School News NZ - Term 1 - 2012

INSIDE THIS ISSUE: TEACHING TECHNOLOGY | FUTURE OF LIBRARIES | CREATING SPACE Issue 16 | Term 1 - 2012 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

StoneямБelds School Developing a community Essential Reading for Principals s Department Heads s Property Managers s Professionals

s NEWS s ADMINISTRATION

s HEALTH & SAFETY s EDUCATION

s SPORTS & RECREATION s PROFILES

s TEACHING RESOURCES s PROPERTY

YOU NEED AN OFFICE SUPPLY HERO!

With 20 years experience in office supplies, what we don’t know about the products you use isn’t worth knowing! Contact us for a copy of our School Solutions catalogue or to make an appointment for an Account Manager to meet to discuss your needs. We can offer you a full solution for your school.

• Fast, friendly service

• Multiple order options to suit your needs

• Passionate, helpful staff

• Extensive ranges in all major categories

• Dedicated Account Managers that can visit you when you need them

• Competitive pricing everyday and during back to school

• Outlets nationwide for easy access

• Discount cards for your staff

• Easy online shopping on our website

• Locally owned and operated

0800 OFFICE WWW.OPD.CO.NZ

2

school news

Term 1 - 2012

• Relationships built on long term partnerships

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 Stewart Shimmin (03) 974 1036 advertising@schoolnews.co.nz PUBLISHER Darren Willis publisher@schoolnews.co.nz EDITOR editor@schoolnews.co.nz PRODUCTION Kim Armstrong-Fray Richard McGill studio@schoolnews.co.nz

sn inside It seems that nothing stays the same for long these days and 2012 promises to be right up there in fast-paced education action.

Some of these changes are politically driven, such as the introduction of ‘charter schools’ and the fast tracking of new teachers – others are global, e.g. the creation of ever-new methods of technology and the spreading of these innovations to previously deprived prospective students in all parts of the developing world.

Here, the gradual rollout of ultra-fast broadband will bring new challenges and opportunities for many students and teachers this year.

This issue of School News features coverage from both the ULearn and Learning@School conferences, Graham Atkin, at the former, analysing the basics of education in his Lamborghini or Lemon address; while the CORE team at Learning@School presented its annual Ten Trends to be considered over the next year. None

of this advice will be effective, however, if the students cannot see properly, as two optometrists explain. Our profile of Auckland’s new Stonefields School and the redevelopment of Heretaunga College both crystalise the latest thinking in harmonising school design with modern teaching methods.

But the demands on teachers go much wider than that. Outside the core curriculum, bullying remains a serious problem that is difficult to counter, the need to prevent sun damage to pupils is now regarded as essential, and funds must be raised to afford many of the basic necessities needed for schools these days.

If a field trip is considered to be a good idea for students and staff, Rotorua provides a huge variety of opportunities for education and relaxation.

INSIDE THIS ISSUE: TEACHING TECHNOLOGY | FUTURE OF LIBRARIES | CREATING SPACE Issue 16 | Term 1 - 2012 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Stonefields school Developing community Essential Reading for Principals Department Heads Property Managers Professionals

NEWS ADMINISTRATION

HEALTH & SAFETY EDUCATION

SPORTS & RECREATION PROFILES

TEACHING RESOURCES PROPERTY

Issue 16 | Term 1 - 2012

All that and more in this issue of the magazine. From the team at School News, have a rewarding and exciting year.

CONTRIBUTORS Brent Leslie, Carl Burr, Craig Armstrong-Fray, First Training, Mike Cooper, Kerry Franta

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

16

titles.

Views and opinions expressed in this publication are

24

41

not necessarily those of the publisher or Multimedia Publishing Limited.

Every effort has been made to ensure the accuracy of

news

information in Schoolnews, however the information contained in Schoolnews is intended to act as a guide

04. News in Brief

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 © 2012. No part of this publication may be reproduced without written permission from the publisher.

School News is proudly published by

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

Email: mail@multimediapublishing.co.nz www.multimediapublishing.co.nz

Member of the Magazine

administration 06. School Uniforms 07. School Library 10. Anti-Bullying 11. Fundraising

education 12. Seeing for Learning 14. Marina View TV 16. Ulearn11 18. Ultra-fast Broadband Rollout

profiles 19. Stonefields

teaching resources 21. Literacy and Numeracy 22. E-Learning 24. Technology 28. Book Reviews

external learning

Publishers Association of New Zealand

30. Exploring Rotorua

health & safety 32. First Aid

sports & recreation 35. Sports Days 38. Changing Trends

property 38. Case Study – Dental Units 41. Learning Environment 42. Heretaunga College 45. Ground Maintenance

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

Images should be in high resolution (300dpi) JPEG or TIFF format. Editorial queries should be directed to the editorial department on (03) 365 5575.

Term 1 - 2012

school news

3

News in Brief

news

4

More schools to receive network upgrades

Laptops available under lease conditions

The Minister of Education, Hekia Parata, has conďŹ rmed the next 150 schools to receive governmentsubsidised internal network upgrades, in readiness for ultra-fast broadband. Her announcement came just before Christmas, also saying that more schools would be informed of their upgrading early this year.

The Ministry of Education’s School Network Upgrade Project (SNUP) has so far upgraded networks in more than 700 state and state integrated schools with more in progress.

Ms Parata said that with the majority of schools having now registered their interest in the project, the criteria for selection for SNUP has been updated to give greater priority to schools where ďŹ bre connection is imminent. “This approach is a key part of ensuring that the Government’s signiďŹ cant investment in providing 97.7 per cent of schools with ultrafast broadband access delivers the expected beneďŹ ts for our young people.â€?

In line with education priorities, the revised selection criteria also place greater emphasis on schools with high numbers of MÄ ori, PasiďŹ ka and special needs students.

Ms Parata said that, to keep pace with the ďŹ bre rollout, schools will be selected for SNUP in smaller groups more frequently and that the next group of schools to be upgraded will be announced in early 2012.

Many teachers will be eligible for laptops leased from the Ministry of Education this year. Teachers can apply for a laptop under the TELA scheme if they are: a permanent full-time or parttime (at least 50 per cent FTE) teacher, and in a state or state-integrated school. They must be working with year 1 to 13 classes.

Relievers for a permanent position might also be eligible under certain conditions. Resource teachers of learning and behaviour (RTLB), literacy, MÄ ori and itinerant music teachers could also meet the criteria required.

The laptops provided under the TELA scheme are on a three year ‘lease to use’. Schools and teachers have no laptop ownership rights at the end of this period. The Ministry says laptops cannot be exchanged for newer models during the lease, but extra features can be added if paid for by the school.

school news

Issue 112- 2012 Term - Term 4 - 2011

‘Ten Trends’ for 2012 revealed CORE Education announced its annual ‘10 Trends’ for this year before more than 1,000 delegates at the Learning@ School conference held in Hamilton in the ďŹ nal weekend of January.

Annually, CORE explores the 10 major emerging ICT trends that will impact upon education in New Zealand and other parts of the world in the coming year. Each trend has been identiďŹ ed for its likely impact on the way it may change the educational landscape in early childhood centres, schools and tertiary institutions, plus on the wider e-learning technologies and practices.

In introducing the new trends, Derek Wenmoth from CORE said these trends were not speciďŹ c predictions as such but were presented to provoke further research, investigation and discussion in order to determine how that may aect strategic planning within educational institutions. Its purpose was to provide a broader picture.

The theme of the new Ten Trends is that digital technologies are expanding the opportunities and ways we can all engage with information. Whereas historically, communication has been conducted via oral/aural and printed mediums, today, communication is accessible in a range of new and exciting ways such as: e-Books, data visualisation and Gesture-based computing.

In his address, Mr Wenmoth discussed how each of these is impacting not only society, but on education. This trend is already rapidly aecting educators and students.

The trends, beginning in February are: 1. Smart web – growing online intelligence 2. Ubiquitous learning – anywhere, at any time, with any devices 3. Personalisation – the demise of a one size ďŹ ts all approach 4. Openness – news ways of increasing access to participation 5. Citizenship – new ways of regarding what constitutes a citizen 6. Virtual learning – an eective way for many of gaining access to education 7. Data engagement – exciting new ways of engagement 8. Thinking 3D – New technologies

opening new visual opportunities 9. Social learning – opportunities and complexities brought by new social channels 10. User+control – programming and controlling the new technologies.

Elaboration of these trends, including a video on the Ten Trends, can be found on the CORE Education website.

eFellowship winners announced The eFellows for 2012 were announced at the recent Learning@School conference.

The CORE Education eFellowship Awards recognise innovative e-learning practice by New Zealand teachers. Each year, up to six fellows are selected for the CORE Education eFellowship Induction Programme. eFellowship winners for 2012 are: t 1BVMB &TLFUU 3JDDBSUPO )JHI 4DIPPM Christchurch t )FMFO ,JOH 1PJOU &OHMBOE 4DIPPM Auckland t "OOF ,FOFBMMZ 4U .BSZ T 4DIPPM Mosgiel t 3BDIFM #PZE 8BJVLV 1SJNBSZ School, Auckland t #FWFSMFZ ,BZF .BOBJB ,JOEFSHBSUFO 8IBOHBSFJ To be awarded an eFellowship, educators must have a strong reputation for innovative practice or leadership in e-learning and a desire to share their e-learning approaches, practices and enquiries with the wider teaching community.

The Fellowship celebrates teaching excellence in e-learning. It aims to raise public and educational community awareness of the beneďŹ ts of e-learning.

news News In Brief

Otago Polytechnic regional manager Jean Tilleyshort

Trades training for high school students A trades academy designed for teenagers who want to get started on trade qualifications while they’re still at high school, is now on offer at Otago Polytech Central Otago campus for 2012.

The Academy is a partnership between Otago Polytechnic and the four Central Otago secondary schools – Wakatipu High School, Mt Aspiring College, Cromwell College and Dunstan High School.

Otago Polytechnic regional manager Jean Tilleyshort says the schools and the polytech are working together as part of a genuine commitment to providing the best possible education for all students.

“We’ve worked to get the Academy in place because we want parents and students to know that this is an option available now. Our goal is to keep these teens in school and to make school more relevant to them by providing some hands on instruction in areas of interest.

Otherwise, they might leave without qualifications and without reaching their potential.”

School students wanted for ‘Pens Against Poverty’ Intermediate students from around New Zealand are being asked to put pen to paper in a unique bid to help fight poverty in the developing world via an innovative scriptwriting challenge.

ChildFund New Zealand has announced ‘Pens Against Poverty: ChildFund’s Young Playwrights Challenge’ which offers year 6, 7 and 8 students the opportunity to hone their literacy skills while helping

raise awareness for a good cause.

Participating students will gain valuable insight into scriptwriting from actor, playwright, director and ChildFund Ambassador, Alison Quigan, who has set the scriptwriting criteria. The winning school receives expert guidance from across New Zealand’s drama fraternity as their script is developed into a play for the professional stage.

The initiative comes from the success of ChildFund’s recently published children’s book, Mary’s Christmas Yarn, a warm-hearted tale of giving to those in need, penned by 10 of New Zealand’s best known storytellers. The book is to be used as the basis for the scripts submitted to the challenge.

Senior primary and intermediate schools nationwide have until 30 April to submit their best scripts and see if they have what it takes to craft a script worthy of the stage.

The top five scripts will be selected in May by a panel of expert judges, with each finalist school getting the opportunity to perform an excerpt from their script live to one of the judges and receive their professional critique. The overall winning script will have the honour of being transformed into a professional production, staged by an Auckland drama group, with a musical score developed by students from a secondary school.

ChildFund CEO Paul Brown believes ‘Pens Against Poverty’ is the first collaboration of its kind, providing a unique, real-life learning opportunity useful in meeting curriculum requirements for literacy in the classroom.

Term 1 - 2012

school news

5

School Uniforms

admin & management

Pros and cons on school uniforms

T

he debate on whether to have a school uniform is an old one with strong attitudes on both sides.

Students would almost certainly prefer mufti, but it is their parents or parent who have to foot the bill for different outfits. For many homes, that is an unbearable financial stress and can lead to a situation of have and have-nots.

Even with school uniforms, the pressures on many households can be extreme, especially where a school is just introducing the uniform, or has done so only recently, and good second-hand uniforms are not readily available.

For the school itself, there are certainly benefits in a uniform, mainly by reducing that student competitiveness and bringing in a sense of cohesiveness.

But school uniforms can benefit students in a number of other ways.

They give students an identity – making them feel they are a member of a school.

That sense of belonging can create more discipline. Uniforms do not show any imbalance created with those who come from homes that can afford designer-wear and upmarket sports labels, and those that just scrape by. Some who support uniforms say this can lead to an increased focus on studies because the students are not worried about what they are wearing. They might also well argue that uniforms can help prepare students for working life later where some will be required to wear a uniform or corporate wear.

Of course, that puts pressure on a design team from the school or college. How is best to go about it?

Brent Ellis, manager of Academic Schoolwear in Christchurch, says the process should start with the Board of Trustees. “If they can provide a clear picture of what they envisage, the manufacturer can provide samples which can then be approved or fine tuned.

LOOKING FOR SCHOOL BLAZERS OR UNIFORMS? Come and see us for guaranteed quality at competitive prices s Let us help you to economise your uniform costs s We will work with you in fine-tuning your uniform requirements for quality and competitive pricing s We also work with a number of quality suppliers in NZ and overseas to ensure your needs are met s 100% Guarantee on our uniforms so no worries! s School references available

Academic Schoolwear A Division of StyleRite

Ph. 03

365-5744 365-5734 Email. style1@xtra.co.nz Fax. 03

www.stylerite.co.nz

6

school news

Term 1 - 2012

P.O. Box 7338 26 Southwark St, Christchurch 8011 New Zealand

“Some input from a good manufacturer could assist here,” he said.

With the ever-increasing cost of raw materials, thought needs to be given to the number of items in the uniform, said Mr Ellis. “Rather than create new designs for every item, it can be more economical to select an existing uniform item the manufacturer has, and individualise it to the school with a logo. This can create significant savings for the school and the parents.”

“

While it may be tempting to accept the lowest quote, durability should be a major consideration.

A school uniform can receive a lot of rough treatment and the selection of a good manufacturer is important to ensure the correct selection of fabrics and matching of trims. Quality uniforms are more durable and can hold their smart appearance longer, making them more saleable when no longer needed.

For the school itself, there are certainly benefits in a uniform, mainly by reducing that student competitiveness and bringing in a sense of cohesiveness.

admin & management School Library

School library’s role still vital – but changing

F

or generations, no place has been more important in a school than its library. It is in these quiet places that countless students have found the inspiration that changed their lives.

While that importance continues, the computer revolution means there is no doubt it is changing. There are dierent storage requirements and students can now access so much research information from their own home or school computers.

Yet, learning is about more than just seeking information and what better place than the library to retreat to and spend a quiet hour or so reading poetry or ďŹ ction when the rain is pouring down outside or the sun’s relentless rays are making lunchtime recreation unpleasant or dangerous. As the School Library Journal put it in October 2009, in a quote by Valenza and Johnston: “We hope that libraries will

always exist as places for learners to ďŹ nd information, resources, services, and instruction. But formats, technologies, learning needs, and our schools are evolving. So are students themselves. Our entire information and communication landscapes have shifted – and this shift will only continue.â€?

Those in charge of the library have a wealth of information to call on. The National Library of New Zealand’s Services to Schools’ website has sections on everything that is ever likely to be needed in establishing, remodelling or managing a school library.

Under the School Library Role, it states: “The school library provides a model for inquiry learning and building knowledge and conďŹ dence in seeking and processing information.â€? It says the school library is pivotal to developing 21st century learners in the Post *OEVTUSJBM PS ,OPXMFEHF BHF

Supplier ProďŹ le | Hydestor Manufacturing Ltd

“

School libraries with exible, multi-functional spaces have the ability to respond to changes in curriculum, technology, student numbers and the community.

Highly respected and proliďŹ c New Zealand’s children’s author, Joy Cowley reminisced: “A sanctuary, a mine of treasure, a house of maps to secret lives in secret worlds‌ the library became my other home.â€?

Even in the age of the laptop and the iPad, the importance of the library can hardly be disputed. But with the changing role of a modern

library, its layout and design have never been more important, and the National Library Service’s website stresses the need for good, modern design. “School libraries with exible, multi-functional spaces have the ability to respond to changes in curriculum, technology, student 8 numbers and the community.

E X C E L L E N C E I N S T E E L S H E LV I N G S Y S T E M S

Creating exible learning spaces DECIDING ON THE RIGHT shelving layout for your library or information centre can be a daunting task for any school.

Consideration of the best use of space, accommodating the book collection and allowing room for growth while also keeping the learning environment fresh and inviting all contribute to the ďŹ nal decision.

These factors play an even larger part with an increasing need to allow the information centre to be used as a multi purpose space and accommodate a large single group or a number of smaller groups working together.

The ďŹ rst part of the solution lies in making sure the individual shelf design includes features which allow for the best display presentation of each category as well as being a fully modular system that allows the shelving to be reconďŹ gured to any new layout

The ďŹ rst part of the solution lies in making sure the individual shelf design includes features which allow for the best display presentation of each category or combination anywhere in the library.

The next step is to include ‘Rollaway’ shelving in the layout.

Rollaway shelving can deliver all of the same beneďŹ ts of shelving detail and exibility and comes with the key advantage that the shelving can be simply rolled to one side to create open oor space when required.

The shelving layout can also be easily re-conďŹ gured to accommodate feature displays, themes or projects.

s &ULL OBLIGATION FREE SERVICE PROVIDED BY EXPERIENCED FULLY SALARIED CONSULTANTS s 3HELVING DESIGNED BY SCHOOLS FOR SCHOOLS s -ODULAR 6ERSATILE 4OUGH s 2ECYCLABLE s .EW :EALAND /WNED

Make a solid steel investment in Health & Safety contact Hydestor Shelving now

phone 0800 493 378 I www.hydestor.co.nz

Term 1 - 2012

school news

7

School Library

admin & management

7 “Doing your research into current and future trends will be an important part of pre-planning. Remodelling or building a new school library creates opportunities to ensure that its design and facilities are innovative and sustainable and, most importantly, contribute to student achievement by being planned as a learning space.”

The Library Service says remodelling or building a new school library requires a schoolwide planning and review process, beginning with a shared understanding of the role and vision.

The first steps in the planning process is to establish a planning team, ensuring members are well aware of what their roles entail.

That team should represent the staff, students and school community and includes a library adviser at key stages of the project.

“Having a common understanding of your library’s role and purpose will help to determine its location, how best to allocate space and create an atmosphere that is welcoming and inviting, stimulates creativity and provides for social, cultural and intellectual activities,” it says.

Those teams will find several New Zealand companies willing to help them with advice and products regarding the latest ideas in shelving.

Among them is Wellington-based

8

school news

Term 1 - 2012

Dexion Commercial (NZ) Limited, which has been manufacturing since 1921. It specialises in the design, manufacture, supply and installation of shelving systems and commercial furniture with its Precision range.

Hydestor Manufacturing Ltd in Auckland’s East Tamaki has achieved international success with its shelving systems. Account manager Chris Pooley says in today’s libraries, the emphasis is on the management of best storage and display options.

“Traditionally, the main adult fiction and non-fiction collections are generally managed ‘spine-out’ within their alphabetical or Dewey system clarification. In contrast, with the children’s and young adults (schoolage population) collections, the aim is to have as much ‘face-out’ display as is practical, particularly for the; junior emerging readers, chapter books, picture books and graphic novels,” he said.

These specialist shelves and browser bins tend to give greater options over a flat shelf in the lower profile and multiple depths they offer.

They are also dividable, and often reartilted to allow for ease of browsing.

“The readership of these collections is heavily influenced by their book covers, to entice a reader to pick the book up and enjoy the story inside,” Mr Pooley said.

admin & management School Library

Supplier Profile | Precision

Safe and secure shelving for your library PRECISION HAS GROWN to become a market leader in the design, manufacture and management of commercial interior fit outs, including office, library and education. They pride themselves on being a total solutions provider, taking the problem from the customer and managing all the components to ensure a satisfactory result.

With a network of nationwide distributors, through the Dexion Supply Centre and Cemac groups, Precision shelving and product expertise is available in any region throughout the country.

Precision are the experts when it comes to safe and secure shelving for your Library. With a proven track record and history dating back to 1921, Precision has seen a number of trends and changes in the industry.

At the heart of it all, the shelving to store and display books needs to work hard, support different layout styles and applications, be adaptable and flexible to change, as well as

continue to look good throughout.

Precision understands the decision to upgrade your library and invest in new shelving is an important one, and they have the level of service to support you in this decision.

Their range of supporting services includes space and layout planning, 3D visualisation, interior décor and colour selection, project management and installation management.

A new innovation introduced in 2011 sees Precision formalising its years of experience and expertise into a “Safer Shelving Certification” system, whereby they will visit, assess and audit existing shelving systems annually to provide your staff and students the peace of mind that your shelving is going to stand up to the rigours of daily use and seismic activity.

Please contact your local Precision agent today for an obligation free quote or to book an assessment of your existing library.

s s s

Term 1 - 2012

school news

9

Anti-Bullying

admin & management

Cool Schools – a positive choice

T

he physical and emotional distress caused by school bullying has been in the media spotlight in recent months, particularly in a case where a mother intervened after her daughter was attacked, and faced police charges because of it. The psychological wounds from such conicts can cut deeply and last a life time – or worse.

While new laws may help combat cyber attacks, there is heavy onus on school decision makers to actively tackle the problem.

A number of anti-bullying programmes exist covering restorative justice, peer support and sexual harassment, but perhaps the best known organisation oering help to schools is the Peace Foundation with its Cool Schools programmes. This organisation has long established ties with many New Zealand primary and secondary schools with its programmes.

Christina Barruel, Cool Schools

national trainer, says its programmes are not promoted speciďŹ cally as anti-bullying. “We say it provides awareness and practical skills for students and teachers to manage conict constructively. It helps develop clear and strong messages that the school is a safe place and action is being taken to keep it that way. “It also supports a safe ‘telling’ culture in schools. We give students the skills to become role models, to have the conďŹ dence to promote good interpersonal relationships with other students, and the ability to refer peers to the appropriate adults where the situation requires,â€? she said. “In our training of both teachers and students, we raise awareness of how people act in conict situations. We teach life long conict management skills which empower individuals to make positive choices towards peaceful conict resolution.

Peer mediators at work at Riverview School, Kerikeri.

We like to think of it as a tool box of skills available to use when dierences arise with others. We give constructive skills to students, teachers and parents to help them make positive choices when dealing with conict scenarios.

“We train students to be peer mediators. We regard it as a leadership role where they are giving service to others in promoting respect for diversity and making themselves available to talk to students when conict issues arise.

PEACEFUL CONFLICT RESOLUTION AND PEER MEDIATION TRAINING * $ ( # $$ * #! !% $" % * $ * "!( # ' & $ * ' !" !& #$

Safe Students ... Safe Schools ... Safe Communities !# !# !# % ! " ! !! $ !! $ " !& % ! !# ) www.peace.net.nz

10

school news

Term 1 - 2012

Follow us on Facebook Š

Cool Schools The New Zealand Peace Foundation

admin & management

W

Students like gaining the skills to help other students.

We find students will talk to other students they trust if they have a problem. Peer mediators can be doing lots of other positive work in the school as well.

“Our peaceful conflict resolution ‘tool box’ is for parents as well as students and teachers. Our parents’ programme teaches parents to communicate effectively. We empower individuals to believe they can make a positive difference in their homes, schools, communities and beyond,” Ms Barruel said.

The Cool Schools Programme was trialled in 12 Auckland primary schools in 1991 by the co-founder, Yvonne Duncan. Christina Barruel says the trial was such a success that Mrs Duncan was offered a full time job as national Cool Schools co-ordinator for The Peace Foundation. Since then over half of New Zealand primary, intermediate and secondary schools have been introduced to the programme.

Ms Barruel says there has been a substantial amount of positive feedback from students, teachers, programme coordinators and principals. “The most popular feedback is that it empowers students to work with other students in areas where they have problems. Students at all levels say they love being in a position where they have the skills to help other

students. It gives them a feeling of confidence and helps raise their own self esteem.”

Training is often tailored to the needs of the school. For instance, with secondary schools, it involves a trainer coming in for 4.5 hours and working with the students selected to be ‘the ambassadors of social justice’ or ‘peer mediators’ and the key teachers supporting the programme in the school.

The trainer then facilitates a staff meeting to build awareness of the programme so teachers know how to effectively support the student peer mediators. “They are also learning skills for both personal and professional use. At primary level the most effective training is a Teacher Only Day where teachers cover all 10 learning areas and have the understanding and confidence at the end of the day to teach these skills to their classes.”

The Peace Foundation office is in Auckland with Christina Barruel the trainer for predominantly the Auckland and Northland areas. All areas of the country are covered

by The Peace Foundation’s other five trainers. Interested schools can either contact the Peace Foundation’s office directly on (09) 373 2379 or look on its website: www.peace.net.nz

ith another school year underway, thoughts will already be turning to how to raise enough funds to make it through, particularly with the demands these days for laptops, Ipads and other examples of technical gadgetry becoming regarded as essential. Some will see it as an irksome and time consuming chore; others will look at the challenge with anticipation and enjoy the camaraderie it can bring.

There are many types of fundraising and most schools will have their favourites. For those searching for new ideas, the Parent Teachers Association website provides a long list of possibilities.

One idea becoming much more common is the use of celebrities to raise the profile of the event, not just giving a talk but becoming identified with the whole wellbeing of the school. Having the help of a prominent name in the sports or other field is certainly a great help, but unfortunately there are only so many such people prepared to devote their time to assisting a school, particularly when they will also be in demand for much better known national causes.

Most schools will have to get by on their own devices. And the attitudes of those involved will be crucial.

There is general agreement that motivating the students is a key to success. They will work harder if they understand the purpose and if it is for something they want.

Setting a clear goal will help. Let the students know how much money is needed to achieve the fundraiser’s purpose. Offering prizes and incentives can be very motivating.

Fundraising

Good attitudes vital in effective fundraising A by-product of fundraising is the chance to teach the students new skills. Teach students how to communicate with others and how to encourage people to buy the items you sell. Allow the students to take an active role and, as far as possible, let them lead. That will help them to take more pride in the eventual success.

The managing director of Glowsticks Ltd, Vincent Fletcher, says when planning a fundraiser, it can be all too easy to overlook the most important factor affecting profitability –‘Who will we use to sell the products?’

“Attitude is the most important factor in selling products at any event.

Even if your product is fantastic, turning your event-goers into customers requires you to have a fantastic attitude when you’re selling.

If you’re enjoying the event – wearing or using the product yourself – and the others in your team are equally ecstatic, it’s a lot more conducive to great sales,” he said.

“Pulling an all-nighter the day before an event will make you look and feel tired, and this will have a serious negative impact on your sales. To avoid this, get on top of the organising early, make the important decisions before the last minute, and remember to order your products with time to spare.

Couriers can be delayed.

“When that big day comes,” says Mr Fletcher, “enjoy yourself – you’ve already done all the hard work. A happy smile, a friendly gesture, and the odd give-away will go a long way. If you need helpers, ask the most bubbly, energetic, fun-loving people you know to give you a hand – it’s all about attitude.”

Since 2006, we’ve changed the way schools fundraise From 2012, we’re changing the cost of stationery Marker Pens Whiteboard Markers 40c each or less Cool Schools empowers students to work with others.

www.glowsticksltd.co.nz Term 1 - 2012

school news

11

Seeing for Learning

education

Poor eyesight = poor learning

P

oor eyesight will almost certainly aect a pupil’s ability to learn. Research shows that 80 per cent of a child’s learning is done visually and if that visual sense is not working eectively, learning ability will be impaired.

The numbers aected might be much higher than generally thought. Some New Zealand optometrists believe that at least 20 per cent of school children have problems with their vision which could aect their learning if not attended to. Others say it could be as high as 40 per cent. At either level, that would mean reduced outcomes later in life for many thousands of children.

Poor eyesight does not necessarily mean just being short or long sighted. Optometrist Ian Finch of Visique in Whakatane says it is also essential that both eyes be able to work together over an extended period of time, meaning the fatigue factor must be considered. And particularly when reading, a child must not only have good vision and good eye teaming, but also have good eye tracking. That means that the eyes can move along a line smoothly, and then eďŹƒciently move back to the start of the next one.

Fellow Visique optometrist, Peter O’Hagan of Paeroa, agrees not being able to see clearly does not tell the whole story. “Not seeing comfortably can be more of a problem. If kids get tired and sore eyes, they avoid concentrating on their task, and that aects their learning.â€?

Detecting vision problems places another responsibility on teachers but both optometrists say some of the symptoms are GBJSMZ TJNQMF UP TQPU ,FZ TJHOT UIBU indicate a professional examination would be warranted include: headaches, children rubbing their eyes, or shutting one eye – particularly when they are reading. “If kids are suggesting they’ve got burning or itchy eyes, or showing poor concentration when they’re studying, that would be something we’d be interested in looking at,� said Mr Finch.

Close work, particularly reading, can indicate problems. That might involve children losing their place

12

school news

Term 1 - 2012

when they are copying, and not appearing to maintain focus on a line when reading. Tiredness after close work, or perhaps avoiding close work altogether, they see as other important factors. Letter reversal, or perhaps the omission of small words could also suggest problems. Mr O’Hagan says optometry can identify all of them.

Both believe teachers can fairly easily recognise when a child is not achieving as well as it should. That could mean a very bright child who is only performing at an average level. A plateau or regression in performance is usually a strong sign.

Symptoms are likely to be dierent at primary and secondary level. “At primary school, you are generally seeing long sight, astigmatism, lazy eye and poor focusing,â€? said Mr Finch. “While the

younger ones might have recently been through a B4 School test, that is only able to spot really gross anomalies. It doesn’t ďŹ nd a lot of the issues that would aect learning. “At secondary school level, you’re more likely to see the development of short sight. A lot of short sightedness develops in the age 10-12 group and progresses through the teenage years. Teachers ďŹ nd that very often, students who are struggling with learning have associated behavioural problems,â€? he said.

Although both men say vision correction is ultimately the child’s parents’ responsibility, they advise that if teachers consider there could be a problem, they should suggest the need for an eye examination with the parents.

Many of those parents will be

worried about the cost, but the optometrists say this should not be a major concern. “Under the Enable system, if a child has a community health card or a high user card, the eye exam will be subsidised by the Government and, in many cases, will be free of charge,� said Mr Finch.

Both say the scheme will also often contribute towards the cost of the spectacles and it is common for spectacles to be provided without cost.

For teachers who want to learn more, Visique can provide a printed or online guide towards symptoms they should look for. And if they are ever in doubt, given the long term damage that sight problems can cause, both optometrists agree that any child would beneďŹ t from a thorough eye examination.

0800 VISIQUE | visique.co.nz

! # "

"

! " !

"

!

" ! "

Term 1 - 2012

school news

13

Marina View TV

education

Marina View TV makes an international impact

I

t had humble beginnings but the television programme making unit at Marina View School in Auckland’s West Harbour is likely to reach even higher levels of achievement this year. The team’s abilities have not only been noticed around New Zealand but have made waves in other parts of the world as well.

Under the guidance of teacher, Colin Gover, the team puts out a show to the whole school every Monday, Wednesday and Friday – an audience of nearly 800 people. “It’s pretty full on,� he said.

The school’s facilities are quite sophisticated now compared to what it had available when TV production started there in 2003. “We started o with a VHS video camera, a VHS recorder and an old TV,â€? said Mr Gover. “It took us two or three weeks to actually make a show. We’d edit it and take

“

it around the school with a video trolley, asking people: ‘Do you want to watch our show?’ Then we got a grant from the local liquor trust and we were able to put TVs and a cable in every room. It gave us a proper studio.�

A major leap in quality came when the school gave Mr Gover permission to purchase a tri-caster – a type of portable studio in a box. “It’s a big computer that allows us to do so much more. While all the programme making we’d done before was really good, this took it to broadcast quality. Some of what we do now is pre-recorded but we do it live as much as we can.�

Because production began

Another MVTV programme takes shape under Colin Gover’s direction.

14

school news

Term 1 - 2012

“I’ve had emails from kids in Australia, who are now working in the TV industry, that say ‘it’s all because of Marina View TV� – Colin Gover several years ago, a child in year eight then may well be at university now. “I’ve had emails from kids in Australia, who are now working in the TV industry, that say ‘it’s all because of Marina View TV’. We ask our former kids, who are now at university, to come back and talk to our year seven and eights and say: ‘This is what I did, here’s what I’m doing now, this is what I’m going to do.’ It give our kids a focus, direction and a goal to move forward.�

The MVTV crew is well known in New Zealand school educational circles. For the past three years, it has presented its abilities at the ULearn and Learning at Schools conferences, but its impact has

been felt much further aďŹ eld than that, particularly when Colin Gover was asked to deliver a presentation about MVTV at a conference in 4PVUI ,PSFB i8F CSPVHIU B XIPMF CVODI PG LJET UPHFUIFS BU B ,PSFBO school, and over two days, I showed them how to use the equipment. It was real pressure but we made an MVTV show, in English, in front of nearly 800 people. It was absolutely fantastic. “Since about 2006, we’ve put all our shows on the web and one was used in the United States as an example of what a primary elementary school could achieve.

So far, it’s had more than 25,000 hits.�

Marina View TV

partnership. support

education

Gencom Technology for Education Gencom has been providing excellence in technology solutions for educational facilities including film and television schools, university and technical infrastructures for over 40 years!

Q

Lecture theatres

Q

Projection systems

Q

Production & Broadcasting

Q

Web-streaming

Q

Archiving Aust +61 2 9888 8208 NZ +64 9 913 7500 e info@gencom.com www.gencom.com

The sound team at work.

Term 1 - 2012

school news

15

Ulearn11

education

ULearn ticks the boxes again

U

learn11, hosted in Rotorua in October, was a resounding success on every level, according to organisers at CORE Education. More than 1,500 people attended the three-day conference, which focused on education, innovation, and collaboration. CORE Education director of development Nick Billowes said ULearn provides an opportunity to improve knowledge and expertise in new technologies, seek inspiration from world-leading educational thinkers and discover strategies for integrated learning.

“While ULearn has a heavy technology component, the content, speakers and workshops are deeply embedded in things wider than ICT,” he said. Delegates were treated to an excellent array of international speakers and a wide range of exhibitors with the latest technology to stimulate a good deal of thinking on how to make learning more effective.

A great deal of technology to stimulate thinking.

Rapid change ahead T he first keynote speaker was American scientist, author and futurist, Dr Jack Bacon, who told his audience of several hundred that they need to prepare their pupils for an era of rapid technological advancement.

He said history shows that any intellectual achievement instantly helps all of society, e.g. Einstein’s Theory of Relativity.

“Everybody gains from this insight.

These great leaps become part of our society and they are becoming more frequent. Over decades and decades of human activity, you can see this exponential growth in productivity, which comes back to creativity. We reinvent ourselves.”

Since the Renaissance or the industrial age, human beings had roughly doubled their capability and output every 20 to 30 years but this was dramatically accelerating with a great accumulation of knowledge, he said. Society improved with each intellectual advance. He gave the example of painting, which was flat and monochromatic for 25,000 years, but improved techniques during the Rennaissance suddenly meant all

16

school news

Term 1 - 2012

Dr Jack Bacon – worldwide learning explosion.

major artists could aspire to that level.

“It’s inevitable that we’ll be seeing an explosion of thought and creativity about now.” Computers’ ability to store, sift and process information had greatly added to human capability, he said. “Silicon doubles its ability to provide information every 540 days.”

Personal communications had revolutionised in the last few years.

Once, a major shift had taken centuries – now they happened several times in a lifetime. Breakthroughs, such as cell phones, were now coming every few years. A rapidly growing world population meant there were not only more brains to draw on in the developing world but education was taking off in those countries and the people were quickly adopting new technology. What is more, they could freely tap into any one of 37 universities around the world which had their entire curriculum on the internet, Dr Bacon said.

“There are now six billion people out there, training on the net and starting to redefine society. All those people in the developing world are about to start talking to you. They are looking at web pages.

“In the future, everyone will be online. Hundreds of thousands of computers are going out into the developing world. Half of the cell phones going out into the world this year are going into Africa. Fibre optic cables are being laid everywhere.

“Pay attention to the developing world. Establish telecommunications

links with partner schools around the world. You have the technology to link your students into the places where the changes are happening fastest.”

The World Community Grid meant children could be part of a changing scene right across the planet, he said.

Everywhere, rapidly rising educational standards were changing the world. “Starting from about 15 years ago, we’ve tripled the patent rate and it’s getting even faster.”

It was probably now about six or seven times the old patent rate up until the 1990s, he said. University qualifications were rising rapidly with PhDs in particular being gained at perhaps thousands of times the rate they were at the end of World War Two. The rate had quintupled in China in the last five years. American women passed men in graduation rates in 1988 and had stayed there ever since.

All genders and cultures were now communicating with each other.

“Young people are thinking globally and are solving global problems. Now comes the challenge of how we prepare the kids for that.”

education Ulearn11

Chasing a Lamborghini

S

peaking on the topic of Innovation – Lamborghini or lemon? – Associate professor Graham Atkin focused on connecting innovation to the two other conference themes: education and collaboration. Mr Atkin told his audience the qualities most needed in all teachers is: “a sense of open mindedness, a willingness to experiment, a willingness to try out new ideas, a willingness to be flexible and adaptable. We need people to be innovating in a high performance way. Innovation is expensive, often in terms of dollars, but also in terms of teacher time.”

He wanted teachers to learn to distinguish “Lamborghini innovation from the lemon innovation” and vest their time and energy in the former. Examples of great failures, or lemons, were the Titanic, the airship, Concorde and the home robot. In education, there had also been lemons. Open classrooms and learning centres had not particularly

Graham Atkin – Lamborghini or lemon.

taken off. It was a similar story with interactive whiteboards.

He saw teachers as being obligated to provide three key things: 1) Greater learning 2) Greater interest 3) Greater confidence “We will not be successful as teachers unless we achieve the intersection of those things. It isn’t

good enough to cause greater achievement on its own. If we’re creating achievement without creating interest – without creating a sense that children want to take these ideas further and do something else with them – to my reading, we have failed.”

Teachers also failed if they did not create a greater sense of confidence.

“It is the intersection between these things that makes the difference – the ability to have more confident, interested and successful learners.

It’s not one thing or the other, it’s the intersection of all three.”

There were also risks with innovation, he said. Often innovation itself created interest, but that interest had to flow through into greater achievement and a greater sense of confidence.

It was easy to waste students’ time through misaligned effort by having them do busy things which were not aligned to important outcomes. ‘Mirage’ innovation created more interest at the expense of alignment and success. Real innovation was innovation that generated all three.

Authentic learning with the mobile phone

H

ow much should be spent on ICT devices for students is a contentious subject – a dichotomy between what will best enhance learning versus placing excessive financial demands on schools and parents.

But according to keynote speaker, Dr Jan Herrington, the use of increasingly affordable mobile phones is a much underused resource in enabling additional personalised approaches to learning where students do not have access to computers.

Dr Herrington is professor of education at Murdoch University in Perth. Her recent research has focused on mobile phone design based research and the use of authentic tasks as a central focus for the e-learning courses she runs.

She has written several books on the subject.

She said that mobile phones were carried by many students of all ages these days but were often just

regarded as a disruptive influence by their schools. “I’m thinking, this is such a powerful thing – why aren’t we using it?”

Dr Herrington said mobile phones and similar devices are still used very little in a formal educational learning context and where they were used, it was often very much from the teacher’s perspective. “We can make a much bigger difference if we put these things into the hands of our students.”

She told her audience that a substantial grant from the Australian Learning and Teaching Council had allowed research into enhancing higher education in teaching and learning by using a number of different mobile phones, which eventually led to new pedagogies, a book and a website.

That research had been put to use in western Australia with three groups of about 25 student teachers.

“The way these units are often taught is that we are learning from technologies or about technologies – not learning with technologies.

Generally the effect of this is that it is very transitory learning, or lack of transfer – or worse, they’d end up hating the technology. We set out to use these devices as cognitive tools.”

A definition she quoted was: ‘Students cannot use cognitive tools without thinking deeply about the content that they’re learning, and if they choose to use these tools to help them learn, the tools will facilitate the learning process.’

“We set an authentic and a complex task. We gave them a range of different technological tools. We got the students to create a genuine product that they would share with others.”

The results had been very successful, she said.

Dr Jan Herrington – harnessing the mobile.

Term 1 - 2012

school news

17

Ultra-fast Broadband Rollout

education

Broadband rollout ushers in e-learning revolution

N

ew Zealand’s methods of education are in for huge changes over the next few years as the Government rolls out ultra-fast broadband across the country.

A statement in October by then Minister of Education, Anne Tolley and former Communications and IT minister Steven Joyce, said the Government roll out of ultra-fast broadband access was progressing well and will see nearly 100,000 students at 221 urban schools around the country connected by July 2012.

Howard Baldwin, the manager of the e-learning innovation unit for the Ministry of Education, says large sums are already being invested in e-learning developments and the vast majority of schools are showing considerable interest.

In giving a brief overview of the situation to the ULearn conference in October, he said the ministry has a good deal of information going out to schools on the subject. “We want to support schools as they make the move to ultrafast broadband over the next few years, connecting up 97 per cent

Howard Baldwin

of schools and 99.7 per cent of students to ďŹ bre optic connectivity.

We’re continuing to provide hardware, software and money around e-learning capability, resourcing schools to make the most of the digital environment that is becoming even more ubiquitous in young people’s lives, and one that schools need to embrace more fully if we are going to support our students moving into the future.�

The Ministry of Education is investing $11.2 million annually into its e-learning capability programme, Mr Baldwin said. “The programme

The roll out of UFB begins in a residential area of Christchurch with minimal disruption.

18

school news

Term 1 - 2012

has been going for a long period of time and more than 65 per cent of schools have taken part in that programme and seek beneďŹ ts from it.â€?

He explained that the programme was being transformed into a regional model. The clusters involved so far would complete their programmes of work but no new clusters would be engaged. “Instead, we’re investing in a capability programme of regional support that will be available across the country by the end of 2013. We’re doing that to time in with the introduction of ďŹ bre-connectivity around New Zealand.â€? “We’ve also invested in a couple of innovations we think schools will really appreciate. First, is the Enabling e-learning website. It’s a hub, bringing together a whole lot of resources around ICT learning JO POF QMBDF PO UIF 5,* GSBNFXPSL It’s focusing on areas around leadership, around teaching, around professional learning, around our initiatives and around new technologies.â€?

He said the Enabling e-learning

website was receiving a large OVNCFS PG IJUT UISPVHI UIF 5,* environment. “The second innovation is the planning framework which we have under development. We also have our virtual professional learning and development programme underway. You can ďŹ nd further EFUBJMT PO 5,* BCPVU UIBU "OE XF SF continuing to support the digiadvisers and also work with other schools around that range of digital resources.â€? “To support Enabling e-learning, we have a series of communities available. No matter whether you’re interested in our virtual learning network (VALN), or in several other communities, or whether you want to use Facebook or Twitter, there’s a space for you to take part in Enabling e-learning. “The other thing that I think schools are going to ďŹ nd very valuable is the development of the early reading planning framework. We now have that out for consultation – the URL is there to download the framework. Again, it is XJUIJO UIBU 5,* FOWJSPONFOU BOE JU T providing a roadmap for the schools to help them build capacity around using ICT in e-learning as they chart their way into the future. We welcome your feedback on that.â€?

The work was involving an expert panel of international professionals, drawing on extensive work that had been done around the world as to what made e-learning eective in developing better outcomes for young people. He reassured the audience that the ministry still had a commitment to Netsafe and would continue to partner with it to make sure the web is a safe place for young people and their families.

Howard Baldwin has a strong background in teaching and school leadership and was involved in the earliest ICT and e-learning development in the lower South Island, pioneering many innovations there in the use of distance and digital technologies of learning.

He worked with schools, leaders, facilitators and teachers across Otago and helped in bringing those innovations to the rest of the country through his Ministry of Education team.

proďŹ les StoneďŹ elds

Challenge and adventure at StoneďŹ elds School

I

t is what surely every teacher would dream of, the chance to mould a school from square one, and it is an opportunity that has come the way of the principal and sta of StoneďŹ elds School in Auckland.

StoneďŹ elds is not only a new school, it is an entirely new planned community on the city’s eastern fringe, designed and built from scratch in what used to be the Winstone’s Quarry in Mt Wellington. A network of streets containing a brand new array of dwellings, ranging from spacious luxury villas to two bedroom apartments, have been springing up in the last two or three years. Several hundred have now been completed, linked by a network of 11 parks. A central feature is a ďŹ ve hectare lake and wetlands system which is a haven for bird life. A wide range of commercial businesses have opened up nearby, including food shops, a supermarket, petrol station, bars and restaurants.

The StoneďŹ elds development covers 110 hectares and will

eventually provide 2,500 dwellings that will be home for 6,500 people, all situated only eight kilometres from Auckland’s central business district. There has been no shortage of purchasers. Such has been the demand that prospective buyers have to go on a waiting list for a property to be completed.

StoneďŹ elds School draws not only on the growing StoneďŹ elds community, but also on surrounding areas, such as the adjoining St Johns.

By the end of 2011 it was home to about 100 pupils but phase one will ultimately accommodate 260. From StoneďŹ elds, they are most likely to go on to nearby Selwyn College.

This year will see a sta of 13 – the principal, 11 teachers and one in administration.

Phase two, which will be built in two or three years’ time, will expand the roll substantially within a four hectare area. Included will be an early childhood centre. A three-chair dental clinic has already been built.

Collaboration and magic Main responsibility for moulding StoneďŹ elds School into the best learning environment possible fell to principal, Sarah Martin, who began work full time in April 2010.

Her previous position was deputy principal at Red Beach School (acting principal 2009). Sarah was joined in July by associate principals, Chris #SBECFFS BOE ,JSTUZ 1BOBQB Said Sarah: “We had two terms all together and that was when the real magic began, with the bounce and collaboration we gave each other. We added to one another’s bravery really.�

The team settled on four vision principles, marked visually in the school grounds by large rocks, drawn from the original quarry, each one representing a dierent Auckland volcano. They stand for: 1) Building learning capacity – knowing yourself as a learner and knowing ‘what to do when they don’t know what to do’ – where the core literacies sit.

2) Collaborating – making a contribution, working with others, valuing diversity.

3) Making meaning – designed to help our learners grow knowledge, investigate, make decisions, answer questions and problem solve across learning areas. This is done by building knowledge, making meaning and applying understanding.

4) Breaking through – focuses on individual strengths, interests and unique talents. “There’s been lots of research backing up these vision principles,�

Sarah said. “We haven’t necessarily picked up a package and said, ‘this is the sort of school we’re going to be.’ We’ve blended a whole lot of best practice and research. “We know this environment is the way of the future. It’s international best practice but there weren’t a lot of examples in New Zealand to go by. We needed to go further aďŹ eld because we were passionate about 20 convincing our community

Maria Montessori

Every Educaid proudly providing the world’s best ‘hands on’ resources helping to create the dynamic learning environment for the 21st Century learners at Stonefields School.

The New Zealand Education Specialists

Term 1 - 2012

school news

19

Stonefields

profiles

Year one learning hub at Stonefields School.

19 that this is the way forward. We know that open plan in the 1970s and 80s in some cases worked incredibly well, but in other cases it did not.

We wanted to heed those learnings to ensure our own crack at it was fantastic.”

Valued co-operation All three are very appreciative of other schools that have been very willing to share their ideas, in particular, Albany Senior High. “It has incredibly open space,” said Sarah. “We must’ve visited there five or six times. In Australia we visited a school called Silverton,

in Melbourne. Now some schools are making visits to us. Being able to reciprocate and learn from one another is just fantastic.”

Although the school building was under construction when the three senior staff started, they were able to put some of their own visions into effect by having several internal walls removed to create, not single classrooms, but learning hubs.

The school officially opened in February 2011 and the roll was immediately culturally diverse with about 25 different nationalities comprising the first 100 or so pupils.

Valuing diversity is a core school value.

Three learning hubs are operating

2012 Catalogue out now!

at present. The first one is zero to ones, the second, year twos to fours, the third, year five to eight. “We like the idea of putting multiple year groups together so that children have the opportunity to learn from each other,” Chris Bradbeer said.

The biggest so far is the year one hub which will be home ultimately to about 60 children, under the supervision of three teachers who work collaboratively to design and plan the learning. “It’s very much a learners’ space which the teachers are part of,” he said. “The teachers don’t have desks in the traditional manner.

“It’s a really good environment.

We’ve thought carefully about the furnishings. We want kids to be engaged in the learning but also comfortable. We’ve intentionally under-furnished in order to make sure there is still space for the kids to move around. It recognises that not everyone needs to sit down at a table and chairs at the same time. It gives the children more options to choose what area they’re going to learn in.

“The teachers act as a guardian to a group of students,” said Mr Bradbeer. “For example, they’re the first port of call for parents, and ensure assessment data is up to date for their group. The children are just as likely to learn with the other two teachers as they are with their guardian. The teachers work hard as to how they group the kids.

“The world’s running out of experts so we need to be channelling people in their areas of passion and talent. We ensure there’s time during the week for the children to be doing that and look for ways of immersing kids in different experiences so they can actually find what those areas of special strength are.

“For the teachers, we want to make sure they feel fulfilled in their roles and utilising what they are best at,” he said.

Multi-modal learning Each learning hub has a wireless IT infrastructure with a triple platform

VideoPro are a leading supplier of Audio Visual technologies for the education sector. Offering specialist advice, installation, on-site training and specialised education pricing to schools.

0800 PRESENTATION

www.videopro.co.nz AU C K L A N D | H A M I LTO N | W E L L I N G TO N Teachers act as guardians to a group of students.

20

school news

Term 1 - 2012

system with Macs, PCs and small Linux based notebooks. Parents were given the option of purchasing notebooks for 2012.

The children quickly demonstrated their affinity with such devices, the six to eight year olds creating an excellent website of the Stonefields wetlands. “They just seem to know how to do these things,” Sarah said.

“We’ve been questioning speeches lately too. It’s actually not real now to just give a speech. It’s seldom done without a presentation of some kind.

“We have to look at how we’re producing our future citizens in having multi-modal literacies. If everyone can be a producer in an online environment, how do we ensure the kids are really discerning of the information sources?”

A privilege or a nightmare?

So, has founding a new school been a pleasurable experience or a succession of headaches?

Chris Bradbeer believes the former. “There have been unexpected challenges but it has been very privileged work – an extraordinary opportunity to be able to start with a new, clean canvas.”

Sarah Martin agrees. “It’s been a special time. I suppose our biggest challenge has been to stay edgy, be courageous and have the determination to think about why the New Zealand schooling system has always been as it’s been. We didn’t want to be different for difference’s sake, but we’ve had this amazing greenfield opportunity to really start to question how it’s always been. We want our education to be current in 20 or 30 years time.

“There’s often the reality of what you set out wanting to achieve and what you can fiscally afford, and a big challenge for us initially was that we didn’t know our student body, yet we wanted Stonefields to be flexible enough to meet our learners’ needs.

“But really, it’s all been very positive. What a privilege, what an experience – what an adventure.”

teaching resources Literacy and Numeracy

NZ educational publishing a hidden giant

W

hat does it mean to be teaching literacy and numeracy in today’s classrooms?

Certainly not what it was when most of us were young. Computers, e-readers and a vast on-rushing array of other ICT devices mean it will never be the same again.

As Mary Jane Shuker and Jayne White wrote in their 2010 paper, Literacy as Social Practice, deďŹ nitions have changed greatly in today’s world. Both senior lecturers at Victoria University of Wellington Faculty of Education, the two women teach undergraduate and post-graduate courses that focus on young children’s written, oral and visual literacies (Mary Jane), and assessment, evaluation and toddler pedagogy (Jayne).

They give computers as one example of a literacy tool children have ready access to in contemporary society. “Questions about literacy and what it means to be literate have been frequently conďŹ ned to reading and writing. The recent impact of new technologies and globalisation, however, has meant that children now experience a large variety of literacy experiences that extend beyond traditional texts. “The term ‘multiliteracies’ is now frequently used and indicates that teachers have moved past thinking about literacy as a narrow skill-based model of learning to read and write (often described in early childhood education as ‘pre-reading’ and ‘prewriting’).â€?

The women write that in using the term ‘multiliteracies,’ teachers are able to acknowledge the

signiďŹ cance of children’s unique cultural and social skills, knowledge and understandings in becoming literate in today’s culture. “This means going way beyond the traditional tasks of reading and writing. Literacy practices now recognise that the attitudes, feelings, expectations, value and beliefs of children, their families, teachers, and members of the wider community play an important role in the literacy process.â€?

Those wishing to read further can do so on the Ministry of Education’s website. They will also ďŹ nd their requirements well catered for in the resources oered by New Zealand education specialists such as: Every Educaid, Abacus Educational Books, Curriculum Concepts, Pearson, Huia Publishers and Wheelers Books.

What is more, an increasingly high percentage of the books they oer were created by our own writers and artists, making them interesting and relevant to children in this country – a situation to be envied by older New Zealanders, reared largely on texts heavily inuenced by British history and culture in particular.

"T "ESJBO ,FBOF XSPUF SFDFOUMZ on the Publishers Association of New Zealand (PANZ) website: “Educational publishing is the hidden giant of New Zealand publishing.

On a per title basis, no other ďŹ eld in the industry has greater output than the educational publishing companies. There are many of them, and they are diverse – ranging from one book programme/solution entities, where the author is also the publisher, to the local branches of large multinational companies like

Pearson, who publish across the curriculum, from pre-school through to post-graduate.� .S ,FBOF TBZT QSJNBSZ MJUFSBDZ publishing in New Zealand has been “the unequivocal success story on a global scale. With names and brands such as Price Milburn, Wendy Pye, Marie Clay, Sails Literacy to name a few, ‘brand New Zealand’ can be found in classrooms across the globe – and not just in the

English language. Every day, millions of children around the world are developing their ability to read with programmes and resources authored and developed here. New Zealand has become synonymous in many countries with excellence in educational publishing,â€? wrote Mr ,FBOF We, and our children, are the fortunate beneďŹ ciaries of that success.

Maria Montessori

Every Educaid proudly supplying a third generation of New Zealand children with the world’s best ‘hands on’ learning resources.

The New Zealand Education Specialists

Term 1 - 2012

school news

21

E- Learning

teaching resources

Teaching with film and TV content

H

ow can television play a part in today’s classroom – in terms of content and technology? And how can schools access this content without worrying about copyright?

In 2011, Screenrights commissioned ACER (Australian Council for Educational Research) in a qualitative project to find out how teachers are using TV and film content.

Although the research was conducted in Australia, the results were equally interesting for New Zealand teachers.

ACER found that this content was “mainly used in the classroom to provide visual support for a teaching point, to introduce concepts and as a stimulus for discussion. There was a clear consensus that it engages and, in many cases entertains students, and that it has become an integral means of delivering parts of the curriculum.”

The research showed that educators are using television content to:

t t t

t t

t t t t

provide current and topical examples from the media provide captioned material for hearing impaired students show examples of practical activities – eg. techniques to create visual works aid for recollection and recall, especially by language students teach media students production values, beyond what a teacher could give in text generate ideas for creative writing, debates, role plays reinforce a point (as a supplementary resource) understand body language, behaviour reach those learners who do not engage easily with written materials

Copying documentaries, films, news and other programmes on television, has been made easier with digital technologies (such as eTV, ClickView and DVC). Schools are embracing these systems to store, access and play copied programmes broadcast from television. The digital library of recorded educational programmes is an invaluable resource, and the systems are designed to find relevant content easily. And a digital library takes up far less space on the shelves than DVDs. Digital technology is not just a

22

school news

Term 1 - 2012

Photo: Courtesy of Tumanako Productions Ltd

replacement for the video recorder.

For instance, teachers can embed programmes into courses for students to view in class or access from home; and programmes can be easily accessed from laptop, PC or interactive whiteboards.

So how can schools copy the content on TV and comply with copyright? By taking out a Screenrights TV and radio licence licence, schools can: t

Copy any programme, anytime, anywhere for its educational purposes (this also covers staff copying programmes from home for class) t Copy any type of programme – news, movies, language programmes, light entertainment and anything else – it is all covered t Copy from pay television or free to air t Copy a short excerpt, the entire show, a series, or anything in between t Make as many copies as they need – there are no limits t Download audiovisual material legally made available online t Copy in any format – VHS, DVD, hard drive t Use technologies such as Clickview, eTV, DVC and electronic whiteboards to store, access and play copies programmes t ,FFQ DPQJFE NBUFSJBM BT BO ongoing resource for future years.

The Screenrights licence can be obtained from School Trustees Association. STA offers a One Stop Shop copyright licensing scheme from 1 July to 30 June each year, otherwise pro rata licences can be arranged.

Where does the copyright licence fee go? The money collected by licences goes to the copyright owners (producers, writers, music etc), in the programmes that are recorded. This is done on a non-profit basis with all money distributed after the deduction of administrative overheads only.

Under the New Zealand Copyright Act, where an unlicensed school copies a programme covered by the licence, the school may be liable for copyright infringement, unless it has obtained permission from each of the copyright owners.

The benefits of using television content are clear. Television content “helps teachers take kids out of the classroom into real world situations that would otherwise be difficult to access, [using a] proven tool of learning and provide a good stimulus for further learning,” said one of the educators in the research. Digital technologies aid teachers in the discovery and delivery of television content. And the Screenrights licence means schools can copy from television without worrying about copyright.

For more information: Screenrights – www.screenrights. org, licensing@screenrights.org NZSTA www.nzsta.org.nz/nzstaservices/copyright-licensing/

Experience eTV today!

Live and On-demand Videos in the "Cloud" www.etv.org.nz The Free Basic Service

MySchoolTV is a unique new

includes Live NZ and International TV Channels offer online viewing of local and world news and documentaries.

“Cloud” TV Channel and School Noticeboard and Signage service viewable on large screens, PC’s, iPads, mobiles and on your own website. Schedule School notices, photos, videos and Live events for viewing by staff and students and the wider community. All online!

Library programmes are free. The entire Archives New Zealand historical film collection is available along with other catalogues of valuable content.

My eTV offers workspace for Favourite Programmes and email alerts.

Host your own Library video catalogue for online access by staff and students.

Secure Login from any location

Powerful Search Tools

The ‘TV Recordings’ Service Educational programmes recorded daily from 46 Freeview, SKY and International Channels.

Subscription gives unlimited access to a catalogue of over 11,000 TV Recordings and eTV’s daily recording service, for only $2/student/year (GST excl) plus a one-off connection fee.

If you already have a Screenrights Licence, you can have a free Trial right away! No Screenrights Licence yet? A free no-obligation one-month Trial Licence is available.

No Special Hardware or Software Required.

To sign up your school and to find out more go to www.etv.org.nz

Technology

teaching resources

A world of possibilities

T

echnology in the classroom has followed a fairly consistent progression over the centuries, with slide rule following abacus, calculator following slide rule, and with schools now embracing the digital age, we enter a new era of e-learning.

Devices can be broadly separated into two groups; Teaching Aids, such as interactive whiteboards and projector interfaces, and Learning Aids, such as Notebooks, Netbooks and Tablets.

The first phase of the debate over electronic tablets in schools is already over – there is almost unanimous agreement over the “if”, with the only remaining question being over the “when”. With the rise of the Tablet being as inevitable as the rise of the pocket calculator, it seems that the “when” is now upon us. With the 2012 school year now well under way, Wellington Girls College is among the most recent adopters of the technology, joining Orewa College and St Paul’s Collegiate as just a few of the hundreds of schools expected to phase personal computing devices in over the next 1-3 years.

In addition to the “if or when” question, there is also the increasingly asked question of “who pays?” With early forms of the tablet costing upwards of $1000, new entrants to the sector have been keen to bring a tablet to market with a much more affordable price point. Prices have consistently fallen, and new Android devices can now be had for less than $200. Funding support from central and local governments, as well as numerous NGO’s and Community Trusts, is aimed at getting suitable devices into the hands of students from all backgrounds.

Tablets offer a number of

“ 24

school news

educational benefits, not least of which is their replacement of the traditional school textbooks. With note-taking and communications abilities, it won’t be long before the tablet replaces the entire contents of the school backpack, with the exception of lunch, gym socks and the traditional piece of longforgotten fruit.

Individual tablets also offer another conspicuous benefit to teachers and facilitators – instant feedback. Whether its via polling, voting, or just the ability to provide anonymous questions or comments, students enjoy the ability to become an integral part of the learning process, rather than passive participants.

Teaching Aids are perhaps the most overlooked section of the e-learning revolution, but that doesn’t mean that they’ve been entirely forgotten by hardware designers and manufacturers. Linda Zugai of Wacom is overseeing the introduction of their new Bamboo, Cintiq, and Intuos graphics tablets, electronic interfaces designed for the classroom. “The wireless tablets allow freedom of movement, and interface with existing hardware.

Whatever the teacher writes on his or her screen can be projected on the wall behind them, while they can maintain eye contact and interact with the class, rather than turning their backs”. Wacom have an extensive range of podium solutions that help bring presentations to life, transforming the teaching experience and enhancing the use of existing tablet platforms.

Presentation solutions, most commonly Interactive Whiteboards, are effectively a modern interpretation of the traditional blackboard. Sharp’s new Interactive

One by one, the initial objections to the electronic classroom are being addressed and overcome

Term 1 - 2012

Presentation Panel, or IPP, uses the latest touchscreen technology to display video content, still pictures, and data – all on a high-quality LED panel with full interactivity. Users can control and edit using a touch pen or finger, and connect wirelessly to student’s devices for complete information sharing. While Sharp also have their own “Galapagos” proprietary tablet offering, their IPP can seamlessly connect with all current tablet platforms, such as iPad or Android. Once again, students are

drawn into the learning experience, with facilitators able to both push and pull information via these sophisticated and yet pleasingly simple devices.

At Mission Heights Primary School and Junior College, Boyd Visuals have installed a combination of eBeam interactive systems, mounted on the sliding whiteboard cupboards, and Hitachi CP-A100 Ultra Short Throw projectors. Hitachi also have a family of interactive products, which they call StarBoard.

26

Whiteboards Noticeboards Electronic Copyboards Multimedia Projectors Projection Screens Interactive Products Accessories

Technology

teaching resources

24 These include an ultimate short throw interactive projector and interactive boards featuring touchscreen technology with finger input, which can support input from up to three students at once. They also have wireless tablets, interactive LCD screens and their Verdict Plus student response / voting system. Pete Baldwin from Boyd Visuals is excited about the potential that the StarBoard

offers.

“StarBoard is more than just an interactive panel – we have a whole community network in place, with ongoing discussions and entire lesson plans available for up or download.

We’re working with schools like 1VLFLPIF &BTU 1SJNBSZ ,FMTUPO Intermediate, and Onepoto Primary School. The more we can assist these schools to share knowledge, the faster they can start to explore the

Supplier Profile | Sharp Corporation of New Zealand Limited

Communicating with impact Introducing the Sharp Touchscreen 60 and 70inch LCD Information Display Panel SHARP’S NEW IPP (Interactive Presentation Panel) utilises the latest in touchscreen technology, combining digital touch screen panels and Sharp Solutions, to become an essential tool for schools and business.

The 60 and 70 inch Professional Touchscreen display panel can be utilised to display video content, still pictures and PC data such as Power Point presentations, with a high image quality. The Sharp IPP’s integration of a high-quality LED LCD/Full HD (1920 x 1080P) panel and a simple to use touch-screen; with the ability to control, edit and add hand written content, makes for easy communication without

26

school news

Term 1 - 2012

the need of a separate projector, LCD monitor, touch screen overlay and whiteboard.

Developed specifically for Sharp’s IPP, the Sharp Pen software allows for smoother and easier operation. Users can quickly create or edit on the screen surface using the touch pen or a finger.

The Sharp IPP easily integrates with other solutions, so you can Print/Scan with a Sharp Printer/copier and utilise with remote control format via iPad technology.

For versatility and performance in education and business presentations, teleconferences, classroom/training environments and high impact signage, the new Sharp IPP Touchscreen panels will take communications and learning to a whole new level.

capabilities that this technology can offer.”

Hitachi are also at the forefront of shadow-reduction technology for projection systems, and have a full range of Short Throw and Ultra Short Throw Projectors. These high definition projectors produce a stunningly sharp image on virtually any surface, from a mounting point as little as 10 centimetres away.

So in this electronic age, is there

still a place for the teacher?

Of course there is, says education BOBMZTU ,BUIMFFO #PXNBO i5IF facilitator is still a vital part of the process and that will never change – what we’re seeing is the evolution of a new style of teaching known as hybrid or blended learning, where you take the electronic elements and combine them with your structured lesson plans. Tablets and Presentation tools simply allow you to combine effective visuals, such as video clips, seamlessly into your lessons.” Studies conducted so far show overwhelmingly positive results on student performance, as well as their perception and enjoyment of the teaching experience.

These results indicate that tablets have the potential to offer a more effective teaching pedagogy, especially in problem solving intensive courses.

One by one, the initial objections to the electronic classroom are being addressed and overcome. Devices are now more practical and usable, as well as more cost effective. Support from manufacturers, as well as funding from various third parties has made the electronic classroom significantly more cost-effective and even education’s traditional ideologues are seeing the transparent benefits that tablets and other devices can offer to a well prepared teacher.

MAKE A DIFFERENCE C

TO HOW YOU COMMUNICATE Information Presentation Panel PNL702B/PNL602B

-

Simple and Intuitive User Interface Enchanced Touchscreen Response & Dual Touch Interface High brightness and resolution (Full HD 1920x1080P) Portable unit for convenience and mobility Connectivity to Sharp MFP & Portable Tablet Hardware, no projector required and no shadows on screen - 60 inch & 70 inch sized panels available For further details and information contact: Rob Fisher, Phone: 09 920 4159, Email: rfisher@sharp.net.nz

www.sharp.net.nz

since 1912

teaching resources Supplier Profile | WACOM

WACOM in education TRADITIONALLY WACOM graphic tablets have been an integral tool for the education of tertiary students in the areas of graphic arts, photography, design, film and associated areas. Increasingly, teachers and senior students in secondary schools have employed the additional potential for creative expression by utilising tablets in Visual Arts.

In more recent times as graphic tablets have become much more of a consumer product in tandem with the growth of the digital camera market, the use of graphic tablets in education has extended beyond the Visual Arts area.

In more recent times as graphic tablets have become much more of a consumer product in tandem with the growth of the digital camera market, the use of graphic tablets in education has extended beyond the Visual Arts area.

Schools have embraced this technology on a number of different levels. s

s

s

!S SCHOOLS MOVE TOWARDS developing web sites, professional publications and sophisticated marketing, the use of tablets to enhance digital images, to create Flash files, animations etc has led to the people responsible for these areas using graphic tablets to enhance both their printed and online publications.

7ITH THE TREND TOWARDS THE use of interactive whiteboards, tablets have become increasingly popular as an adjunct to, or a more mobile and affordable alternative presentation tool for IWBs. As all schools have access to MS Office, it is an easy and cost effective practice to take advantage of the handwriting recognition functionality available in Office and the mark up tools in Power Point to make teaching more dynamic, flexible and engaging for the students.

The combination of a wireless tablet with a data projector and a laptop provides an inexpensive, mobile presentation solution that allows the teacher to move about the classroom interacting with students while still retaining the ability to control what is being displayed from their computer. !LTERNATIVELY THE RANGE OF

The perfect tool for unleashing your student’s creativity in the classroom

Navigate with multi-touch gestures.

Draw, sketch, edit, or add handwritten notes to your photos.

Avaliable from: Interactive Pen Displays are being used in place of IWBs as a more mobile and intuitive interface which can be comfortably accommodated on the teacher’s desk or used in auditoriums, libraries etc. s

&OR I0AD USERS THE INTRODUCTION of Bamboo Stylus and the free iPad app Bamboo Paper, enhances the functionality of the iPad for fine motor skill activities that are more easily executed with a stylus than a finger.

For more information come and visit us at the Adobe stand at Learning@school to see Wacom products in action or visit the website: www.wacom.asia/nz

PB Technology YooBee Playtech New Era IT

$239 inc. GST www.wacom.asia/nz Term 1 - 2012

school news

27

Book Reviews

teaching resources

New books on the block illustrations every step of the way – before anybody even knew how the story was going to develop!

Bo dreams of being an acrobat.

There’s just one problem. He’s afraid of heights. Oh, and he’s a sheep ‌ and he lives in a land where circuses are forbidden ‌ Will he ever be able to realise his dream?

Claude at the Circus Alex T. Smith Hachette RRP $14.99 Come one, come all for this extraordinary ďŹ ction debut for both Alex T. Smith and his unforgettable hero, Claude.

A walk in the park leads to a walk on a tightrope when Claude joins a circus, throws custard pies, and becomes the star of the show! Funny and exciting stories from a bright, young newcomer. After briey considering careers in space travel, cookey and being a rabbit, Alex T. Smith ďŹ nally decided to become an illustrator and won second place in the Macmillan Prize for Children’s Illustration.

LJET Pþ PO B ZFBS PG TQPSUZ GVO ,JSTUZ and Rachel are on an exciting day out to watch a triathlon – a threepart race where the athletes have to swim, cycle and run. But when the competitors start swimming round in circles, it’s clear that all is not well. Olympia, the Games Fairy, appears and explains that Jack Frost has stolen the three magical items which she needs to make sure the Fairyland Games, which are also on at the moment, run smoothly. Without them, both the human and fairyland games are doomed to chaos! Lots of fun free activities to download, competitions to enter and fairy fun for Rainbow Magic fans at www.rainbow-magic.com.au

,FO $BUSBO Scholastic RRP $19.50 When Empire calls, men go to war – and families suer.

The Red Poppy (with CD)

It’s early days in the Boer War and the small farming community of Huia is gripped by patriotic fervour. Men, young and old, are eager to join up and head overseas to ďŹ ght the ‘evil scoundrel folk in Africa who opposed the British Empire and had to be taught a lesson’.

David Hill/FiďŹ Colston Scholastic RRP $33.00 The powerful story of one man’s ďŹ ght in the trenches ‌ and the little messenger dog who saved him.

Young soldier Jim McLeod waits in the trenches of World War I for the order to attack the enemy. With him are his friends, and Nipper, the messenger dog. When they charge across no-man’s-land, Jim is shot ‌ and ďŹ nds himself face to face with an enemy soldier.

The Prisoner Robert Muchamore Hodder Children’s RRP $19.99 The ďŹ fth adventure in the Hendersons Boys series. +VOF .BSD ,JMHPVS POF of Henderson’s best agents, is imprisoned in a brutal German labour camp in Frankfurt. Living on starvation rations, he fears that he’ll be unable to survive the coming winter. A set of forged record cards could be his ticket to freedom, and with them and his three bunkmates, he plots a daring escape.

The Story of Bo and the circus that wasn’t

28

Scholastic RRP $19.50

Rainbow Magic: Olympia the Games Fairy

This collaborative story book was created by Telecom customers in association with award winning BVUIPS ,ZMF .FXCVSO BOE JMMVTUSBUPS Donovan Bixley, who provided

Daisy Meadows Hachette RRP $16.99

school news

Term 1 - 2012

When Empire calls

Olympia the Games Fairy will start

But the plan goes horribly wrong, and the record cards that could be his ticket to freedom might just as easily become his death warrant. But if he can just ďŹ nd a way to escape, a vital mission awaits him in France.

12+ age group

When his two elder brothers join up, James is left to help his father run the family farm, as well as helping out in the local village store, for the irascible old ‘Croaky Fred’, a bad-tempered old codger who always speaks his mind – and he has nothing good to say about war in any form.

Turns out Fred has a secret.

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

Images should be in high resolution (300dpi) JPEG or TIFF format. Editorial queries should be directed to the editorial department on (03) 365 5575.

teaching resources Supplier Profile | JB Hi-Fi Commercial

Want the best deal at the right price, look no further!

JB Hi-Fi Commercial is designed for organisations with commercial needs. From large commercial project fit outs to bulk purchases for institutions or marketing requirements. Our comprehensive range and low prices help our clients get the value they need. John Shipman, commercial business manager at JB Hi-Fi states, “JB Hi-Fi Commercial specialise in meeting customers’ needs. Our success is built on establishing lasting relationships”.

The commercial division can provide a full range of electrical products to the likes of schools, technical institutes, universities and the hospitality industry. The large range includes products such as computers, printers, televisions, audio hi-fi systems, cameras, right down to white goods and small appliances. A huge range of products from the JB retail floor are also available.

Our comprehensive range and low prices help our clients get the value they need.

JB Hi-Fi is New Zealand’s biggest home entertainment specialist and now has 13 superstores New Zealand wide. This means that JB Hi-Fi is in a unique position to streamline the purchasing of all related electrical items required by the education industry. It enables customers to have one account for all their purchases.

Our team wants your business.

We will spend time with you to determine the right solution to your needs. We understand that each deal is different in nature and that it may require special attention and an eye for detail. Quick turnaround times are often required so this is why we streamlined our processes so that it is easy to deal with us.

We will arrange delivery and installation on all products if it is required. ‘After sales service’ is as important as the sale itself. We will follow up on any queries and ensure that the deal is completed to the highest standard possible.

The best products, the cheapest prices, and fast efficient service, it all adds up to a great deal. Give us the opportunity to impress you!

Contact information: Leo Fels Commercial Account Manager Ph: 09 815 4639 Mob: 021 421 659 Email: commercial@jbhifi.co.nz www.jbhifi.co.nz

JBæS SCHOOL DEALS¡ CHEAP PRICES≤ HUGE RANGE≤ TOP BRANDS¡ Laptops, PCs, Tablets & Monitors

BUY ANY APPLE iPAD 2 AND GET

Printers, Hard Drives & Computer Accessories

AN APPLE iPAD 2 SMART COVER!*

$20 OFF

DVD Players, Audio HiFi, PC & Audio Headphones Plasma, LCD & LED Television Specialists

5 HOT COLOURS TO CHOOSE FROM! *Commercial pricing applies to the iPad 2. Offer only available to schools and through JB Commercial. Ends 31/3/12.

LET JB COMMERCIAL TAKE CARE OF YOUR SCHOOL PURCHASES, PHONE TODAY! Leo 021 421 659, Email: commercial@jbhifi.co.nz

www.jbhifi.co.nz

COMMERCIAL DIVISION

Term 1 - 2012

school news

29

Exploring Rotorua

external learning

Rotorua’s attractions are hard to beat

W

hen it comes to finding a blend of interesting attractions to keep students occupied on a field trip, it is hard to go past Rotorua – for North Island schools anyway.

The thermal attractions such as Whakarewarewa and Waiotapu are well known, as are the trout pool and wildlife parks such as Paradise Valley and Rainbow and Fairy Springs, but Rotorua offers so much more.

There are excellent opportunities to experience Maori history and culture, including Mitai Maori Village, where students will see cultural performances and warriors paddling a waka, and enjoy an authentic hangi meal. The village and Arts and Crafts Institute at Whakarewarewa are other must-sees.

Inspiring walks are to be had through a forest full of huge redwoods, and there are float planes and a paddle boat cruise to explore Lake Rotorua. Pollution problems might make swimming in that lake

“

Often referrred to as “RotoVegas,” Rotorua is a major lure for both New Zealanders and international tourists. While the associated nightlife might not have much application for students, it does help make the visit more interesting for staff and parents.

a little undesirable, but not far away are Lake Rotoiti, the beautiful Blue and Green lakes and the secluded jewel that is Lake Okataina. Also within the vicinity is the Buried Village at Tarawera and the historical features it involves, including the fabled, lost Pink and White Terraces.

Often referrred to as “RotoVegas,” Rotorua is a major lure for both New Zealanders and international tourists.

While the associated nightlife might not have much application for students, it does help make the visit more interesting for staff and

parents.The fact that Rotorua is well set up for such tourists help make it attractive for school groups as well. The agricultural displays at the Agrodome and other venues, a gondola ride to the top of Mt Ngongataha and a luge ride down, white water rafting and thermal bathing are others in a vast array of entertainment possibilities.

There are several locations for large banquets and other gatherings, the new Convention Centre in the Government Gardens being the major one. Accommodation ranges

from back packer standard up to 5-star hotels.

A number of venues are aimed especially at schools. Lakes Ranch is a 120 acre property offering numerous activities, including an adrenaline raising ‘swoop’ or abseiling down a 20 metre site. There are tennis courts and horse treks available for all degrees of ability. Students can play team games on the full-sized rugby field or in a large riding arena in wet weather. There are three swimming pools, one of them thermally-heated.

32

Supplier Profile | PRINCES GATE HOTEL

History lesson in comfort THE PRINCES GATE HOTEL offers some thing special for travelling schools to Rotorua. A privately owned Five Star Guest and Hosted hotel offers teachers the comfort of knowing their students will be cared for in a great location, opposite the Museum, Art Gallery, Polynesian Spa and Government Gardens.

This historical hotel is 115 years old, also offers a lot of history.

The Princes Gate Hotel has been looking after international students for 25 years. School groups come to the Princes Gate Hotel because we offer a standard of accommodation and meals that parents feel comfortable with. Our apartments allow for triple and quad accommodation, two separate bedrooms, lounge, bathroom, etc.

We have two superb restaurants which allows for

30

school news

Term 1 - 2012

WINNER OF 2011 PEOPLE CHOICE AWARDS #FTU /BUJPOXJEF )PUFM JO /FX ;FBMBOE

breakfast, lunch and dinner with the options of cut lunches as well. We suggest schools take advantage of our set menu’s for dinner which allows for any dietary or medical conditions and at great rates with nutritious food.

Other facilities include free internet in the lobby of the hotel, three thermally heated pools and sauna. We can arrange for one of our team members to explain the operations of a restaurant, also the relevance of table settings and the etiquette of dining.

We trust that we have the pleasure of welcoming you to our world of hospitality.

The Princes Gate Hotel is a charming Victorian building and is an icon of the city. Every room is a blend of timeless elegance with modern luxury. Not just a Hotel but an attraction worthy of a visit. Chandeliers shimmer from the high studded ceilings, the sumptuous surroundings combined with the beautiful furnishings and unsurpassed personalised service.

The Princes Gate Hotel is situated at one of Rotorua’s finest addresses in the historic area of Rotorua. Directly opposite the Princes Gate Hotel is the Government Gardens which harbours the museum, art gallery,

Polynesian Spa, nine hole golf course and the Rotorua Event Centre. The gardens have five hectares of beautifully landscaped gardens and lawns and is only two minutes walk to the lake front and village green.

For all your educational requirements, phone us, we understand your curriculum requirements.

Contact: PRINCES GATE HOTEL 1057 Arawa Street, Rotorua Reservations Freephone 0800 500 705 Phone 07 348 1179 Email info@princesgate.co.nz www.princesgate.co.nz

external learning Exploring Rotorua

Extraordinary creatures at All Seasons Holiday Park

Rotorua Duck Tours offers an amphibious view of the area.

@W>7┬д┬еMK7┬г,MWUV For Secondary schools, Rotorua Duck Tours meets the New Zealand Curriculum education needs of the secondary school subjects of Geography, History, Science and Education for Sustainability. Look at the outline of each tour on our website for speciямБc achievement objectives that can be met.

A FUN ADVENTURE ALL AGES WILL ENJOY

^^^bUM┬дMUW7@W>I┬дMWUVb>MbK`

MMI┬еKG VVAK┬д┬е7┬гa (H ┬Р┬Ч ┬У┬Ф┬Х ┬Ц┬Х┬Т┬Т

├Б-BLFT 3BODI JT BO JEFBM WFOVF GPS TDIPPM TQPSUT USBJOJOH FEVDBUJPO PVUEPPS FEVDBUJPO DBNQJOH BOE DIVSDI HSPVQT ZPVUI HSPVQT 8F BSF UIF IPNF PG UIF 5PVHI (VZ BOE (BM $IBMMFOHF BT XFMM BT SVOOJOH 4DIPPM )PMJEBZ 1SPHSBNNFT ├М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

-0$"- "553"$5*0/4 4JUVBUFE PQQPTJUF )FMMT (BUF 5IFSNBM 8POEFSMBOE NJOVUFT GSPN 3PUPSVB $JUZ XJUI BMM PG JU┬╝T UPVSJTU BUUSBDUJPOT 1MFBTF DPOUBDU UIF PG├ДDF GPS JOGPSNBUJPO PO PUIFS MPDBM BUUSBDUJPOT "$$0..0%"5*0/ .PSF UIBO CFET .PUPSIPNF TJUFT 5FOU TJUFT $BCJOT #VOL SPPNT -PEHFT 5PVSJTU 'MBUT 4UVEJP 6OJUT 5IF (BQ 'VMMZ DBUFSFE PS VTF POF PG PVS TFMG DBUFSJOH LJUDIFOT $045 $POUBDU UIF PG├ДDF GPS QSJDFT SFMFWBOU UP ZPVS HSPVQ )0-*%": 130(3"..&4 8F PGGFS PVS )PSTF $BNQ GPS ZFBS PMET BOE PVS ,JET $BNQ GPS ZFBS PMET FWFSZ 4DIPPM )PMJEBZT 1MFBTF SFGFS UP PVS XFCTJUF GPS EFUBJMT 05)&3 $".14 5ISPVHIPVU UIF ZFBS XF BMTP SVO +VOJPS )PSTF $BNQT .PUIFS BOE %BVHIUFS 8FFLFOET 1BNQFS 8FFLFOET BOE 'BUIFS BOE 4PO 8FFLFOET XJUI NPSF DPNJOH

1)

XXX MBLFTSBODI PSH O[ PG├ДDF!MBLFTSBODI PSH O[ -BLF 3PUPLBXBV 3E 3PUPSVB

Term 1 - 2012

school news

31

Exploring Rotorua

external learning

Thermal activity - a must see on any trip to Rotorua

Hannah’s Bay recreational area, which has a newly developed wildlife zone and a safe playground.

The park has a wide variety of self catering accommodation, including standard cabins popular with groups on a budget. A 50 bed lodge could be of particular interest to schools.

For school organisers wondering how to transport their charges around the dierent venues, Rotorua Duck Tours provides a unique solution. The company oers amphibious sightseeing tours of Rotorua and its lakes area, introducing passengers to Rotorua’s rich history and spectacular scenery.

30 Students can try their hand at archery, slug guns or badminton, relax on a giant hammock, kayak on one of the lakes and explore the ranch while navigating the challenging orienteering course.

With more than 200 beds and tenting and camper van sites, Lakes Ranch is able to cater for almost any group.

All Seasons Holiday Park is another attractive place to stay. It oers accommodation on three hectares of parkland, only eight minutes from town and close to Lake Rotorua.

It is about two minutes walk from

Experience the world of sheep at the Agrodome

R

O

T

O

R

U

A

Welcome to 3 hectares of peaceful parkland at

ALL SEASONS HOLIDAY PARK 50-58 Lee Road, Hannahs Bay, Rotorua Ph/Fax (07) 345 6240 Email: info@allseasonsrotorua.co.nz Web: www.allseasonsrotorua.co.nz

The fun takes place for each student aboard one of the company’s World War Two military landing craft (known as Ducks), each in the charge of a ‘Conducktor.’ Among the ventures oered is a 90 minute scheduled Rotorua City & Lakes Tour or a 120 minute Tarawera & Lakes Tour. Both tours explore the most famous of Rotorua’s lakes and its landmarks. The highlights include: informative commentary, ‘splashdown’ onto two or three lakes, geothermal activity, Maori culture, history of Rotorua and views of Mount Tarawera and a history of the authentic landing craft. Tours depart three times a day in summer and twice daily in winter.

Lee Road is ten minutes from town, off the Tauranga/ Whakatane Highway (SH30) and 200 metres from revamped Hannahs Bay Wetland Boardwalk, playground, and boat ramp.

The ideal location to base your group visit to Rotorua.

PHONE FOR YOUR INFORMATION PACK ACCOMMODATION OPTIONS

ON-SITE ATTRACTIONS

s "ED ,ODGE s 3EPARATE LODGE KITCHEN DINNING AREA s ,ARGE AMENITIES BUILDING INCLUDING kitchen, dining/conference room, laundry, showers and toilets s #ABINS 3ELF #ONTAINED 5NITS s 0OWERED .ON POWERED 3ITES s #AN ACCOMMODATE GROUPS OF UP TO 120 people

s ,ARGE HEATED OUTDOOR POOL SOON TO be covered for all year swimming) s 3PA s 46 2OOM s 4RAMPOLINE #HILDREN S 0LAYGROUND s 3HOP s "ARBECUES AND 0ICNIC 4ABLES s +AYAKS s )NTERNET The Rotorua Museum

32

school news

Term 1 - 2012

There are special deals for groups.

Schools are able to organise their visits through the Rotorua Education Network (REN), a ďŹ rst-of-its-kind tourism collective solely dedicated to education.

The network was formed by four tourism partners in 1997 to provide quality out of classroom experiences for students nationwide. The group has now grown to 13 members; including 11 Rotorua based tourism businesses encompassing cultural, geothermal, natural environment, and adventure elements. All members are Qualmark rated and members of the Rotorua Sustainable Tourism Charter.

health & safety Supplier Profile | New Zealand Red Cross

Learn First Aid online in a new and exciting way IN THE MODERN WORLD, internet and online activities are increasing every day. We are used to booking our travel and shopping online, and in recent years, learning online has been an extension of our tertiary institutions around the world.

Learning first aid as a life skill has always been regarded as a classroom activity, so how could a person learn first aid online and still qualify for the certification as required in the workplace?

New Zealand Red Cross launched its new online learning courses in December 2011 as a new and exciting way to learn the theoretical components of the standard courses which are followed by a face-to-face practical session including scenarios, followed by the assessment and certification.

Comprehensive First Aid course The 12 hour Comprehensive First Aid course is completed by

“After the online learning has been successfully completed, the learner receives a certificate of competence in the theory of first aid...”

6 hours online learning followed by 6 hours face-to-face; Essential First Aid course The 8 hour Essential First Aid course is 4 hours online and 4 hours face-to-face; Revalidation course The Revalidation course is 3 hours online and 3 hours face-to-face.

These courses meet the workplace first aid requirements and are complementary to the traditional classroom courses that are still available.

With exceptional multimedia and education design, online learning provides rich learning experiences with interactive activities and quality assessment modules. Through the internet, the courses are available 24 hours a day, 7 days a week and the learner can therefore study at their own pace with great flexibility that can save time away from employment and gives savings to the employer.

The opportunity to study at home also offers advantages to busy people who may choose to complete their learning over a longer period rather than learn at the pace of a traditional classroom.

New Zealand Red Cross is a

leading provider of first aid training, and as a part of the international Red Cross movement, has access to the global first aid learning community.

The course content is designed by experts based on best practice and legislative requirements with the online learning component developed by the award winning company e3Learning who work hard to ensure online training is educationally sound, high in quality and engaging for the learner.

After the online learning has been successfully completed, the learner receives a certificate of competence in the theory of first aid, and will then complete the blended course at a Red Cross training facility where the final certificate is issued after successful assessment.

To find out more go to the New Zealand Red Cross website at www.redcross.org.nz/training

FIRST AID LLEARNING ONLINE

KNOW IT BEFORE YOU NEED IT NEW BLENDED LEARNING COURSES – MORE FREEDOM AND LEARN AT YOUR OWN PACE COMPREHENSIVE FIRST AID - 6 hours online learning and 6 hours face-to-face practical skills and assessment ESSENTIAL FIRST AID – 4 hours online learning and 4 hours face-to-face practical skills and assessment REVALIDATION FIRST AID - 3 hours online learning and 3 hours face-to-face practical skills and assessment

Book now: www.redcross.org.nz/training

+ a full range of traditional courses for all First Aid requirements

Term 1 - 2012

school news

33

First Aid

health & safety

Who would have thought!

Y 8& 5&"$) 1&01-& 50 4"7& -*7&4 */ " '6/ "/% */5&3"$5*7& &/7*30/.&/5 :06Âź-- ("*/ 3&"- $0/'*%&/$& */ "$56"--: %0*/( '*345 "*% )BOET PO DPVSTFT VTJOH TDFOBSJP CBTFE MFBSOJOH )JHIMZ FYQFSJFODFE GBDJMJUBUPST BU UIF GPSFGSPOU PG UIF JOEVTUSZ /;2" VOJUT BOE 04) DPNQMJBOU DPVSTFT )JHI EFHSFF PG Ă…FYJCJMJUZ JO UFSNT PG MPDBUJPOT BOE UJNJOHT 0VS DPVSTFT BSF OPU EVMM 'JSTU "JE GPS UIF 4DIPPM &OWJSPONFOU '"4& IPVS DPVSTF IFME BU ZPVS QSFNJTFT BU UJNFT UP TVJU ZPV 5IJT JT B DPTU FGGFDUJWF DPVSTF EFTJHOFE UP HJWF UFBDIFST DPOĂ„EFODF UP DPQF XJUI NFEJDBM FNFSHFODJFT BOE BDDJEFOUT BU TDIPPM PS PO TVCVSCBO USJQT 5IJT Ă„UT XJUI TUBGG EFWFMPQNFOU BOE JT CBTFE PO .JOJTUSZ PG &EVDBUJPO HVJEFMJOFT 'JSTU "JE BT B -JGF 4LJMM IPVS EBZ DPVSTF IFME BU ZPVS QSFNJTFT BU UJNFT UP TVJU ZPV 5IJT DPVSTF DPWFST UIF SFRVJSFNFOUT SFRVJSFE CZ 04) GPS XPSLQMBDF DPNQMJBODF " NVTU GPS ZPVS EFTJHOBUFE Ă„STU BJEFS BOE PS PGĂ„DF TUBGG *EFBM GPS MPX SJTL XPSLQMBDFT *G SFRVJSFE UIJT DPVSTF DBO JODMVEF /;2" VOJU TUBOEBSET 8PSLQMBDF 'JSTU "JE $PVSTF IPVS EBZ DPVSTF IFME BU ZPVS QSFNJTFT 5IJT DPVSTF DPWFST UIF SFRVJSFNFOUT SFRVJSFE CZ 04) GPS XPSLQMBDF DPNQMJBODF " NVTU GPS ZPVS EFTJHOBUFE Ă„STU BJEFS *G SFRVJSFE UIJT DPVSTF DBO JODMVEF /;2" VOJU TUBOEBSET &BDI TDIPPM NVTU IBWF B OVNCFS PG QFPQMF XJUI UIJT RVBMJĂ„DBUJPO 5IJT DPVSTF JT JEFBM GPS TUVEFOUT BOE UFBDIFST BMJLF *U JT VTFE JO NBOZ IJHI TDIPPMT GPS TUVEFOUT PO (BUFXBZ QSPHSBNNFT 0VUEPPS 'JSTU "JE $PVSTF IPVS EBZ DPVSTF IFME BU BO PVUEPPS MPDBUJPO 5IJT JT GPS QFPQMF IFBEJOH JOUP UIF PVUEPPST BOE NBZ OFFE UP DBSF GPS B QBUJFOU GPS MPOH QFSJPET PG UJNF CFGPSF IFMQ BSSJWFT *U BMTP EFBMT XJUI QBUJFOU DBSF XIFO TQFDJBMJTFE FRVJQNFOU JT VOBWBJMBCMF BOE JNQSPWJTBUJPO JT SFRVJSFE 5IJT DPVSTF DPWFST XPSLQMBDF SFRVJSFNFOUT GPS QFPQMF XPSLJOH JO UIF PVUEPPST &YDFMMFOU GPS UFBDIFST JO DIBSHF PG FYUFOEFE &05$ BDUJWJUJFT PS TFOJPS PVUEPPS FEVDBUJPO TUVEFOUT *G SFRVJSFE UIJT DPVSTF DBO JODMVEF /;2" VOJU TUBOEBSET

:063 $0634& 8*-- -&"7& :06 $0/'*%&/5 */ "$56"--: %0*/( '*345 "*% 'PS GVSUIFS JOGPSNBUJPO BOE QSJDJOH GPS BMM Ă„STU BJE DPVSTFT DPOUBDU BU

&NBJM JOGP!Ă„STU USBJOJOH DP O[ 1IPOF 45 "*%

XXX Ă„STU USBJOJOH DP O[

34

school news

Term 1 - 2012

ou left home in the morning, it’s just an ordinary day.

You arrived at school, spent the day as you always do. Meetings, teaching, lunch, teaching, sta meeting and then, whew... home for dinner with your partner.

While eating a lovely dinner prepared by the kids who are now doing their homework, leaving you in peace to enjoy your meal, your partner suddenly stops talking while in the middle of telling you about their exciting day. You look at them to see they are looking quite distressed and clutching their throat.

Slowly the cogs start turning, oh my word, he’s choking! Suddenly you remember your DRSABCD’s and the new choking technique you had learnt in your First Aid course last week.

Checking ďŹ rst to ask “are you chokingâ€?, you then bend him over and hit them on the back between their shoulder blades ďŹ ve times.... no that didn’t work ... let’s try the new chest thrusts.. Fisted hand in the middle of

the chest and pull in to ďŹ ve times.

Yes that worked... you saved your partners life.

That is an example of what we hear when going to schools to run ďŹ rst aid courses. Teachers and sta attending a First Aid course and within the next couple of days having to put learning into practice.

Are your sta ďŹ rst aid trained and/ or up to date with the changes for CPR and choking? Would they be able to respond to an emergency situation at school in the if a student has an accident classroom or while on duty?

First Aid is a life skill that is transferable into the home environment, out and about travelling or on EOTC activities.

As this teacher last week said “who would have thought she would ever have to use those skills especially at home on her husband. She saved his life and he’s thankful for it and keeps telling everyone that she actually saved his life�.

Are you prepared? Could you save a life?

sports & recreation Sports Days

Good planning needed for those outdoor occasions

I

t is that time of the year when schools are likely to holding events outdoors, with sporting competitions high on the list, but musical and other social occasions also popular. And while our weather is likely to have a trick or two up its sleeve, good planning can make a huge difference to the day’s success or failure.

Cups, medals and other awards may well be needed for competitors, and measures must be taken to guard against the effects of excess sun exposure, which can eventually be lethal. The dangers of the cumulative effects of sunburn, which can lead to deadly melanoma, are now becoming well recognised. Consideration could be given to providing sunscreens or hats to those who turn up illprepared. A place to shelter from the weather is now regarded as essential.

When it comes to obtaining those awards for the winners,

there are several companies only too willing to help. For instance, Spincast Manufacturing Ltd in Auckland’s East Tamaki is a well established New Zealand, family owned company that has been manufacturing metal products for schools and other markets since 1995. These include: medals, pin badges, and apparel accessories such as tie bars and belt buckles.

“At Spincast, we offer full design capabilities for custom made items, such as school badges or medals,” said sales manager Cameron Barnett. “Also, with our unique process, we can replicate an existing item or alter it as required.”

Schools only need to contact Spincast to discuss their design requirements for sports events, prizegivings, corporate events and competitions. “We can design a medal specifically for your event or you can choose from one of our many already developed styles.

36

Term 1 - 2012

school news

35

Sports Days

sports & recreation

35 Gold, silver, bronze and many other plated finishes are available, or add colour and resin for that dramatic effect,” Mr Barnett said.

“From a simple concept we have the capabilities to take your ideas and turn them into a full rendered design and manufacture a product for you.”

However, no matter how much planning and organization is put into an event, the unpredictable New Zealand weather is likely to play a part and could very well ruin the occasion.

Whether it is a blistering hot day that can burn everyone to a crisp, or one where wind and showers make it unpleasant for everyone but not bad enough to mean cancellation, having reasonable shelter for all concerned will be a major priority.

Few schools will have adequate tents, marquees or sun shelters of their own, but they can be readily hired.

Several companies specialise in providing outdoor solutions in the form of portable shade and shelter for use in all aspects of outdoor leisure, events and activity for all seasons. They offer a wide variety of products ranging from massive marquees to very simple sun shades – some of them even inflatable.

One such company is Shedline which says its Instant Marquee frames allows them to collapse down to a very compact cluster which two people can deploy in about two minutes. Clients have the immediate advantage of the largest selection of Instant Marquees (a wide choice of colours, sizes, frame types and accessories), readily available ex-stock and delivered freight-free within New Zealand.

Executives say their marquees have an ultra-violet protection

“

Every school wants their annual sports day to be a pleasant, team building exercise, but if it does not go well, it may be more than the weather that has ruined it.

factor (UPF) rating of 50+ and that Cancer Societies and SunSmart organisations around the country use Shedline Instant Marquees to help promote their sun-awareness programmes. “Being so simple to erect and collapse, they can be shifted to provide shade wherever

Think

Think

YOU CHOOSE: ͻ Model ͻ Size ͻ Colour

it is needed throughout the day,” a company spokesman said.

Every school wants their annual sports day to be a pleasant, team building exercise, but if it does not go well, it may be more than the weather that has ruined it. The Northern Advocate reported last

year that a Northland high school’s sports day had to be cancelled because of a series of violent brawls among groups of up to 70 pupils, which police had to be brought in to sort out.

The situation might be a little more refined in England, but a survey there by Country Life magazine in 2005 said it was pushy parents, rather than the pupils, who were ruining school sports day. The article said that rather than setting a good example, the parents’ attitude was that “winning is everything, even if it means foul play, aggressive behaviour and possible injury.”

Of the 25 schools surveyed for the Good Schools Guide, the research found that 17 had stopped the mothers and fathers’ race because the parents were “over zealous.” The survey said: “Not a single school considered its parents happy to just sit back, relax and enjoy the day. At Post Regis school, the parents’ race was stopped four years ago because it was too competitive and there was a real risk of injury.”

Comments were sought from a range of junior and senior schools in both the private and state sectors. The more genteel days where sports day amounted to pleasant sack, three-legged and egg and spoon races are long gone, according to Country Life editor Clive Aslet. He said: “The only point of parents’ races, in those days, was to embarrass the parents.

“Nowadays, some parents have a highly competitive attitude to life and are neurotic about their children succeeding at everything they attempt. It is spoiling the whole thing.”

In the article, Anthony Wallesteiner, the headteacher at Stowe school, described sports days as “competitive and fierce.”

99.8% U/V Block (Rated UPF 50+)

ͻ Accessories ͻ Custom Branding

WE’LL PROVIDE:

ͻ ϯŵ dž ϲŵ ͻ ϰŵ dž ϴŵ

ͻ EŽ ŽďůŝŐĂƟŽŶ YƵŽƚĞƐ ͻ &ƌŝĞŶĚůLJ͕ ŚĞůƉĨƵů ƐƚĂī ƚŽ ŚĂŶĚůĞ LJŽƵƌ ĞŶƋƵŝƌLJ ͻ Prompt delivery NZ wide Freight Free

ͻ ϯŵ dž ϰ͘ϱŵ

ͻ Ϯ͘ϰŵ dž Ϯ͘ϰŵ ͻ ϯŵ dž ϯŵ ͻ ϰŵ dž ϰŵ

PREMIUM INSTANT MARQUEES Ph: 0800 144 155 www.shedline.co.nz 36

school news

Term 1 - 2012

sports & recreation

in New Zealand. It plays a key role in the development of skin cancers and eye diseases, and suppresses the immune system. Prevention eorts in schools to improve students’ knowledge, attitudes and behaviour regarding sun protection have the potential to signiďŹ cantly decrease adverse health eects and health care costs.â€?

Among the general conclusions the report reached was that skin

cancer had been speciďŹ cally identiďŹ ed as one of seven priority areas for cancer prevention by the NZ Ministry of Health, with schools given a special mention in action points: (1) To advocate for sun protection in educational settings.

(2) To encourage the provision of environmental sun protection.

It acknowledges that schools wishing to address the issue do not face an easy task because of lack of resources, a full curriculum and no Department of Education regulations for shade. “Despite these obstacles, there are great opportunities in secondary schools to address sun protection, as topics covered in the curriculum across a number of subjects can be worked out, in practice, in a supportive school environment. There are opportunities to deepen students’ knowledge about the reasons for sun protection, and continue protective habits established in primary and intermediate school. “Each school should develop a strategy for their speciďŹ c school environment and community. The goals should be to support sun protection for all students, maintain high awareness of the issue among the entire school community (particularly during terms four and one) and incrementally, to increase the comprehensiveness of any sun protection policy.â€?

The 61 page report is available online.

Sports Days

For those decision makers wanting to learn more about the necessity of avoiding skin damage and cancer in their schools, a thorough investigation of the subject was published in 2004.

Entitled: Providing Sun Protection in New Zealand Secondary Schools: Obstacles and Opportunities, and produced by a small team from the Department of Preventive and Social Medicine – University of Otago, it revealed widespread lack of awareness by most schools about the dangers of excessive sun exposure and consequent lack of measures to deal with the problem.

The report begins by saying that secondary schools play an important part in the daily life of most New Zealand teenagers and that schools are settings which, potentially, can greatly inuence the health of their students. “Opportunities exist for education about many aspects of health, and schools can also provide a supportive environment for making healthy choices.

Overexposure to ultraviolet (UV) radiation from the sun is of considerable public health concern

Supplier ProďŹ le | Spincast Manufacturing Ltd

Plaques, Medals and Badges SPINCAST MANUFACTURING LTD is a well established New Zealand, family owned and operated company, that has been providing quality NZ made services and products to a variety of industries since 1995.

Spincast is an experienced manufacturer of various products including: s +EYRINGS s -EDALS s 0IN "ADGES s 4OURISM PRODUCTS s !PPAREL #UFmINKS 4IE BARS "ELT "UCKLES s 0LAQUES .AME "ADGES s 0LUS OTHER GENERAL manufacturing and engineering.

At Spincast we offer full design capabilities for custom made items such as school badges or medals.

Also, with our unique process, WE CAN TAKE A BADGE OR MEDAL YOU already have and either replicate

it or modify dates and details to create a new and current product.

In general, all products will be produced and delivered to you WITHIN n WORKING DAYS /UR TOURISM STOCK RANGE IS excellent for school teams of any nature travelling overseas, or as gifts for visitors to your school.

7E CONSTANTLY MAINTAIN OUR STOCK levels and can deliver over-night anywhere in the country. The 4OURIST STOCK CAN BE VIEWED ONLINE at www.spincast.co.nz.

Our costs are extremely competitive and we guarantee exceptional service and quality products. There are no ‘middle men’ to deal with and we expect our prices to contend strongly against imported goods. Deal direct with a proud New Zealand manufacturer.

Contacts: Cameron Barnett cam@spincast.co.nz

Term 1 - 2012

school news

37

Changing Trends

sports & recreation

Attitudes changing in school sports

A

s with everything else, attitudes towards school sports are changing, not only in New Zealand but internationally as well.

For a start, there are far more choices in leisure activities for today’s students as against those in previous generations. In these days of computer games, iPads and mp3 players, perhaps the hardest part of the challenge for teachers is to motivate young people to do anything active at all. New Zealand’s strong heritage of physical activity with widespread participation and success in team sports, such as rugby and cricket, is under attack by increasingly ubiquitous ICT devices and the accompanying physical lethargy they may bring.

Yet, the health benefits of exercise are far too important to ignore. Getting and retaining the interest of young people is the key. As Wikipedia puts it: “Physical education trends have developed

PE teachers are making use of both indoor and outdoor fitness equipment

recently to incorporate a greater variety of activities. Introducing students to activities like: bowling, walking/hiking, or Frisbee at an early age can help students develop good activity habits that will carry over into adulthood.”

And Wikipedia says exercises

63.00ly from $21,9 supply on

Adventures with Ropes The Roplay Ball includes: Full Compliance to NZ Standards Ckbj_fb[ Yebekh combinations CWn_ckc fbWo Wh[W with minimal space requirement 9ehhei_ed resistant powder coated frame

and sports can also be invaluable in academic learning. “Some teachers have even begun to incorporate stress-reduction techniques such as yoga and deep-breathing. Teaching non-traditional sports to students may also provide the necessary motivation for students to increase their activity, and can help students learn about different cultures. For example, while teaching a unit about lacrosse (in, say, Arizona, USA), students can also learn a little bit about the Native American cultures of the Northeast and Eastern Canada, where lacrosse originated.”

In New Zealand, those in the industry have noticed that things are changing here as well. Geoff Devine of Devine Fitness Equipment in Nelson, says there has been a trend over the last 10 years towards the installation of fitness studios and small cycle studios inside school sports complexes.

“But, the most radical change in the past 12 months is that schools are installing outdoor fitness equipment in the playground areas, fields or parks within the school. This means the PE teachers have a full line of physical education equipment for both indoor and outdoor fitness activity, encouraging kids to keep active.”

“The most significant advantage of this is low maintenance and low cost because it doesn’t require a building. Outdoor equipment for kids seems more like a playground, and they’re active without really being aware they are exercising.”

Mr Devine says it pays for schools to look out for commercial grade equipment for their outdoor fitness circuits with and have these designed to suit the age group and space available. A good warranty period is also advisable.

Ikf[h_eh rope providing low abrasion and high UV resistance Outdoor Fitness Equipment

Infinite options for playing and climbing

Indoor Fitness Equipment

Three sizes available

www.roplay.co.nz 38

school news

Term 1 - 2012

PO Box 790, Wanganui NZ 4540 T: 06 347 2881 F: 06 345 9078 E: roplay@roplay.co.nz

Address: 40 Vanguard St, Nelson I Phone: 03 539 4500 I Mobile: 021 539 038 geoff@dfequipment.co.nz I geoff.devine@xtra.co.nz

www.devinefitnessequipment.co.nz I www.outdoorfitnessequipment.co.nz

property Case Study – Dental Units

Making space

M

any schools these days comment that they have very little practical space and this is rightly so in many schools built in the 60’s and 70’s for today’s teaching methods.

The main emphasis of this era of design was centred on delivering a stock standard curriculum the same way to all the students within the regular 69m2 classrooms and a

teacher reciting at the front onto a black board.

Since the introduction of the MLE (Modern Learning Environment) assessment tool, schools now realise that they have more options than in the past to expand on how and where they create a learning environment to suit dierent learning styles. Also with many schools following the Enquiry Learning

BEFORE

AFTER

methods large class numbers are changing to small group tasks and individual researching. This requires some creative organisation to provide smaller work areas and spaces that facilitate this type of school environment.

Many schools with recent building developments have successfully created various usable work spaces, however with the limitations from the MOE on not increasing the schools gross oor area it is diďŹƒcult to create new purpose built areas for all. Therefore the answer is to look at your current buildings to see how these can be redesigned and used more eďŹƒciently.

Due to the new ways of learning the resources required will also change and a lot of new areas could be created by ďŹ nding more eďŹƒcient storage solutions. Unfortunately the paperless environment is long in coming and will probably not have an eect on schools until everyone has their own tablet.

One space that many primary and intermediate schools could better utilise is their old Dental Clinics. As long as the school has a letter from the relevant District Health Board stating the DHB no longer require the use of the Dental Clinic the school is free to utilise the former clinic as their 40 own.

Supplier ProďŹ le | Asset Project Facilitators Ltd

Ensuring clients peace of mind APF LTD’S HIGHLY SKILLED professionals have extensive project management experience and are registered with the Project Management Institute of New Zealand ensuring clients peace of mind that APF will conform to the associations code of conduct at all times.

APF works alongside clients throughout the course of a project bringing expertise, discipline and leadership to the challenge at hand. With a passion for excellence, honest and ethical conduct, and uncompromising integrity, APF achieves highquality results and consistently meets its commitments to its clients.

APF provide independent consultancy services. This is fundamental to our approach

because as an independent adviser, we are able to provide our clients with impartial and objective advice.

APF are committed to our core competency - project management where we apply best practices honed over a number of projects across a variety of client environments.

APF are fully conversant with the MINEDU handbook and are up to speed with all the necessary updates circulated every year.

APF regularly attend seminars run by the MINEDU on a yearly basis keeping our ďŹ ngers on the pulse when changes occur and are listed on the MINEDU consultant’s billboard.

References available at request.

Asset Project Facilitators Ltd

7E WORK ALONGSIDE you bringing exp per ertise ert ise,, passion p & excellence e to the project at hand

Asset Project Facilitators set the course for Schools both small and large to meet their goals faster, more efficiently and with higher quality results Services for Educational Institutions include:

s #ONDITION ASSESSMENTS AS PER THE NEWLY INITIATED WEB&- METHODOLOGY s $EVELOPING THE MODERN LEARNING ENVIRONMENTS TEMPLATE IN CONJUNCTION WITH SCHOOL "/4gS s $EVELOPING YEAR PROPERTY PLANS s #OMPILING 9! CAPITAL WORK EXPENDITURE BUDGETS s 0ROJECT MANAGEMENT SERVICES FACILITATING CONCEPT DESIGN THROUGH DEVELOP DESIGN s /VERSEEING #ONTRACT !DMINISTRATION s ,IAISING WITH 3PECIALISED #ONSULTANTS AND FACILITATING TECHNICAL DESIGN REQUIREMENTS s /VERSEEING ALL PROCUREMENT PROCESSES WITH THE -).%$5 ON BEHALF OF SCHOOLS "/4

!SSET 0ROJECT &ACILITATORS ,TD 0AKURANGA 2OAD 0AKURANGA !UCKLAND

M +6421-040-5584 P +649-576-3060 F +649-576-3061

www.assetprojectfacilitators.co.nz

Term 1 - 2012

school news

39

Case Study – Dental Units

property

39 Many schools have already opened up these buildings and use them for all sorts of uses such as special needs, music rooms, and reading recovery oďŹƒces among others. However there are still many around not being used for more than furniture and archive storage.

These buildings are usually located in an ideal spot in the school, usually near the front, near the car park, near the administration block and away from the main noise of the classrooms. This isolation usually creates a great quiet spot for visiting therapists, teachers work space and small or one to one student sessions.

One of the main issues however with these buildings is due to the one entry to all rooms, therefore they tend to only have one user at a time. To solve this is easily rectiďŹ ed, by removing the big main windows, replacing with either sliding doors or French door sets allows direct access into 3 or 4 separable spaces.

For easier access, for the disabled or trolleys etc, the building often needs a small deck built on the side and path leading to the rest of the school.

From this point the internal walls

Existing oor plan

can be either ďŹ lled in removing the doorways and improving the sound transference between rooms or retained for internal ow.

The old entry area can either be used for access into the old waiting area now converted to a usable learning space or totally removed to enlarge the space.

Many have decided to retain and refurbish the toilet usually repositioning the toilet door in some way or change to cavity slider.

Others have removed the toilet for an even larger space to work with.

Proposed oor plan

With this space rearranged it provides the school with 3 or 4 new individual spaces to either have someone permanently re-sited in the school or to have a booking system for high turnover use of the spaces.

There will be a re-classiďŹ cation of the space but no increase in your PMIS gross oor area and will be easily accepted as a valuable and cost eective 5 Year Agreement project. If however the school ďŹ nds that the location

of the building is not right some buildings with timber oors can be shifted elsewhere on the school site. However if the school does have a variant that was built with a concrete slab base as many were, currently the MOE will remove this building from your school without any costs to the school by getting in touch with your School Property Adviser.

By Mike Cooper, Carew Project Facilitators

Supplier ProďŹ le | Carew Project Facilitators

MOE Registered Project Managers CAREW PROJECT FACILITATORS are a registered and professional project management consultancy that has considerable experience in the education sector. We differentiate from other project management companies by providing “full service project management� and we pride ourselves on being your project delivery partner. Being experts in delivering projects in “live� school environments, we work closely with the school’s leadership team, Board of Trustees, MOE Property Advisers and coordinate all the Authority consents.

Our Signature Project Management Services include: x Conducting property condition surveys for repairs & maintenance or the school’s 10 Year Property Plan. x Preparing and submitting the school’s new 10 Year Property Plans for Ministry of Education approval.

40

school news

Term 1 - 2012

x Conducting the 3 yearly Property Plan & Cyclical Maintenance Reviews. x Altering 5 Year Agreements for changes to capital works funding priorities. x Planning for Roll Growth, SPG and other discretionary funding streams. x Seeking quotes, engaging and overseeing trade contractors to complete maintenance works. x Conducting ROI & Tender processes, contract writing, engaging and overseeing Main contractors to complete capital works projects. x School property care services encompassing overseeing interior and exterior painting including grafďŹ ti control, property maintenance, lawn mowing, grounds and tree care, rubbish removal, and building integrity monitoring.

Tel: 09 638 9052 or 03 332 7434 www.carew.co.nz email: education@carew.co.nz

Need skilled help with your school project?

MINISTRY REGISTERED PROJECT MANAGERS %FTJHO QMBOOJOH $PTU OFHPUJBUJPO M "VUIPSJUZ DPOTFOUT *NQMFNFOUBUJPO :FBS 1SPQFSUZ 1MBOT .JOJTUSZ EPDVNFOUBUJPO 1. )BOECPPL BEWJDF Turning strategy into action for schools "VDLMBOE t $ISJTUDIVSDI FEVDBUJPO!DBSFX DP O[

www.carew.co.nz

property

Carl Burr Engineer Opus International Consultants

C

omfortable room conditions greatly assist performance in teaching and learning environments.

There are many factors that influence the feeling of comfort; however schools and the building designers they employ have the most control over space environmental factors such as room temperature, air quality, lighting and acoustics.

Additionally, several recently constructed schools have chosen to make features of their engineering components, particularly in technology blocks, to aid in teaching students how buildings work and how they can be made to be comfortable and energy efficient.

Room Temperature and Air Quality Several studies have shown that simply reducing elevated classroom temperatures in summer with outdoor air, without air-conditioning, can greatly improve comprehension and concentration levels in logical, mathematical and language based tasks. If the expense can be incurred, full temperature control via airconditioning magnifies these positive effects even further.

In addition to temperature control, properly filtered fresh air greatly increases awareness by reducing C02 levels in classrooms from natural respiration – often referred to as “stuffiness”.

When compared to similar studies with adults in office environments, the beneficial effects on schoolwork are found to be greater than the beneficial effects on office work [1].

This suggests we should be placing more importance on the learning environments of our children than we currently do.

lighting so as to provide the greatest benefit of both.

Energy

Porriua College

Proper consideration should be given to room acoustics in design, which includes; t

Reducing noise (proper attenuation of noise producing plant such as air conditioning, and the selection of low noise plant where possible);

t

Attenuating noise in the classroom (noise absorbent surfaces which can often be dualuse, such as hessian pin boards);

t

Avoiding reverberation and echoes (caused by hard surfaces such as tiled floors in older schools).

Light Wherever possible, learning environments should be designed to maximise natural light. Natural light improves learning ability and reduces energy use through a lower reliance on artificial lighting.

A paper by Heschong (1999), which investigated natural lighting

in school classrooms, found that there was a 20% improvement in test scores in class rooms which had higher levels of natural daylight. [3] Many of the poor lighting conditions in existing New Zealand schools can be attributed to a lack of natural lighting considerations during design, as well as a lack of consideration in the correct placement of artificial (electrical) lighting.

Artificial lighting in schools is often placed by an electrical contractor using guesswork, without proper design to check lighting levels at reading surfaces.

Today’s designers have sophisticated software available at their fingertips to check lighting levels quickly on different surfaces, and can optimise lighting for different environments. Considerations include glare in computer rooms, and adequate lighting levels in craft and technology rooms. Software can be used to optimally locate artificial lights to compliment natural day

Consumption of energy is directly related to the comfort levels within learning environments.

Students can be taught about energy savings and the effect that this can have on the classroom environment. Attitudes are developed early in childhood and therefore schools are in an ideal place to raise awareness about the environment, energy saving, and the sustainable use of resources.

It has been shown that children who studied climate change in school were more likely to believe that they can influence it [4].

School buildings themselves can assist in the integration of topics such as energy efficiency into the curriculum. Building features such as weather stations and energy meters can be integrated into school computer networks which can then allow students to analyse weather conditions, energy usage and associated trends.

Conclusion Air quality, temperature, acoustics, lighting and energy use in classrooms are important factors in the learning process. Improving these areas in our schools should be given priority and can be as important as the teaching materials and methods used within classroom themselves.

References [1]

Pawel Wargocki, Effects of HVAC on Student Performance, ASHRAE Journal, October 2006.

[2]

Jerry G. Lilly, Understanding the Problem, Noise in the Classroom, ASHRAE Journal, February 2000.

Room Acoustics Many modern school environments, particularly computer laboratories and other areas with high heat gains, are air-conditioned. Inevitably however, cheapest first-cost solutions are often used, with insufficient regard to overall system quality, durability, optimum air distribution, and acceptable background noise levels.

When noise levels are too high, the result is a reduction in speech intelligibility and in the overall learning capacity of students [2].

Learning Environment

How environmental comfort assists in learning

4BUJTI ,VNBS *&2 BOE UIF *NQBDU PO Building Occupants. ASHRAE Journal, April 2002.

[3]

[4]

Annette Roser, Edelgard Gruber, User Acceptance and Learning in Energy Efficient School Buildings in Germany.

World Sustainable Building Conference 2011.

Carl Burr is a Mechanical and Electrical engineer from Opus International Consultants. He specializes in Sustainability and is active in the New Zealand Green Building Council.

Porriua College

Term 1 - 2012

school news

41

Heretaunga College

property

Masterplan takes shape at Heretaunga College

T

hese are exciting times at Heretaunga College, a coeducational secondary school with about 700 students in Wellington’s Upper Hutt. Construction work began in early 2011 to significantly upgrade it, and some parts already completed have made a marked difference.

Remodelling includes new technology labs, open teaching spaces, administration facilities, student cafe, commercial kitchen, cultural centre and landscaping.

The total budget is $13 million.

The work is the outcome of years of no development and little maintenance while the Government debated whether to combine the two secondary and two intermediate schools in the area into one very large ‘super’ school.

When that proposal was abandoned, the schools all needed a great deal of work. Money was made available from the Ministry of Education and Opus Architecture won the contract to carry out architectural services for the refurbishment of Heretaunga College.

The school was then “in fairly poor condition,” says principal, Bruce Hart.

“It was built in the 1950s and some parts had barely been touched in that time. We had very long, narrow, dark corridors that became quite congested during breaks. The classrooms were small and rather inflexible, so they could only be used in a traditional way.”

Performing Arts Canopy and Accessible Ramp

42

school news

Term 1 - 2012

Callaghan Wing Shared Learning environment

Masterplan essential Involvement with Heretaunga College started for Opus Architecture in 2008, under the leadership of project architect, Bruce Curtain.

“We were asked to tender for the redevelopment and were successful, largely because of our experience at Porirua College, which helped our ability to rethink the way a school campus operates. Firstly, it was essential we developed a masterplan – a clear vision for the school and where it needed to head,” he said.

Over a period of 12 months, and working closely with a curriculum team from the school, Opus Architecture carried out extensive

work on that masterplan. A key to progress was the combined team visiting a number of new or redeveloped Auckland schools over a two day period. “About 13 staff came from the school – quite a big commitment, but very valuable because the teachers could see in practice how the work spaces would be used,” Mr Curtain said.

“The school’s senior leadership and the curriculum team have been really fantastic – a delight to work with. Together, we refined the masterplan, focusing on the school’s thinking around centres of excellence – larger, more open shared learning areas – with the more traditional

Callaghan Wing Flexible Learning Studio

classrooms clustered around them.”

Redevelopment begins Construction started on stage one in January 2011. Octa Associates Ltd was appointed as project manager with Holmes Wellington Ltd the builder. Opus engineers also had responsibility for the structural, mechanical, electrical and civil infrastructure work.

Stage one has involved the refurbishment and extension of three of the teaching wings, the removal of one of them, an upgrade to the art and hospitality areas, including creating a commercial kitchen and a new computer suite.

44

property Supplier ProďŹ le | Opus International Consultants Ltd

Uncharted Territory - the challenges and opportunities ahead for school properties THESE ARE CHALLENGING TIMES to be delivering property solutions in the education sector.

What with the Christchurch earthquake repairs, seismic upgrades and leaky buildings, not to mention the legacy issues of an ageing property stock (and keeping up with the general management of school assets), we all face uncharted territory in the next few years..

School Boards, their teams and Ministry of Education ofďŹ cials are assailed by the problems such as these every day. Therefore it is important to have a long term strategic view of school property and how it supports the delivery of learning for students both now and into the future.

In this sense, school building projects are often much more than a ‘bricks and mortar’ development.

They are also a key opportunity for the Board, staff and even students

&OWJSPONFOUBM $PNGPSU "TTJTUT JO -FBSOJOH by Carl Burr), and ultimately, deliver your project on time and on budget.

Ă 0OF PG NZ QSPVEFTU NPNFOUT BT BO BSDIJUFDU XBT UP HFU GFFECBDL GSPN POF PG UIF TUVEFOUT Ă * NJHIU EP CFUUFS Æ JUÂźT B CFUUFS TDIPPM OPXĂŒ ĂŒ

to undertake a parallel exercise to rethink the curriculum delivery.

The engagement and motivation of students is one of the issues which many schools are looking to address.

A building project can most deďŹ nitely be a catalyst for a stepchange in educational delivery.

School buildings should support the wonderful learning opportunities that can happen in and around them.

But building projects are also hard work. They can require a signiďŹ cant commitment from key senior staff and, if not well planned, can be disruptive to the day-today school operations. Building consultancy professionals: Project Managers, Architects and Engineers, are there to smooth out the process and translate your educational needs into the technical aspects of a building design (see article )PX

As for most things in life, the key is at the very beginning - to ďŹ nd the right consultancy team for you. They need to be able to really listen to your needs, and then translate and deliver your long term educational goals into facilities that inspire great teaching and learning.

The Heretaunga College project is a perfect example of that partnership.

One of my proudest moments as an architect was to get feedback from one of the students; Ă * NJHIU EP CFUUFS Æ JUÂźT B CFUUFS TDIPPM OPXĂŒ. It is that sense of hope at this new frontier that I want to be the real legacy of the work we do.

Bruce Curtain Opus Architecture Opus International Consultants Ltd

Term 1 - 2012

school news

43

Heretaunga College

property

Computer Suite

42 Also in development is what is referred to as ‘the spine,’ a new central concourse throughout the middle of the school to alleviate the problem of crowded corridors.

Opus Architecture’s challenge was to develop all this within the college’s existing series of 1954 Henderson style teaching blocks.

“We’ve redeveloped three and demolished one, creating an external but enclosed, sheltered quad space that binds the school together,â€? said Bruce Curtain. “We’ve had to create a 21st century environment in an operational school. The students and sta were still there. Part of the project involves rationalisation – removing excess classrooms. It’s

been quite diďŹƒcult for the school sta, but again, they’ve really come to the party with the contractor and ourselves.â€?

He says good groundwork has enabled the work to run smoothly. “Octa Associates has been a very strong project manager. They’d done a lot of pre-planning which put the project in good stead. We’ve hit all the projected milestones, so it’s all been going very well.�

Relieving ‘the crush’

)PMNFT $POTUSVDUJPO ZFBST CVJMEJOH /; TDIPPMT

Improvements include beginning to relieve ‘the crush’ – a two-metre wide corridor that 700 students had to pass through at breaks. That is now being opened up by ‘the spine’ – a semi-enclosed area, nearly seven metres wide, extending right through the school and linking the buildings. It includes the student canteen and helps form a signiďŹ cant community space.

Mr Curtain says although it is only partially completed, it has brought a noticeable improvement already. “It has lots of activity, daylight

and height – just a good place to hang out. We’re hoping it’ll make the school a much more cohesive community.�

And with the ďŹ rst part of Phase One – the science block now handed over, he says reaction to the work so far could hardly have been better. “Feedback from the sta and students has been just extraordinary – they’re just blown away. It’s really gratifying for us to see the students so motivated and enjoying their learning. It makes us feel as though we’re making a dierence.â€?

The school principal, Bruce Hart, agrees. “We couldn’t be happier really, we’re just delighted. It’s all proceeded on time and that’s pretty critical when you’re running a school. The result is just wonderful – a real transformation. “Opus Architecture has been great. They brought good ideas to the table and worked hard to put our particular vision into place.�

Redevelopment of the college will be completed this year.

1SPVE UP CF BTTPDJBUFE XJUI )FSFUBVOHB $PMMFHF

1 '

& UJN!IDHMUE DP O[

XXX IDHMUE DP O[

Proud to provide resource management services for the Heretaunga College refurbishment

Tel 04 801 6862 | Fax 04 801 6865 www.incite.co.nz 44

school news

Term 1 - 2012

property Grounds Maintenance

Grounds maintenance can be creative and fun

I

t does not need any argument that school grounds have to be maintained to an acceptable level.

Scruy buildings, paths and grounds will have a depressing eects on everyone, and at worst, could be an accident hazard.

Students and parents ďŹ rst impression of a school is its appearance.

While more ďŹ nancially fortunate schools will just charge the work up to the parents, others know all too well that many families are struggling ďŹ nancially anyway. While much of the work will have to be done professionally, much of the expertise and many of the skills needed are likely to be on-tap with school and community volunteers.

What is more, it may achieve far more than just keeping the grounds tidy. Who knows, until you ask, what abilities are at hand to take your school’s appearance to a new level? Proceed on the assumption that everyone has a valuable skill to

Robotic lawn mowers are high on the wish list of most caretakers

contribute, but they will have to be shown how their skills can be put to good use.

Right from the start, the students can be given the role of ďŹ nding out just what areas of expertise might be available for the project. That could well be far more than what is needed

for basic tasks such as mowing lawns, spraying weeds and sweeping paths. The skills and enthusiasm might well exist among parents and the community to not only take the grounds to a whole new level of creativity but make it fun and educational for the students as well.

For instance, enthusiastic gardeners might suggest a ower or vegetable garden the pupils could help maintain and learn life skills from; biologists could share their knowledge about wildlife in the school grounds; bird-watchers could help raise enthusiasm for bird life; botanists could do the same about plants; composting experts could demonstrate what happens to organic waste; conservationists’ knowledge and enthusiasm could be put to good use; stonemasons could fashion walls and ponds; designers could help the students redesign their grounds and perhaps use the work of a sculptor to help create beauty as well as tidiness.

That list is by no means exhaustive. Places could also be found for: ecologists, entomologists, horticulturalists, farmers, herbalists, carpenters, stonemasons, and even accountants, among many others.

46

Reputation is a powerful tool ' # " " " "

!! # "' #" % # " % (" " ' # % !" #" #" %

!! # "! % # " # "" ' ! " ! "' # " " $ & #! $ ' ' #

" !"

)

www.stihl.co.nz 0800 4 STIHL

Term 1 - 2012

school news

45

Grounds Maintenance

property

45 Part of the fun is working out how people’s abilities can be harnessed to the vision. The outcome might well be something everyone will be proud of.

However, much of the work in grounds maintenance will be routine and best handled by the school caretaker, using efficient, cost-effective and safe equipment.

There are a number of companies happy to provide advice and the latest technology.

Husqvarna is a world leader in outdoor power equipment and has professional servicing dealers throughout New Zealand. Business development manager Margot Dell says a recent garden survey showed the top five most wanted items as a wish list for caretakers and gardeners alike were: t t t t t

In ground irrigation system Zero-turn mower Tiller (cultivator) Robotic lawnmower Chainsaw

For lawn maintenance, she recommends a dethatcher as the best tool for efficient care of the surface layer of a lawn and for

46

school news

Term 1 - 2012

sowing. “For restoration of grassed areas, use a sod cutter. An aerator ensures the air, water and nutrients reach the roots.”

For lawn-mowing, Ms Dell said zero-turn mowers are engineered for the effective mowing of large areas. “They are generally robust, compact and provide high-speed ride-on performance – just sit comfortably, take hold of the sticks, face the right direction and start mowing.”

When it comes to hedge trimming, obtaining beautiful

results takes time and care. “Perfect hedge trimming can be both monotonous and strenuous if you don’t use the right kind of tools. No matter whether the hedge is high or wide, the hedge trimmer needs to be a powerful extension of your arms to do the job well.”

And she says blowers are capable of doing far more than just blowing leaves about. They can also be used for moving: straw, grass, dust, cobwebs, sand and even gravel. “In fact they are less of a leaf blower and more of a tidying tool.”

STIHL Ltd is located in Auckland’s in East Tamaki and distributes through a network of more than 100 specialist dealers in both rural and metropolitan markets. They also carry spare parts and accessories, and have workshop staff trained by STIHL technicians.

The product portfolio includes: brushcutters, linetrimmers, blowers, hedgecutters, cut-off machines and safety clothing. Stihl dealers stock Masport’s wide range of President lawnmowers and ride-on mowers.

When it comes to mowing large

property Grounds Maintenance

‡ ‡ ‡ ‡

$VUUJOH NPXJOH UJNF TJODF .PEFMT GSPN ĂŒ UP ĂŒ (SBTT DBUDIFST XJUI QPXFSFE CMPXFST .PXFST GPS MBSHF BSFBT XJUIPVU UIF CJH QSJDF

Hedge trimming is made easy with the correct tools.

areas of lawn, Andrew Peacocke at Dixon (ZTR Mowers) Ltd in Tauranga, advocates the Dixon ZTR range of ride-on mowers as “manoeuvrable, fast and exible. “All Dixon mowers have a zero turning radius. They will mow large or tight areas quickly, leaving more time for other jobs. The solid construction and easy maintenance suits mowing applications where the machine must last the distance.

“The Dixon brand is heavier duty than a standard domestic ride-on, yet not as expensive as larger, full commercial ride-on mowers. This suits anyone with a hefty area to cut but no time or money to waste,� Mr Peacocke said.

ZTR Mowers also distributes the Grasshopper range of commercial mowers, adding the exibility of front-mounted decks to ZTR Mowers range.

3*%&0/ %&"-&34 /"5*0/8*%&

FORVJSJFT!EJYPONPXFST DP O[

XXX EJYPONPXFST DP O[

Term 1 - 2012

school news

47

< % 25. 8

3

; ; 250 6 25. 81 .

5:

#

$& ' &

$""

Best Nationwide Hotel in New Zealand

Like us on

$ & & $# $# $"%

$

Fantast ic Accom & & ' ! & *%

$ modati on for a # $ # ) # , ll your S chool re ! # quirem ents

A Hotel So Good They Built the City Around It!

33 8

1 528 9 8933 - 8 7 2 4 5 8 .

5 . 8 /2 .

5

) ( $" & # $ ( +$# 6 2 5 . 8 1 .

5 :