School News NZ - Term 4 - 2012

INSIDE: Earthquake Recovery | Synthetic Sports Surfaces | Modular Classrooms Issue 19 | Term 4 - 2012 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Kings College

New school initiative tackles hearing loss epidemic

Special Report Decision day looms for Canterbury schools

Carisbrook School Three-school merger brings new era

Albany High School Building a strong foundation

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

• NEWS • ADMINISTRATION

• HEALTH & SAFETY • EDUCATION

• SPORTS & RECREATION • external learning

• TEACHING RESOURCES • PROPERTY

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contents

ISSN 1178-9964

SUBSCRIPTION ENQUIRIES $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz ADVERTISING Stewart Shimmin (03) 974 1036 advertising@schoolnews.co.nz PUBLISHER Darren Willis publisher@schoolnews.co.nz EDITORIAL Kim Armstrong-Fray editorial@schoolnews.co.nz PRODUCTION

sn inside School education has certainly had its share of controversy this year – charter schools, standards debates, Christchurch restructuring and ongoing payroll problems being just some of the issues.

Hopefully these will prove to be minor blips, but in pointing out the need to do more about preserving the Maori language (P14), the principal of Takapuna Normal Intermediate School, Owen Alexander, has drawn attention to something far more serious. Te reo is in danger and once it has declined to a certain point, will be nearly impossible to revive.

Something has to be done about it now.

Elsewhere, the summer issue of School News brings together

a wide range of topics: the inspiration of ULearn ’12, how to look after young people’s hearing, the latest in classroom technology, the importance of modern building design, the advantages of all-weather playing surfaces, the necessity for good out-ofschool care, the need to ensure drinking water is safe, health and safety advice of various kinds, the challenges of merging three Dunedin schools, how to raise a school’s profile for free, and challenging outdoor adventures.

All in all, a dynamic mix we believe you’ll enjoy. From the School News team, have a very happy Christmas and a well-deserved holiday.

INSIDE: EARTHQUAKE RECOVERY | SYNTHETIC SPORTS SURFACES | MODULAR CLASSROOMS Issue 19 | Term 4 - 2012 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

Kings College

New school initiative tackles hearing loss epidemic

Special Report Decision day looms for Canterbury schools

Carisbrook School Three-school merger brings new era

Albany High School Building a strong foundation

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

• NEWS • ADMINISTRATION

• HEALTH & SAFETY • EDUCATION

• SPORTS & RECREATION • EXTERNAL LEARNING

• TEACHING RESOURCES • PROPERTY

Issue 19 | Term 4 - 2012

Happy reading.

The School news team.

Richard McGill studio@schoolnews.co.nz CONTRIBUTORS Owen Alexander, Malcolm McClurg, Kyocera, Pete Burdon, Louise Sandford, David Ormsby, Brent Leslie, Rebecca Wood

School News is distributed quarterly to all primary, intermediate and secondary schools nationwide and selected tertiary education providers by Multimedia Publishing, publishers of leading industry and consumer titles.

Views and opinions expressed in this publication are not necessarily those of the publisher or Multimedia Publishing Limited.

Every effort has been made to ensure the accuracy of information in Schoolnews, however the information contained in Schoolnews is intended to act as a guide only.

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

We recommend professional advice is sought before making important business decisions © 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 5104, Papanui Christchurch, 8543, New Zealand Phone: (03) 365 5575 Fax: (03) 365 1655

news 05. Ministry News 06. News in Brief

administration 08. Photocopiers 12. Media

education 14. Principal Speaks 16. Modular Relocatable Classrooms 19. Case Study – Kings College 20. U-Learn 22. Special Report

teaching resources 24. Book Reviews

Email: mail@multimediapublishing.co.nz www.multimediapublishing.co.nz Member of the Magazine

Publishers Association

of New Zealand

04 school news

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health & safety 26. Sun Smart

external learning 28. Out of School Care

22

26

sports & recreation 31. Feasibility Studies 34. Synthetic Sports Surfaces

food & beverage 36. Water

property 37. Case Study – Carisbrook School 40. Albany High School

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.

Research shows parents want more information

N

ew research shows that parents, families and whānau want independent and comprehensive information about their child’s school, and regular communication from the school, says the Ministry of Education.

Key findings from the research, undertaken on behalf of the Ministry

by Colmar Brunton are that parents, family and whānau want:

• Independently sourced and comprehensive information that gives an objective and balanced view of their child’s school, including the quality of teaching and the school culture, and responsiveness to multicultural or bicultural and special education needs in particular.

• Regular communication between home and school that provides an assessment of whether their child is progressing and achieving, and alerts parents and teachers if there are any well-being issues.

• Being able to assess and compare their child’s learning progress and achievement with other students at the same level.

This gives them confidence as they know what questions to ask about how teachers, students and parents, families and whānau can work together to address any issues.

The research also finds that parents, families and whānau who have been involved in frequent communication, value it highly.

Ministry Deputy Secretary, Student Achievement, Rowena Phair says the research is useful as it helps give schools insight into the expectations of parents.

“The qualitative research gives us a real feel for what parents need and expect in terms of information and on-going communication. At the same time, it’s helped shape how we further develop and refine our approach to Public Achievement Information (PAI),” she said.

Two new jobs for Christchurch work The Education Ministry has created two jobs to cope with the Christchurch schools shake-up workload. One role will oversee the development of new schools in the region and the other will supervise repair work to earthquakehit buildings. Both are two-year contracts based in Christchurch.

The project manager for new schools will work with the Auckland-based national team that oversees new schools and major redevelopment of existing schools.

Under the proposed shake-up, schools will be built in the growing towns of Pegasus and Rolleston.

Seven primary schools will be moved

to new locations and Halswell School will be rebuilt. ‘’This position is to cover a range of projects in the South Island, including Christchurch, and will be working as part of the earthquake recovery team,’’ the ministry said.

The other role, a case manager for the Schools Reconstruction Project, will deal with school repairs.

The ministry’s rationale documents for the schools proposed to close or merge show they will need an estimated $132.8 million of repair work during the next 10 years to fix quake damage, strengthen buildings and repair weather-tightness issues. ‘’The case manager positions are responsible for overseeing a group of remediation projects arising from the earthquakes and are part of the recovery process,’’ the ministry said.

Ministry support for payroll issues The Ministry of Education and its payroll provider Talent2 will be providing further assistance to schools to help address issues with the new payroll system.

The Secretary for Education, Lesley Longstone, says the ministry is listening carefully to all feedback about the Novopay system and is making extra help available to schools.

“We have had teams out working in schools in recent weeks to provide

Ministry News

news

payroll administrators with on-site support. This has had such a good response from schools we’re looking to increase the numbers.”

Novopay training road shows were helping and the ministry was also aware that schools may have additional audit costs related to the introduction of the new system. “We will provide support as appropriate,” she said.

“The ministry is continuing to meet daily with the payroll provider Talent2. I can assure schools that we have made our expectations very clear and I have demanded an increase in Talent2’s staffing.

“I understand the frustration being expressed by some principals and their staff. I want to thank them for all the work they have been doing and ask them to continue working with us to make sure we get this right.”

Views sought on modern Christchurch schools A leaflet describing possibilities for modern 21st Century schools in greater Christchurch has been delivered to 160,000 local households.

Deputy secretary Regional Operations, Katrina Casey, said a large number of schools had been damaged and the Ministry of Education wanted teachers, parents and students to think imaginatively about what the new schools and facilities might look and feel like. Ms Casey said people movement, land changes and building damage as a result of the earthquakes were the catalysts for change.

“A lot of schools across greater Christchurch were built in the 1950s.

We now have the chance to think in new ways and provide greater Christchurch with the best new facilities found anywhere.

“Today’s learners are dynamic multi-taskers who are technology literate and we want their schools to reflect that. Schools will always be an integral part of the community, so we want everyone to stay involved in the education renewal process,” Ms Casey said.

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05 5

News in Brief

news

Primary school takes top Kiwi Can award

A

South Auckland school has received a prestigious award at the 2012 Foundation for Youth Development (FYD) Excellence Awards. Papatoetoe West School went away with the Outstanding Kiwi Can School Award.

A new award for the 2012 Excellence Awards, the award recognises Papatoetoe West School for the impeccable implementation of Kiwi Can in their school and for producing wonderful results throughout the year. Papatoetoe West School was chosen from more than 60 nominated schools from around the country.

Principal of Papatoetoe West School, Trevor Canute, spoke of the school’s pride in being chosen for the award. “Our parents, staff and pupils were immensely thrilled even to be nominated. To win will absolutely thrill them.”

Mr Canute said Kiwi Can and the school complement each other perfectly. “At Papatoetoe West School, we celebrate success. We tell the children that they are special; we acknowledge those special achievements and events in their lives. We build children up. Kiwi Can and Papatoetoe West School share a common philosophy.”

In total, 20 awards were presented to winners from around the country, including: • Nine Project K Student Excellence Awards, sponsored by NZ Steel, for graduates of Project K who have shown the most outstanding commitment to the Project K programme and made significant changes in their lives.

• Three Stars Outstanding Contribution from a Peer Mentor Awards, sponsored by Bathurst Resources Limited, to acknowledge the great contribution of Stars Peer Mentors who are making a significant difference in the lives of others.

• The Sir Edmund Hillary Youth Achievement Award for an FYD alumni who has gone on to achieve excellence.

• Three Kiwi Can Outstanding Leader Awards presented to Kiwi Can leaders to recognise the wonderful contributions

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of leaders who are making a difference in the lives of young people.

• Two MYND Youth Achievement Awards to acknowledge outstanding progress made by graduates of the MYND programme.

• The Dame Pat Evison Scholarship, recognising an FYD student with outstanding potential in creative arts.

• The Outstanding Kiwi Can School award to a school from New Zealand running an impeccable Kiwi Can programme and producing wonderful results.

FYD currently helps approximately 18,000 young New Zealanders each year through its proven programmes - Kiwi Can, Stars, Project K and MYND. All FYD programmes build on young people’s talents through physical and mental challenges; developing core life skills and helping them achieve their potential in order to succeed in life.

Dunedin rolls drop Two co-educational secondary schools in Dunedin plan to cut teacher numbers as the fall in schoolage children starts to affect the secondary sector.

The March roll return shows secondary school rolls in the city

have dropped by 612 in the past decade - the equivalent of about 25 large classrooms of pupils.

Kaikorai Valley College principal Rick Geerlofs said it was a situation affecting many Dunedin secondary schools. “It’s fair to say that the number of students for secondary schooling is declining across the city.”

As a result, the school was not in a position to employ new staff, and staff members who were resigning and retiring were not being replaced, he said.

Bayfield High School principal Judith Forbes said year nine enrolments were similar to last year, but a large cohort of senior pupils leaving the school at the end of this year meant the school’s overall roll would drop by about 20 in 2013.

Both principals said staff numbers would have to be reduced, but it was too early to say by how many. Mrs Forbes said she too was hoping to resolve the excess in teaching staff through attrition.

Statistics New Zealand says said the roll decline, particularly in Dunedin, was caused by a drop in the birth rate which began in the early 1990s.

Inspiring teacher receives well-deserved reward After spending the last 25 years devoting her time and energy to helping primary school students

excel, Jan Stevens from Rotary Park School in Otago has been named New Zealand’s Most Inspiring Teacher for 2012.

After a five-week search to find inspirational early-childhood, primary and secondary teachers in New Zealand, Jan Stevens was crowned New Zealand’s Most Inspiring Teacher for 2012 and a further 29 teachers have been recognised for their hard work and dedication by Warehouse Stationery.

Nominations for the grand prize winner, Jan Stevens, were unanimous in their praise for her ability to motivate her year six students to achieve, whether that was in the Otago Art Society Youth Awards or national competitions for dance, sports or technology.

Jan also received the accolade because of her willingness to go the extra mile for her students, including becoming the acting principal for Rotary Park School, as well as continuing her full time teaching load.

Warehouse Stationery head of marketing, Cathy Atkins, said the response to the search was overwhelming and heart-warming.

“Picking this year’s winners was really challenging. We had 7,300 nominations and nearly 5,000 inspiring teachers to choose from.

What we loved about Jan was her complete commitment to her

News in Brief

news

students and that you can clearly see her dedication results in her students regularly over-achieving,” said Ms Atkins.

Warehouse Stationery received nearly seven times the number of nominations in comparison to last year, so Jan Stevens had some tough competition.

As well as the title, she wins a $5,000 holiday and $1,000 worth of school stationery and other items from Warehouse Stationery. Each of the other 29 teachers recognised received a prize pack valued at $1,000.

No ministry compensation for schools’ payroll claims The Ministry of Education says it will not pay the invoices schools have been sending for the extra time sorting out pay issues. The ministry has been charged about half a million dollars so far for the hours

spent trying to sort through the mistakes made by the new Novopay system. Hundreds of teachers have been waiting for pay mistakes to be corrected with many part timers saying they have not been paid for several weeks.

School principals and administrators report feeling so harassed, they have been billing the ministry for the extra time spent dealing with the pay issues. By mid

November, more than 100 schools had sent invoices totalling nearly $500,000 or $12,000 extra hours of work they had done on top of the normal workload. One school said it had spent 520 extra hours working on payroll issues.

Ministry spokesperson Rebecca Elvy told TVNZ One News on November 10: “At this stage we aren’t intending to pay those invoices, although we do

absolutely understand that school administrators and school staff are frustrated that they’re trying to get these issues resolved.”

International payroll specialists Talent 2 were contracted to do the job and Ms Elvy said the ministry will be holding Talent 2 to account.

“There are clauses in the contract around their performance and we’re pursuing those.”

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Photocopiers

admin & management

Press print to cut costs and go green!

A

s large organisations such as schools face increasing pressure to simultaneously reduce costs and embrace document management solutions, installing the right printing solution is vital, says Kyocera’s Nigel Paull.

“Before committing to a printing system, there are several key factors that must be taken into consideration,” Mr Paull says.

“A great starting to point is to examine user behaviour, cost and measurement procedures, budgeting and volume requirements. Understanding the government mandated move to digitisation in the form of a document management system would also beneficial” “Schools need to partner with companies who ideally have a track record working with the education sector and who understand their unique requirements. Printing solutions should allow you to integrate with third party software providers to control and monitor usage and costs. Seeking a provider who won’t lock you into

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Software apps tailored for your needs Document management: Increased office productivity and information security, plus address compliance mandates.

Network and device management: Centralised system monitoring maximum device uptime, and automated routine tasks Cloud and mobile technologies: Leveraged wireless investment, faster communication, plus 24/7 support.

Workflow management: Optimised processes, and streamlined information sharing.

Output management: Dynamic variable data solutions, reduced costs by eliminating the need to purchase and store pre-printed forms.

Cost control and security: Prevent unrestricted access, improved accountability and support compliance initiatives.

“

Decision-makers need to take a holistic view of the school’s print needs.

proprietary software is an important consideration,” Mr Paull suggests.

“It’s also economical and efficient to source print solutions

that allow you to track and recover student and staff print costs, by faculty or department to protect your budget and minimise waste.

Modern cost control systems allow not only print monitoring but also document management integration that is both affordable and efficient. “ “It’s no longer enough for printers to copy, print and fax. New generation document management solutions support multi-function capabilities that facilitate schoolwide information sharing, maximise resource utilisation and strengthen security at every stage of the document lifecycle.”

HyPAS HyPAS (Hybrid Platform for Advanced Solutions) teams with third party providers to turn otherwise complex workflows into simple processes.

Software Solutions “HyPAS technology allows for embedded integration directly with major third party ‘money saving’ programs. These solutions are vendor agnostic so you won’t be locked in to a specific supplier,” explains Mr Paull.

“

Photocopiers

admin & management

New generation document management solutions support multi-function capabilities that facilitate school-wide information sharing, maximise resource utilisation and strengthen security.

Tiered billing

Keeping it green and clean

Why should you pay the same rate for printing a letterhead as a full colour? Advanced technology has seen the evolution of tiered billing systems that have revolutionised the way you pay for printing.

“There is a select colour range of multifunctional devices which calculate colour print costs based on your actual colour toner usage per page,” advises Mr Paull.

“This allows you to print more monochrome documents with company logos in colour, such as letterheads and invoices, at a fraction of the normal cost, which can result in significant monthly savings”

Printing systems, if not managed properly can have hidden costs which add up. Having the right devices for the right job is paramount as is choosing equipment which provides a good total cost of ownership (TCO) over its useful life. Schools looking to reduce waste and improve efficiency can do so with print solutions that balance economic development with environmental preservation.

From materials procurement and manufacturing, to distribution and usage, through to disposal and recycling, there are now printing systems that are leading the way in the path to sustainability.

In Summary Copier and printers are no longer just ‘remote devices’ they play a vital part in a schools document production, management and distribution of information whether it be printed or scanned.

Schools looking to upgrade their existing copiers and printers need to partner with companies who offer complete solutions encompassing cost control and document management as well as the traditional printing and copying story.

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Term 4 - 2012

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admin & management Supplier Profile | Epson

New colour standard reveals projector quality Ultra short-throw projectors and the rich colour images they can deliver are now a powerful component in the school teacher’s toolbox, but until recently there was no way of accurately measuring the quality of that colour.

That has now changed and the release of a new international standard for measuring the colour brightness of projector images is likely to revolutionise the way teachers and other users assess their purchases from now on.

According to Bruce Bealby, Epson’s business manager Visual Imaging, overall picture quality has been the primary consideration in projector purchases for at least the last 10 years. He was referring to a long term survey conducted by TFCinfo, a strategic market research and publishing firm.

“The new standard for Colour Light Output proves once and for all that not all projectors are equal when it comes to colour picture quality.

From now on the Colour Light Output of a projector should be the primary consideration when assessing projectors because that gives consumers the best indication of the colour quality of the image from that projector,” Bealby said.

“The Society for Information Display (SID), a highly respected, global professional organisation dedicated to the development of the display industry, released in June its 563 page International Display Measurement Standard (IDMS) which sets out standardised measurement methodologies for displays, including projectors.

“After extensive research and evaluation, SID concluded that a colour performance standard is scientifically valid and relevant for the display industry and included the methodology for assessing colour performance of projectors in the IDMS for the first time. This measurement tool (referred to by SID as Colour Light Output) provides consumers with a specification to evaluate colour performance, a critical aspect of image quality.”

“When projectors were introduced 20 years ago they were primarily used with text based black and white images or static colours in graphics. White light output, known as brightness, was thus a useful tool for

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• resolution – which measures detail, • brightness – which measures white light output in the absence of an image, and

BUYER BEWARE! All projectors are NOT created equal INSIST on High Colour Brightness in every projector you buy assessing picture quality at that time,” Bealby said.

“However, projectors now are more often used for showing realistic moving full colour images in movies, sport, concerts, games and TV shows in the home; in full colour lesson content, videos, animated content and live content from camera feeds in schools and universities; and for full colour presentations, training videos and remote video feeds in business.

“Colour Light Output – a measure of the colour quality of the image – is now the most important factor that buyers should look at when making a projector purchase, and 3LCD projectors deliver the best colour image quality by far.”

When applied to projectors with the same rated white light output

Low Colour Brightness

but different projection technologies, the new SID standard shows that 3LCD projectors consistently output each colour at the same intensity or brightness as white light. However, some other projector technologies output each colour down to as little as 26 per cent of their rated white light output, he said.

“When you are expecting the best colour image possible from your projector, you would be very disappointed to find that colours are only 26 per cent as bright as the rated white light output or brightness of that projector,” said Bealby.

Historically, projector manufacturers have relied on basic traditional industry specifications to educate the market on their projectors and differences. Three specifications are typically provided to evaluate a projector’s performance:

• contrast ratio – which measures the difference in light intensity between black and white on a standard pattern.

None of these specifications informs the consumer about the colour performance of a projector.

Epson is a global imaging leader known worldwide for its compact, energy-saving, high-precision technologies. “For at least the last 10 years, Epson’s 3LCD projectors have consistently held the largest share of the global, Australian and New Zealand markets, said Bruce Bealby. All Epson projectors state their rated Colour Light Output as well as the White Light Output in the specifications. For 3LCD projectors the two specifications (measured in lumen) are always identical.”

The company’s data states that more than 60 million projectors have been sold since the technology was first launched about 20 years ago. Rapid innovation has produced projectors that can now deliver ultralarge screen high quality High Definition full colour 3D images fed wirelessly from a content source, applications that can feed and manage content to projectors wirelessly from smartphones and tablets, and ultra-short throw interactive projectors that have revolutionised teaching and learning in schools and universities.

High Colour Brightness

Actual photograph of side by side projected images from an identical signal source. Both projectors are set to their brightest mode.

Simple to use interactive projector in one hand… the students in the palm of the other.

Interactive teaching is now as easy as turning on the projector and starting your class!

With Epson’s latest range of interactive projectors, PC-free interactivity is now a reality.

Plus, they’re so simple to use, even if you’re new to interactive teaching.

Epson’s renowned smooth and accurate interactive pen is now improved – two pens enable users to work simultaneously, opening a world of teaching possibilities. What’s more, with no need for driver software and one touch auto calibration, installation is a snap.

The Epson EB-475Wi and EB-485Wi are so simple to use, you’ll have your students in the palm of your hand.

Call 0800 377 664 or visit www.epson.co.nz/interactive

FOR PRODUCT DEMO AND FOR MORE DETAILS EMAIL: projectors@epson.co.nz

Media

admin & management

Grow your school’s reputation through the media

Pete Burdon Founder and Head Trainer, Media Training NZ

S

ome do it very well, but most school leaders miss the opportunity to get masses of positive media publicity.

In a nutshell, it’s about convincing editors and journalists to write and produce good news stories about your school.

This is the best form of school marketing that exists for two reasons. First and foremost, people believe and take far more notice of news stories, rather than advertising. That’s because they know the decision to use editorial material falls with editors, not you.

This creates the perception that you or your school must be pretty successful if you appear in the news media.

That’s not to say there isn’t a need for advertising. That’s more for creating awareness, whereas publicity is about profile and reputation building.

The other huge bonus with publicity is that it’s absolutely free.

If you give a journalist a good idea for a story, or an interesting photo opportunity of some school event, you pay nothing. That should be a major attraction for school leaders, as funding is always an issue when it comes to growing profiles and reputations in the local community.

There is a third benefit also. If your school does experience some crisis or adverse event, you will have built up local goodwill from your good news stories. You will also have created a good relationship with local reporters. This could see them go easy on you when they decide how to report the crisis.

Where do you start?

Now we’ve established the benefits, we need to look at how to generate this publicity. The first step must be finding the right media to target.

Where schools cater for a particular local community, local newspapers are the best place.

They need material for their editorial pages, and schools are always big parts of any community.

One mistake many people make when wanting free media publicity is to look at it purely from their perspective.

Any editor or journalist that sees that your attitude is all about you

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“

Where schools cater for a particular local community, local newspapers are the best place. They need material for their editorial pages, and schools are always big parts of any community

and your needs will be turned off.

You need to form a relationship and find out how you can help the journalist. Buy him or her a coffee and ask how you could be of assistance. Talk about some of the things your school does, and whether they may be of interest to the readers of the newspaper.

Remember, the journalist is only interested in what they would like.

He or she is not working for you, but if you can find stories of interest, you’ll both win.

So what are journalists and editors looking for?

In my experience, news stories fall into four distinct categories. The first are those related to topical issues.

For example, if your school had its own version of the Rugby World Cup, I’m sure local newspapers would have been interested in covering it. Not only would it have been interesting, but there would have been some great photographs they could have taken.

The next category includes things that are out of the ordinary.

This last example could have fitted this category, but so could numerous other ideas. Why not create your own event with a twist. A bald man who owned a restaurant in the US a few years ago had almost no-one visit on Tuesday nights. So he decided to offer free dining for bald people. This created masses of media attention and soon filled up his restaurant with both bald and non-bald diners.

What could you do?

Anything that is new or a first can be of interest. Are you the first school to achieve some honour, or do you have a pupil or school team that has won a major award? If so, let the local media know about it.

The last category is human interest. This could be the teacher who is leaving after 50 years of service, an international student with an interesting past, or anything about a person or group of people that others would find fascinating.

How long will this take?

The big question most people ask us at our “How to get free media

publicity for your school” courses is, ‘How long will this take?’

This is totally up to you. There are different ways of contacting journalists. It could be that you set aside a few minutes at a staff meeting once a month to see what’s coming up that could interest media. Then you could just send a quick email to a selected journalist to ascertain interest.

For things that are big, you may want to write a press release.

This is like a news story you see in the newspaper, but it’s sent to journalists to encourage them to produce a story on the topic covered. These are helpful and can increase your chances of success.

But you don’t need to write them if time is scarce.

Once you have your good news stories published, don’t leave it at that. To make sure everyone sees them, send them out with newsletters, through your social networks, and place them on your school website.

Pete Burdon is Founder and Head Trainer at Media Training NZ. The company runs media training and publicity generation courses for school leaders. To find out more or register your interest in a course coming to your area, contact pete@mediatrainingnz.co.nz or visit www.mediatrainingnz.co.nz

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Make the right choice and insist on Warwick.

Warwick is safe for our kids, affordable and great for New Zealand.

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Principal Speaks

education

Why not Te Reo language assistants?

W

hilst there has been great work in parts of New Zealand to save our Maori language and provide cultural revitalisation, the sad reality is that the Maori language is at a critical stage and will not survive in current conditions.

If left to chance, then it will join the 5000 or so other languages that have disappeared over the last 100 years.

‘Kahikitia – Managing for Success’ is a collective call to action.

The strategy requires everyone in the education system to take responsibility for Maori Education success alongside whanau, iwi and Government departments. The question is, “How do we make the ideal real? How do we make this happen?”

The report Te Reo Mauriora (2011) is a wonderful blueprint for the future of Maori language in New Zealand and would ensure that this ‘taonga’ does not languish on the endangered list. How to do this is simple. We already have a very successful model operating in some schools with the Mandarin Language Assistant (MLA) Programme funded in part by the Confucius Institute and the New Zealand Government.

My school is one of the lucky schools involved in the MLA programme. The two short Mandarin sessions with each class in language and culture, has had a huge impact on second language acquisition. Not only has it raised classroom teachers’ capacity to infuse the language in other contexts throughout the school day but it has more importantly changed the attitudes of the students towards things Chinese. The MLAs, although not trained teachers, are wonderful role models who have been through a rigorous training programme and work alongside teachers to bring language and culture alive.

So how will this be funded?

The Government currently spends $250 million on Maori language each year. I am sure that schools could set up partnerships with the fund-holders to access some of this money. If we believe the international research, which points

14

school news

Term 4 - 2012

“

The MLAs, although not trained teachers, are wonderful role models who have been through a rigorous training programme and work alongside teachers to bring language and culture alive

to early exposure to a language bringing sustainability, then we need to take affirmative action earlier rather than later.

In our communities we all have native speakers of Maori who are fluent, maybe Kohanga Reo teachers or those who have participated in Te Ataarangi and have reached a competent level.

Tapping into the human resources and putting in place a robust training programme could bring huge dividends to the teaching of Maori in New Zealand. In addition to that it would bring the true

meaning of ‘one people, two cultures’ into a clear frame. We could put some of the misunderstandings that have arisen from biculturalism and the Maori world-view into perspective.

Te Reo Tuatahi is a group of enthusiasts on the North Shore of Auckland who are keen to take the ideas of Tim Grosser, who suggested that Maori language should be taught in all primary schools.

Learning a second language makes it easier to springboard into others.

This is so obvious when you go to places like Singapore where it is not

Owen Alexander Takapuna Normal Intermediate School

uncommon for students to speak three languages.

There has been overwhelming support for the concept from Principals on the North Shore, who see the clustering of schools to share a Maori Language Assistant would add considerably to the work they do already. There are some exciting resources, both print and digital, that have been developed over the last few years that would engage all students in Te Reo. We cannot leave it up to Maori immersion schools to take responsibility for saving the language. Whilst we must keep in mind that 90 per cent of Maori students are in the mainstream, we are definitely talking about a programme for all students.

We will hear ill-informed comment from some people who know little about language acquisition and the benefits of a second language to develop understandings of English. However this generation is so multicultural, that learning Maori is no big deal I am sure. I think it is great to go to Fiji and hear Fijian. Wouldn’t it be great to visit New Zealand and hear Maori?

Modular Relocatable Classrooms

education

Modular Relocatable Classrooms

– A Christchurch earthquake solution that is now fulfilling new needs

T

he February 2011 earthquake in Christchurch caused major damage to many schools but the worst affected was Avonside Girls’ High on the banks of the Avon River. The School’s main block was originally built in the 1920’s and earthquake strengthened in 1998.

Although the building did not collapse, it suffered major damage from liquefaction settlement and lateral spreading towards the river.

Other buildings were also damaged with the technology block sinking 250mm in the middle and two teaching blocks near the river being pulled west as the land slid sideways with lateral spreading of up to 200mm.

The school was forced to site share with Burnside High School and in August 2011 the Ministry of Education engaged Arrow Strategy and Opus to investigate options to relocate Avonside Girls’ High (AGHS) back onto their site in temporary accommodation for the start of 2012.

The initial plan was to retain some of the less damaged buildings and use relocated classrooms sourced from around the lower South Island. Over 50 buildings had been identified for relocation but with many schools in need of temporary accommodation only 21 remained for AGHS. In addition to the need for teaching spaces, many of the school’s specialist areas were also lost and could not be easily accommodated or were uneconomical to place into old prefabs. In total the school had a shortfall of 17 teaching spaces including 4 labs, 2 multi-material workshops and a library. This shortfall was made worse in November when

16

Open spaces in the new school library

school news

Term 4 - 2012

The striking new Library Block nestled among the trees

Detailed Engineering Evaluations (DEE’s) were completed on two of the remaining major teaching blocks, Jobberns and Gresson subsequently meaning a further 26 classrooms were urgently needed.

Of the 26 additional rooms required, eight were able to be sourced from other Christchurch schools as rolls fell. The remaining 18 teaching spaces had to be new buildings. In total 35 new buildings were needed and the Modular Classroom was conceived to meet a long list of demanding requirements that had to be completed within the same original time frame.

Basic Design The building module had to be a simple design that was quick to build using readily available materials. All blocks were of a standard design but allowed for future modification of walls and openings if requirements changed.

Earthquake Resilient The AGHS site had the potential for further liquefaction and lateral spreading. Ground conditions were poor and the Modular Classrooms needed to be sited near the river due to limited space; as the main block

Light floods into the art rooms

still needed to be demolished. To reduce potential damage following further earthquakes, the buildings were designed as rigid boxes with braced corners, ply diaphragm ceilings and stiff flooring systems to allow the buildings to be lifted and re-piled. Each module was built as a standalone structure with its own power and data supply and connected with sacrificial flashings that could be easily replaced. Internal linings also eliminated the need for potential repairs to wall/ceiling joints with ply ceilings exposed around the perimeter and gib walls with timber trim.

Modular Relocatable Classrooms

education

Relocatable As the buildings were to be temporary they had to be relocatable and this limited their height to 4.2m and a width of 7.6m.

Decks and verandahs were also designed in sections that could be relocated with each block. Each module had its own switchboard, fire alarm and data panel to allow it to be moved anywhere and be quickly re-established if required.

Size

A student leaves the science block

To keep the module design simple, two sizes were developed to accommodate both specialist facilities or standard classrooms with resource or office facilities.

The width and height restrictions resulted in a 10m deep building and a half module enabled resource spaces that could be fitted between classrooms. The 10 x 7.6 floor plan became the compromise between a large classroom and a

small specialist room. Unlike the standard relocatable classroom, the larger dimension is across the room allowing a five metre opening between modules. This feature not only made the buildings compact on a tight site, it also allowed multiple spaces to open into one another for art, library or technology areas.

Modern Learning Environment In addition to the immediate needs and site constraints, the buildings had to be functional for future use and meet the Ministry of Educationâ&#x20AC;&#x2122;s MLE requirements. Although not specifically incorporated in the AGHS buildings the Art, Library and Technology blocks all illustrate how these layouts could be

developed into an MLE. Since these building have been used at AGHS, other classroom blocks are being designed using the MLE layout as illustrated in the plan below.

Flexibility The key to the module design is its flexibility with the wide floor plan and potential to open up between many spaces.

18

HANN CONSTRUCTION IS COMMITTED TO THE REBUILDING & STRENGTHENING OF EDUCATION FACILITIES IN CHRISTCHURCH Recent Education Projects Marian College

Partnering with Opus

The construction of 6 demountable classrooms on a temporary site to form a new Science Block, Administration and Food Tech Block.

to successfully deliver another project West Melton School

Our experience in such a wide range of construction projects provides the foundation to refine areas of expertise and embark on new ventures with enterprising clients.

As with all Hann Group companies, integrity and good communication is paramount in all Hann Construction business dealings. Our clients can expect continuous input and regular updates at each stage of development, and an assurance of satisfaction with the end result. Our reputation is built on this promise, and on consistently completing work on time and to budget.

Principal Supplier to Hann Construction

Construction of a new two storey building consisting of a multipurpose room on ground level and 4 new classrooms on the first floor.

Prebbleton School Construction of new 4 classroom block and breakout area, a new library and alterations to the administration area forming a new staffroom.

For more information please call 03 344 5951 or visit www.hannbuilt.co.nz Term 4 - 2012

school news

17

Modular Relocatable Classrooms

education

Modern Learning Environment Concept Plan

17 The insertion of half modules allows for smaller spaces and the return walls enable alcoves or smaller rooms to be created on the sides.

Despite the challenges and the need for 18 new teaching spaces in November 2011 the school was completed by the 7 February with 64 buildings built or relocated on to the site. Two major buildings were demolished and the entire schoolâ&#x20AC;&#x2122;s underground infrastructure was replaced in only 6 months. This was largely due to a huge commitment from the school, contractors, consultants and the Ministry of Education.

The most amazing result is the feedback from students and staff saying the school feels better than the original with so many modern classrooms and open spaces.

During the AGHS project, eight other Modular classrooms where also built for Marian College on their temporary site at Cathedral College, for food, science and admin facilities.

All were completed within four

18

Avonside Admin Library Concept Plan

school news

Term 4 - 2012

months. The modular classrooms have now been used to replace six damaged classrooms at St Bedes College, two roll growth classrooms for Woolston Primary School, a classroom for the Christian Schools Trust and eight teaching spaces for Unlimited Schoolâ&#x20AC;&#x2122;s temporary site at Canterbury University. The Catholic Diocese of Christchurch is also using three modules that are placed on skids with concrete anchor blocks in the corners, to allow repairs to schools, which are then moved to the next school.

Although the modules have been designed in response to an emergency situation, they have now become an alternative to many relocatable options, and the basic economic appearance is now being enhanced for more permanent options on poorer ground conditions in Christchurch.

By Malcolm McClurg Principal Architect and Education Specialist, Opus Architecture

â&#x20AC;&#x153;

In total 35 new buildings were needed and the Modular Classroom was conceived to meet a long list of demanding requirements that had to be completed within the same original time frame.

3D view of framing for the modern learning environment

Case Study – Kings College

education

New school initiative tackles hearing loss epidemic

L

oud music and dangerous noise levels are not new. What is new is the increasing incidence of hearing loss as a result of noise damage. It has doubled in the last 30 years, with up to one in five young people affected.

So what has changed to cause this rise in hearing loss? Experts place the blame on our increasingly noisy environments, along with many of us being tuned in for longer than in the past to our listening devices.

Our ears are not being sufficiently protected from loud noises. From the bulky headphones of the 1960s to iPods of the 2000s, mowing the lawns to rugby matches, coffee machines to speedways; loud noises are everywhere.

It is vital that young people learn to protect their hearing so that it will last them into adult life. Once hearing is damaged, it cannot be fixed.

To tackle this alarming rise in hearing loss, the Pindrop Foundation (in conjunction with the University of Auckland and ACC), has introduced New Zealand’s first hearing protection programme aimed at teaching kiwi kids how to protect their hearing: Listen Up! The programme forms the foundation for behaviour change and safe hearing practices. It is designed to be fun, interactive and educational. It teaches kids how their ears work, the science behind hearing and the physics of noise.

The University of Auckland has been training resource teachers, health-promoting schools coordinators, teacher aides, parent helps, public health nurses and high school students to become Listen Up! educators.

With support from the Listen UP! co-ordinator, JayJay Thompson, this team of educators has been taking the programme back to their schools and communities, changing attitudes and behaviours toward hearing practices and protection.

Ms Thompson has been going along to schools taking Garry, the hearing mannequin with her. “The kids just love Garry,” she said. “They get to test the volume levels on their ipods on him and other loud noises.

It’s so fun to watch the interaction, especially the kids trying to figure

Fairburn Primary School teacher Mylene Tribo carries out one of the Listen Up! sound experiments with student Quentin Gray.

“

By teaching kids to understand the dangers of loud noise and how to protect themselves, we’re promoting the long term hearing health of New Zealanders

out how his ears work to give them a sound level reading. They’re having a blast, and they love the fact they’re each given a set of ear plugs to take home, which are very kindly donated to us by 3M.” Senior King’s College students, who embarked on the training too as part of their community programme, have also taught the programme to nearly 2,000 children kiwi kids in their local community with support from JayJay Thompson.

Said a senior student at the college, Tom Ritchie: “It’s really amazing to see the younger kids looking up to us and actually listening to what we’re saying about how important it is to look after your hearing. And we’re learning some vital new skills too – not just about our hearing, but how to teach, do presentations, manage a classroom, be leaders and to give back to our communities. I love it.”

Putting his perspective on it, King’s College chaplain, Warner Wilder said: “This has been such an amazing initiative for our students to be involved with as part of their community programme. They’ve had a sample of university life, learned some very valuable life and work skills, and had the privilege of teaching many of their younger peers the importance of looking after their hearing.”

Those at Pindrop say it appears the message of how to protect young people’s hearing while enjoying music is getting across.

“Hearing loss as a result of noise damage is a silent epidemic in New Zealand,” says Dr David Welch of the University of Auckland, “and by teaching kids to understand the dangers of loud noise and how to protect themselves, we’re promoting the long term hearing health of New Zealanders.”

CEO of the Pindrop Foundation, Lee Schoushkoff says: “We’d love to see more schools take up this amazing opportunity to become Listen Up! educators and ensure sustainability of the programme for schools and children.”

Pindrop offers some simple tips to schools to prevent hearing damage in children: • Walk away (move further away from the source of the noise), • Turn down the volume, • Wear hearing protection.

There are numerous ways for schools to become involved in Listen Up! They include: • Simply attend a Listen UP! educator workshop at a location nearby. Visit www.listenup.co.nz for dates and locations.

• Nominate a Listen Up! champion within the school to attend and begin the journey of protecting students’ hearing.

To find out how to become involved in the Listen Up! programme, visit: www.listenup.co.nz or email info@pindrop.org.nz.

By Brent Leslie

Term 4 - 2012

school news

19

U-Learn

education

ULearn12 draws plaudits

World renowned Keynote speakers gave appreciative audiences much to reflect on.

J

udging by the tweets from those attending, Core Education’s ULearn 12 will go down as another great success.

It was held at Auckland’s Sky City Events Centre in mid October, and with more than 300 workshops to select from, and world renowned Keynote and Spotlight speakers to see, hear, and work with, plus an impressive trade exhibition, it was hard to see how it could fail.

ULearn 12 is the biggest teaching and learning conference in Auckland in 2012 this year with more than 1500 attending and over 100 left out as the venue reached capacity, even though some sessions were held at nearby hotels and Senior College. Another 200 attended, mainly manning trade exhibits.

The whole event was wirelessly powered by the best bandwidth and network speeds achievable in the region at present and delegates were encouraged to bring their own laptops, tablets and smart phones, meaning that workshops became very much hands-on and new technology was everywhere.

There were four Keynote speakers. The first was Dr Jason Ohler, a professor emeritus, speaker, writer, teacher, cyber researcher and digital humanist, whose address was entitled: New Media, New Kids – New Literacies, New Citizens. Ohler’s latest book, Digital Community, Digital Citizen, explores the issues of helping students blend their digital and

20

school news

Term 4 - 2012

non-digital lives into one integrated approach for living. His theme for the conference was: ...effective, creative and wise use of technology...to bring together technology, community and learning in ways that work.”

Khoa Do is a film director, screenwriter and teacher, who spoke on the theme of: In Great Obstacles Lie Great Opportunities. Khoa Do had arrived in Australia as a refugee on a tiny fishing boat full of people and went on to become the 2005 Young Australian of the Year. In 2004, he was the youngest film director in Australian history to be nominated for an AFI Award for Best Director and has received many awards for his work in the community and with young people in particular.

He has had extensive experience working with the disadvantaged in

Australia and believes that everyone on a team is extraordinarily gifted, and a teacher’s goal is to help others realise their true potential.

Third of the principal speakers was Kevin Honeycutt on the subject of: Collaborate, Innovate and Educate.

Honeycutt grew up in poverty and attended school in many cities across the United States. In 1991 he received the Making IT Happen Award, which is an internationally recognised awards program for educators and leaders in the field of educational technology integration in K-12 schools. For the past four years he has hosted a creative learning site called ArtSnacks where he shares 150+ 1—minute drawing videos that support standards curriculum.

Honeycutt believes that one of his most important roles is to help create

a vision of what the future holds for learners and to help move schools in the most appropriate new directions.

Fourth and last of the Keynote speakers was Australian, Glen Capelli and there were seven Spotlight speakers. The conference dinner was booked out and the popular Auckland group, the Kingpins played through the evening with the support of Leza Corban.

In winding up the conference, Core Education’s development director, Nick Bellowes, invited delegates to take what they had heard back to their schools. “Take the experiences back to your colleagues, take the best of these things that you’ve picked up back to your classroom. Try and change something. Reflect on it, feed it back to your colleagues. Try and do something that’s going to be different for the kids in your classroom.”

Conference organiser, Gwenny Davis, was very pleased with the way ULearn 12 had turned out. “The keynotes were absolutely brilliant and the feedback’s been very good.

People have been very positive.

Several have said it’s been the best ever in terms of getting good contacts from delegates.”

Principal sponsors were: HP New Zealand, Sitech Systems, Allied Telesis, FX Networks, Microsoft NZ, Toshiba, and the National Library.

U-Learn

education

Message in a song

F

ourth and last of the ULearn 12 keynote speakers was Australian Glen Capelli on the theme of Group Genius – Innovating, Educating and Collaborating.

An author, songwriter, radio and television presenter and creator of the Dynamic Thinking course for Leadership, among many other accomplishments, he has delivered a message of creativity, innovation and thinking smarter to audiences around the world. His award winning television series, Born to Learn, aired weekly to 26 million households through the USA. Capelli’s message is one of being “a learner and thinker in today’s fast paced and ever changing world through the use of creative thinking, humour, enthusiasm and attitude” and he used all of those in his address to a packed conventional hall as he had his audience totally involved and laughing frequently – usually at his unconventional use of Auslan – Australian sign language.

He began with the value of the Japanese word, kaizen, meaning a little bit of improvement every day.

“It’s such an important word. When I was a kid in Kalgoorlie, if I spelled a word incorrectly, the teacher used to mark it wrong with a big, red cross. The kaizen approach is to count the letters that are correct and to tick them. If the youngster gets three letters correct out of eight, and then tomorrow they get seven letters correct out of eight, how good is that? But if you’re just marking it wrong, you’re just marking it wrong.”

Capelli used music superbly in his presentation, in one case, illustrating how the subtleties and variety in the 1969 Blood, Sweat & Tears pop song “When I Die”, written by a then 19 year old Laura Nero, was the most influential song of his life.

With the key words ...”when I’m gone...there’ll be one child left to carry on,” he said “this song teaches us how to teach in today’s world.”

Alluding to its changes of pace and other types of variety, he said there are “so many layers to it, so many messages within it. Sometimes you don’t need to start big – start gently. Students think they know what’s happening – then slip in

Glen Capelli – use variety – change the pace.

some other information. Change the rhythm, weave in some layers.

Add some repetition of your main message; and variety.

“Ask big questions, make big statements. Repeat your main themes over and over again.”

When the type of instrument changed, he pointed that out as an example of a teaching technique. “You don’t just teach with one instrument, you’ve got so many things in your back pack as an educator. Pull out music. Pull out a little bit of a challenge of a mathematical puzzle. Discover things and then label things. Work to variety. Shift the pace of the lesson.”

When the music slowed: “And every now and again, you pause.

It’s risky but use the power of the pause to allow students to go: What have you learnt thus far? And let’s be still for five minutes and revisit.

The power of the pause to go deeper.

“Different sorts of sounds, different sorts of pace. And what are the ‘yee haa moments’ the kids will remember. You keep on building, you keep on going, you keep on flowing.

“Then at the end, slow things down. You stand still. You tell them the main message in what that lesson’s been about. What are you going to leave behind. What are they going to walk out the door, knowing. What is it that they’ll never forget because of the variety of ways you’ve been teaching them.”

Then, before closing the door on each lesson, he suggested picking up the pace again. “You want them to leave with a little bit of energy.

You want them to get a little bit of tiger...you make sure you finish strong.”

Another technique was one he referred to as the three Russian brothers – Moreov, Lessov and Ridov, and their cousin, Tossin. He said it is important for teachers to know when to use ‘more of’ something, but sometimes ‘less of’ would be more advantageous and sometimes the most difficult one of all – that of getting ‘rid of’ something altogether. Occasionally the Russian cousin should be introduced and something extra ‘tossed in’ to the mix.

Capelli pointed out the need to guard against what he called the mondegreen – a word coined by journalist Sylvia Wright in 1954, where something said is misinterpreted. An example he gave was during the Queensland floods, when a farmer was widely reported as saying that 30 thousand pigs had been swept down a river. Only later did someone check and find the farmer had actually said: “...30 sows and pigs.”

A musical example Capelli gave was his own hearing impairment in the higher registers leading him to think that the words: ‘More than a woman...’ in the 1970s Bee Gees disco hit song were actually: ‘Bald headed woman...’ an interpretation which he thought actually made the song considerably more interesting. His message was to ensure that the message had always been made clearly and that everyone had understood.

Repetition and variety were essential.

And on the value of cooperation: “My belief is that the community of a school gets so much richer when you work as buddies to each other, help and teamwork each other in some of the nuances of the art and the science of teaching – the beauty of being able to design crafted lessons and then to think on your feet because things can change – to call upon the repertoire that is in your back pack.”

Term 4 - 2012

school news

21

Special Report

education

Decision day looms for Canterbury schools

D

ecember 7 looms as the next big key date in the controversial Greater Christchurch Education Renewal.

That is when the boards of the 38 schools in greater Christchurch proposed for merger or closure are due to report back to the Ministry of Education on the merger proposals after consulting with their local communities. According to an announcement in late September by the Deputy Secretary for Education – Regional Operations, Katrina Casey, “the ministry will report back all the feedback received and provide advice to the minister, who will consider it before making decisions on the next step by mid-February next year.”

Ms Casey said the ministry was offering independent facilitators to support school boards as they undertook the consultation. Under the proposals, 13 schools are to close and 25 to undergo some form of merger. It is also proposed that five Aranui schools will form a new Year 1-13 campus and two Banks Peninsular schools will become attached to the Akaroa Area School while remaining on their own sites.

“The Christchurch Education Renewal Plan is about building a stronger future for education in greater Christchurch, the opportunity to raise achievement levels for our learners well into the future and putting in place the most effective and modern education system that we can for the

22

“

The quake is an excuse for making far-reaching changes to the way that education is delivered in Christchurch.

What is happening here is a cost-cutting exercise. We need your help in making sure that the future of schooling in Christchurch is genuinely what is best for the community – Ian Leckie, president,

New Zealand Education Institute

$1billion investment the Government has committed,” Casey said.

On February 8, the Minister, Hekia Parata, will advise the boards of her decision. Where boards agree to the proposed closure or merger, the minister can move to a final decision.

On February 18, where boards do not agree to the proposed closure of merger, a 28 day response period begins. If the minister agrees to consider a different proposal than that consulted on, then consultation on this alternative will take place. On April 5, the minister is due to make final formal announcements about all closures and mergers, where consultation has been completed.

Controversy rages Controversy has raged since the Education Ministry announced its proposals in September and that has been seen in angry demonstrations.

In late September, thousands gathered in Hagley Park to vent their fury on what they termed “abusive” school closures. Rally organisers described the idea of centralising city schools and eliminating middle schools as “ludicrous” and vowed to stage more protests.

The Reverend Mike Coleman, who has two children at a school that has been projected for closure, said the proposals would be devastating to many Canterbury children who had

experienced numerous earthquakes.

The New Zealand Educational Institute took its concerns to the Christchurch City Council, asking it to use its public mandate to call a halt to the proposed shake-up.

Institute president, Ian Leckie, told councillors: “The quake is an excuse for making far-reaching changes to the way that education is delivered in Christchurch. What is happening here is a cost-cutting exercise. We need your help in making sure that the future of schooling in Christchurch is genuinely what is best for the community.”

Leckie made the point that while the ministry had planned consultation for the 38 schools that were earmarked for merger or closure, all 250 schools and every Christchurch community would be affected. A picture of the whole of Christchurch should be sought.

Some principals have expressed anger at the way the consultation is being handled. Linwood Intermediate principal Lee Walker said it felt as though already overloaded schools were “being made to do the ministry’s job for them.”

He was annoyed that the five intermediate schools affected by the ministry’s decision have been given no clear direction on where pupils should move to if the schools close and so must research alternative proposals themselves.

“We’re being asked to provide

Its lunchtime at Burnside High School and time for the Avonside Girls High School pupils and teachers to take over the school for the afternoon. This sharing of school facilities is now common.

school news

Term 4 - 2012

education Special Report

researched evidence that shows our proposals will improve student achievement, but there is no consistency in terms of education rationalisation {the ministry} has proposed.”

Confusion reigns Several principals have questioned ministry figures on how housing red zones and new residential developments would affect certain schools in such areas as Ouruhia.

And anger around the proposals has not been helped by at least one confusing announcement from the ministry which had indicated that Shirley Boys’ High School would merge with Christchurch Boys’ High School with a similar merger between Avonside Girls’ and Christchurch Girls’ High. The ministry quickly issued a clarification, explaining that Avonside and Shirley Boys’ “may be able to stay on their existing sites” only if they had favourable geotechnical reports.

Shirley Boys High School principal

The Old Girls High School Building on the corner of Armagh and Montreal Streets, Cranmer Square. This historic building is in the process of being restored following the recent two Christchurch earthquakes.

John Laurenson was dismissive of what appeared to be a proposal to merge his school with Christchurch Boys’High School. To simply say that Shirley closes and Christchurch Boys’ High School is equipped to double in size is absurd. They don’t have the land, they don’t have the infrastructure – it’s nonsense.” He said he was very cross with the day’s events and that the announcement had only served to “deeply hurt my community and my people.”

Parata later released a statement saying she “has never received proposals for mergers between

Shirley Boys’ High School and Christchurch Boys’ High School and Avonside Girls’ High School and Christchurch Girls’ High Schools.” She said she had ruled the mergers out as options.

Christchurch Maori say they will stick together to fight for the survival of Maori education in the city. About 90 people from the education sector attended a hui in late October to discuss the ministry’s proposal to close seven out of 10 schools offering Maori education. The hui followed a survey in which 87 per cent of respondents voted to ask the ministry

to delay decisions on the future of Maori education schools until the end of next year.

At the end of October, Hekia Parata embarked on a three-week consultation programme under which she had offered to meet representatives from 37 schools and their communities to discuss the schools’ future. Two declined the invitation.

The consultation came after the principals of Avondale Primary, Aranui Primary, Aranui High, Chisnwallwood Intermediate and Wainoni School wrote to Parata to ask for an extension in responding to her plan.

They suggested an April deadline, saying the situation was complex and required more time. The minister said she understood how difficult the changes were for Christchurch but given the extent of the damage and the population movement, the sector simply could not be returned to the way it was.

Supplier Profile | 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: • Conducting property condition surveys for repairs & maintenance or the school’s 10 Year Property Plan.

• Preparing and submitting the school’s new 10 Year Property Plans for Ministry of Education approval.

• Conducting the 3 yearly Property Plan & Cyclical Maintenance Reviews.

• Altering 5 Year Agreements for changes to capital works funding priorities.

• Planning for Roll Growth, SPG and other discretionary funding streams.

• Seeking quotes, engaging and overseeing trade contractors to complete maintenance works.

• Conducting ROI & Tender processes, contract writing, engaging and overseeing Main contractors to complete capital works projects.

• School property care services encompassing overseeing interior and exterior painting including graffiti control, property maintenance, lawn mowing, grounds and tree care, rubbish removal, and building integrity monitoring.

Tel: 09 638 9052 www.carew.co.nz email: education@carew.co.nz

Need skilled help with your school project?

MINISTRY REGISTERED PROJECT MANAGERS ✓ Design/planning ✓ Cost negotiation ✓ Authority consents ✓ Implementation ✓ 10 Year Property Plans ✓ Ministry documentation ✓ PM Handbook advice Turning strategy into action for schools Auckland 09 638 9052 education@carew.co.nz

www.carew.co.nz

Term 4 - 2012 SN11_EM_Profile_Carew Projects_89x131.indd 1

school news

23

23/6/10 10:11:56 AM

New books on the block Operation Bunny Sally Gardner & David Roberts Hachette, RRP $16.99

The Miracle at Gulls’ Bay and Six More Super Stories Written by children, for children Illustrated by Keven Mealamu, RRP$15 The compilation of short stories has been published by real estate company Barfoot & Thompson to culminate their fifth annual Young Authors Challenge. The seven winning tales were chosen out of more than 340 entries authored by children aged five to 12 years from across primary and intermediate schools in Auckland and Northland. Supreme winner The Miracle at Gulls’ Bay by 10-year-old Holly Fisher from Remuera Primary, which tells a story about recycling from the perspective of a seagull, features on the cover of the book.

It is accompanied by six other tales, including one taken from a young girls’ real-life experience within Starship Children’s Hospital and the Northern Health School at Ronald McDonald House, My Lucky Day. Not only will every cent raised from the sale of each book go directly to the Starship Foundation, these stories are sure to help transport young patients’ minds away from their hospital beds and into imaginative worlds.

Copies are available from www.barfoot.co.nz/storybook.

Yvonne Morrison & Neroli Williams Scholastic Pam was an easily bored sort of llama, who took every chance to stir up some drama. The other llamas all roll their eyes at Pamela’s antics until, one day, she is spotted as a potential star. Life will never be the same for Pamela now!

A hilarious brand-new picture book from the author of such favourites as A Kiwi Night Before Christmas, Down in the Forest and Mind Your Gramma.

My NZ Story: Pandemic Sally Stone, Scholastic

Far Rockaway Charlie Fletcher, Hachette, RRP$19.99 From the author of the ‘Stoneheart’ trilogy comes a compelling new adventure for anyone who believes that every book is magic. Cat is knocked down by a speeding fire

Jock Logan and the Sea Devil

It is 1918, and World War I is finally drawing to an end. In the small Canterbury settlement of Southill Downs, 11-year-old Freda Rose looks forward to the return of her brother, Bobby, from the Western Front. But Freda doesn’t know that something else is on its way to New Zealand from battle-scarred Europe: a disease that will soon prove more devastating than any war. A long-awaited new title in the popular historical series, this story is set during the Spanish Flu pandemic of 1918. (For ages 10+ years)

RRP $18.50

E NEW Z TH Choice for Frankfurt

THORS AU

The most feared German of World War One crosses paths with a 12 year old New Zealand boy, Jock Logan, in a seaborne adventure that will change Jock’s life. Such was Count Felix von Luckner’s fearsome reputation, he paralysed Allied shipping in the Atlantic and earned for himself the grim alias, the Sea Devil.

After capture in Fiji, he was interned on an island off Auckland, but with fellow Germans soon made his escape in a passing log scow. Jock is on that boat and finds himself caught up in events that are centred on the battlefields of France. What happens when a boy who knows little of the world, is held prisoner by a man reputed to be a ruthless killer?

The outcome is surprising.

TY OF

ion blend of fact and fict on - a cleverly woven cti du 12) pro (20 d ges an jud g s ard itin both wr – Ashton Wylie Aw ... a high standard of and easy to read fun e; tur en adv of e as a young boy’s tal

For orders please contact (09) 575-5067 or email brentleslie1@gmail.com

school news

Term 4 - 2012

LAND SO EA

24

Llama Drama

A brand-new quirky series about a fairy detective agency brimming with mystery and magic. Emily Vole makes headline news in the first weeks of her life, when she is found in an abandoned hatbox in Stansted Airport Then, only a few years later, her neighbour Mrs String dies leaving Emily a mysterious inheritance: an old shop, a small bunch of golden keys and a cat called Fidget. It’s the beginning of an adventure of a lifetime as the old Fairy Detective Agency comes back to life. It is up to Emily to reopen the shop, and recall the fairies to duty. Together they must embark on their first mystey and do battle with their great fairy-snatching enemy, Harpella.

truck in Central Manhattan. She wakes in a world made from all the books her grandfather used to read to her, peopled by some of the most memorable heroes of classic adventure fiction, bought vividly to life. Cat must earn their friendship and help as she begins an odyssey and epic quest to findthe mythic Castle at the World’s End, the castle of Far Rockaway.

If you enjoy reading good books; swashbuckling adventures with sword fights andpirates – then Far Rockaway is the book for you. Join Cat as she embarks on the journey of a lifetime.

C IE

Book Reviews

teaching resources

enture a rollicking adv– Longacre Press

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.

The 12 hour Comprehensive First Aid course is completed by 6 hours online learning followed by 6 hours face-toface; The 8 hour Essential First Aid course is 4 hours online and 4 hours face-to-

than learn at the pace of a traditional classroom.

face; The 6 hour 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

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.

NEW ZEALAND RED CROSS www.redcross.org.nz/training

FIRST AID LEARNING ONLINE

KNOW IT BEFORE YOU NEED IT NEW BLENDED LEARNING COURSES â&#x20AC;&#x201C; 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 â&#x20AC;&#x201C; 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 4 - 2012

school news

25

Sun Smart

health & safety

Be a sun smart school

T

erm four means it’s ‘hats on’ and time for schools to be SunSmart.

With continual sunny weather it is important that students are protected from the sun’s UV rays which cause sunburn and result in skin cancer.

New Zealand has the highest rate of melanoma in the world, and a high level of other skin cancers. Too much sun exposure in childhood greatly increases the risk of developing skin cancer later in life. We live in an environment where solar ultra-violet radiation (UVR) can be very high across the country during Terms one and four, so SunSmart behaviour is needed.

Students are in school when UVR levels are at their peak. Schools are uniquely placed to provide a sun safe environment, educate students about sun protection behaviour which will reduce the risk of skin cancer.

The SunSmart schools programme provides accreditation by the Cancer Society to New Zealand primary and intermediate schools. During the accreditation process schools develop and implement a comprehensive sun protection policy and put SunSmart behaviours and education into practice. This includes: • wearing a broad-brimmed (7.5cm brim), legionnaire or bucket (6cm brim) hat that protects the face, neck and ears • providing shaded areas for outdoor play • encouraging students to wear clothing that protects their skin from the sun (for example tops with sleeves and collars and rash tops when swimming outside) • holding outdoor activities in areas with plenty of shade whenever possible1 • encouraging the use of SPF 30+

26

school news

Term 4 - 2012

“

Schools are uniquely placed to provide a sun safe environment, educate students about sun protection behaviour which will reduce the risk of skin cancer

broad spectrum sunscreen on exposed skin • encouraging all staff to role-model SunSmart behaviour • teaching students how and why they need to be SunSmart by using Cancer Society curriculum resources.

Being a SunSmart school shows that your school • is committed to protecting students, staff and parents from the risks of UVR • is raising awareness about the importance of skin protection in your community • promotes your school as one that is committed to the health of its students and wider community • has a sun protection policy that follows the Cancer Society

minimum criteria • promotes and supports positive sun protection behaviours such as wearing hats with a broad- brim outdoors

1. Slip – on a shirt with collar and sleeves 2. Slop – on broad spectrum Sun Protection Factor (SPF) 30+ sunscreen

• is developing and maintaining a sun-safe environment.

3. Slap – on a hat with a wide brim

Make a commitment to improving sun safety in your school by joining the SunSmart Schools Accreditation programme. If you would like more information, help applying or want to view a sample policy online, please contact us or visit our website: www. sunsmartschools.co.nz

5. Stay in the shade.

You can also contact your local Cancer Society centre for help.

You can be SunSmart by following these five simple steps from September to April, especially between 10am to 4pm:

4. Wrap – on sun glasses During winter months (terms two and three) sun protection is not usually needed except at high altitudes in highly reflective environments, for example, in snow and/or when skiing.

The highest clear-sky UVR levels occur around the middle of the day.

The Cancer Society recommends planning trips to venues with adequate shade or providing your own shade (umbrellas or tents).

By Louise Sandford, The New Zealand Cancer Society

AMAZING BLOOD! FREE DOWNLOADABLE RESOURCES for teachers of years 9-13

ALIGNED WITH THE NEW ZEALAND CURRICULUM

Interactive whiteboard enabled!

CONTAINING ENGAGING LEARNING EXPERIENCES ACROSS CURRICULUM AREAS SUPPORTING EXPLICIT TEACHING AND SOCIAL INQUIRY

EXTENSIVE DIGITAL RESOURCES

LEVEL 5: SCIENCE, SOCIAL STUDIES & ENGLISH

Interactive digital texts to complement the learning experiences in the teaching units.

AMAZING BLOOD Emphasises the importance of blood donation to social sustanability. Focuses on the circulatory system, the blood donation process in relation to this, and the different perspectives people have about blood donation.

The units are supported with engaging digital resources designed to be used either with an interactive whiteboard or data projector. The interactive digital text features include embedded vocabulary and information pop-ups and videos to foster engagement and support understanding. The digital resources come with downloadable teaching notes with suggested learning experiences for different curriculum levels.

LEVEL 7: SCIENCE

WHAT’S THE DIFFERENCE? Provides experiences for students to learn about blood and the New Zealand Blood Service in the context of analysing information for biological validity.

COMPREHENSIVE RESOURCE LINKS SECTION

NCEA Achievement Standards 91154

A large range of resources to support using blood donation as a context for learning.

LEVEL 7: SOCIAL STUDIES

Web-based links include the following: video clips, teaching resources, slide shows, images, lesson plans, graphic organisers, posters, charts, diagrams, information sheets, articles and brochures. This section of the website is supported by a powerful search feature based on learning area, year level and medium.

TEACHING UNITS Includes

|

TAKE ACTION! Focuses on blood donation as an essential part of social sustainabilty. Explores values and perspectives associated with blood donation and the New Zealand Bone Marrow Donor Registry, as well as planning and evaluation skills required to take action.

NCEA Achievement Standards 91282 & 91283

INTERACTIVE DIGITAL TEXTS (WITH TEACHING NOTES)

fantastic

literacy activities that make the technical

information accessible for a variety of learners.

Anna Simonsen Social Sciences Teacher Wellington Girls’ College

The Level 5 unit is easy to follow, varied and interesting Very thorough indeed!

Paul Keown Educational Consultant Waikato University

D o w n lo a d the FREE re sou r c es h er e

www.nzblood.co.nz/education For more infor mation please email: education@nzblood.co.nz

|

RESOURCE LINKS

The teaching units are brilliant.

I love the range of activities!

Zena Kavas Science Teacher Taita College

Out of School Care

external learning

A beautiful setting at Rotorua’s Lakes Ranch.

Out-of-school care a growth industry

T

imes have certainly changed since the days when most mothers stayed at home to look after their young children. These days, simple economics mean most have few alternatives but to continue in employment.

The cost of housing has risen astronomically in the major cities, the man’s employment in a relationship may well be less stable than in earlier years, while a rise in solo parent families means good after-school care is essential for adults who need to work or study. Back-up support from grandparents or other family members is less common than it

28

school news

Term 4 - 2012

used to be, and particularly for recent immigrants who now compose a significant proportion of New Zealand’s population, unlikely to be there at all.

But professional care poses a number of questions. Safety for the child is the first that most parents will think of, while expense is another that may well be significant. And in today’s competitive environment, time-pressed parents want to make sure that their children in care are not simply wasting their time or merely sitting supine in front of a play station or TV. Homework support will be a

critical factor. While most parents would like to be able to sit down and read with their child in the evening, by the time they reach home after battling the traffic and cooking dinner, the likelihood is that everyone will be too tired.

Like virtually anything, good care comes at a cost, but OSCAR (Out of school care) subsidies may be available for those who:

• are a New Zealand citizen or permanent resident.

• are the main carer of a dependent child

The child should also normally live in New Zealand. This information is a guide only and parents or guardians should talk to WINZ about their individual circumstances.

• don’t have a partner who can provide childcare

It also depends on how much the carer and their spouse or partner earn. The child or young person must be: • aged five to 13 years old • attending an approved OSCAR programme for three or more hours a week.

Out of School Care

external learning

Camps at Lakes Ranch For schools looking for a venue for their next school camp or out of town base, Rotorua’s Lakes Ranch offers a wonderful setting with everything needed for a fun and active stay on the beautiful 127 acre property.

Every school holidays, Lakes Ranch holds three residential holiday camps. The first week is Horse Camp for ages 12 and above, and during the middle weekend, Junior Horse Camp for children aged seven-11. In the second week, Lakes Ranch runs Kids Camp for ages nine-12, with a leadership training programme for those 13 years and up.

Alternatively, school groups can base themselves at the ranch while visiting some of the many tourist attractions available close by. An experienced hosting team will work with the school to ensure the camp runs as smoothly as possible, and will be on hand to assist wherever necessary.

The on-site facilities eliminate the need for travel elsewhere, with a range of activities available including abseiling, horse riding, tennis, archery, volley ball, Tough Guy Challenge, slug guns, kayaking and other water sports, through to the simple pleasure of relaxing on a large hammock. There are thermally heated and cold water swimming pools.

“The kids gain confidence and make new friends,” said children’s camp director, Shelley Gapes.

“Safety is paramount and briefings are given to all supervisors before commencing activity times. We provide our own qualified instructors for activities where specialist skills are required.”

Shelley emphasises that Lakes Ranch is also a non-denominational Christian camp and the holiday programmes teach virtues and values that go along with what the schools teach.

Wide variety at Bizzy Bodz Bizzy Bodz Ltd is an Auckland based business offering quality before and after school care and holiday programmes in a fun, safe, caring and organised environment in 10 Auckland schools.

It is not a franchise, and is operated by director Jo Adamson and what she terms “a fantastic team of passionate, dedicated and loyal staff.”

All programmes are operated from school sites and are approved

by Child Youth and Family, therefore enabling parents to access the WINZ OSCAR subsidy and is part of the Out of School Care Network.

Jo says all staff are very carefully selected, are police checked and hold a current First Aid certificate.

“The programmes are an important part of the school community, particularly for working families, and we value the subtle but important role the programmes play in the lives of the children in our care.

Communication with families, via parents and feedback from the children, is vital in ensuring the quality of all programmes remains high.”

She says after school care is structured, with children being provided a nutritious afternoon tea, free time, supervised homework time and access to quality, organised activities such as art and craft, games, baking and sports. Holiday programmes include trips twice a week from each venue, and include trips to places such as the movies, swimming, ice skating, roller skating, beaches, as well as specialist entertainment venues such as Rainbows End. “We also invite guests in to keep everyone entertained and busy, such as travelling farmyards, ceramics tutors, clowns, balloon artists, artists, beadmaker, as well as loads of awesome, fun in-house activities.

These range from drama, art and craft, to board games, quizzes, cooking, baking, sports, games and loads more. And we are a TV free zone.”

Jo Adamson says she is always looking for opportunities to expand the business and is keen to talk to anyone interested in finding out more about how Bizzy Bodz can work to be part of any new school community.

school holiday programmes and Before & after school care

Become a Bizzy Bodz School!

We provide quality Holiday Programmes and Before and After School Care Programmes Does your current out of school care proviDer: 3 Have CYF, OSCAR and WINZ approval?

3 Have passionate, industry-trained & police art anD checked staff? craft 3 Have structured and supervised homework time?

3 Offer nutritious and interesting afternoon tea every day?

3 Have themed activity weeks?

3 Have an awesome Art and Craft programme?

3 Have child-led games and activities?

3 Offer awesome and exciting holiday programmes? awesome oscar

mes

program

Bizzy Bodz does all of the above and more!!!

anD exciting

if you are interested in finding out more about the wonderful Bizzy Bodz programmes, please contact

Jo adamson 021 678 076 jo@bizzybodz.co.nz all enquiries and new locations welcomed!

By Brent Leslie

Term 4 - 2012

school news

29

Many benefits to schools with sKids involvement

B

ecoming a sKids franchisee has proved very rewarding for Faieka Abrahams, giving her a great deal of satisfaction and enjoyment.

When she, her husband and two small children arrived from South Africa eight years ago, she needed quality after-school care to enable her to work in the corporate world, which was where she first came into contact with sKids.

“I really liked what I saw as a customer – that my children could be in a safe environment they knew because it was based at their school.” sKids (Safe Kids in Daily Supervision) is New Zealand’s largest provider of out-of-school care, with more than 95 schools throughout New Zealand. sKids programmes are based around the philosophy of ‘we care when you can’t be there’ with the aim of being the vital link between school and home for those parents who are not able to collect their children at the close of the school day. Given that Faieka was already passionate about children, it seemed the perfect fit.

In 2007, while still employed in the corporate world, she started out with a small site at Riverhills Primary School in Auckland’s Pakuranga.

“Within about six months, I gave up my full time job and became a sKids business owner.”

The following year, the Abrahams took over a franchise at Remuera Primary School and also started at Anchorage Park. Two years later, they started offering sKids at Bayfield Primary School in Herne Bay.

• High quality out of school care.

Faieka Abrahams

Faieka is backed by “a fantastic management team. I obviously cannot do this on my own so I have programme managers at all the sites. We make decisions together.”

Does she enjoy it?: “I’m loving it. I’m passionate about what I do

because the rewarding thing is that you are affecting so many children and helping to shape their lives. To give parents peace of mind that their children are safe, we actually go and collect the new entrants from their classrooms. We also

Jock Logan and the Sea Devil

• Programmes created for local school communities, backed by sKids national resources, specialist support systems and 16 years industry experience.

• A means for schools to earn additional income.

• Support to school communities - becoming involved in gala days and other key school activities.

RRP $18.50

E NEW Z TH Choice for Frankfurt

THORS AU

The most feared German of World War One crosses paths with a 12 year old New Zealand boy, Jock Logan, in a seaborne adventure that will change Jock’s life. Such was Count Felix von Luckner’s fearsome reputation, he paralysed Allied shipping in the Atlantic and earned for himself the grim alias, the Sea Devil.

After capture in Fiji, he was interned on an island off Auckland, but with fellow Germans soon made his escape in a passing log scow. Jock is on that boat and finds himself caught up in events that are centred on the battlefields of France. What happens when a boy who knows little of the world, is held prisoner by a man reputed to be a ruthless killer?

The outcome is surprising.

TY OF

ion blend of fact and fict on - a cleverly woven cti du 12) pro (20 d ges an jud g s ard itin both wr – Ashton Wylie Aw ... a high standard of and easy to read fun e; tur en adv of e as a young boy’s tal

For orders please contact (09) 575-5067 or email brentleslie1@gmail.com

school news

Term 4 - 2012

LAND SO EA

30

communicate with the teachers who know exactly which child will come to us on what day.”

The children are all of primary age but sKids franchises are licensed to look after children aged from five to 13. “Weekly programme modules allow us to follow a structured, yet fun programme that can be broken down into age appropriate activities. We have a variety of things we do, such as baking which the children love, but there is learning in it as well,” Mrs Abrahams said.

“The children benefit from the social interaction, enjoying lots of different activities with others they know. In our holiday programmes, we’re able to do such things as taking the kids across on the ferry to Devonport, which some of them might not have ever done before.

And because they’re kept busy, they spend less time watching television. We want to help them with both their motor skills and thinking abilities,” she concluded.

The sKids organisation prides itself on offering:

C IE

Out of School Care

external learning

enture a rollicking adv– Longacre Press

Feasibility Studies

sports & recreation

Making an informed choice

O

ver recent decades, the quality, safety and carrying capacity of school playing fields has become increasingly important. During this time, technological advances have been made in both natural and synthetic turf surfaces.

Schools have a multitude of options available to them when considering upgrading their playing surfaces.

As each school and site has different needs, the ideal option will vary. Undertaking an independent feasibility study will help clarify what options are suitable for your school’s site, budget and expectations.

What is a feasibility study?

Feasibility studies allow schools to identify the best option for their situation. In other words, it is a study that considers a range of possible solutions for achieving a particular goal, thereby reducing the risk of wastage, unnecessary cost, or most

“

Feasibility studies are a planning tool that better enable schools to determine the most appropriate option for a given situation

importantly disappointment.

• Options • Site appraisal

What is involved?

• Project constraints

Feasibility studies need to be personalised for each project and the complexity needs to reflect the nature and value of the project.

Typically a feasibility study would include at least some of the following: • Client requirements/ expectations

• Financial information • Consultation • Evaluation/ Recommendation

Client requirements/expectations The first step in a feasibility study is to accurately define and state the school’s requirements or

expectations. For example: “Drainage shall be improved such that the field is available for use within 30 minutes of rain stopping and subject to the rainfall intensity not exceeding 20mm/hour”.

Options The feasibility study would typically identify all practical options that could be used to achieve the stated objective. In some cases the school will already know what option is required (e.g. sand carpet field, 3G synthetic surface etc.) in which case the feasibility study will only need to address issues that relate to this choice. Inevitably as the project is worked through there will be sub options that need to be considered.

Such permutations are what make feasibility studies such a valuable planning tool and why so-called ‘off the shelf options’ may not provide the best result or level of improvement required.

32

SKIDS IS NEW ZEALAND'S #1 OUT-OF-SCHOOL CARE PROVIDER

TM

SKIDS provides a FUN, SAFE, Out of School Care programme ON-SITE at your primary school • Award-winning franchise system • Proven track record – 16 years experience • In over 95 schools throughout New Zealand • Source of additional income for your school • No administration for schools

been "I have ith the ed w impress lism of the na professio hise - they are n ra c SKIDS F y, hassle-free e an as to deal with" tion organisa rincipal P ool ank Sch Willowb , AKL Howick

To request a tailored proposal to offer sKids at your school, please contact:

0800 754 372 chris@skids.co.nz www.skids.co.nz Term 4 - 2012

school news

31

Feasibility Studies

sports & recreation

Example One: Sports field drainage improvement GOAL

MAJOR OPTIONS

SUB OPTIONS

Sand topdressed field Drainage shall be Sand carpet field

improved such that

Grass type?

Establishment method?

Need for irrigation?

the field is available for

Irrigation type?

play within 30 minutes Full sand construction

of rain stopping and

Drain type?

Need for reinforcing system?

subject to the rainfall

Other

intensity not exceeding 20mm/hour.

Synthetic fields

31

Site appraisal A detailed site appraisal will help the school understand the site’s limiting factors that must: • First be addressed if the level of improvement is to be achieved, and • Secondly whether the site features are compatible with all of the proposed improvement options.

For example, considerations could include: • Topsoil depth and quality • Presence of contaminated soil • Old rubbish tip site • Drainage reserve • Site access • Site dimensions • Earthworm activity etc.

Project constraints The feasibility study would typically consider any external constraints that could impact on the proposed improvement options. These issues must be managed if the project is to be a success and delivered on time. Typically these constraints may include: • Resource and building consent requirements and the time required to complete this process.

• Time constraints – e.g. we need the field to be available for a large tournament in third term.

• Budgetary constraints – both capital and maintenance costs need to be considered.

32

school news

Term 4 - 2012

Sand filled surface?

Third generation surface?

• Other (contractor availability, requirement/availability for specialised machinery, specialised materials needed etc.).

Financial Information A raft of financial information will need to be considered such as financing options, the cost of these and cash flow requirements during the project.

Changes to maintenance costs are an important consideration as surprisingly many schools are unaware that a better playing standard will inevitably impact on the maintenance budget. There is little point in investing in a better surface if you can’t adequately maintain it. If the school is considering installing a synthetic surface versus upgrading a natural surface, both the maintenance and capital costs over the expected life of each option should be considered. It may be that the cumulative effects of increased maintenance cost associated with the upgraded natural surface make it a far less attractive option than it first appears.

Advantages/disadvantages To assist with the decision process, the advantages and the disadvantages of each option should be documented.

Consultation Consultation with interested parties (parents, external user groups and budget approvers) is an important part of adopting a change in playing quality. Consultation enables management to obtain both positive and negative feedback for each of the options tabled and how much they are prepared to pay. This assists in ensuring that users understand

what they are getting and future disappointment is largely avoided.

Evaluation/ Recommendation Finally, the feasibility study should identify the basis on which the final decision will be made. There are a variety of methods that can be used; some of which include: • Affordability • Cost benefit analysis • Payback period

Affordability Questions to ask may include: Can we afford to finance the proposed improvement (directly or via a loan)?

Are the increased maintenance costs based on our present income stream affordable?

Cost benefit analysis In effect this involves not completely focussing on up-front costs, but rather additional benefit(s) that the improvement option will provide, e.g.

a synthetic field will generally be more expensive to construct than a sand or soil field, but this additional cost may be offset or justifiable given: • The greater use that synthetic surfaces can accommodate • The improved predictability of use provided

Payback period An improvement option may generate additional income via renting out to external users or by attracting more students as a result of the higher quality facilities on offer.

Summary Feasibility studies are a planning tool that better enable schools to determine the most appropriate option for a given situation. Each site is unique and even what seems like a ‘standard design concept’ typically requires adjusting to meet a specific situation and client need or expectation.

By David Ormsby, Agronomist, NZ Sports Turf Institute

make the most of your turf Easigrass™ is the UK’s number one installer of artificial grass sports and leisure facilities, with more than 25 year’s experience in the ever increasing synthetic turf market.

Easigrass™ has evolved into three distinct businesses: • The installation of sports pitches and courts • The maintenance of sport pitches and courts • The supply and installation of leisure and landscape surfaces With over 1 million square metres installed Easigrass is recognised by governing bodies, pitch contractors and end users as the benchmark of quality work.

Our mission is to raise the standards of sport and leisure surfaces through advanced and focused installation methods.

Easigrass Sport™ is the division that focuses on pitch and court projects, particularly on resurface work, offering environmental solutions to the removal and replacement of old turf and pads.

Easigrass Sport™ manages the Rhino-Turf™ range of high quality sports products, and has set up a network of partners in the UK, New Zealand, Africa, UAE and Singapore, with like-minded sports construction companies.

As a part of the Easigrass Sport™ “attitude” we place considerable emphasis on maintenance, believing that this can not only improve performance but also prolong the life of a surface. Sustainability is integral to every system we sell and install.

We don’t construct, but we choose very carefully the construction partners we work with.

Easigrass Sport™ clients include professional football clubs, universities, schools and local authorities.

THE RHINO-TURF™ OFFER Only the best is good enough. Which is why: • Every Rhino-Turf™ sports surface is only installed by Rhino-Turf approved installers.

• Rhino-Turf™ works with the most advanced shock pads as part of a performance driven system.

• Rhino-Turf™ is only available through a select network of specialist sports contractors.

Rhino-Turf value cannot be beaten: • High quality yarns in a dense construction guarantees sports performance and best return on investment.

• Rhino-Turf™ systems are tested to the highest standards and kept there by our maintenance company.

• Long term recyclability or reuse is an essential consideration in the choice of materials used.

Rhino-Turf offers peace of mind: • Rhino-Turf’s “in house” consultancy service ensures you get the most appropriate surface and system for your needs.

• Rhino-Turf carries out its own performance tests, verified by world leading test houses.

• Rhino-Turf is the safe surface, the safe choice and safe partner for your sports needs.

Easigrass NZ Ltd: 524 Church Street, Palmerston North, 4410 Ph: (06) 353 1324 Fax: (06) 353 1324 Email: sales@easigrass.co.nz Website: www.easigrass.co.nz Website: www.rhino-turf.co.nz Website: www.easigrass-sport.co.nz Easigrass Sport: PO Box 281, Tokoroa, 3491 Ph: (021) 935 649 Email: sales@easigrass-sport.co.nz Website: www.grassmannz.co.nz Website: www.flexcourt.co.nz

Synthetic Sports Surfaces

sports & recreation

All-weather surfaces a blessing for schools

H

aving an often seemingly excessive rainfall has its advantages for a country that depends heavily on agriculture and a number of lakes and rivers that can be harnessed for the generation of hydro power, but it sure messes up a lot of sporting activities.

When we have a winter like this year’s one where the precipitation seemed continuous, in at least some parts of New Zealand, all that bottled up energy in the classroom is inevitably going to heighten the stress levels of school teachers and principals throughout the land, as well as parents when weekend sporting fixtures are cancelled time after time.

While rugby and mud seemed almost synonymous to generations of pupils, better drained surfaces have greatly improved that situation.

But for most other sports, unless the surface is firm, any sort of play may well be impossible – the late

start and frequent interruption of the cricket season perhaps being the most annoying example. While the ubiquitous asphalt still provides a solid footing in many a school, it retains pools of water, punishes slips and falls severely, is really unsuitable for sports such as tennis, and hardly provides an aesthetically pleasing experience.

Thankfully, the development of synthetic grass sporting surfaces more than three decades ago has greatly alleviated the problem and New Zealand is the beneficiary more than most. As knowledge and techniques of manufacturing these surfaces has grown, they have become very sophisticated – able to provide a wide variety of textures, bounces and speeds – but as they require a reasonable amount of capital outlay, placing an onus on the purchasers to make the correct choice. Obtaining sound advice from an experienced operator should be

regarded as essential to avoid costly mistakes.

Apart from their serviceability, the fact that these surfaces provide a wide range of brilliant colours that are pleasing to the eye, cannot be ignored. It makes the sporting

experience so much more enjoyable, persuading some of the less enthusiastic young sports people to at least give it a go. And with the shock- insulating properties of such surfaces now an essential part of their make-up, immediate injuries from

Winning survival videos bring a chance for adventure

S

even New Zealand secondary schools have won a share of $50,000 in Genesis Energy scholarships to the Sir Edmund Hillary Outdoor Pursuits Centre of New Zealand after winning the 2012 Student vs Wild competition.

Students nationwide were invited to make a video to explain how they would survive for one week stranded in their school grounds without food, shelter or assistance from the outside world. The videos were uploaded to the Student vs Wild website and the winners decided by public voting and a judging panel from OPC and sponsor, Genesis Energy.

The winning teams, announced in early November, have won a scholarship that covers a five-day adventure programme for 10 students at an OPC base -Tongariro or Great Barrier Island.

The winning schools are: Huanui College, Northland, Kaipara

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College, Auckland Region, Katikati College, Bay of Plenty, Matamata College, Waikato, New Plymouth Boys’ High, School, Taranaki, Opunake High School, Taranaki, Fiordland College, Southland.

“The videos the winning students put together were a tribute to young Kiwi ingenuity,” said Genesis Energy chief executive Albert Brantley. “We’re delighted to be able to reward the best of the entries with the chance to attend OPC where they will be stretched both mentally and physically and at the same time learn some real survival skills.”

OPC chief executive officer Graham Seatter said “Even though OPC strives to keep its costs down, with support from sponsors such as Genesis Energy, we know it can be tough for some communities to fundraise to cover the remaining costs. This initiative gives 70 Kiwi teenagers the chance to challenge themselves in the great outdoors.

For many of these students, the OPC programme will be a life-changing experience.”

It has been another busy year for the Outdoor Pursuits Centre with several events held involving schools. One example was in September when, with support from Youthtown, OPC chose the winners of the 2012 Get2Go Challenge regional and now 96 of the most adventurous young teens in New Zealand are preparing to face off in the outdoor challenge of their lives.

Twelve mixed-gender school teams will compete for the national title in the Get2Go Challenge final from December 10 to 14, at the OPC base on Great Barrier Island. Each won their regional Get2Go competition.

The competition, now in its seventh year, is New Zealand’s premier

adventure sport event for this age group. Teams of eight, get stuck into a range of fun but testing challenges.

The Amazing Race-style competition is the equivalent to the Hillary Challenge for senior secondary students. They need no special outdoor experience to enter – just a give-it-a-go attitude.

OPC is all about giving young New Zealanders an introduction to the many cool activities that are on our doorsteps.”

OPC’s school programmes endeavor to help develop tomorrow’s leaders by building spirit, a strong sense of group unity, camaraderie and socials skills in unspoiled settings.

“

Synthetic Sports Surfaces

sports & recreation

It makes the sporting experience so much more enjoyable, persuading some of the less enthusiastic young sports people to at least give it a go

falls are likely to be less severe, while the long-term toll on knees and other joints may prove to be somewhat alleviated.

New Zealand schools are well served by companies that can offer them a professional service.

Auckland-based Tiger Turf is a wellknown, locally based manufacturer of all-weather surfaces for schools.

“Tiger pioneered the first all-weather multi use courts for schools in 1989 –St Cuthbert’s College was the first,” said the company’s education business development manager, Grant Fickling. “We’ve completed approximately 500 since then.

“There is real growth in our

‘turnkey’ projects where Tiger converts a grass pitch that has often been unusable throughout the winter, into a versatile surface complete with free draining base.

Suddenly the school has an allweather facility where the students can enjoy PE, training, leisure time and a wide range of other activities,” Mr Fickling said.

“Junior schools now enjoy surfaces from Tiger that have been specifically developed for younger students. The inclusion of junior games – Hopscotch, 4 square, Tapuae etc are extremely popular.”

By Brent Leslie

Supplier Profile | Tiger Turf Ltd

Proven performance in schools Turning tired school grounds into brilliant, all weather, multi-sport playgrounds is delivering significant benefits to schools nationwide. Multipurpose synthetic facilities enable students to be more active, healthy and engaged in sport, encourages more sports activity, enabling kids to play – rain or shine. TigerTurf offers three distinct synthetic grass options for schools that can be used in combination with each other or independently.

•

•

Versatile Multi-Sport surfaces enables schools to incorporate several activities – tennis, netball, hockey, football, cricket and basketball as well as different games – into one space maximising the use of that area.

Synthetic sport fields using longer pile surfaces replicate the playing performance and feel of natural turf fields. Ideal for football, rugby, futsal and hockey, many schools also incorporate a running track as a bright, practical and distinctive feature.

Schools have maximum utility, maximum performance and maximum participation on fields that never need to be closed.

•

Passive and recreational areas are beautified with landscape grass. With no mowing, fertilising, chemicals or watering, schools are creating attractive all-weather outdoor areas where students can meet and eat and study.

Other benefits include extended playing hours resulting in greater participation, more active, healthier students and enhanced skill development. Synthetic sports

surfaces are durable, lasting many years, low maintenance and free draining meaning they are playable in all-weather giving schools certainty when planning and scheduling training and games. Synthetic surfaces have also shown to decrease playground injuries.

Schools are delivered high quality,

TigerTurf’s proven performance in schools, with hundreds of successful installations nationwide, is a result of over 30 years of marketleading research and development, professional design and build solutions including site plans, civil works, lighting, fencing and drainage and proven installation techniques.

For information on how TigerTurf

hard-wearing and long-lasting, customised solutions that transform school grounds into brilliant, versatile facilities that look fantastic, becoming a focal point of the school.

can transform your school phone 0800 804 134, email info@ tigerturf.co.nz or visit tigerturf.com

Term 4 - 2012

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Water

food & beverage

Care needed with drinking water

O

ften seemingly over-blessed with a supply of fresh water falling on us from the sky and with stringent government health standards, New Zealand schools are largely free of some of the risks that affect schools in many other countries.

But risks do remain, wide scale infections have happened, and the results can be very severe.

The Ministry of Health says many small rural New Zealand communities do not have access to drinking-water that is shown to be safe. It offers a technical assistance programme to those affected.

And while metropolitan water supplies might be safer, problems can still arise. Ministry of Education guidelines point out that drinking poor-quality water can cause illness from poisoning or infection. “Children are in the highest-risk group and in many cases can become ill without realising that it was the water that made them sick. Illness can result from exposure to protozoa (for example, Cryptosporidium and Giardia) and bacteria (for example, E. coli), or from lead poisoning.”

The Ministry states categorically that as a condition of its Health and Safety Code of Practice, boards of trustees must ensure their schools have enough fresh water for drinking,

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washing and all other school purposes.

“Schools on town water supply only need to consider lead poisoning, as their water quality is controlled by local councils. Schools that are not on town supply and have their own supply of water (self-supplying schools) need to manage their water supply and comply with the drinkingwater standards.” This affects around 500 schools in New Zealand.

Lead a real risk The Ministry regards lead poisoning as a significant risk that needs active prevention measures. “Lead can appear in drinking water through the corrosion of brass in taps after water has been sitting in the plumbing overnight. All taps used for drinking should be flushed briefly before the start of school and around lunchtime.

This is usually a task for your caretaker.

“Self-supplying schools should be aware that lead may also leach from roofs. Schools using a roof-water supply need to check with the local Health Protection Officer (HPO) to ensure their water supply has been tested for lead. If lead is a potential risk the HPO can advise how to manage that risk.”

Drinking-water standards To control waterborne disease in New Zealand, the Ministry of Health introduced the Drinking-Water

Standards for New Zealand 2005 (Revised 2008). Self-supplying schools must comply with the standards to meet their responsibilities to supply safe drinking water.

Section 10 of the Standard applies to self-supplying schools with small water supplies, serving fewer than 500 people. It requires schools to use a Public Health Risk Management Plan-based compliance system that has been assessed as satisfactory by a drinking water assessor (an HPO specially trained to deal with drinking water issues) conduct an annual sanitary inspection, and monitor water quality for bacteria (E. coli) every three months.

“With training, the person responsible for the day-to-day running of the water treatment plant should be able to manage compliance with the standards, including producing the Risk Management Plan, the annual sanitary inspection and water testing.

The school should not have to employ someone to carry out these tasks.

“Boards should contact their local drinking water assessor for advice and help before employing consultants or spending funds on compliance and before spending funds on maintaining or upgrading drinking water plant.”

Outside help

Schools concerned about the quality of their drinking water will find no shortage of companies that can provide everything from bottled water to a wide range of purification equipment. But MINED has a warning for schools using or planning to use ultra violet purification measures.

“Under the Drinking-Water Standards, ultra violet (UV) water treatment devices must have an integral UV sensor to comply. It is likely that many of the UV devices currently installed in schools will not comply with the standard.”

Self-supplying schools must be on the Ministry of Health’s Register of Community Drinking Water Supplies in New Zealand. “Registration is important to ensure your school is: • given a unique zone code for using on all sample bottles and accompanying documentation • included in the Ministry of Health’s annual microbiological review of the quality of drinking water in New Zealand to see which schools meet the drinking water standards.”

To help self-suppliers, the Ministry of Health has produced a number of resources including Public Health Risk Management Plan templates, training CDs and the Technical Assistance Programme (TAP). The TAP is delivered by a facilitator through the local public health service.

By Brent Leslie

“ school news

The Ministry states categorically that as a condition of its Health and Safety Code of Practice, boards of trustees must ensure their schools have enough fresh water for drinking, washing and all other school purposes.

Term 4 - 2012

Three-school merger brings new era

S

chool mergers are never easy, especially when it entails trying to seamlessly fuse more than two schools into one.

In the case of the new Carisbrook School in the Caversham district of Dunedin, the challenge involves three schools, but when the task is completed, the outcome should be well worth while for both the pupils and the community.

The schools involved were all fairly small – the former Caversham, College Street and Calton Hill primary schools. In their new guise they have become Carisbrook School, but at this stage are still operating on their original three sites, which in the meantime are being termed: the Main site, the Terraces site and the Heights site.

But with building work scheduled to start in the latter part of this year, in 2014 they will morph in to one, located at the original Caversham School.

The merger was initiated by the Ministry of Education last year to make more cost effective use of

“

With variable learning spaces, there’s also the opportunity to join classes together to make larger groups, creating opportunities for team teaching

the schools – two that each had a roll of about 150 pupils and one of about 75. One school was of the elderly wooden Nelson block design, one an older wooden single level construction, and one slightly younger, of brick. All had the familiar deficiencies of schools of that vintage – traditional square box construction, including immovable walls, shortcomings in temperature and sound control, plus being totally

unsuitable for modern ICT learning.

Understandably, when the Ministry’s decision was announced, there were concerns among teaching staff and parents of pupils at each of the three schools and an expectation that the principal of the new Carisbrook School would be one of the three incumbents.

However, the task of guiding the amalgamation and performance of the new Carisbrook for the

foreseeable future instead went to someone new to the area – Ben Sincock, the then principal of Brockville School.

Since he took on his new position in January, he has found himself spread thinly, trying to maintain high standards across three sites while helping to plan the development of the new one. He has found there are considerable challenges.

“There’s no question about the quality of teaching and learning for the pupils who still have the majority of their original teachers – it’s just the logistics of managing a school spread over three sites. Along with some of our specialist teachers I have to rotate around the sites, which isn’t ideal, but considering everything it’s coming together nicely.”

With regard to the new campus, the challenge is helped greatly by the fact that the Ministry had appointed Opus Architecture as the design consultant and project manager.

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school news

Case Study – Carisbrook School

property

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Case Study – Carisbrook School

property

37 Opus Architecture has considerable experience in bringing older schools into the modern era and Ben Sincock is happy with progress so far.

“We’ve been working really well with Opus and the Ministry with regard to getting the project underway. There’s been a lot of consultation with staff about what our needs are for creating modern learning environments.

“We’ve been very impressed with Opus. They consult and meet with us regularly. They listen to what we’re after and work around it to create options. The positive aspect of the merger is that we’re going to end up with modern learning environments – with classroom spaces that are set up to cater for pupils in the 21st Century.

“With the old schools, there wasn’t the opportunity for variable teaching spaces to meet different needs. Some of our pupils work better in smaller, less noisy environments, while some prefer to work out in the light open spaces.

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Others prefer the learning cave scenario.

“The new Carisbrook School will have lots of breakout spaces, both indoor and outdoor, giving pupils the opportunities to work in a variety of environments. That can include the classroom furniture and equipment. These days, instead of everyone having the same seating arrangements, you aim to meet a variety of learning needs. For example, we have several pupils who prefer to stand for some activities. They’ll be able to work in a way that suits them within the classroom.

“With variable learning spaces, there’s also the opportunity to join classes together to make larger groups, creating opportunities for team teaching. It also makes for a better flow from one learning space to another.

“We also had to take into consideration the size of our school grounds. We didn’t want to greatly increase our footprint on the land – we wanted to ensure that we

still had sufficient open spaces for recreational activities, so we’ve had to be creative on how the new building will fit onto the site.”

A new boiler system will be needed to cater for 450 – the combined roll of pupils while double glazing and insulation will make a big difference to maintaining comfortable temperature control throughout the year.

A big plus with the development will be in regard to ICT with the latest technology available. “Basically, all our classes will have interactive whiteboards installed and students able to access a wide range of ICT equipment,” Ben said.

The first step forward will be the refurbishment of the first fourclassroom Nelson block for all the year seven and eight pupils from the three sites, which will be open in time for the beginning of the first term next year. Stage one also involves the construction of a new six space junior block which will be ready by the first day of Term Two. Stage two involves the

refurbishment of the remaining two Nelson blocks and the construction of a new four teaching space block that will link the two Nelson blocks.

In all, there will be 10 new teaching spaces. It is intended that all staff and pupils will be ensconced in their new buildings on the main site at the beginning of 2014, with stage two construction overlapping stage one.

Another plus of the development and its up-to date facilities will be to allow the school to involve the Caversham community much more.

“We intend to be a community based school and offer educational opportunities and experiences to the wider community after hours,” Ben said.

“It’s very exciting to think that within the next 18 months we’re going to have a basically brand new school. Not many schools ever have that opportunity, so the pupils and most of the community are really thrilled about it.”

By Brent Leslie

property Supplier Profile | Opus

Carisbrook School: Merging Modern Learning We know that some of the most challenging aspects of a School Merger include: • Understanding both the physical and emotional connections to the existing schools from the perspective of the communities, staff and boards of trustees.

The new building through transformation of old to new becomes a product of the shared vision.

The involvement of all parties throughout this process stimulates ownership and is a key element to success. The new building through transformation of old to new then becomes a product of this shared vision.

The master planning of the school can address a number of issues including: • Improved access from initial points of arrival.

Integrating the new facilities alongside the existing provides an opportunity to form more modern learning environments in line with the new facilities that embrace an evolving curriculum, allowing both flexibility and creativity.

Forming the new identity for Carisbrook School, and taking into account the emotional and historical community connections to its longstanding predecessors, while challenging, created a number of opportunities to re-define the school as a new modern learning centre which engages with the community through the conduit of good architecture and master planning.

• Improved flow between each classroom.

– By Niko Young, Opus Architecture, Opus International Consultants

• The logistics of moving students into a new environment.

• The ‘decanting’ of existing items, i.e. what remains and what goes.

• Establishing a new vision and identity that respects the origins of the original schools and paves the way forward.

As design consultants, we play a vital role navigating and responding to these challenges. Group meetings and workshops with the key stakeholders, communities and whanau at the beginning of such a process, provide the first steps to understanding both the long and short term needs. Visions,

concerns, and ideas are explored in a collaborative environment and lay positive foundations for the future development.

Often an existing environment is judged solely on how it currently appears, rather than what it can potentially be. It is vital that a clear communication of ideas starts with an agreed brief and vision, and is followed by a master plan and detail of how spaces and functions are created, as this generates a positive and collaborative design solution.

• Defining a central courtyard/ gathering space that promotes visual linkages between each of the teaching blocks.

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Albany High School

property

Building a strong foundation

Precast steel framing and concrete helped speed up the building process.

I

t has long been noted in business circles that the work environment has a significant effect on productivity.

Dreary buildings combined with bosses that micro-manage their teams can make for a pretty soulless way to spend the 9-5 working day, while open plan, collaborative and dynamic workplaces are inspiring staff to work through issues together and push themselves further.

Schools are now also recognising that this is the way of the future and are designing teaching spaces that enhance the style of education they

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aim to provide.

One school that has achieved this with great success is Albany Senior High School, situated on Auckland’s North Shore. The school caters solely for year 11, 12 and 13 students – the final three years of high school where the students are young adults, and it treats them as such.

There are no bells, students have to take responsibility for where they need to be and at what time. There are only three classes each day and those classes are 100 minutes long, allowing staff and students the time

to engage, research and discuss the lesson topic without having to watch the clock too closely or rush off to other classes.

The open plan nature of the building, with classes held in learning commons that can see three or four classes sharing the same teaching space, also lends itself to the school’s philosophy of preparing students for the future.

Businesses are increasingly using open plan, collaborative workspaces so the school’s design closely resembles the environment students will face in the workplace.

But it wasn’t an easy road to get the school, which officially opened in 2009, off the ground. Environment Court delays and delays with resource consent saw the school initially housed in prefabs on the site of Albany Junior High School a couple of kilometres down the road and meant, when consents were finally granted, the build programme was compressed to just 13 months.

Nigel Bent, property manager at Albany Senior High School, says to help speed up the construction process everything was precast. “The concrete floors, steel framing and façade were precast and assembled on site. At times during the construction it looked like a giant Meccano set.”

The handover of the 20,000m2 building was completed in two stages, with the school’s central atrium and one end handed over prior to the start of the first school term in 2010 and the other end of the building completed in April of the same year. The school’s four hectare site is also home to a gymnasium and a schoolhouse, built in 1897, from the original Albany Primary School whose refurbishment was a condition of the high school gaining resource consent. An external plaza, courts and sports fields are also part of the property.

Car parks are provided for staff, senior students and visitors underneath the main school building. “We had limited space on site and didn’t want the kids parking on the road as it is very busy,” says Bent, “So we developed 300 42 undercover car parks.”

property Supplier Profile | Distinction Furniture

Learning in different ways and new spaces MLE, the new focus for our schools. The New Zealand Curriculum requires that young people be confident, connected, actively involved, lifelong learners. The Key Competencies encourage schools to develop children who can manage self and children who can relate to others.

At Distinction, we are proud to be the leaders in Modern Learning Environment furniture. We have based our range on the Herrmann Brain model on how children learn and how teachers teach. The model show that children learn in different ways and the spaces that they need to learn in should be varied to meet the needs of all aspects of the Herrmann model.

We create several different areas within the classroom to accommodate our Logical learners, Creative learners, Controlled learners and Interpersonal learners. High tables for our Meerkat kids that need to know what is happening in the classroom, shaped tables for our kids that like small groups but need the interaction, bean bags, cushions and low chairs for reading, study corrals for those that are easily distracted and need individual space. We utilise where we can, existing furniture to assist with the costs and encourage the use of colour to stimulate the learning minds.

Distinction has been supplying

furniture to schools for many years and has seen the changes in the classrooms as the curriculum evolves. As technology advances your learning space and the furniture required must develop in tandem with it.

Distinction have placed furniture in all the new schools built in the last 17 years including Hingaia Primary which opened this year, and the first PPP Project at Hobsonville Point opening in 2013. The changes have

been amazing in both the designs and the requirements and we have been so proud to be able to work alongside schools in meeting the needs of both the teachers and students.

Distinction is proud to be a New Zealand owned and operated company that supplies New Zealand Made furniture with a bulk of it having the Environmental Choice NZ tick. Our team have a passion for Education and for service and

we pride ourselves on going the Extra Mile for our clients. We offer professional advice, we listen to you, and we offer quality products at a realistic price and building relationships based on trust.

For an obligation free consultation please contact us on 09 523 4092 or visit our website www.distinction.net.nz

Proud Business Partner and Supplier to Albany Senior High School

Term 4 - 2012

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Albany High School

property

40 The school is working with Travelwise to promote the use of skateboards, scooters and bikes amongst its students but, says Bent, that is bringing with it a whole new set of issues. “Most schools have done away with lockers which presents the problem of storage for their skateboards or bike helmets.”

A fully integrated security system with electronic locks and swipe card access provides safety and security for staff, students and equipment. Up to 40 cameras monitor external and high traffic areas and provide an additional level of security.

“Some people see it as a bit Big Brother-ish,” says Bent, “But from a safety and security standpoint it is good for us. If someone loses their swipe card all I have to do is deactivate it and issue a new one. It is much less hassle than if someone lost a master key.”

Swipe card access means students are also trusted to use the school and its facilities out of hours for additional study, sport or band practice. It’s about giving students opportunities to step up and take responsibility, says Bent. “So for those students that are in a band, even one that is not related to the school, why not let them use the facilities and equipment we have here to practice. The security system allows us to monitor and track what they are doing but it also allows them to realise they can self manage, and they can manage their peers and keep them in line if they need to. It comes back to treating the students like young adults.”

This drive for self management has also been extended to the internal working of the building – the lighting, heating and cooling systems are run through a building management system (BMS) that automatically turns the systems on and off at set times and allows Bent to monitor the consumption rates for each learning common.

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Currently housing 800 students, the school has capacity for 1300 so the building is still settling and adjusting to each yearly intake of students. However, within five years there should be some interesting consumption rate data says Bent.

Breaking away from the traditional, closed classroom-style school has provided a number of additional benefits with regards to building maintenance. The ceilings mirror the open-plan nature and lighting, ducting and cable tracks aren’t hidden away above ceilings.

This provides easy access for Bent and contractors working within the school and saves time in identifying where problems lie.

The use of one common area, multiplied 10 times throughout the building, makes it efficient and simple to source replacement parts. “All the light fittings and light bulbs are the same so I can order one knowing it will fit in all areas of the school,” says Bent. “If I have to replace a piece of carpet I just have to replace one piece not the whole hallway as it’s all the same carpet throughout. And if we need something new I can show the salesperson one space and then multiply it by 10.”

Both the construction and design of the building and the teaching style at Albany Senior High School can be described as innovative, contemporary and breaking with tradition. The design of the building, with its open, non-restricted, collaborative workspaces is reflective of the style of education the school wants to provide – nurturing, inspiring and empowering its students to excel when they leave school.

Albany Senior High School is building strong foundations for the future and, as Bent says, the strength in the building reflects the strength in teaching.

By Rebecca Wood

The original Albany Primary School building has been refurbished.

Learning commons can house three classes at a time.

The ceilings mirror the open plan nature of the classrooms.

property Supplier Profile | Husqvarna

Cut above the rest Husqvarna Group, the world’s largest manufacturer of lawn mowers and petrol outdoor power equipment, is launching a new versatile lawn mower range in time for the spring season. The new Husqvarna walkbehind lawn mower range consists of four models; LC18,, LC19A and LC19AP –available in both steel and alloy chassis - these mowers are exclusively designed for the Australasian market, ensuring they can easily maintain a wide range of lawn types even in the most extreme conditions.

All models are powered by Briggs & Stratton DOV four stroke engines which provide a quiet and responsive power output, reduced vibrations, and ReadyStart® technology which makes for effortless starting.

Cut quality is second to none thanks to the durable and efficient cutting decks with swingback blades to ensure superior cutting performance and ease of maintenance. All cutting decks feature

adjustable height settings, with up to 6 positions, easily selected with the single point heavy-duty steel segment and side-mounted lever.

Versatility is standard across the range, with all models offering a choice of two cutting methods; BioClip® mulching, or Collection – however you choose to mow, Husqvarna mowers deliver excellent performance. All models are supplied standard with a large hard plastic grass collector and a BioClip® mulch insert, which transforms the cutting chamber, returning fine clippings back to the lawn creating nutrient-rich mulch for improved lawn condition.

Additional features include folding handle with easy quick action cam lock levers, large dual ball bearing wheels that are firmly secured to heavy duty axles with locking nuts to provide maximum durability while protecting lawn surfaces. The upturned handle with soft grip and the conveniently positioned starter handle provide excellent operator ergonomics

New models priced from $599 and comfort.

way you mow and check out the

The introduction of the new walk behind range reinforces Husqvarna’s commitment in offering a complete solution for residential, landowner and commercial applications for the lawn and garden market.

new Husqvarna lawn mower range,

So get ready to change the

exclusive to authorised Husqvarna Specialist Dealers.

Freephone 0800 4HUSKY (0800 448 759) for your closest dealer.

Term 4 - 2012

school news

43

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