for most schools across New Zealand While stories of drug use tend to only hit the papers when a student is hurt, or because a school is using new or more unconventional methods to deal with the issue, having a sound drug and alcohol abuse policy is essential for a school. Not only is the safety of individual students at risk, but the public perception of a school can be irrevocably changed after being the focus of one or two publicised incidents.

There are plenty of drug and alcohol prevention programmes available to schools. However, while education is part of the issue, schools also need to know what is going on, where it’s happening and how to proceed once drugs are discovered.

Creating a clear policy that all students are aware of is the first port of call for schools. Ensure it clearly states what is considered a transgression on school policy.

It may not be enough to stipulate

“

“We suggest that any student caught with possession or using a drug is placed in a restorative programme and we sign them up to a 12 month programme to support them through the necessary changes.”

– Jenny Gibbs, manager, Rubicon

that it is only your school grounds that are drug free. What then can you do about a student bringing drugs on a school trip, or at a school function?

Do you have procedures in place for searching bags, for having sniffer dogs in your grounds, and when will you call in the parents and the police?

There are several different organisations that can help with the detection of drugs in the school, as well as those that can provide crisis management for schools faced with drug issues.

Rubicon, a youth drug and alcohol support service in Whangarei, runs a mixed programme of both education and policy management in the Whangarei and Kaipara districts.

In this area marijuana is the most common drug of choice, as well as alcohol. They offer a drug test that schools can use on students (with their permission), and provide support to students who have been identified as regular users.

Jenny Gibbs, Rubicon’s manager,

says they have more than 400 students accessing the service in the area. “We suggest that any student caught with possession or using a drug is placed in a restorative programme and we sign them up to a 12-month programme to support them through the necessary changes.”

Gibbs says her team often work with teens that are using at higher levels than many adults, and expect each participant to agree to random monthly drug testing. “This provides us with a way to measure whether there is a reduction in use. Our aim of course is for a completely clean result,” she says.

The programme measures its success not only in behaviour change and school support, but also in how many students have peerrecommended the programme.

Gibbs is aware that drug dogs are used in some schools but worries about their effectiveness. “Sometimes the dogs have not detected the drugs, which has had an adverse

effect on the whole programme.”

However, the New Zealand Drug Detection Service believes that their dogs can help schools when used in conjunction with overall drug education. “If you’ve got a solid drug and alcohol policy, then it’s perfectly acceptable to use dogs to determine drugs in the school. They can be less confrontational for the students than having police in the initial stages, and work as a school-wide drug test in some ways.” explains Nick McLeay, the director of communications for the service.

He believes that drug education needs to be broad, covering both legal and illegal drugs, and then be followed up with a more global drug testing, so that it becomes part of the accepted culture of the school, instead of identifying suspected students to focus on. Legal party drugs have “blurred the line a little and in my opinion are introducing our kids to a party-popping culture,” he says.

Part of this programme should also include where to go if a student does have a problem, so that they can also take charge of the problem if they want. He also agrees that parent education is important “We run education evenings with proceeds going to Starship so that parents can find out what to look for in terms of drug use – often they don’t know.”

It’s easy for schools to feel that battling against drug use is yet another problem to take them away from the central focus of teaching the curriculum. However writing and then enforcing a well-drafted Drug and Alcohol Policy that both educates, protects and provides a well-laid-out plan should there be an issue, provides your students with well-declared boundaries that, once tested and found to be solid, they can settle within and learn.

- By Rachel Goodchild

24

school news

Term 1 - 2011

health & safety Sunsmart Week

Sun protection is still vital

T

here are still several weeks of summer left, and schools around the country still need to be thinking about sun protection for students between the hours of 11am and 4pm. Schools should also be reminding students and parents of ‘no hat, only play in the shade’ rules, and the need to apply sunscreen at regular intervals.

Jane Armstrong, project coordinator for the Cancer Society’s SunSmart Schools Programme, says sunburn, particularly in childhood, increases the risk of melanoma later in life.

“It is estimated that the majority of a person’s lifetime ultra-violet radiation (UVR) exposure, up to 80 per cent, commonly occurs during childhood. Limiting UVR exposure during school years could reduce the incidence of skin cancers in later life.”

Schools can take a number of steps over the summer months to ensure their students are protected from the suns harsh rays and help limit student’s exposure to UVR. “Make sure your students stay protected with sun-protective clothing, such as shirts with sleeves, wear hats not caps and provide SPF 30+ sunscreen so they don’t get sunburnt,” advises Armstrong.

“Ensure adequate shaded areas are provided for outdoor activities; educate students, staff and parents about the dangers of over-exposure to the sun’s UV rays and show them how to be sunsmart.”

Schools should plan ahead or reschedule outdoor activities so they are not held during the peak sun hours; and should make sure that if students must spend time outdoors they have sunscreen, a hat and try to seek shade between 11am-4pm.

Primary and intermediate schools across the country can also apply to become SunSmart Accredited Schools. This means that the school follows the Cancer Society’s criteria to protect staff and students from the sun’s UV rays.

The criteria set out by the Cancer Society includes, introducing a sun-protection policy which is implemented during terms one and four, when ultraviolet radiation levels are most intense. All staff,

students and parents/caregivers should then be made aware of the sun-protection policy and its intended practices and staff should be instrumental in acting as role models for students.

Armstrong advises that the policy stipulates that all students should wear broad brimmed (minimum 7.5cm brim), legionnaire or bucket hats (minimum 6cm brim, deep crown) when outside. Caps are not acceptable, she says, as they do not fully protect the face, ears and neck. Students not wearing a hat should be required to play in allocated shade areas.

Schools should also encourage the use of broad-spectrum SPF 30+ sunscreen and the use of sun-protective clothing. SunSmart education programmes should also be included in the curriculum at all levels every year. These resources are available to download from the SunSmart schools website.

The sun-protection policy must

be reflected in the planning of all outdoor events, such as camps, excursions, sporting events. Schools must review their sun-protection policy at least every three years. This should include improving sunsmart practices where necessary.

On top of this, says Armstrong, schools can drive the message

home for parents and caregivers by including frequent messages about how to be sunsmart in the school newsletter. “And promote being sunsmart positively by doing things such as giving out certificates to students for being sunsmart,” she says.

- By Alisa J Fitisemanu

Term 1 - 2011

school news

25

sports & recreation Supplier Profile | HMF Mowers Ltd

Think long term costs, not short term savings when buying a ride-on mower WHAT ARE THE points that need consideration when buying a ride on mower for your school?

Is it designed and built as a commercial mower, purpose fit for mowing in a school environment?

How productive will it be, will it reduce the current mow time for your groundsman?

What will it cost to own, that is what are the life expectancy of consumable items such as blades and belts, is the mowing deck strong enough to take the knocks?

How long will it last? Or will you be faced with replacing it sooner than expected.

Kingcat ride on mowers offer a positive solution to all the above points.

Kingcat Mowers are

designed and built in New Zealand as a commercial quality mower. As a result of using heavy duty components, Kingcat owners enjoy much lower mowing costs, with items like blades and belts having life expectancies into the hundreds of hours.

All our mowers are made from real steel, with 3mm reinforced mowing decks that are built strong to last. Our mowing decks are designed specifically to perform on New Zealand’s tuff grass species such as kaikuya. The special Kingcat deep deck design allows faster mowing, and the rear discharge deck on the Panther offers a safe alternative to catching, without spraying grass over buildings, cars or students. Investing in a Kingcat will stop you having

All Kingcat mowers are powered by HONDA.

to revisit the buying process for many years; we are still providing parts support for Kingcat Mowers that are over twenty years old. Ask those responsible for choosing your school’s next ride-on mower to look past the purchase price and consider the bigger

picture of long term ownership and running costs.

For more information phone 0800 454 642, or email the sales team on brent@hmf.co.nz. Ask for your free information pack, or better still arrange for a demonstration at your campus and see for yourself.

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26

school news

Term 1 - 2011

sports & recreation Artificial Turf

Practice makes perfect

W

hen Howick College in Auckland decided it wanted to develop its cricket programme, the first area it needed to look at was the school’s practice nets.

As Chris Hull, Howick College’s director of sport says, the two existing run ups were old, tired and completely inadequate. “In many places the run ups were worn and consisted solely of dirt. In just one school term of practice the soil on the run ups would scuff,” he explains.

With the addition of any moisture the soil on the run ups would get very wet and slippery, which led to a number of concerns about possible injuries to users, particularly twisted ankles and pulled muscles.

In early 2009 the redevelopment of the cricket practice facilities became a priority for the development of sport at the school and the full scale of the planned upgrade was unveiled.

As well as repairing the two existing cricket nets, a further practice net was to be added. The bowler run ups were

to be replaced with an all-weather surface and the batting nets would have a new synthetic surface, new netting and roof netting installed.

The school itself was unable to provide any additional funding for the upgrade.

“Howick College is a decile 10 school, so often people think we’re in an affluent area and should be able to afford projects such as this.

Unfortunately that is not the case at all. Times are tough and we only got limited help from the school,” explains Hull. However, Auckland Cricket was

able to suggest a number of different options for the turf and helped Hull and his team with the grants application process.

Once grants were in place the school was free to choose the most appropriate turf and decided to go with a synthetic surface from Tiger Turf.

This was installed in such a short space of time the school was using its new run ups and cricket nets by the end of the year. “We were very surprised with how quickly the project came together, from applying for grants, selecting Tiger Turf as the surface then dealing with the weather during installation,” he says.

The all-weather, all-purpose, synthetic surface from Tiger Turf has brought a number of benefits for the school. “In terms of maintenance we are 100 per cent better off than we were previously,” says Hull. “There is not the same amount of wear and tear, meaning the run ups are not as dangerous, and they are not as difficult

Po rta f a re o r b l e as mul wic als ti-s ke o a po ts va rt ila ble .

TigerTurf Cricket Wickets

The low maintenance, all-weather alternative

to repair or maintain as the soil.”

The other key benefit has been the year-round availability of the practice areas. “From what was traditionally an area that was unusable in winter, we’ve been able to use it throughout this most recent winter both for PE and cricket,” says Hull.

But it’s not just Howick College that has benefited from the new surface on the run ups and practice nets. Howick and Pakuranga Cricket now use the area to practise and local primary schools, such as Cockle Bay Primary School, are able to use the facilities.

Ultimately though, the redevelopment of the practice facilities has helped to advance cricket at the school. “When you look at summer sport, or any sport really, if the area you’re playing the game in isn’t suitable it will turn a lot of people off. The new practice area shows that Howick College cares about school cricket,” says Hull.

Made in New Zealand and trusted by leading clubs and schools for 29 years.

Significantly improve the stroke making of batsmen and the spin and seam skills of bowlers with a TigerTurf all-weather wicket.

Proven technology used in thousands of applications both here and overseas delivers a year round training and match facility that your team will enjoy for years with virtually no maintenance.

ß Easy installation and virtually no maintenance ß Wide range of surfaces for all budgets and skill levels ß Hard wearing surface plays consistently true

For an obligation free appraisal and quote of your next project phone 0800 804 134, email us at info@tigerturf.co.nz or visit our website at www.tigerturf.co.nz

Unleashing Possibilities

Term 1 - 2011

school news

27

GrafďŹ ti Protection

property

Take action against tagging

G

raďŹƒti is widely recognised as vandalism and a blight on the environment and, in many cases, extensive resources are needed to combat it.

Tagging is the most common form of graďŹƒti vandalism and, if left intact, attracts more tagging and creates an environment where other, more serious crimes such as burglary and assault may take hold.

But take heart, there are a number of actions schools can take to signiďŹ cantly reduce the amount of graďŹƒti on the premises.

Take action against tagging A strong response sends a clear message to those involved in tagging that it won’t be tolerated.

Be proactive and keep your school clean of tagging, or report it immediately to an appropriate organisation for removal.

If someone is spotted tagging school property, dial 111 immediately and report it to the police. The following information will be asked for: t -PDBUJPO PG UIF JODJEFOU t %FTDSJQUJPO T PG PĂľFOEFS T

28

school news

Term 1 - 2011

“

“A strong response sends a clear message to those involved in tagging that it won’t be tolerated.�

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The police are as keen as you are to catch the oenders. Record the graďŹƒti or tag by taking a photograph, ideally with a digital camera, so it can be entered into the central tags database.

This enables the police to identify how many tags a tagger has created and the cost of their removal. It also helps when taggers are brought before the courts.

If you can do this without alerting the oenders the police have a better chance of catching them in the act.

If caught, the oenders will be prosecuted. The defacement of property by graďŹƒti constitutes an oence of intentional damage under the Summary Oence Act 1981 and can result in imprisonment or a ďŹ ne.

Remove the grafďŹ ti A typical tagger repeats their scrawl as many times as possible to advertise to other taggers for recognition and status. If graďŹƒti is removed quickly, the taggers are denied their glory.

Keep some paint handy and simply paint over any tags that do appear. If you do suer repeated graďŹƒti, be persistent. If need be just paint a patch over the tagged area rather than repainting the whole wall or fence until the graďŹƒti has stopped for an extended period.

When your property has been tagged, remove the graďŹƒti as soon as possible – preferably within 24 hours. Some councils provide graďŹƒti removal services, so it is worth contacting them to see what assistance is available in your area.

If you are removing graďŹƒti for the ďŹ rst time, try dierent methods on a small area ďŹ rst to ensure you are not causing more damage. Try, in this order: t " EFUFSHFOU TVDI BT EJTIXBTIJOH liquid. t " TPMWFOU TVDI BT QBJOU UIJOOFS methylated spirits, oven cleaner or branded graďŹƒti removal products. t *G HSBĂśUJ IBT CFFO QBJOUFE PWFS trees, rub the damaged areas with baking soda and rinse o thoroughly with water.

property GrafďŹ ti Protection

The chemicals in graďŹƒti removal products can be hazardous, so always wear protective clothing, including a mask.

Rid an unpainted wall or fence of graďŹƒti by sanding or waterblasting.

Waterblasting is very eective on unpainted surfaces. The smoother the surface the more easily it can be cleaned.

On unsealed porous surfaces such as brick, concrete and unpolished stone, even complete removal of graďŹƒti on the surface still leaves behind its indelible message.

Generally a painted wall is easier to keep graďŹƒti free because any further tags can simply be painted over in the same colour as the original.

Where possible paint walls or fences in dark colours – colours that will cover in one coat, such as brown and green, are most eective but may not be suitable for some surfaces.

Protect your school Tagging tends to escalate whenever it is not promptly removed.

Remember, taggers love to add their mark to existing graďŹƒti.

If your school is continuously being hit there are some steps you can take to help prevent tagging.

Plant shrubs or a tree against walls and fences exposed to tagging or plant climbing shrubs or hedges.

Species with prickles provide additional protection.

If your street front boundary comprises an unbroken surface that may appeal to taggers, consider coating it with an anti-graďŹƒti system.

Once cured, it is possible to quickly clean away graďŹƒti without damaging the paint ďŹ nish.

Don’t throw out any unused paint from school maintenance programmes: keep a small pot of each colour and a brush handy for quick touchups if needed.

Do an informal audit of your school. Can people jump on your rubbish bin 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 graďŹƒti?

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The possibility of being caught on ďŹ lm is a good deterrent against tagging. Installing video surveillance cameras or security lights in graďŹƒtiprone areas can be worthwhile.

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

If the school plans to hire a mini skip bin, request that you receive only those that are graďŹƒti free.

Build community resources Co-ordinating a graďŹƒti awareness campaign at your school and in the community can help to deter tagging, especially if you develop initiatives to protect areas targeted by taggers. For example, having a quantity of communal graďŹƒti covering paint for all to use can be worthwhile and you could also consider painting a mural on a communal area being targeted – this often works to deter graďŹƒti and can be a very positive community project.

Remember, the paints, aerosols and marker pens used for graďŹƒti are

often acquired by illegal means and are most often stored in the vandal’s bedroom. Regularly remind parents to be alert to any unusual number of aerosol spray cans or marker pens in their children’s possession.

It can also be useful to get the school students involved.

Volunteer to adopt a spot – bus shelter, walkway, alleyway, just about anything that attracts graďŹƒti, and keep it graďŹƒti free, or encourage students to help the elderly or disabled who have had their property tagged to clean it up or paint over it.

Remember, a strong response against graďŹƒti sends a clear message to those involved that it won’t be tolerated.

Be proactive and keep your school clean of graďŹƒti. Involve your students so that controlling the graďŹƒti becomes the responsibility of all students.

- By Karen Warman, marketing manager, Resene Ltd.

INSTANT MARQUEES

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FREEPHONE

www.shedline.co.nz

0800 144 155

info@shedline.co.nz

Term 1 - 2011

school news

29

Project Management

property

Plan of action

T

he 10-year property plan is now a permanent feature in schools. First announced as part of the Tomorrows Schools reforms in 1988 by David Lange, the plans were launched to ensure that the newly introduced Boards of Trustees were taking “a long-term systematic approach� to school maintenance and capital works planning.

If carried out correctly, property planning can help the board look after its school property well and compete with other schools in the area.

However, for those about to renew their property plans it is important to note that there is a great deal more input required this time round.

Since the revised Property Management Handbook was issued in 2007 there have been a number of additional clariďŹ cations, requirements, tools and templates created that have to be completed before the plan can be submitted to the Board of Trustees and the Ministry of Education.

There are several stages to developing a plan and it can take some time to get through the full process.

For more information Section 4 of the PM Handbook contains a simple owchart of the process to get you underway or you can contact your school property advisor (SPA) – the new name for network facilitators – or consult an experienced school project manager for advice. Boards can help themselves by ensuring that property has been considered, and included, in the most recent version of the school charter for the year.

Part of the property plan template requires a direct reference of each capital works project to a clear objective within the latest school charter. These charters usually have clear objectives and goals in the areas of curriculum and professional development, but many lack any evidence of forward planning with the school property assets.

The Ministry is currently reviewing

Need skilled help with your school project?

Ministry Registered | Project Managers Turning strategy into action for schools "VDLMBOE t $ISJTUDIVSDI FEVDBUJPO!DBSFX DP O[ www.carew.co.nz

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school news

Term 1 - 2011

how information for the property plan is derived with the development of the NZ Schools Condition Survey Policy, with its key intention to include more input from school personnel. This makes sense in a long-term systematic approach to school property maintenance by including the principal and the caretaking and even teaching sta to identify and report on issues around the property.

One primary school recently involved both children and teachers to identify faults as well as using their property wish list as a teaching exercise. If this became a regular practice, maintenance would become more of a community discipline and the collation of a condition survey would be a very eďŹƒcient process.

Another facet of the condition survey the Ministry is now enforcing is the inclusion of reports from qualiďŹ ed specialists in particular trades, for example electrical, plumbing and drain laying, boilers, rooďŹ ng and even ďŹ eld drainage. This is usually an additional expense; however, this can be reduced if the school has regular tradesmen that know the school well.

A new tool introduced for the 2010/11 year is the Modern Learning Environments (MLE) template. This is designed to help boards achieve the Ministry’s new priorities of health and safety, essential infrastructure and a 10year target to create a satisfactory level of Modern Learning Environments in schools.

It has been recognised that a great number of our classroom stock does not achieve the Ministry’s own design guidelines in reference to light, insulation, air quality and modern

teaching technique functionality.

The initial feedback from schools to the MLE has been very positive – however, some schools struggle with the purpose and intent of some of the questions, and feel some of the terminology is aimed more at property professionals. Anyone attempting to complete this tool should download the Excel spreadsheet as it includes a complete worksheet with in-depth instructions. If there is any doubt consult with your school project manager for guidance.

One of the last requirements for the property plan is a revised Cyclical Maintenance Provision template, which assists in estimating the future cost for regular costly maintenance such as painting that must be done every seven to 10 years. The template calculates the yearly allowance that must be put aside from the school’s property maintenance grant. The ďŹ gures need to be as accurate as possible as it can have a substantial eect on available maintenance expenditure and on the end-of-year accounts.

In fact, to complete the10-year property plan several ďŹ gures now need to be inserted from audited end-ofyear accounts.

As you can see, the process now has many more inputs from many dierent people and resources.

However, if a board starts early in the year there is little reason why the plan could not be submitted and approved before June 30, allowing the school to access and beneďŹ t from funding sooner rather than later.

- By Mike Cooper, project manager, Carew Project Facilitators

property Supplier Profile | Play Matta

Play Matta represents the new generation of high performing safety surfacing for school playgrounds ENVIRONMENTAL CHOICE: Matta Products Limited designs, manufacturers the Play Matta range of playground surfacing.

To Matta Products, recycling is not just a “good idea”, it is the lifeblood of the company. Matta Products was founded on the premise that non-renewable resources can and should be reused and our mission is to turn waste plastics and rubber into a range of safety surfacing that is perfect for school playgrounds, and these products can be recycled in their turn.

Low carbon footprint: Using reclaimed materials not only reduces waste and conserves energy but also eliminates the emission of greenhouse gases produced during the manufacture of virgin materials.

RESEARCH AND DEVELOPMENT: Matta Products continues to make significant investment in research and development, addressing the many issues associated with sourcing, processing and using recycled materials. The company does rigorous testing to ensure that any harmful substances are either absent altogether or are in a form that results in Play Matta being as safe as any common household product children come into contact with.

TOP PERFORMING IMPACT PROTECTION: Play Matta original playground surfaces can easily be installed over your schools existing hard surfaces – including gentle contours – and is immediately compliant

and ready for use, providing children with the safest playing surface and best impact protection available.

Independently certified national and international test results for our full range are available on request.

SLIP RESISTANCE: Play Matta surfacing complies with all applicable standards relating to slip resistance and was also deliberately engineered with a coefficient of friction that is not excessive, making the surface “grippy” – a common cause of bone fractures in children.

FIRE RESISTANCE: Play Matta has been successfully tested for flammability using the stringent ASTM Standard in force in the USA. In one

informal test a school official attempted to set fire to a Play Matta playground with a gas welder. The surface was scorched but failed to ignite.

DISABLED ACCESS: People who have difficulty walking or maintaining balance – like children learning to walk or with disabilities – are particularly sensitive to slipping and tripping hazards.

For such children a rigid, stable and regular surface is best for walking and playing.

Play Matta Surfacing Systems have been tested and comply with the demanding ASTM and ADA Accessibility Standards out of the United States.

Whatever the age or ability level of your pupils, Play Matta is a fun and safe surface to play on.

Term 1 - 2011

school news

31