Issue 24 | Term 1 - 2014 | $12 Inc GST
The Essential Management Guide for Education Industry Professionals
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Spicing up an old recipe IPADS & TABLETS Do devices really improve their learning? TV BROADCASTING Focusing on development MOWERS & TRACTORS Choosing the most suitable equipment
Essential Reading for Principals • Department Heads • Property Managers • Professionals
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contents
ISSN 1178-9964
SUBSCRIPTION ENQUIRIES $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz ADVERTISING Pip Casey (03) 974 1037 p.casey@schoolnews.co.nz EDITORIAL Kim Armstrong-Fray editorial@schoolnews.co.nz PRODUCTION Richard McGill r.mcgill@schoolnews.co.nz CONTRIBUTORS Dr Jenny Poskitt, Elaine Salt, Linda Flanagan, Brent Leslie and Christine de Felice.
sn inside Education in the digital world
Issue 24 | Term 1 - 2014 | $12 Inc GST
The Essential Management Guide for Education Industry Professionals
Welcome to the first School News of 2014. As we all know, IT has become increasingly important in providing New Zealand’s young people with the best-possible education. In this issue we look at some of the newest developments in this crucial field – the managed network being rolled out by Network for Learning to give schools fast, safe and reliable internet access, eTV, which enables teachers to enhance students’ learning through accessing television programmes and teaching resources from around the world via the internet, and school-based TV studios,
which are bringing exciting opportunities for students to develop their skills. We find out how school libraries, too, are taking their place in the digital environment, while another new internet development we look at is the ease and convenience of ordering school lunches online. In a unique new outdoors-focused initiative, four schools are trialling the Adopt a Section programme in the Abel Tasman National Park, with students creating their own fiveyear ecological plans for their area.
www.schoolnews.co.nz
ONLINE LUNCH ORDERING
Spicing up an old recipe IPADS & TABLETS Do devices really improve their learning? TV BROADCASTING Focusing on development MOWERS & TRACTORS Choosing the most suitable equipment
Essential Reading for Principals • Department Heads • Property Managers • Professionals
WINFIVE
ONE OF
WARWICK S PACK SCHOOL
schoolnews.co.nz ENTER ONLINE @ schoolnews together with Warwick Stationery are pleased to offer the chance to win 1 of 5 Warwick School Packs. New Zealand’s only Environmental Choice Approved exercise books. To be eligible for the draw, please include your school’s name, address, email address and telephone number on a self addressed envelope and post to: Warwick School Pack Competition, PO Box 5104, Papanui, Christchurch, 8542
Entries close: Friday April 25, 2014
Issue 24 | Term 1 - 2014
We hope there’s plenty here to inform and engage you. – The School News team
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 © 2014. No part of this publication may be reproduced without written permission from the publisher. School News is proudly published by:
12 news 05 Ministry News 07 News In Brief
education PO Box 5104, Papanui Christchurch, 8543, New Zealand Phone: (03) 365 5575 Fax: (03) 365 1655 Email: mail@multimediapublishing.co.nz www.multimediapublishing.co.nz
10 Research: What difference do technological devices make to student learning and achievement?
12 TV Broadcasting – Case Study: Berkley Normal Middle School
14 TV Studios: School TV studios now increasingly common – and important
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.
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administration 17 Environmental Choice: Growing in strength 20 School Libraries: The ‘new age’ of school libraries 24 Photocopiers: Yet another leap forward in multifunction photocopiers
teaching resources 27 Interactive Whiteboards: Extracting the best from your new IWB
28 Interactive Whiteboards – Case Study: Queen Margaret College
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30 E-Learning: Internet key to quality learning 32 E-Learning – Case Study: Western Springs 33 Book Reviews: New books on the block
food & beverage 34 Lunch: School lunches go online 36 Software reduces registration administration
external learning 38 Adopt a Section Programme: Schools adopt National Park
health & safety 40 SunSmart: Be a SunSmart school 42 Colds: Cut your colds this winter
property 43 Mowers and Tractors: Choosing the most suitable mowers and tractors
48 Maintenance: The importance of planning 50 Lighting: The top 10 benefits of LED lighting
Ministry News
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$200 million settlement
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$200 MILLION insurance settlement for earthquake damage to 214 Canterbury schools is an important confidence boost to the education sector in the region says Canterbury Earthquake Recovery Minister Gerry Brownlee, Education Minister Hekia Parata and Associate Education Minister Nikki Kaye. Mr Brownlee says the settlement between the Ministry of Education and Vero Insurance is one of the largest insurance pay outs in New Zealand’s history. “The National-led Government has big plans for investing in greater Christchurch’s education infrastructure, so this is a timely and welcome boost to the rebuild,” Mr Brownlee says. Ms Parata says the settlement is great news for Canterbury schools, the community and the Government. “With a $1.1 billion investment in education renewal in greater Christchurch over the next decade already underway, this settlement
gives impetus to the largest ever investment in a region’s educational facilities,” Ms Parata says. “This year alone, 15 schools will enter the capital works programme. The new Pegasus School is scheduled to open in term 2 and the rebuild of Halswell School is due to open in term 4. Approximately $30 million is being spent in the Greater Christchurch Renewal Programme over the 2013-14 financial year, and approximately $100 million will be spent in 2014-15.” Ms Kaye says the Ministry of Education’s insurance claim was one of the most complex arising from the Canterbury earthquakes. “More than 1000 buildings at over 200 schools were involved. The wide-ranging building types and damage, the spread of school sites across Canterbury, and ensuring schools remained open and functional were all part of the challenge,” Ms Kaye says. Mr Brownlee says the settlement represents the result of several major programmes and complex
negotiations with insurers over three years. “Immediately after the earthquakes, emergency and temporary works were undertaken across affected schools and extensive building and land damage assessments were carried out. “Staff, students and parents have shown great resilience over that time, and we know they’re excited about this process of renewal.” Ms Parata says the remediation of 91 schools in the outer Canterbury area was completed in late 2012. “However, more complex remediation of many buildings has been on hold while the Ministry of Education and Vero assessed damage and negotiated the claim,” Ms Parata says. “Now with the claim settled and cash in hand, we can get on with repairing or demolishing damaged buildings without the constraint of the insurance claim process. “Our Government wants to thank all school communities for their patience.”
Taskforce to identify regulations stifling schools Education Minister Hekia Parata has announced the establishment of a Taskforce that will free up schools to focus more on raising student achievement, and identify regulations that are obstructing this. The Taskforce is part of the Government’s confidence and supply arrangement between the National and Act parties, who are working together to identify significant improvements in school performance. The Taskforce on Regulations Affecting School Performance will investigate regulations that may distract or hinder schools from focusing on raising achievement for all young people. “Last year we amended the Education Act to set out for the first time the statutory purpose of school boards, which is to do all in their power to raise achievement for all students. 06
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05 Research also shows that 71 per cent of our secondary school principals reported a desire to spend more time on educational leadership,” Ms Parata says. “By establishing the Taskforce we are taking action to ensure Boards and school leaders can continue to focus on raising educational achievement for all students and not be stifled by low level compliance and regulations.” The Taskforce members are: • Murray Jack (Deloitte) – Chair • Jill Corkin (Principal, Snells Beach School) • Howard Fancy (former Secretary for Education) • Janet Kelly (former President of NZSTA, extensive experience in school governance) • Renee Wright (Te Tari Tautoko – Te Runanga Nui o Nga Kura Kaupapa Maori o Aotearoa) • Tim O’Connor (Principal, Auckland Grammar School) • Warwick Maguire (Principal, Burnside High School) • Prof Neil Quigley (Victoria University of Wellington) “This Taskforce will bring together some of New Zealand’s foremost education practitioners on regulation, governance, and education. It is my expectation that the Taskforce will recommend changes to existing practices, rules and regulations in order to raise student achievement,” Ms Parata says. The independent Taskforce will undertake a targeted consultation process starting in early 2014. “I am expecting a final report by 31 May 2014 identifying possible changes to rules, and regulations to achieve better education outcomes. The Taskforce will also identify areas of possible change that would benefit from further investigation,” Ms Parata says. “My goal is to clear out any clutter and support schools to operate with flexibility and continue with their strong commitment to raising achievement for all students. “This is an exciting piece of work for this Government as we continue our strong focus on helping five out of five young people to achieve their educational potential,” says Ms Parata.
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First Partnership School opened
Education Minister Hekia Parata
The first of five Partnership Schools Kura Hourua has been opened in Auckland by Prime Minister John Key. Partnership Schools are part of the Government’s confidence and supply arrangement between the National and ACT parties, who are working together to identify significant improvements in school performance. Prime Minister John Key, Education Minister Hekia Parata and Associate Education Minister Pita Sharples spoke at the ceremony, at South Auckland Middle School in Manurewa. ACT Party leader John Banks was also in attendance. “It is exciting to see the first of these Partnership Schools open,” Ms Parata said. “Partnership Schools offer a new and innovative approach to raising achievement and are required to ensure that all children and young people that attend them are able to succeed. They also allow parents to have a greater choice of the type of education that best suits their children’s specific needs. “Our Government is committed to raising achievement for five out of five of our children and young people, so we can’t keep doing all the same things we
have always done. We have a very good education system that works for most, but not all. Partnership Schools offer another option for educational success,” Ms Parata said. “Each of the five new schools has its own unique character, will follow the New Zealand curriculum, and will be fully accountable for delivering higher educational achievement for their students.” Dr Sharples said, “If we are serious about addressing inequality in Aotearoa, then we need to do more to support Māori and Pasifika educational achievement. Kura Hourua are an opportunity to tailor learning to suit these students and others, and also to bring choice to whānau looking to cater to the unique needs of their child.” “This is an initiative that provides us all with an opportunity to learn and apply new ways of working with our tamariki.” The four other schools, which are Vanguard Military Academy (Albany), the Rise UP Academy (Māngere), Te Kura Hourua o Whangarei (Northland) and Te Kura Hourua ki Whangaruru (Northland), are all opening in February 2014.
Positive behaviour initiative is raising achievement Education Minister Hekia Parata is pleased with a recent report showing a programme to address problem behaviour in schools is getting positive results for students across New Zealand. “In Budget 2013, this Government invested a further $63.5 million over four years to the Positive Behaviour for Learning (PB4L) initiative,” says Ms Parata. “We were responding to a call from the education sector to help address behavioural issues in schools. In 2009, teachers, principals, early childhood managers and parents all told us that behaviour among young people was getting worse. PB4L helps us address the issues together and allows a settled environment so that teachers can teach, and students can learn,” says Ms Parata. The recently released Positive Behaviour for Learning (PB4L) School-Wide Indicator Report presents an evaluation of the
first 86 schools to implement the PB4L School-Wide programme. The report has shown that the programme has helped decrease stand-down rates in many schools. Before starting PB4L SchoolWide, schools had a 60 per cent higher rate of stand-downs than a matched group of schools not in the programme. Two years later, this gap had narrowed to just 20 per cent,” says Ms Parata. “It also shows that more kids are staying in school – which means more kids have the opportunity to succeed. Early leaving exemptions fell to 313 last year, from a peak of more than 4,000 applications in 2005 – a 93 per cent decrease under this Government. “In the successful PB4L schools, retention rates for 17 year olds increased to 74 per cent in 2011, up from 69 per cent in 2009. “In addition NCEA Level 1 achievement for 15 year olds increased by 6 per cent to 53 per cent. On average, over a three year period, an additional twelve 15 year olds achieved NCEA Level 1 in each secondary school in PB4L School-Wide.” Naenae Primary School Principal Murray Bootten says before his school started the programme in 2010, its main behaviour issues were aggression, fighting and intimidation of staff and students. “We’ve gone from a situation where children were looking over their shoulder to see who was going to get them next to now, where we have very few incidences of bad behaviour,” says Mr Bootten. “I want to congratulate students, parents, whānau, communities, teachers, principals and boards who are working together to address behaviour that puts student achievement at risk,” says Ms Parata. “This Government is committed to raising educational achievement for five out of five kids. Successful young New Zealanders grow the potential of our country and every young person must have the opportunity to contribute.”
Make a choice where everyone benefits
Schools keep students safe from some staff
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PREAD THE WORD about Fairtrade & win a trip to Costa Rica Fairtrade is more than just a cup of coffee Whether you are new to Fairtrade or are looking to get more involved, there are exciting and creative ways to educate your students and colleagues about Fairtrade and trade justice, in and out of the classroom. If you’re spreading the word about Fairtrade in your school, you may be eligible to apply for the Fairtrade Supporter Award. The Award recognises & rewards a Fairtrade enthusiast for their dedication to communicating the Fairtrade message. The Fairtrade Supporter Award winner will travel to Costa Rica and experience Fairtrade at work first-hand, engage with Fairtrade farmers, visit their communities & see the difference that Fairtrade makes. For more information visit www.fairtrade.org.nz/ supporter “It’s the people in other countries that have the ability to help us here,” says Marvin Cascante Lobo, a Costa Rican coffee farmer. When you start your school day with a cup of Fairtrade Certified coffee or tea, you are helping to make a difference to 1.2 million farmers and workers, and their communities, in developing countries. When you choose to buy products displaying the Fairtrade Mark, you're voting for children to be in school, for women to receive equal pay, and for community projects like healthcare. With your involvement that impact can grow. Make the switch to using Fairtrade Certified products in your school by visiting www.fairtrade.org. nz/workplaces
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When you choose to buy products displaying the Fairtrade Mark, you're voting for children to be in school, for women to receive equal pay, and for community projects like healthcare. Whether you are a heartened individual or part of a school group, every voice and every action counts. This year we’re celebrating all things fair and the difference that choosing Fairtrade Certified products makes for farmers in developing countries during Fair Trade Fortnight, May 3rd-18th. Start your journey into Fairtrade and trade justice by planning something at your school this May. To find out how you can get involved with Fairtrade at your school, email info@fairtrade.org.nz
new report from the Education Review Office (ERO) has found that two-thirds of schools reviewed had satisfactory practices for appointing and managing staff which were designed to keep students safe. However, the practices of one-third of schools meant they were unlikely to recognise situations when students could be at risk from staff and respond appropriately. ERO’s Manager Evaluation Services, Stephanie Greaney says school boards and leaders have a key role to play in making sure students are safe. “Our findings highlight that although all trustees and school leaders agreed that student safety is paramount, some schools need to increase their commitment to students’ safety when employing and managing staff,” says Mrs Greaney. “In addition, education agencies need to actively support schools by making sure advice and regulation about what is required is easy for school trustees to find and understand,” she says. “We have made recommendations for schools and education agencies in our report, and included questions which boards can use to review and improve their own employment practices.” One-third of the schools ERO investigated had robust practices and closely followed procedures that focused on child advocacy when appointing and managing
News In Brief
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staff. The report includes examples of these practices, and information about resources boards can use when employing staff. Information for the report was gathered from online surveys completed by principals and boards of trustees’ chairpersons, from scheduled reviews of 173 schools with primary age students, and from focused reviews of 27 schools with years 9 to 13 students.
Schools transitioning to N4L managed network The company bringing safe, fast and predictable internet to New Zealand schools, Network for Learning (N4L), has announced the names of more than 20 schools that have begun the transition to its managed network. The names of the schools connecting this year were announced today by Associate Education Minister Nikki Kaye at the ULearn conference in Hamilton, where more than 1,500 teachers and education leaders gather annually to discuss the latest developments in teaching and learning. Conference attendees were treated to the first live demonstration of the N4L portal, which will provide schools a safe, collaborative and dynamic digital learning hub where trusted educational resources will be discovered, shared and rated. The portal will be introduced to schools from February 2014. 08
SPREAD THE WORD ABOUT FAIRTRADE & WIN A TRIP TO COSTA RICA! One lucky campaigner will travel to Costa Rica and experience Fairtrade first-hand, meet with Fairtrade farmers, visit their communities & see the difference that Fairtrade makes. To find out more, visit www.fairtrade.org.nz/supporter
Look for the FAIRTRADE Mark
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News In Brief
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07 “Having the first schools coming on board is really exciting,” says N4L CEO John Hanna. “The response from principals has been overwhelmingly positive. They tell us they are looking forward to increasing their school’s use of digital technologies in the classroom knowing they will no longer be constrained by data caps and greatly fluctuating internet speeds.” Mr Hanna explains that N4L will be taking a progressive, balanced approach to connecting schools, ensuring a broad mix of schools are connected this year. He says this allows the company to build up a range of knowledge from different school environments before connecting more than 700 schools by the end of 2014. Teacher Trevor Storr, who is with South Canterbury’s Waimate High School, one of the 20+ schools transitioning to N4L this year, believes a managed network connecting the country’s schools has the potential to transform learning, and is looking forward to be among the first transitioning to the government- funded managed network, which will include uncapped data, content filtering and network security services. “As a rural and relatively isolated school we have to work with other schools to provide the very best opportunities for our students and teachers,” explains Mr Storr. “A national network of schools connected by fibre will make it easier for sharing and learning to take place across the country and will allow our school community to learn with and from their peers.” Prior to releasing a list of schools being offered an N4L connection in 2014, the company is asking the 1700+ schools registered through its website to complete an online questionnaire to better understand each school’s IT support needs. Schools wanting to be considered for a 2014 N4L connection are encouraged to to complete the questionnaire by Oct 25 as this will help the company finalise next year’s schedule. “Every school is different,” says
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Mr Hanna. “There is no one size fits all approach. We are building a managed network that is capable of connecting more than 800,000 students, teachers and school administrators across the country. It’s important to get it right. This means ensuring we have the support in place to seamlessly transition schools and help them get the most from our services.” Schools transitioning to the managed network this year will benefit from internet speeds of up to 100Mbs, which is approximately 10x faster than what most of them are getting now. Connection speeds for all schools transitioning to N4L in 2014 will be released by the end of the year.
Pupils’ educational trial of new touchscreen device Planet Fun wanted to experience first-hand the educational benefits of the LeapPad Ultra, so it approached a primary school to
use it in class for four weeks. Colwill Primary School, is a decile three school in West Auckland. Ability with technology Colwill Primary School pupils had the LeapPad Ultras to trial for four weeks, from August 22 to September 19, 2013. To provide a comparison of children who had access to the unit with those who didn’t, the school separated its classes with the same age and curriculum levels into two groups – with one class using the 40 LeapPad Ultras, while the other class didn’t. All the pupils were tested at the beginning of the trial to provide a baseline of their individual ability, and then re-tested at the end of four weeks. The year 0-1 classes that used the LeapPad Ultra had -
100% improvement in literacy (phonics and letter knowledge) 100% improvement in numeracy (number knowledge)
The year 0-1 classes that did not have the devices found -
47% improvement in literacy 23% improvement in numeracy
The year 2-3 class that used the LeapPad Ultra had - 83% improvement in literacy - 73% improvement in numeracy The year 2-3 class that did not have the devices found - 38% improvement in literacy - 27% improvement in numeracy The year 1-2 class that used the LeapPad Ultra had -
100% improvement in literacy 22% improvement in numeracy The year 1-2 class that did not have the devices found -
100% improvement in literacy 13% improvement in numeracy
The teachers reported that the LeapPad Ultras: •
Pupils were more engaged in learning
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Pupils picked up how to use it easily
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Good handwriting tool: If they didn’t write letters correctly it wouldn’t work
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The front and back cameras taught them to interact and communicate with peers
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Reading recovery pupils were more engaged with letter and word recognition
Colwill Primary School principal Rob Taylor says, “We have been astounded by the results. These are children who do not have access to tabelts and touch-screen phones at home. New technology is not only the way of the future, but also the present, and these children were at risk of being left behind. “The childlren are really engaged in learning while they are using it, because it is fun. In my entire teaching career I have never known a better tool to teach handwriting. And the teachers are thrilled with how it has helped in reading recovery and alsofor children who speak English as a second language.
news News In Brief
Major milestones for Enviroschools Northland The Enviroschools programme in Northland has celebrated one of its most successful years, with nine of the region’s Enviroschools – including the first kindergarten – achieving major milestones. Enviroschools is a ‘whole school’ approach to sustainability which is about student-driven action for designing and creating sustainable schools, ecosystems, local neighbourhoods and beyond. The popular national programme is largely funded locally by the Northland Regional Council. Regional Enviroschools Coordinator Susan Karels says two Northland schools – Kaitaia’s Oturu School and Whangarei’s Ruakaka School – reached the prestigious ‘Green-Gold’ status during 2013. (Only a fraction of Enviroschools achieve that status annually and it represented as the culmination of several years of involvement in the programme for Oturu and Ruakaka. The two joined Mangakahia Area and Whangarei Heads Schools, which became Green-Gold in 2011 and 2012 respectively.) Meanwhile, Oromahoe and Umawera Schools became Silver Enviroschools, joining six other Northland schools that are currently at the Silver stage. Four Northland schools achieved the Bronze stage in 2013 – Kokopu School, Okaihau Primary School, Otaika Valley School and Parua Bay School. Also attaining the Bronze stage in 2013 was Comrie Park Kindergarten in Whangarei, Northland’s first Enviroschools kindergarten.
Reading innovation may help young readers School students may be the next group of readers to benefit from the latest innovation in reading – sound tracks incorporated into e-books. A research project is underway by the University of Auckland, to assess the impact of Booktrack with a large group of year 7-10 students recruited from several Auckland schools. BookTrack is a new and
engaging way to read by matching synchronised music, sound effects and ambient sound to the text of e-books. The technology automatically paces reading speed to the reading experience of the person. The research is led by Dave Hithersay, head of Biology at Mt Roskill Grammar School and aims to investigate whether sound effects and music linked to a history text developed by Nick Hamilton, (the head of History at Mcleans College), enhances students’ comprehension and engagement in reading. The project is being co-ordinated by the University’s School of Nursing with the research supervised by Professor Stuart McNaughton from the Faculty of Education. A group of 260 children are taking part in the six-month randomised controlled trial. The Booktrack app is expected to increase engagement in reading, comprehension, enjoyment and information retention for school students and can be adapted to
operate with school texts, and played on computers, mobile phones or tablets. Researchers are also looking at testing the app on a smaller group of children with learning difficulties to see if it changes their experience and enhances their skills in reading.
New initiatives in science teaching a welcome step The Government has just announced two initiatives to improve science, technology, engineering and maths (STEM) teaching in NZ schools. The New Zealand Association of Scientists applauds this move and echoes Minister Joyce’s statement that “Boosting the skills and achievement of our young people in maths and science are essential for their future careers and for New Zealand’s economic growth and prosperity”. Dr Nicola Gaston, President of NZAS, said “More broadly, there is a need to boost understanding of
science among teachers, students, and across the whole adult population as well, as it is the nature of scientific knowledge to develop beyond what any of us once learnt at school.” There is an obvious and urgent need to advance science and technological literacy in New Zealand. Recent reports detailing a fall-off in year-8 student abilities in science and writing underlines the urgent need for improvement. Dr Gaston also commented “Fragmentation and uncertainty have become endemic in New Zealand science. Our government needs to recognise that their policy decisions play a role in shaping the attractiveness of a career in science. We would hope that these new education initiatives are a step towards telling our brightest young students that there are careers besides the professions of medicine and engineering, and that a science degree is the best training for the jobs of the future.”
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Research
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What difference do technological devices make to student learning and achievement?
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ARENTS AND EDUCATORS sometimes wonder what impact use of technological devices has on the learning and achievement of children. One Palmerston North school sought research data from the Institute of Education, Massey University, to inform decisions on whether to invest more heavily in technology. Dr Poskitt and Mr Jamieson discussed with the staff how to make the study manageable. We decided to focus on one curriculum area, reading comprehension, and conduct the research for one school term so that if technological use made a difference to student learning other classes could benefit. Four classes (two year 4 and two composite year 5 classes) were involved, two of which used technological devices in their reading comprehension programme and two classes did not (i.e. one year four class used technological devices in their reading programme and the other year four class did not; similarly with the composite classes). Researchers gathered data at the beginning and end of the study (effectively preand post-testing) by observation, interview, student test (e-asTTle) and participating parent/caregiver questionnaire. The purpose was to monitor shifts so that if achievement increased the factors influencing it could be identified. Four interesting results are discussed here: impact of technology use on reading achievement; student response to technology use; rate of reading achievement across the four classes; and pedagogical practices in reading comprehension.
Impact of technology use on reading achievement Student e-asTTle test scores from the beginning and end of the school term were analysed to ascertain average point score shifts. For this analysis the difference between the beginning and end of term score was combined for each student in the ‘technology’ class and compared with the equivalent ‘nontechnology’ class results. The results were very similar between the
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Figure 1: Year 5 composite class average point score shift by class type 80 70
Year 5
60
Year 6
50
Total Class
40 30 20 10 0
National average expected shift
“
Technology
Older boys in the ‘technology class’ experienced positive shifts six times the national expected average
‘technology’ and ‘non-technology’ year 4 classes and therefore the impact of technology use was inconclusive in year 4. Interestingly there was a significant difference in the composite year 5 classes, as seen in Figure 1 (above). For the older children in the research study, the use of technological devices made a significant positive difference to their achievement in reading comprehension (the green bars show students in the ‘technology’ class had higher average point score shifts than in the ‘nontechnology’ class; whilst the red bars show the greatest difference between the year six students in the ‘technology’ class compared with the year six students in the ‘nontechnology’ class). Further analysis was done by gender (not illustrated here) to ascertain what difference the use of technology might make for boys. In the technology class the
year 6 boys achieved an average point score shift of 56.7 (170/3) compared with the non-technology class boys average point score shift of 33 (232/7). These point score shifts related to small numbers of participants, but a tentative conclusion may be drawn that the use of technology in reading comprehension appears to make a greater difference to older, (year 6) students, and for boys.
Student response to use of technological devices At the beginning of the study some students expressed hesitation in using technological devices, a few out of fear for detrimental effects on eyes and brain cells, other students through frustration with ‘technical aspects’ such as scrolling pages, losing information or previous searches; or through limited confidence. The year four ‘technology’ teacher discovered the students needed explicit
Non-technology instruction on how to: efficiently and critically search websites, scroll on iPads, move back and forth in their searching, transfer reading comprehension skills from print to electronic media (words and pictorial images), save learning on intranet sites and communicate via email. The older students needed less explicit instruction partly due to more experience and greater peer-to-peer informal learning that occurred. As students grew in familiarity and competence with various technological devices, their confidence increased as did their independence and enthusiasm for using technology. Students valued the ease and speed of researching information, creating high quality presentations, variety of ‘fun’ activities and contemporary learning.
Rate of reading comprehension achievement across the four classes Participating teachers prioritised reading comprehension for the school term (e.g. school events like preparations for Dance NZ resulted in reading time being periodically rescheduled but rarely missed) and were curious to know the impact of technological devices on achievement. Each of the teachers was determined for his/her class to perform well.
Research
education
Year 4 students (across the ‘technology’ and ‘non-technology’ classes) increased their reading comprehension average scores four times the national expected average whilst the composite year 5 classes increased three times. Moreover the older boys in the ‘technology class’ experienced positive shifts six times the national expected average – a fascinating trend when there is a prevailing educational concern about boys’ achievement. Levels of engagement increased noticeably during the research period, as well as confidence and competence in applying comprehension strategies in electronic medium. Children at the beginning of the study looked blankly at researchers when asked about comprehension strategies but by the end of the study they readily spoke about the application of terms like inference and prediction. However, for all of the classes the most important factor influencing achievement was the teacher.
Pedagogical practices in reading comprehension In the ‘technology’ classes, “regular” technological devices were used, predominantly laptops and iPads, but also iPods, digital cameras, active boards/data projectors. Some of the ‘struggling’ readers used Lexia, while other children referred to particular programmes or websites such as Puppetpal, Kid Pix; Studyladder; PM+ readers; Keynote, Powerpoint, School Intranet, Pic-Collage, e-portfolios, Kiwi Kids news; Stuff news, Youtube clips
Extract one (‘Non-technology’ yr 5 teacher) : Teacher working with reading group T: What is inferring or inference and how do you use it in reading? G: Thinking on – reading between the lines T: What does it mean, reading between the lines? B: Working out what they are thinking when they wrote the story. T: Good what do you use [to help you infer]? B1: Words, title, pictures... T: How do you know the person is angry by the word stomped?
prior knowledge to help you understand or read other books. Good readers ask questions during and after they read.
Extract two (‘technology’ yr 5 teacher): Teacher instructs children to watch a Youtube clip for specific information. Teacher: What did you infer about this character from the sound and the music? G: Shy, quiet.... T: What features helped you come to that understanding? G: Music volume and the type of music, B1: Background lighting...
B2: Because you have experienced it or seen others do it.
B2: Slow body movements, pace and volume of speech,
T: Right so you use prior knowledge to help you. Inferring can be quite hard. Sometimes the answers are in the text, or you draw on your
T: Yes... now in your books add to your character inference (facts, quotes, inferences
and the like. Of interest to other schools may be the reality that no specialized electronic reading comprehension programmes were used and that devices were shared between classes to optimise device numbers during reading time. Participating teachers planned meticulously in reading with carefully targeted and varied ‘follow-up’ activities for children, active learning strategies (requiring children to think, create and apply their learning), and
G: Facial expressions...
sections). T=teacher; G = girl; B= boy their instructional time with each reading group was highly focused. Teachers encouraged students to read brief passages for particular purposes (e.g. to find keywords, phrases that supported an inference, sentences that changed their predictions), followed by pertinent questions to elicit student responses which required them to use various comprehension strategies. Children were encouraged to summarise, to explain or justify their reasoning for
inferences or predictions. In discussions, teachers strove to optimise children’s participation by apt questioning; brief, specific task-related feedback (mostly directing student attention to details, alternative perspectives or requiring students to re-consider or think more deeply). A few brief observational extracts illustrate these pedagogical strategies: Other strategies teachers used were: to direct student attention to specific details (e.g. chapter title), break the task into smaller chunks (to optimise student attention and engagement), and give students a particular purpose to read (e.g. keywords to support their prediction). Underpinning teacher practice was their openness to try new ideas, willingness to share and problemsolve (informally and more formally through professional learning sessions at team/staff meetings and interest groups like ‘iPad’ teachers). Professional sharing was evident in the consistent approaches to reading comprehension observed in the classrooms. For this school the research revealed that: technological devices made a positive difference to the achievement for their senior students, and that effective pedagogical approaches enabled the four participating classes to make significant progress in reading comprehension. By Dr Jenny Poskitt, Senior Lecturer, Massey University
Term 1 - 2014
school news
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TV Broadcasting – Case Study
education
Focus on developing teamwork, communication and leadership
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HE INSTALLATION of a TV studio at Berkley Normal Middle School in Hamilton has proved to be “absolutely worthwhile”, with the students gaining significant benefits in terms of learning enhancement, says the school’s performing arts team leader and media teacher Marilyn Jessen. The school is a decile 9, co-educational school with approximately 720 year 7-9 students, and all students have the opportunity to work in the TV studio. Built in 2012, the TV studio is a purpose-built, live edit studio, which can run up to eight video sources and create a finished mix without after edits. Adena, the company that designed and installed the studio, has had a good relationship with the school for quite a few years, so the school had been discussing their ideas with them right from the concept stage, director Steve Reader says. “From a design perspective this project had a good outcome. This was due to a combination of our early involvement, the school having a good idea of what they wanted and the architect knowing what the school wanted to achieve,” he says. In terms of the installation, Adena was involved from the outset, and worked closely with the contractors throughout, which Mr Reader says was fundamental to the success of the project as there were lots of technical details to be sorted out. The placement of cables was a
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Berkley on Toast – The studio in action as seen from the tech room
key factor, with the video and sound cables needing to be kept as short as possible and well away from the power cables to ensure the signals aren’t degraded by interference, which could ruin the quality of the videos the students produce. As consultant and designer, Adena needed to be on site so the electrician could be made aware of where the cables needed to be. “By working together with the sub-contractors, and with the focus on the customer’s requirements, we were able to avoid issues that could otherwise crop up later through equipment being put in the wrong place.”
Students create a movie about renewable energy in their classroom programme
school news
Term 1 - 2014
The main focus of the design was the infrastructure and the installation of enough equipment to get the studio up and running. The way the infrastructure was designed has meant that the school has been able to simply plug in and use the extra equipment it has added since the initial installation. Mr Reader describes this as “very rewarding”. Students participate in three different programmes. The first of these is the morning news broadcast, aptly named by the students, Berkley on Toast. This seven to 10-minute programme includes items about what’s happening around the school, upcoming events and school notices. The 15 students that make up the Berkley on Toast team arrive at school at 8.15am, (20 minutes early). Each student has a specific role to play in the various aspects of producing and presenting the programme, e.g. presenter, editor, sound tech, camera, and vision mixer. A student director leads the team, mapping out the programme on the whiteboard and making sure everything runs to schedule. A de-brief is held after each session so the students can see where improvements can be made. For the first session the students have lots of teacher assistance. By
the last session the students are running their own programme with very little assistance, and the student director leading the team. It’s a steep learning curve, and a challenge the students readily undertake, Mrs Jessen says. The second programme, is the classroom media programme, in which the students use their media skills to communicate learning from their home room programmes. “We take an integrated approach using ICT/ Media for learning, as opposed to learning ICT/Media. As an International Baccalaureate school, running the Primary Years Programme, students are exposed to a number of Units of Enquiry each year. Students are encouraged to share their learning, and become skilled communicators through making movies and other media products about what they’ve learnt in class. It’s a partnership between the home room teachers and the media teacher, the success of which relies heavily on collaboration between the two.” Also supporting the homeroom learning and providing a real-life opportunity for student voice is the soon-to-be-launched, online magazine. Students will be able to share stories, photos, audio and videos, run competitions, conduct polls, comment on events
TV Broadcasting – Case Study
education
experience of working in media and potentially points them towards a career path, that wasn’t the reason the school had it installed, she says. “The focus is on developing teamwork, communication, leadership and time- management skills in an authentic learning environment. The children develop those skills through working together and having hands-on experience in the TV studio. It’s very hard to make a movie on your own. Students have to co-operate to be successful.” Mrs Jessen is keen to connect
A few of the regulars, lunchtime roving reporter crew
and share ideas. “Our students are continuously bombarded by media. We want our students to be media savvy. What better way to learn, than by having their very own TV programme and online magazine,” Mrs Jessen says. The third programme involves the roving reporters. Each team, or syndicate, has a group of reporters, who are responsible for reporting on classroom and school events. They meet on a regular basis, are assigned reporting jobs, and are responsible for taking photos and video, and completing these for play on Berkley on Toast or on the online magazine. A management team is selected from the students and they help teach newcomers how to use the equipment as well as aspects of reporting and presenting. By completing a structured learning programme
reporters are able to earn their
“The students absolutely
bronze and silver press passes.
love the TV studio. It’s open each
There is also a gold pass, which is
lunchtime and there are always
conferred by invitation only, on
students in there,” Mrs Jessen says.
students from the management team.
While having the TV studio
with other teachers using film making as a learning tool. She can be contacted by email at marilynj@ berkley.school.nz By Christine de Felice, Staff Reporter
at school gives students the
Berkley on Toast – The studio in action as seen from the tech room
Term 1 - 2014
school news
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TV Studios
education
School TV studios now increasingly common – and important
O
NE OF THE MOST interesting changes in schools in recent years has been the growing popularity of video production or television broadcasting studios on the campus, at least partly because of the growing popularity of media studies, and the growing availability of broadband to deliver content. But 2011 research done by ACER – the Australian Council for Educational Research, to find out how teachers are using TV and film content, discovered it was “mainly used in the classroom to provide visual support for a teaching point, to introduce concepts and as a stimulus for discussion. There was a clear consensus that it engages and, in many cases entertains students, and that it has become an integral means of delivering part of the curriculum.” The research detailed many of the ways in which TV played a vital role in the modern learning
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“
The research detailed many of the ways in which TV played a vital role in the modern learning environment across several areas of teaching, including: providing captioned material for hearingimpaired students; generating ideas for creative writing, debates and role plays; and reaching those learners who do not engage easily with written materials.
environment across several areas of teaching, including: providing captioned material for hearingimpaired students; generating ideas for creative writing, debates and role plays; and reaching those learners who do not engage easily with written materials. While the research was carried out on the other side of the Tasman, it is as applicable to New Zealand teachers as it is to their Australian counterparts. But building and equipping any
kind of television studio, whether for purely video production or some form of broadcasting, is not to be undertaken lightly. The sheer cost of the studio construction and the required equipment can be significant. And whenever heavy electric lights, cameras and sound apparatus is involved, safety factors must be treated very seriously. All are essential reasons for consulting specialist companies.
Adena Ltd Adena Ltd specialises in supporting schools in all aspects of the technical side of the performing arts; covering lighting, sound, make-up, drapes and other aspects of production. Director Steve Reader says the company has steadily become more involved in the growing media studies side of education, such as video equipment for use in school television studios.
education TV Studios
Adena has been in the business for 25 years, but in the last 10 has concentrated on working with schools, gradually broadening the business as demand for its services grew. “Going back quite a few years, we found that schools generally struggled with the specialised technologies needed for the performing arts. They didn’t know where to get technical advice, or even what questions to ask, and a lot of unsafe stuff has resulted. So we set out to provide a one-stop consulting service where schools can obtain advice and guidance for what they want to achieve,” he said. “There are lots of different ways
you can approach the problem of providing performance space within a school, but at the end of the day, that space has to be technically functional. For instance, lights must go in the right places or they won’t give the best results; and it has to
be safe. “There are many structural factors that need to be considered. You can’t just hang up a bit of pipe and dangle 200kg of spotlights from it. With equipment loads generally becoming heavier, that could be quite
dangerous. Technical considerations such as that should be designed into a building at the planning stage.” And that’s not a specialty area for most architects, Mr Reader said. “Some questions can be quite technically challenging and we have the ability to answer them. By getting it right the first time, schools can save a lot of money.” Adena’s advice can be applied to refits as well as new buildings. “You can make any space work but the best time to do it is before the walls are lined, so cables can go inside the walls, out of the way and there’s good access to the building’s structure for mounting heavy items,” Mr Reader 16 said.
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TV Studios
education
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A2Z Technologies A2Z Technologies is a broadcast equipment supply company that has specialised in field and studio production for the past 22 years. “We’re a one-stop-shop that supplies Sony, Canon, Panasonic and many other major leading brands in the professional market,” said Rex Milton, owner of A2Z. “We have a keen interest in our customers and long experience in supplying the education sector,” added head of sales, David Epstein. “We understand the support schools require with the entire process, from: quoting and budgeting, procuring funds, right through to final delivery and installation. “Setting up a TV channel has never been easier. With new technology, smaller, better, cheaper cameras available in the market, and services such as Youtube and Vimeo, anybody can produce high-end content. Most computer systems come with the basic software, like Apple’s iMove on a Mac, and Windows Movie Maker on PC, enabling a convincing edit, cut and grade,” he said. “If the production requires a finer degree of editing, then there are many options available, such as Adobe Premier Pro or Apple’s Final Cut. Most of these programs are available for all computer platforms. YouTube and Vimeo are free subscription, online video hosts. You simply create a channel, upload your finished production, and your video is available for the world to see (or keep it private for a selected group),” said Mr Epstein. “Equipment is always changing. Clients can be out the door shooting with kits costing only a few hundred dollars, to massive screen productions of many more dollars. Because of this, A2Z specialises in ‘making it easy’ – our staff have come from the industry and believe
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you need to use the equipment to know the equipment. A2Z’s task is to supply the best products available in the market while keeping everything within budget.”
Protel International Technologies Ltd Protel has been in business for more than 25 years and has offices in Auckland and Wellington. From these, Protel services businesses, schools and universities throughout New Zealand and the Pacific Islands. Protel offers a wide range of streaming software and hardware solutions to schools in addition to all the other items they may need to complete a television station. “Schools may integrate some of their existing gear or require a totally new solution. Either way we customise to suit,” said managing director, Tyrone Payne. “To get them started, they’ll require a camera and microphone, plus suitable hardware to receive the signals into either a computer or custom piece of hardware, which then enables streaming to a suitable server.” Mr Payne says Protel represents a wide range of companies, some of which have specific products for streaming applications.
“For instance, a Digital Rapids product called TouchStream could be of interest to schools. This TouchStream live video encoding and streaming appliance combines Digital Rapids' renowned encoding quality and reliability with the most intuitive human interface – touch – in a fully self-contained, portable form factor. “With the right software and hardware, anything is possible. That’s why Livestream created an ecosystem of tools for producers to take their events to the next level. All Livestream-branded software and hardware is developed inhouse. Everything they make works seamlessly with the Livestream platform.
“Protel can provide a live stream solution to any device type i.e., iPad, iPhone, Mac/PC, Roku device (SmartTV etc.),” said Mr Payne. “Embed your live video on your site, Facebook or Twitter, and your followers will have a robust viewing experience no matter where they are watching. “Protel can offer live camera solutions and accessories such as Sony, Canon, Panasonic, including PCs, Apple MACs for streaming of PowerPoints and the like onto the stream and production switcher, or BlackMagic products which can be combined with LiveStream software etc.,” he concluded. By Brent Leslie, Staff Reporter
admin & management Environmental Choice
Environmental Choice growing in strength
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HERE IS GROWING SUPPORT both locally and internationally to purchase products which are better for the environment, but choosing the best of such products can be difficult, due to the sometimes ambiguous claims made by a manufacturer. In New Zealand, Environmental Choice gives the clear assurance that consumers are looking for. Administered by The New Zealand Ecolabelling Trust, Environmental Choice operates to internationally recognised standards and principles. Initiated and endorsed by the government in 1992, but independent of it, the program recognises the increasing desire of manufacturers to reduce the environmental impacts of their products. The ECNZ eco-label is intended to offer strong proof of environmental performance, and provides a credible and independent guide for consumers. Manufacturers, distributors, retailers and service providers may apply for a licence to use the Environmental Choice Label on products and marketing. In a rigorous assessment, an independent third party verifies all information, and licence holders are monitored to ensure they continue to comply with the required standards. Some key objectives of the ECNZ program are: •
•
Improve the quality of the environment by encouraging more sustainable processes through the design, production, marketing, and use of products which have a reduced environment impact during their entire life cycle; Offer a credible national and/
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or regional (e.g. Australasian) programme for environmental labelling; Work towards compliance with recognised international programs and principles; Foster and develop international relationships with relevant recognised international networks and other ecolabelling programmes/initiatives; Establish mutual recognition agreements with other similar programs; Work towards the harmonisation of national and/or international product specifications; Provide a clear, credible and
independent guide to help eco-friendly consumers and businesses identify products and services that are less harmful to the environment. Environmental labels are designed to inform consumers of the relative environmental impacts of the products they purchase. Environmental labelling makes a positive statement by identifying a product as less harmful to the environment than another similar, yet unlabelled product. The scheme is certainly proving popular. ECNZ statistics say in the last six years, the number of licences has grown an average 43 per cent per year. It says as specifications for the
products and services have diversified, the choice of licensed products has grown by over 1,000 per cent in less than a year. Several key leaders in sustainable companies have reported that Environmental Choice has added both verification and value to their company. Tony de Felice, Health, Safety & Environment manager at Croxley Stationery, says his company has been involved in Environmental Choice Labelling within its manufacturing area since 2006. “At Croxley, we use the Environmental Choice label on our Warwick brand stationery products, many of our envelope products, and most recently, Codafile folders. A total of 172 products are covered by our EC-26-07 Office Paper and Stationery Licence, and we continue to look to add to that number, through the sourcing of sustainable raw materials and best practice in environmental management. This includes many areas such as: using environmentally friendly inks, managing waste and energy, making sure our products can be recycled, and ensuring our suppliers are doing the same. “We believe that having the Environmental Choice label on products used in schools, homes, offices, and businesses throughout New Zealand confirms Croxley Stationery’s commitment to the environment, through a robust, independent, third party accreditation. When purchasing any of these products, you can be assured of the highest available environmental 18 credentials.
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together with Warwick Stationery are pleased to offer the chance to win 1 of 5 Warwick School Packs.
New Zealand’s only Environmental Choice Approved exercise books. To be eligible for the draw, please include your school’s name, address, email address and telephone number on a self addressed envelope and post to: Warwick School Pack Competition, PO Box 5104, Papanui, Christchurch, 8542
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Term 1 - 2014
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Environmental Choice
admin & management
17 Our ECNZ products are proudly made in New Zealand, to certified New Zealand standards,” Mr de Felice said. Nick Sangwine is product manager at Dexion Commercial, which specializes in shelving and storage systems. ‘In today’s world, where more and more projects are being designed to meet environmental standards, having products that hold an Environmental Choice licence allow us to tender for these projects, knowing that they will provide maximum points towards ‘green’ ratings. This is vital for us to maintain a point of difference over our competitors as the ECNZ ‘tick’ is immediate recognition of compliance to a strict, independent, assessment of predetermined criteria. “As a business, it makes us think about our products from a sustainable point of view, through all stages of their life cycle; from initial
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“
The scheme is certainly proving popular. ECNZ statistics say in the last six years, the number of licences has grown an average 43 per cent per year.
design and planning, manufacturing, procurement, packaging, delivery, through to responsible end-of-life management. “From our customer’s point of view, purchasing products that hold an Environmental Choice licence provides peace of mind that their investment has been through a stringent, environmentally friendly assessment, which also includes minimum requirements for suitability testing, product warranties, and end of life disposal,” Mr Sangwine said. Pauline Harris is research and
development coordinator at Matta Products, which lays safe surfaces in playgrounds. “ECNZ accreditation gives our customers a way of verifying our claims about recycled content and environmental safety,” she said. “This is important for those organisations that are moving towards sustainable procurement, and for those who want to earn ‘Green Build’ accreditation for their projects – our products are able to contribute ‘points’ in Green Build schemes. Because ECNZ is independent and
requires set standards to be met, we can counter ‘green wash’ claims. “We also have an authoritative answer to negative publicity about the safety of plastics. ECNZ’s membership of the Global Environmental Network (GEN) is helpful in giving our export customers confidence, especially when an ecolabel they are familiar with has a mutual recognition agreement with ECNZ,” said Mrs Harris. Gary Dormer, marketing/ export manager at shelving company Hydestor, says the company’s diverse client base is becoming increasingly aware of issues relating to the environment, in particular office fitouts and new builds where the rating of the building is an important facet. “Having the environmental certification for Hydestor products increases the number of points available and, as such contributes to our overall rating, assisting developers and tenants alike,” said Mr Dormer.
admin & management Supplier Profile | Showcases Direct
Proud of your achievements? – Show it off! TROPHIES AND AWARDS are a source of great pride for schools, and are a tangible reward for hard work and organisation. But most schools have their trophies poorly displayed, collecting dust, in dimly lit spaces, unsecured or, worse, not displayed at all. The easy solution is the extensive range of quality display cabinets now available from Showcases Direct. SHOWCASES DIRECT is one of New Zealand’s leading suppliers of high quality showcases, display cases and display cabinets. In addition to their unique range of frameless cabinets, they also stock a range of framed cabinets, counter-top cabinets, counters, freestanding units and wall units. Trophy cabinets should be well-lit, lockable, have adjustable shelving, be strong, and, most importantly, provide easy viewing. And being inexpensive doesn’t hurt, either, says their Director David Lindsey. We believe in providing our customers with well-designed, high quality products at a great price. These are the elements schools require, and our track record demonstrates this, he added. Lee Hopkirk, Principal of Milford School says “Our new trophy cabinet from Showcases Direct is perfect for
Make Your Trophies The Centrepiece of School Pride.
what we needed. We wanted something low that would fit under an existing display. It also needed to be strong because it would be in a public area of our school. We got both of these things, and we are very pleased with the result. Showcases Direct were very accommodating.” Sue Cattell, Deputy Principal of Takapuna Normal Intermediate School adds “Our trophy cabinet has been everything we hoped it would be. It displays our school’s achievements in a very elegant fashion, and gives our school community a focus for the pride they feel in themselves.” Showcases Direct’s customers include schools, pharmacies, tertiary institutions, jewellers, and gift shops all the way through to corporations and collectors. Cabinets can be shipped throughout NZ at very competitive rates – usually flat packed to avoid damage and save costs. Assembly is straightforward, with helpful instructions and all the tools necessary provided in the box. So, whatever your situation, a quality glass cabinet from ShowcasesDirect will serve you well. Contact Showcases Direct today for a no obligation quotation on 0272 937193, or visit www.showcasesdirect.co.nz.
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Term 1 - 2014
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School Libraries
admin & management
The ‘new age’ of school libraries
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HE NATURE OF SCHOOL libraries has changed so much in recent years that there has been vigorous international debate on whether they would even be needed in the future. However, somehow they seem to be busier places every year and, in spite of huge leaps in digital information storage, increasingly battling to find sufficient space. What is definitely changing is the definition of a ‘school library’ and how this works for 21st century education. The international consensus seems to be that learners will always need the tools to interact with information, and the necessary skills to make this possible. Most pundits see the greatest challenge in the changing nature of the learner, the environment they feel comfortable in (ie a digital one) and the rapid movement of current information into a digital environment.
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While school libraries are predicted to be still very much needed in the future, they have already changed rapidly with a strong movement away from paperbased information resources by all types of learners. The future library is likely to be a hybrid of a learning common or knowledge common and a virtual learning space. Each school library will be different as it will tailor its space, resources, services and skills to specific needs. Students will need all services and support in one space – this will be the new version of a school library. It may even have a different name. However, because the demands on a library are already markedly different from what they were, their optimum layout and display patterns have changed forever. With rapidly changing needs, flexibility is now a much more significant consideration.
One search These days, students and staff want to be able to access information from anywhere, at any time. They want to search once and be able to see what is available across physical and electronic resources. They want information delivered to all devices and in all formats – immediately. A modern library management system needs to deliver this. As Martin Neyland, managing director of Access-It Software explains, “This is why there has never been a greater need for sophisticated information management solutions within schools. “Libraries worldwide are not sitting still with the new and emerging technologies – they are demanding more and more from their systems. They want seamless integration between their existing physical library books and teaching
resources, their eBooks, audio books, video and other available online content. They want it delivered to iPads and mobile devices, and they want it now!” This ability to manage the discovery and delivery of information anywhere, anytime – across all devices and in all formats is seen as one of the major reasons for the strong international uptake of Access-It, “New Zealand’s leading information management solution for schools.” Said Mr Neyland: “Students and staff can carry out one search within Access-It, and automatically retrieve results from their own library and resources, as well as, if they wish, from Wheelers; Overdrive; EBSCO; KHAN Academy; ClickView; DigitalNZ; Maori TV; Google; Parliament; and so on. Simply by scanning a resulting QR code, they can seamlessly download the video, eBook or other digital content
admin & management School Libraries
directly onto their smartphone or tablet,” he said. “With Access-It’s ‘one search’, users can gain access to physical books, eBooks, audiobooks, videos, websites, locally produced electronic documents, and online digital learning objects across multiple online digital content providers, anywhere, anytime, across all devices and in all formats. At the same time, they can develop a life-long love for reading and enquiry. “In no way does any of this marginalise libraries. Libraries and information management go hand-in-hand. But libraries do have to change. Schools need a system that provides accountability for resources they pay good money for. They need to enable discovery of all resources, including digital and online resources. They may need to map readership and downloads to individual students for analysis and reporting, as they do with physical
books,” Mr Neyland said. Access-It Library is a New Zealand product, designed specifically for schools, which is now used in over 30 countries across primary, secondary and tertiary sectors. It is the most commonly used library system in our schools, and integrates with the leading student management systems, supports single sign-on, AD/LDAP, SIP2, SQL, cloud-based or locally installed, and all the other industry standard technologies that sophisticated networks are increasingly demanding. As Mr Neyland explains, “Twenty years ago we launched our product branded as ‘Access-It’ and this vision is a greater reality today. It’s all we do – we just focus on making great library software to support schools, because we believe that to run library and information management professionally, you 22 need professional software.
Term 1 - 2014
school news
21
School Libraries
admin & management
21 This is software that does make a difference.” Access-It Software has its head office in Wellington, with offices in Australia, the UK and the Middle East.
Excellent shelving Gary R. Dormer F.LINZ Marketing and Export director of Hydestor Manufacturing Ltd, says that every dollar spent must deliver a result over the lifetime of the product or service the school is purchasing. “Customers are asking us to deliver a balance between ‘total cost of ownership’ – being the benefits of well designed solutions over time – and the pressure to meet low up-front invoice cost.” The key to making sure you have the best of both worlds is experience, he said. “Hydestor is fortunate to have been able to help design and supply solutions to more than 400 schools in the last three years. From small add-ons to full libraries, the product selection is driven by the customer’s needs. It’s this constant and broad range of interaction that gives us the opportunity to stay sharp and deliver results based on the latest ideas and trends we hear about when visiting schools.” Mr Dormer has several other points of advice for those designing or operating a school library: Spine out or face out – drive shelving elevations that allow the right mix and make sure the solution is modular so you can swap and change at any time. Your supplier
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should be asking you about the details of your collection so the right mix of stock density and specialist display options to entice readership is assured. Seismic stability – your supplier
should be able to demonstrate exactly how this will be achieved. Producer statements – these documents are used in general building applications but also increasingly in the installation of
‘fittings and fixtures’ such as shelving. Your supplier should be able to provide this paperwork to you as your assurance the shelving meets current standards. Rollaway units – these are being used more often as the shelving can be moved aside to allow other activities to take place in the same space. Décor end panels – reclaim the ends of your shelving gondolas and use this space for poster displays, as well as book displays highlighting a particular topic or introducing new books. Who gets your money? Choose locally owned suppliers and keep your precious dollars in the New Zealand economy. Don’t forget your store room and resource rooms – maximise the space and storage capacity with a well designed shelving solution to house journals, files, sports equipment, uniforms etc. Of course, there are several other companies that are well able to supply top quality modern products and very willing to help with advice. Companies such as the international Dexion Commercial, whose wide range of shelving and storage systems have proved ideal for libraries, particularly those needing to maximise their space, mean New Zealand school libraries can obtain products equal in quality to any in the world. By Brent Leslie, Staff Reporter
Photocopiers
admin & management
Yet another leap forward in multifunction photocopiers Significant cost savings for schools come with the latest environmentally-friendly MFP breakthrough.
E
ARLIER CONFIDENT PREDICTIONS that the advent of the age of desk-tops would soon mean that the average office would be paperless, have proved to be very wide of the mark. Many offices and schools are finding they are handling more paper than ever – with the associated considerable costs in paper used, and then simply discarded for recycling or as waste. Those early predictions almost certainly did not take account of the rapid transformation of the photocopier. Earlier versions were extremely limited in what they could do and tended to jam frequently. Printing had to be done separately. The arrival of multifunctional photocopiers (MFPs) that can also access the internet, be a portal for using software applications, and wirelessly interact with smart phones, laptops and tablets; brought a new dimension. From being a simple tool for making copies of worksheets and other school documents, today’s photocopiers have been merged with printers and now allow users to not only copy, but also print, scan and fax documents. But the considerable costs of purchasing paper remained. In an age of far greater sensitivity to preserving our environment, wasting all that paper seemed increasingly incongruous. Now, a new breakthrough has slashed both that environmental incongruity and operational costs. For most schools, both those factors are likely to be very significant.
New paper-saving device The technology available to schools has just taken another leap forward with the release in New Zealand of a brand new system, creating the world’s first erasable printer/copier. Developed by Toshiba and unveiled in March, the new multi-functional printer (MFP) for the first time allows users to print and erase documents, then re-use the paper. The world-first eco-technology can reduce paper usage by up to 80 per cent; saving money and helping
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“
Today’s photocopiers have been merged with printers and now allow users to not only copy, but also print, scan and fax documents
users reduce their carbon footprint. Toshiba says the Eco MFP slashes carbon dioxide emissions associated with standard machines by up to 50 per cent. The Toshiba system comprises two machines: the e-STUDIO306LP multifunction copier that uses a special erasable toner, and the RD30 erasing device that uses heat to erase what has been printed, allowing paper to be used up to five times. Before applying the heat, the system can scan the output to file, via network or USB drive, for archiving
so that its data is not lost. It can erase 30 sheets per minute and then sort through and eliminate any damaged paper from being reused. “The erasable printing is as distinctive as the MFP itself,” says Toshiba’s Auckland regional manager, Jim Nolan. “Its blue colour notifies users that its output is erasable and the paper reusable, so they know that they’re not only saving money by using less paper for the same document volume, but also protecting the environment. In essence, the new technology bridges
the gap between reducing and recycling paper.” Mr Nolan says the system delivers colour scanning and other functions typically associated with large Toshiba multi-function copierprinters. “These include rapid warm-up, fast first copy times, double-sided printing, and print speeds of up to 30 pages per minute. There’s also walk-up printing, simply by plugging in a USB flash drive; and a full 9” LCD Touch Screen, with large, easy-toread control buttons.” He says the cost is expected to be around $7, 000 and that a number of organisations were quick to buy it, sight unseen. “Those that have high volume printing needs – for example in education, law, finance and government – will benefit significantly from reduced costs, while supporting the environment.” 26
Toshiba Talks MORE THAN JUST THE WORLD’S BEST MULTIFUNCTION DEVICE Recently the Fortune Global 500 list placed Toshiba at number 97 of the world’s largest corporations. Toshiba is also the 7th largest electronics manufacturer in the world today. For this reason Toshiba can claim to be one of the best in high technology products spanning information and communication systems. Most notably, these include Multifunction Devices, Notebook PCs, Document Management Software, Telecommunications systems, Consumer electronics, Medical diagnostics imaging systems, and Power generation systems. New convergent technologies now enable Multifunctional devices to provide a single source for your office automation needs. Savings and results are the norm with satisfaction guaranteed. The emergence of ever-present broadband internet is a challenge that compels you to digitise your paper assets and provide safe data storage and retrieval. For this reason, Toshiba e-STUDIO Multi-Function Devices are the choice for many thousands of businesses in New Zealand and Australia. Ask about our solutions specially designed for site evaluation, document management, storage, tracking, and cost recovery. Simple to network, copy, print, scan, fax and email - Toshiba e-STUDIO makes office technology easy.
For further information: Visit www.eid.toshiba.co.nz or call (9) 570 8530
World Ranking TOSHIBA
US$(Billion)
$77.261
97
Canon
224
Sharp
354
Ricoh
461
Xerox
488
$44.631 $31.104 $24.108 $22.626
Source : 2012 Fortune Global 500 (issued July, 2012)
2012
Photocopiers
admin & management
24 The Eco system is part of Toshiba’s programme to produce eco-friendly products that drastically reduce a company’s carbon footprint by using less energy and making efficient use of resources, he said.
MFP benefits There are many benefits to using a multifunction photocopier in place of a range of standalone devices. In particular, the cost savings can be quite significant. The technology involved in MFDs has evolved to the point where the cost per page is much lower than that of stand-alone desktop printers, said Mr Nolan. “And of course, MFDS offer functions of greater quality – whether that be print (via colour control tools); distribution (via scanning to email/network/
internet/USB or hard drive); or document output finishing (via punching, stapling, folding and booklet making).” As well as being cheaper to run overall, MFPs also utilise reporting technology that means schools can track costs and monitor
departmental or individual usage. “With Toshiba technology you can set limits for certain staff or students, and you can set rules that recommend another print device be used. These print rules are chosen by the school, based on things like cost-effectiveness, peak-
usage trends, or security. A recent trend emerging is card access for MFPs, which can be extended to other ‘purchases’ around the school – parents can view all transactions and add value online if the school is on-charging. “With our proactive service support model, we will often know about a potential issue and deal with it before a school is aware of it – since our back-end service system receives information directly from our MFPs. Our goal is to keep our schools operating happily at all times with our MFPs and software,” says Mr Nolan. “And we are now introducing an even more advanced system whereby our Help Desk can (with the school’s permission) log-in to the management hub and help with any MFD issues.” By Brent Leslie, Industry Reporter
Making
Fundraising for your
school
easy
Register your school with ÔThe Give Back CampaignÕ, so when your supporters shop at registered ÔGive BackÕ stores online or retail, a percentage of their purchase will go to your school.
TM
It’s simple and it makes sense.
Everyone wants to ÔgiveÕ ... make it easy for others to give to your school! Registration is FREE! Start reaping the rewards TODAY!
www.thegivebackcampaign.co.nz 26
school news
Term 1 - 2014
Go to the website or call our toll free number
0800 443299
Interactive Whiteboards
teaching resources
Extracting the best from your new IWB
I
NTERACTIVE WHITEBOARDS have helped to change teaching markedly in recent years, making the learning experience far more enjoyable for both students and teachers. But as with any technical innovation, there are methods that should be followed in order to extract the maximum benefit from the equipment. So many thousands of IWBs have now been installed in our classrooms that there is a strong consensus from teachers and industry professionals as to what should be done to achieve maximum benefit from the new resource. Overriding all other considerations is health and safety as there are always some risks with electronic equipment. Trailing leads, faulty electrical sockets or poorly mounted boards and projectors could all pose potential hazards. Mobile systems pose greater risks than fixed ones. Running extension leads across a classroom can be particularly risky Three sensible guidelines before installation are: 1) Check safety of all electrical sockets and relocate any sockets if they are not in the correct place. 2) Keep trailing leads to a minimum by using trunking. 3) Where possible, ensure that projectors and boards are fixed by professionals.
Placement considerations Perhaps next in importance is deciding where that smart new interactive whiteboard should go. Research has shown that most teachers feel they make most progress when they use a board fulltime. Schools will want to put them where the maximum number of teachers can use them. A teacher in an ordinary classroom can achieve a great deal with a board and a single computer. In a computer laboratory, pupils could spend most of their time working on the computers and the board may be hardly used. Once the room(s) have been decided, where should the boards be ideally placed within it? A number of factors should be considered, including: sunlight,
classroom layout, provision of power and data cabling for the components, and for connection to the local computer by a suitably qualified person. The best position for a board is on a north facing wall if possible, or at least away from sunlight through windows. It needs to be positioned where it can be easily viewed by all students, with space around it for teachers and pupils to move.
Hardware Installing the most appropriate hardware is basic. Boards range in size from 64 inches (diagonal) to over 100 inches (diagonal). A board should be big enough so that all students can see it clearly. The height should be adjustable so that students and teachers can reach all parts of it, an especially important criteria for younger children. Generally, boards should be greater than 75 inches (measured diagonally). They are available in both 4:3 aspect ratio and in widescreen format that match the latest TELA laptop computers, now used by most teachers.
Projectors Projector selection is very important and 2000-2500 lumens is recommended to ensure good quality images. Most classroom projectors in our classrooms are now short throw, with an increasingly rapid shift towards WXGA resolution wide screen models. Advantages of short throw projectors is that they reduce shadowing and are generally simpler and less costly to install than the earlier fixed models. Most come with a three-year RTB warranty. Lamp (bulb) life should be between 2000-4000 hours, replacement costs varying with the make and model.
Software Then of course, there is the software. There are nearly 20 different brands of interactive teaching technology now available here and the costs can vary considerably with the type of technology, the size of the board and system package chosen. Software is generally included in the purchase price of most
whiteboard systems but the functionality, ease of use and range and depth of teaching resources vary considerably. Schools should thoroughly check what lesson creation software and other resources are being supplied as they make up one of the biggest factors in teacher satisfaction. Schools also need to be aware that most major IWB manufacturers prohibit projecting their software onto any surface (including projection screens) other than their own whiteboard, without the purchase of a special licence. These can be expensive.
Sound For teachers wanting to deliver a rich multimedia experience, a good quality sound system is an essential component. Some makes of board have the sound built in while others provide it externally. Cost will depend on the quality chosen. Put all this together with a sophisticated colour system and a thoroughly enjoyable learning/ teaching experience lies ahead. It seems a long time ago to the screech of chalk on a dusty blackboard. If only teaching had always been this much fun. By Brent Leslie, Staff Reporter
Term 1 - 2014
school news
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Interactive WhiteQboards – Case Study
teaching resources
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Epson technology proving successful at Queen Margaret College
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EW ZEALAND SCHOOLS have generally been quick to adopt the advantages of digital learning, among them Queen Margaret College. The College is Wellington’s largest independent girls' school and the only one which offers the IB Diploma as part of a dual pathway qualification. The College has a proven record in providing a world class education from Pre-School to Year 13. This can in part be attributed the way it has increasingly embraced new technologies to enhance teaching and learning. An example of this is the school’s 1:1 Laptop Programme from Years 6 to 13, and more recently, the Epson interactive projectors that were adopted last year. “We’ve used other interactive devices in the past but they weren’t as easy to use or as cost effective as these ones,” said Queen Margaret College’s Head of e-Learning, Richard Knuckey. “We were initially just after some new, high quality short throw projectors and found that the Epson EB485Wi offered exactly what we wanted but with the added bonus of interactivity. With the interactivity built into the projector set-up and installation was straight forward and they were better value than other
school news
Term 1 - 2014
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Year 11 students doing a quiz in french
As well as providing lessons with more variety, they add to collaborative learning as well as allowing a student a bigger stage on which to share her digital learning with classmates.
interactive systems we’d seen. Plus the software seemed intuitive and easy to use. “The school had a brand new, state of the art gymnasium and classroom block built last year, called the Hobson Complex, and we fitted all of its six classrooms with the Epson projectors.
“They are being used primarily by our languages department, although we are increasingly looking to put them throughout the rest of the school as the existing brands reach the end of their lives. They’ve added a lot more scope to our teaching and learning practices, such as adding
variety to lessons and allowing teachers to use of drag functions to make key association between words, illustrations and concepts. Plus they provide students with opportunities to complete quiz tasks in front of the class which is always popular. Overall, the interactive technology has resulted in a notable increase in student engagement. As with all new Technology, Mr Knuckey says there are still challenges in mastering some of the features, such as harnessing the benefits of the text recognition tools and use of the Wi-Fi functionality. He and other teachers who use the boards will explore these and other features of the boards over the course of this year, then share the knowledge learned with other teachers at the school. But he has already pronounced the Epson technology a success. “As well as providing lessons with more variety, they add to collaborative learning as well as allowing a student a bigger stage on which to share her digital learning with classmates. “Overall, we are very happy with our Epson projectors. They’ve been a good investment. We’re still a work in progress with them, but so far, it’s all good.
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
E-Learning
teaching resources
Internet key to quality learning
R
ELIABLE, SAFE and fast access to the internet has become crucial to the provision of high-quality education in New Zealand schools. The need to provide that access has so far prompted 80 per cent of New Zealand’s 2500-plus schools to register their interest in joining the new managed network currently being built by the governmentowned company, Network for Learning (N4L). The government has committed $211 million to establish the network, which is specially designed for schools, and fund schools’ connectivity to it. The roll-out started in November 2013 at Massey Primary School in Auckland with N4L aiming to have 200 schools connected by the end of term one, 2014. That target was reached by the end of February, the company’s education sector leader Carolyn Stuart says. “N4L is well on the way to the target of connecting 700 schools by the end of the year. The network will be capable of connecting more than 800,000 students, teachers and school administrators across the country. That is a significant number of New Zealanders and it’s important to get it right. This includes ensuring schools have the right level of support they need to get connected and have an excellent experience when using it,” Mrs Stuart says. The fully funded connection packages include internet connectivity, uncapped data, optional content filtering as well as network performance monitoring. Mrs Stuart says the feedback from schools already connected has been “overwhelmingly positive”, with most reporting a “seamless” transition. “Schools have told us that using N4L has meant they no longer have to worry about whether their classroom sessions will be interrupted by internet bottlenecks, which has made a huge difference to them when their students are using educational programmes online.” In addition to the managed network, N4L is working on its new portal, also specifically designed for schools. Mrs Stuart, who was a principal at two schools prior to joining N4L,
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Photographed at the confidence course at Linton Military Camp, Palmerston North, these students were among many New Zealand school children that applied to take part in the television series Operation Hero. For each episode the children tackled challenges inspired by a real-life Kiwi hero. Photo: Gibson Group
believes it is a world first, and “very exciting for New Zealand”. “We have been testing it with a small group of educators,” she says. The portal has three specific aspects that will make it beneficial for users. Firstly, it has a sophisticated search function, that will make it much easier for teachers and eventually students to find what they need on the internet. Called Deep Search, it will bring up content that doesn’t come up through normal search engines, and which teachers may have difficulty finding, Mrs Stuart says. Secondly, it provides an environment where teachers can collaborate and share resources. “It will enable the building up of learning ideas.” Thirdly, it enables education providers to connect with the whole education community. “It’s a seamless way of finding out how others use different resources. Teachers will be able to comment on resources and let others know how they have benefitted from them, or if they have had any problems with them. It enables teachers to support each other.” Use of the portal will be free to all New Zealand schools. Connection to the internet also gives schools and tertiary institutions
the ability to access content from television and internet channels and educational videos through a unique service called eTV. “eTV captures and distributes programmes from more than 40 channels, including all the free to air channels and a selection of Sky and international channels,” says Gresham Bradley, general manager of the Education Television and Video Communications Trust, which runs eTV. eTV currently has over 30,000 programmes in its library and is continually adding to the collection, Mr Bradley says. All programmes are catalogued, enabling teachers to easily access the files they want to use. “Using eTV, teachers and students can watch videos and TV programmes, download them to store on another computer, and clip and edit the material. Teachers can also use eTV to upload their own digital files, both audio and video, or links to other websites. Personalised folders can be created to store the material and every teacher has a personal ID.” Whole programmes and excerpts from programmes can be used to enhance teaching in any subject. Mr Bradley cites the Downton Abbey series as an example of how a
television show can apply to a range of subjects, such as history, class structure, drama or costume design. “If there is a programme that a teacher is interested in using for their class, they can ask us to capture it, up to 14 days after broadcast. At present, 15 free to air and international channels are also streaming live on eTV, and this will soon be extended to 25 channels, Mr Bradley says. In addition to TV programmes, eTV has a new section, ‘Curriculum Collections’, which is a catalogue of short instructional videos, about five to 10 minutes in length. “These are constantly being drawn from sources all round the world, and enable us to supply fresh, contemporary, educational teaching resources for our eTV users,” Mr Bradley says. Well over 6000 instructional videos have been added since June 2013. The eTV Free Library also contains material from the New Zealand Film Archive, including science and literary programmes. eTV has also signed up as a provider for the N4L portal and the portal’s Deep Search function will enable users to find content on the site that might otherwise be very difficult to discover, Mr Bradley says. 32
Term 1 - 2014
school news
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E-Learning – Case Study
teaching resources
Western Springs enhances learning
W
ESTERN SPRINGS COLLEGE in Auckland, a co-educational state school with approximately 1350, year 9-13 students, has enhanced its e-learning capability with the introduction of the eTV distribution service. The service is run by the Education Television and Video Communications Trust. The school first became aware of the service when representatives from the school met personnel from the trust at a ULearn conference. Gresham Bradley, general manager of eTV, says the school was interested in finding out how it worked and was given a month’s free trial of the system, after which they decided to purchase it. “We gave a full presentation to the staff with an eTV training session to get them started with it,” Mr Bradley says. “It’s a very userfriendly system.” Director of e-learning at Western Springs College, David Okey, says the eTV system was first launched at the college towards the end of term 4, 2012, and was used in some classes. By the end of term 1, 2013 the whole school had access to it. “We had been looking at alternative ways of cataloguing and storing videos and DVDs and making them available for our teachers and students and the eTV service met all our requirements,” Mr Okey says. “The eTV service gives our teachers the ability to use the web to link on to the eTV site and show television programmes and excerpts from programmes that have been screened, as well as
other items that haven’t been on TV. It also gives us access to a wide range of video teaching resources.” One of the key advantages is the accessibility of material, he says. “Classrooms weren’t equipped with TVs to play videos or DVDs but most of the classrooms have a projector. The teacher just plugs in the laptop to the projector, logs on to eTV and plays the material relevant to the subject being taught. It’s relatively straightforward and so much easier than using a TV and video recorder.” Whole programmes, clips from programmes and other digital teaching resources can be shown
to illustrate a wide range of topics, he says. “For example, the students can see programmes from the Discovery and National Geographic channels that aren’t easily accessible. “All of the students see eTV material, it is used across the board, but in differing amounts in different areas. For some subjects there are links to items on the intranet on the class website so students can access these in their own time.” However, there is a core of around 200 students that use eTV the most, Mr Okey says. “Our Rumaki Maori immersion class is a big user, they use material
from Maori TV and other resources that would otherwise be hard to find. “Students in the science department, social science department and media department are also big eTV users,” he says, “and the Learning Centre, which supports students that need extra help, is also making a lot of use of eTV.” Western Springs is now the most active school on eTV, Mr Bradley says. “We stay in touch with them and monitor their use to see what content they access and report back to them.”
30 Another key advantage is that eTV is available 24 hours a day, and because it’s delivered through the cloud, it can be accessed from anywhere. eTV is available to all New Zealand educational institutions, and with all the universities and most wananga and polytechnics already subscribing, over the last two years the fastest growth in uptake has come from schools, Mr Bradley says.
“From a handful of schools, it has grown to over 200 and new ones are coming on board every week.” Mr Bradley points out that in order to use and copy TV programmes through eTV, schools need to hold a Screenrights licence. The Australian-based Screenrights organisation issues the licence, which schools can obtain through the School Trustees Association (STA). The licence gives schools the right to copy any programme – news, documentaries,
movies and entertainment – for educational purposes. It can be copied in any format – VHS, DVD or hard drive, and there are no limits to the number of copies that can be made. STA offers a one-stop-shop copyright licensing scheme from July 1 to June 30 each year, or pro rata licences can be arranged. The licence money collected goes to the copyright owners of the material being copied, such as writers and producers. This is
done on a non-profit basis, with all the money being distributed after overheads costs have been deducted. Under the New Zealand Copyright Act, an unlicensed school that copies a programme covered by the licence may be liable for copyright infringement, unless it has obtained permission from the copyright owners. By Christine de Felice, Staff Reporter
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Book Reviews
teaching resources
New books on the block ANZAC Day reads! Best Mates: Three lads who went to war together Philippa Werry, illustrated by Bob Kerr, Holland, RRP $19.99 Following on from the considerable success of her non-fiction title Anzac Day: The New Zealand Story, Philippa Werry again captures the essence of the Anzac spirit with her moving tale about mateship during wartime. Three best friends from school go off together to fight at Gallipoli. Conditions are tough and Joe gets sick and has to leave by hospital ship, then Harry is fatally wounded and is buried on a rugged cliff-top. The three reunite many years later, when two of them fly back to Gallipoli and lay poppies on Harry’s grave. The poignant story is complimented by double page fact spread, teaching children more about the events that are pictured.
The Dark
A Century of ANZACS
Lemony Snicket, Hachette, RRP $19.99
Jason K. Foster, New Holland, RRP$59.99 The ANZAC tradition was forged on the killing of Gallipoli in 1915 and the legend grew throughout the decades at places such as Tobruk, Singapore, Kokoda and Long Tan.
Two bestselling, world-renowned talents of children’s literature come together for the first time to bring you a universal and empowering story about conquering fear of the dark. Laszlo is afraid of the dark. The dark lives in the same house as Laszlo but mostly it spends its time in the basement. It doesn’t visit Laszlo in his room. Until one night it does. With emotional insight and poetic economy, Lemony Snicket and Jon Klassen bring to light a universal and empowering story about conquering fear. Join a brave boy on his journey to meet the dark, and see why it will never bother him again.
Tale of a Tail Margaret Mahy, Hachette, RRP $19.99 A brand new story about a dog with a magical tail by the celebrated and beloved Margaret Mahy. Strange and exciting things are in store when Tom and his mum move to Prodigy Street one ordinary Thursday.
Sydney teacher and author specialising in military history Jason K. Foster has compiled a fascinating pictorial history with hundreds of rare and evocative images tracing the co-operation of our troops in more than a hundred years of war.
Sea Quest Adam Blade, Hachette, RRP $12.99 The Delta Quadrant Alliance is under attack! A new terror has struck Planet Nemos – wicked pirate Cora Blackheart and her crew! Worse still, Cora is in league with the evil Professor and his terrifying Robobeasts. Max and Lia must stop the pirates getting the keys to a deadly weapon and seizing power! Don’t miss the books in Sea Quest Series 3 – The Pride of Blackheart:- Tetrax the Swamp Crocodile- Nephro the Ice LobsterFinaria the Savage Sea Snake- Chakrol the Ocean Hammer. Adam Blade is the creator of the hugely popular Beast Quest.
My NZ Story: Canterbury Quake Desna Wallace, Scholastic An eleven year old’s straight-fromthe-heart diary of life through the Canterbury quakes and shakes. In the dark of night, with a terrifying rumble and a deafening roar, Maddy’s world turns upside down. As she navigates the bumps and crashes of life after the big quakes, she discovers how strong family ties can be, and finds friendship in the most unlikely of places. An excellent account of the 2010–11 earthquakes by a Christchurch-based author who lived through them. (For ages 10+ years)
There’s a man with a magical name, a friendly dog with a powerful, waggy tail, and some remarkable surprises when anyone makes a wish. Includes more than 50 hilarious black and white illustrations by Tony Ross, who also illustrates Francesca Simon’s Horrid Henry books and David Walliams’ children’s books, as well as his own picture books.
Term 1 - 2014
school news
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Lunch
food & beverage
School lunches go online
A variety of lunches are on the ezlunch menu for these pupils from Milford School.
O
NLINE SHOPPING is fast becoming the new normal for many New Zealanders, according to recent research, so it’s probably not surprising that purchasing school lunches online is being added to the list. As parents, teachers, school administrators and pupils realise the ease and convenience of ordering lunches online, the service is taking off. Several online lunch ordering companies have been established over the last few years, offering different food choices and slight variations in the way the online service operates.
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Fundamentally, they all work the same way, though, with customers placing their orders online, the organisation passing the orders on to the food suppliers, and the suppliers then responsible for delivering the food to the schools. The orders are bagged and labelled with the children’s names, avoiding any confusion. To pay, customers have money in credit and are alerted if the balance is insufficient when they order so they can top up. The selection of food items varies between providers and ranges from snacks and drinks through to
sandwiches, pies and hot dishes, with some companies having more of a focus on healthy food choices. The service can also be used as a fundraiser with a percentage of sales going to the school. Hawkes Bay-based lunchonline began towards the end of 2010 after a trial run with one school and one provider showed it would work, says owner David Chapman. “It really started after a number of schools approached a bakery about providing lunches, but they didn’t want to handle the administrative
side of things. I saw it as a great opportunity to develop a system whereby many providers could supply school lunches. That’s how lunchonline was born. “Our three partners, a software company, the lunch provider and a business consultant developed the system. We’re all parents, so we understood it from the parents’ point of view, what we’d like.” The company now provides the service from Auckland to Dunedin, with approximately 60 schools and 20 providers involved.
food & beverage Lunch
“We’re targeting schools decile four and above,” Mr Chapman says. “The uptake in decile one to three is relatively low, but if a low decile school comes to us and asks for a lunch service and there’s a provider in the locality, we’ll talk to them.” Response to the service varies. For example, at one school where there was no lunch available, the parents were very keen to see lunchonline being introduced, Mr Chapman says. “We approached the school, but they said, no. On the other hand, one Christchurch school was very keen and thanks to the encouragement of a PTA member, five out of the seven schools in the cluster are doing it.” The service is available Monday to Friday, though most schools use it on two or three days a week, he says. Friday is the most popular day, while Wednesday is also a good day. Choices include bakery items such as sandwiches, rolls, sausage rolls, pies and muffins, sushi and Subway sandwiches, with one provider supplying per day. “Some schools didn’t want pies being ordered, but we sought advice from a nutritionist, who said that there was nothing wrong with children having a pie once a week, it’s more about balanced meals, and if kids are eating healthy and are active, it’s fine. Most schools recognise that, but there are a couple that won’t allow treats, such as lolly slice, though a scone or a muffin is OK.” The providers are paid weekly, and the advantage for them is, because they are making to order there is no wastage, Mr Chapman says. “The benefit for the schools with online lunch ordering is that there’s nothing for them to do, and parents don’t have to worry about children losing their lunch money.” For Sandra Finlay of ezlunch, setting up the online service was “quite personal”. “My daughter had intolerance to some foods, which got me looking in more detail at what is in our everyday foods. There’s a surprising amount of additives and preservatives that I believe result in a lot of food intolerances. At my children’s school the typical tuck shop fare was not
what I would feel comfortable giving to my own children regularly. “There wasn’t the support for parents who wanted a convenient alternative with real food. So I decided what was needed was giving children real food with fresh ingredients in a way that was convenient. “Everyone’s working and busy and things can be difficult so it needed to be an online service so people could order any time. At ezlunch we take orders right up to 9am on the day the lunch is required. “Children can have their main meal at lunchtime and our food items are very much about this concept. A lot of European countries have their main meal in the middle of the day, and children need good nutrition at lunchtime so they can learn in the afternoon. “Schools that join the ezlunch service advise the parents that it’s available and we find a good local café to supply the food. We work with the Heart Foundation’s fuelled4life team to ensure our menus are top notch and we can provide good information to parents and students for making healthy choices from our menus,” Ms Finlay says. “The food needs to be made fresh. The hot items include lasagne, spaghetti Bolognese, beef and bean pasta bake, low-fat butter chicken, ribbon noodles with chicken and veges and fried rice. Sushi is also a big seller. The quality of the food is different from what’s available at the dairy, and that’s reflected in the price, but we try really hard to keep the prices at a good level.” The ezlunch service is available nationwide and currently there are 50 schools involved around New Zealand, and about 12 providers, with most of the providers servicing more than one school. Ease of payment is another key factor with online ordering, Mrs Finlay says. “Today, people expect to purchase things online, so the service is more about the parents than the children. Schools are the last bastion of cheque book payment, but online purchasing suits people’s lifestyle and schools need to be on to that.” 36
Kate Finlay of Mairangi Bay School enjoys her ezlunch.
“We are extremely happy with the Lunchonline service because it is efficient, streamlined, very well organised, offers a fantastic menu and most importantly the children love it.” David O’Neill, Principal, St Mary’s School
Term 1 - 2014
school news
35
Lunch
food & beverage
Benjamin Costello of Mairangi Bay School with his lunch from ezlunch.
35 The ezlunch system uses the same software as the company’s Kindo online service, which several schools are using for collecting donations now and can be applied to a range of online sales and services that schools and parents use, Ms Finlay says.
The most recent arrival on the online lunch scene is thelunchboxclub, which was launched in July 2013 in two Whangarei schools, and is now available in Tauranga/Mt Maunganui as well. Owner Janine Collins says she began to formulate the idea over the previous summer holidays as she felt schools needed to take more responsibility for the message they were sending children via their lunch services. “I often felt the food was more like the complete opposite of the messages taught in the classroom. And seeing the constant notices in the school newsletter asking for parent volunteers for the school lunch service, I figured there must be a way to incorporate technology to not only reduce the involvement of school administrators and volunteers, but also to use a lunch service to help reinforce a healthy
Olivia Bratty, left, Lilly Williams, Devlin Lewis, Tesha Harris of Tikipunga Primary with their lunchboxclub lunches.
eating message. With processed food available everywhere I felt it was a great opportunity to help kids realise that ‘real food’ doesn’t come in packets. “The lunchboxclub uses trusted local businesses to create, prepare and supply the food,” Ms Collins says. “We offer a range of food items from ‘Green Light’ fresh and real food items to ‘Red Light’ treat items. We realise families use their lunch service for different reasons so we aim to keep them all happy. We can work with schools to tailor their menu and they can limit the treats if that’s part of their policy. “The most popular items are sushi, mac n cheese, gluten-free
nachos, chicken wraps, ham and pinwheel sandwiches, as well as some of the more treat items like handmade pies and chocolate brownies. “Each school’s menu can be completely different, so this allows for local tastes and preferences. We have a base menu from which suppliers choose a certain number of items to carry and then fill this out with their own local specialty items. The base menu offers something for everyone, whether Paleo, Primal, raw, sugar free or Heart Foundation approved.” In developing the service, Ms Collins spoke to DHB nutritionists and public health nurses, particularly those who work in the paediatric
Software reduces registration administration
H
AVING THE ABILITY to collect student information and payments together in one easy online system has transformed class registrations at Mid-Bays Music School. The number of students signed up for 2014 classes pre-Christmas increased by 50 per cent and administration time was cut by more than 80 per cent compared with the previous year, according to Principal Emma Tolmie. Emma runs the school on behalf of Murrays Bay Intermediate as well as teaching at the Intermediate fulltime. She spent a hectic first year as Music School Principal using inherited registration processes and found that a huge amount of her time was tied up in administration. She was determined to do things differently a year later and set up Kindo to manage the 2014 registration process online. Emma chose Kindo for the system’s ability to provide student details with payments and automatically close
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classes to avoid over-subscription. The newly-launched software was developed specifically for school communities. Kindo enables caregivers to sign their children up for music or sports teams, buy uniforms and stationery, pay for lunch, trips, donations and fundraisers online, directly from a link in the school newsletter and on the school website. The software was initially developed for ezlunch – the fresh food
online lunch service launched three years ago. According to Sandra Finlay, founder of The Growth Collective, the company providing both ezlunch and Kindo, it was a small leap to make the school-specific shopping software available for schools to use themselves. “From the start our software was developed for school families, managing multiple siblings, and back-end efficiency. Families wanted a single account, whereas
schools (and ezlunch caterers) needed to assign transactions and deliveries to specific students. We did not want to see schools being forced to invest in online shopping technology, or frustrating their staff and families with off-the-shelf software that doesn’t handle family structures well. So we made the strategic decision to offer our software up for schools to use as their own.” In addition to the family structures, Kindo can limit availability of items, such as class places, and can capture all the information usually requiring paper forms, side-stepping messy reconciliations and paperwork piling up in the school office. At the Mid-Bays Music school they teach 45 after-school and Saturday classes each week across a range of 18 instruments taught by 18 different tutors. “Kindo displays how many places are left in each class for each time slot. When there are only a couple of spots
food & beverage Lunch
SCHOOL FEEDBACK “Windy Ridge School has been using ezlunch for several months now and it’s been a breeze. I have not had to think about children’s orders being in on time, their money in envelopes, wrong orders or late deliveries. The food is lovely and always freshly made (I have tried many of the options myself!) so the school staff members are enjoying this service as well.” – Dinie Green, office manager, Windy Ridge School, Auckland “Lunchonline involves minimal work for staff. And it provides a variety of good food with quality ingredients for the children. We don’t have to administer it at all – it just happens. The service is consistent and there have been no slip-ups or issues whatsoever. We would absolutely recommend sector and also liaised with the Heart Foundation. “I also researched what was used internationally and ultimately created our ‘Traffic Light Food Guide’ with the help of a nutritionist from Auckland who created and consults on school meal services in Australia and the UK.” Ms Collins says the uptake has been great, although there have
Lunchonline to other schools.” – Gaylene O’Brien, school secretary, Grants Braes School, Dunedin “We have 260 kids at our school and on some days there are 20 to 30 lunchboxclub orders. The parents like it because, some days, like Mondays, they might have been busy on Sunday, so it’s easy for them. And the food is so nice and really healthy. Having the health ratings on the menu is good for the parents too because they don’t always realise what foods can be eaten most. The quality and presentation is really good and the orders are so well labelled. I think it will grow, especially in winter with the hot food.” – Chris Broadhurst, principal Omokoroa No. 1 School, Omokoroa been some issues with technology usage in Whangarei. “We have evolved and consolidated our service to meet the market and now we are confident we can take bigger steps. We can work with any school, anywhere in New Zealand to help them implement our service.”
Fresh food, ordered online from home and delivered to school. Let us handle your lunch service for you. Over three years of experience, more than 50 happy schools and an unnerving focus on fresh food & great service. No cash required! Local suppliers. Nationwide. Many thanks for the fabulous service we get from ezlunch. It is the most painless lunch ordering system I have seen in a school setting. And the food is fantastic. Brenda McPherson, Principal at Windy Ridge School
0800 EZLUNCH
By Christine de Felice, Staff Reporter
Software that simplifies
left, parents are much more likely to take action and make a booking.” Once all the spaces in each class have been taken, that class is shown as being full and no further bookings can be made. This means no phone calls, unhappy parents or refunds, and less workload for Emma sorting out class placements. Emma simply downloads the reports with all the payment and class details and then sorts them by date, class, instrument or tutor to put together up-to-date pupil lists. “The reporting is great I don’t need to do any data entry. Now that we’re set up on Kindo I should only need to make a few adjustments in order to roll it all over for 2015.” Once the thinking had been done, it took only three hours to set the software up just prior to Term four 2013. The system opened for 2014 registrations on 9th November. “The difference is huge already,” said Emma. “Last year I did about
120 hours of admin, reconciling payments, trying to match forms with online payments, dealing with different family names and cheques paid in business names – trying to match it all up was a nightmare.” After only a month online, Mid-Bays Music had received 152 registrations. At the same point the previous year 100 registration forms had been filled in by parents and handed in. Emma puts the 50 per cent increase down to the transparency of the system and the fact that registering online is a lot less hassle for parents than juggling paper. The real hallmark of Mid Bay Music’s success with Kindo is that after 152 successful registrations, parents, tutors and administrators are all happy. “It’s just great,” said Emma. “Kindo is simple and straightforward for everybody.”
Bring money in faster... let parents pay you with a quick click on your website or newsletter. * simplify admin & cut queues * collect permissions (no paper required) * offer customer service 24/7 A sophisticated e-commerce system for only a standard credit card fee.
We’re getting money in much faster since we started using Kindo, It’s so easy to manage. I really can’t see why any school wouldn’t give it a go. Ellie Bramwell, Office Wizard at Stonefields School
0508 4 KINDO
enquiry@tgcl.co.nz | 09 475 5287
Term 1 - 2014
school news
37
Adopt a Section Programme
external learning
Schools adopt National Park
F
OUR SCHOOLS from the Nelson / Tasman area are to adopt and improve sections of the Abel Tasman National Park as part of a unique new education programme. The “Adopt a Section” programme is an initiative from Project Janszoon and the Department of Conservation. The schools will trial the new programme, which will see students designing and implementing their own five-year ecological plans for their area in consultation with DOC and other experts. Project Janszoon education advisor Wendy Reeve says the programme is based on an inquiry based learning model and will be student driven. “Students learn more deeply when they engage in actions that require them to apply knowledge to real world problems. We want to nurture stewardship and the concept of kaitiakitanga in our young people so they will get to know their section of the Park, connect to it and want to protect it in the future,” she says. Project Janszoon’s 30-year vision is to secure the existing ecological values of the Park, then focus on restoration and future proofing. The “Adopt a Section” programme is designed to integrate with the curriculum in subjects as diverse as outdoor education, science, maths, literacy, history, culture geography and even the arts as a source of inspiration. The four schools selected for the pilot programme are ; Motupipi Primary School in Golden Bay which will be responsible for an area of land at Taupo Point, Golden Bay High School will take action to improve the former Hadfields Farm at Awaroa,
Golden Bay High School at the former Hadfield's Farm - Philip Simpson (Project Janszoon trustee), Mike Crawford (Project Janszoon), Pete Mitchison (GBHS), Ben Knoef (Technology), Devon McLean (Project Janszoon Director), Greg Napp (DOC), Roger File (Principal), Matt Benassi (now teaching at Queen Charlotte College)
Nelson College for Girls Preparatory will work at Te Puketea Bay
Nelson College for Girls Preparatory will work at Te Puketea Bay and Motueka High School will engage with an area between Anchorage and Watering Cove. DOC partnership ranger Rebecca Martin says the programme will be a “hands on” way for the students to learn about ecology and conservation, and to think about the long term processes involved in ecological restoration. “Through the development
of a five year restoration plan for each site the students will get to take ownership of their projects, and see the long term benefits and outcomes of the conservation work they are doing,” she says. Principal of Golden Bay High School Roger File says the school is looking forward to being involved. “While our school is at the gateway of two national parks our links with those parks aren’t as strong as they could be. Hopefully the
students will get an attachment for the Park that they hold for the rest of their lives,” he says. Head Teacher at Nelson College for Girls Preparatory School Lucy Feltham says being part of the programme will give the girls an opportunity to give back to their local community. “It allows them to develop a deeper understanding and appreciation for their local environment and because the restoration is 'student driven' the students have ownership of their learning in an authentic “real life” context,” she says. The “Adopt a Section” programme will be accompanied by a new website. Through the website students will be able to share their achievements and experiences in various forms of multimedia such as video, images and blogs where they can share what they are learning and what they have accomplished.
Motupipi Primary School teachers visiting area at Taupo point Philip Simpson (Project Janszoon Trustee), Mark Cullen (Motupipi Principal), Devon McLean (Project Janszoon Director), Wendy Webster (Motupipi Teacher and Enviro Leader)
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external learning Supplier Profile | Spirit of Adventure Trust
Changing lives by the thousands DEVELOPING YOUNG PEOPLE into future, well-grounded citizens and leaders is at the forefront of the Spirit of Adventure Trust’s programme. It’s what they’re passionate about and there are tens of thousands of people all over New Zealand who can personally vouch for the experience and the positive effects it had on their lives. None more so than participating schools and teachers from all over the country who have seen their students return from a Spirit of Adventure Trust 10-day youth development voyage motivated and excited about their future. These voyages aren’t a holiday on a ship. They’re about 40 young people coming together from all over New Zealand and learning from each other skills in communication, leadership, self-discipline, resilience, cooperation, confidence and tolerance. In a letter to the Trust about his students’ experiences, former Director of Sport at De La Salle College, Iain
Simms says: “The environment in which the Spirit of New Zealand places students is so foreign that it’s difficult for them to initially comprehend. But this is where the true value of the voyage lies – Being dropped into this context strips them of dependence on others and creates a type of individual thinking and selfawareness that is new and positive for the student.” Recent University research on the effects of a Spirit of Adventure Trust 10-day youth development voyage back up years of anecdotal evidence, with results indicating that students coming off the ship show a marked increase in self-esteem, resilience and social skills. The Trust works closely with schools, building relationships and ensuring that all students, no matter what their background or financial situation, have equal opportunity to participate in these valuable voyages of discovery. “Whether they are the head girl/boy or struggling amongst
their peers, as long as they meet the criteria set, anyone aged between 15-18 years is welcome to apply,” says Kylie Sisley, School Co-ordinator at the Spirit. If funding of the voyage is an issue for the family, Spirit has that covered too. They have a funding assistance programme and offer grants and subsidies to families facing financial hardship. If your school is not yet signed up with this programme, Spirit has a dedicated School Co-ordinator to work
with schools to get their students onboard. Equally, if your school has already used their berths for the year, get in touch with the Spirit office and they may be able to issue your school more berths. *The three-masted barquentine Spirit of New Zealand takes young people aged 15-18 to sea on 10-Day Youth Development Voyages. There are also five-day trips for school groups and public sailings. For more information about the Spirit of Adventure Trust and how to get onboard, visit www.spiritofadventure.org. nz or call (09) 373 2060.
The ladder of success is never crowded at the top. Youth Development Voyages
One ship, 40 Trainees, one incredible adventure. www.spiritofadventure.org.nz | 0800 4 SAILING
Term 1 - 2014
school news
39
SunSmart
health & safety
Be a SunSmart school
T
ERM ONE means it’s ‘hats on’ again and for schools to stay SunSmart. With summer weather it is important that students are protected from the sun’s UV rays which cause sunburn and can 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.
You can be SunSmart by following these five simple steps from September to April, especially between 10am to 4pm:
3. Slap – on a hat with a wide brim
1. Slip – on a shirt with collar and sleeves
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.
2. Slop – on broad spectrum sunscreen with at least Sun Protection Factor (SPF) 30 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:
4. Wrap – on sun glasses
•
holding outdoor activities in areas with plenty of shade whenever possible1
•
encouraging the use of at least SPF 30 broad spectrum sunscreen on exposed skin
•
encouraging all staff to rolemodel SunSmart behaviour
•
teaching students how and why they need to be SunSmart by using Cancer Society curriculum resources.
5. Stay in the shade.
•
wearing a broad-brimmed (7.5cm brim), legionnaire or bucket (6cm brim) hat that protects the face, neck and ears
Being a SunSmart school shows that your school:
•
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)
•
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
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health & safety SunSmart
“
Schools are uniquely placed to provide a sun safe environment, educate students about sun protection behaviour which will reduce the risk of skin cancer
that is committed to the health of its students and wider community •
•
sun protection behaviours such as wearing hats with a broadbrim outdoors
has a sun protection policy that follows the Cancer Society minimum criteria
•
promotes and supports positive
is developing and maintaining a sun-safe environment.
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 You can also contact your local
Cancer Society centre for help. 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).
BECOME A SUNSMART SCHOOL Apply online at www.sunsmartschools.co.nz
Our health promoters are available to work with schools to help them become SunSmart
Being a SunSmart School shows that your school:
• Is committed to protecting students, staff and parents from the risks of UV radiation • Wants to raise awareness about the importance of skin protection among parents and students • Promotes the school within the community as one that is committed to the health of its students • Has a sun protection policy that follows Cancer Society recommendations in schools . such as hat wearing • Promotes and supports positive sun protection behaviours • Is developing and maintaining a ‘sun safe’ environment
For more information and to apply online visit www.sunsmartschools.co.nz
Term 1 - 2014
school news
41
Colds
health & safety
Cut your colds this winter
A
RE YOU TROUBLED by regular colds each winter? Or perhaps what starts out as a simple head cold repeatedly ends up as a chest infection or bronchitis? Your decreased resistance is probably due to inadequate nutrition and stress. Long term stress causes our adrenal glands to release compounds which causes the thymus gland, our major gland of immunity, to shrink and reduce its activity. Other factors that weaken our immune system are alcohol, tobacco, drugs and various medications, elevated glucose, triglyceride and cholesterol levels in the blood, excessive sugar consumption, exposure to chemicals and allergies, all of which will require attention if improved immunity is required.
Nutrient Deficiencies Nutrient deficiencies such as iron, zinc, vitamin A and C also reduce your resistance. Only take iron supplements if a blood test shows you need it, but I would recommend zinc, vitamin A and C daily, from autumn through spring. Zinc is a critical nutrient of immunity. Adequate levels are particularly important in the elderly and young children. An adult dose is 15 mg of zinc and for children 3 to 4 milligrams per day.
Vitamins A and D Codliver oil or Halibut Liver oil provide vitamin A and D. Vitamin A is essential for maintaining
the health of the respiratory membranes and has been shown to stimulate numerous immune processes. Children can take half to one teaspoon of Codliver oil mixed with a little fruit juice daily. For adults I recommend a higher dose found in one Halibut oil capsule daily. Excessive vitamin A taken during pregnancy could result in fetal abnormality, therefor it is not recommended during pregnancy . Increase your vitamin C intake and eat several cloves of garlic daily.
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Garlic has antibacterial, antiviral and antifungal properties.
Useful Immune Boosters Two other useful immune boosters are propolis and echinacea. Six drops of propolis tincture 1 or 2 times a daily in water is great if you don’t suffer from allergies. The herb echinacia can be used both preventatively (at lower levels) and to get over a cold or flu more quickly, when taken at 3 or 4 hourly intervals.
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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, w varied w, and interesting V ry thorough indeed! Ve Paul Keown Educational Consultant Waikato University
The teaching units are brilliant. I love the range of activities!
RESOURCE LINKS
Zena Kavas Science Teacher Taita College
property Mowers and Tractors
Choosing the most suitable mowers and tractors
S
CHOOL GROUNDS MAINTENANCE covers a wide range of responsibilities. Workers mow lawns, trims hedges and trees, plant flowers and rake leaves. They make sure that grounds are not only attractive and orderly, but also healthy for everyone. They also take care of groundskeeping equipment. High standards are expected of them, particularly for sports fields and grassed areas visible to the public. Increasingly, methods sympathetic to the environment are demanded of them as well. That means providing them with good quality mowers and tractors, which are not only efficient, but economic and safe to use. Fortunately, our schools have reputable companies to choose from.
Husqvarna Husqvarna has dealerships throughout New Zealand and offers a wide range of tractors and mowers. Its innovative new Automower is attracting a lot of attention from schools and other customers. “It is the first fully robotic lawnmower, capable of working around the clock, day in day out,” says Business Development manager, Margot Dell. “It’s not just user friendly, but environmentally friendly as well, since it’s powered by electricity and produces no harmful exhaust emissions. The unique mowing technique is
based on Automower continuously cutting the grass several times in random patterns within the boundaries you decide. When it’s time to recharge the battery, Automower automatically returns to its charging station.” Ms Dell says Automower is designed to mow grass on the simplest of lawns to complex, undulating gardens. “When an obstacle such as a tree or rock is in the way, Automower simply reverses safely and selects a new direction. This also goes for pets. Automower won’t do them any harm.” A big advantage for schools is that Automower is extremely silent and won’t disturb staff, pupils or neighbours. It can work in all weathers and is designed to be theft-proof. For schools that prefer a Ride-on, Husqvarna has top-quality models of those as well. “Our Husqvarna Rider, with its front-mounted cutting deck, gives total control over the working area, allowing the operator to reach under bushes and get closer to fences and walls,” said Ms Dell. “The unparalleled manoeuvrability of our unique articulated steering makes our Riders extremely easy to handle. You work more efficiently, and get perfect results faster. A wide range of accessories helps users to carry out other garden tasks, all year round.” 44
The zero turn mowers can easily handle heavy-duty mowing tasks on large areas
The Automower is silent and won’t disturb staff or pupils
Term 1 - 2014
school news
43
Mowers and Tractors
property
The Automower is silent and won’t disturb staff or pupils
The R Series comes standard with ergonomic handgrips, power deck lift, and grip-located control buttons
43 Zero-turn offer another choice. “Our zero-turn mower design, with its high capacity and swift manoeuvrability, originates from typical commercial park and garden use. They can easily handle heavyduty mowing tasks on large areas,” she said. When it comes to garden tractors, Husqvarna also has a good range. “In general, the larger and more open the grass areas, the more important it is that the machine has a generous cutting width. If the area has lots of obstructions, like trees and bushes, it’s more important that the cutting width is small enough for the tractor to move through the tightest passages. "Within the Husqvarna garden tractor range we offer tractors with cutting widths from 77 cm up to 137 cm,” says Ms Dell. “A Husqvarna tractor means the user can achieve first-class results by using the cutting method best suited to their requirements. Purchasers should choose a model with an integrated collector when they want to achieve very tidy results. For quick and efficient cutting, choose a side-ejecting tractor. Switch to the BioClip
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Toro ‘Titan’ zero turn mowers, have proven themselves by delivering years of service in demanding conditions
(mulching) mode when grounds need fertilisation.”
Parkland Products Established in 1988, Parkland Products is the exclusive New Zealand agent for a range of proven brands such as Toro, Traxmaster, Exmark, Pope, Oska, Lifan, Otterbine,
Motorola and Irrinet. When it comes to small tractors, “our Pirana W-3600 diesel compact tractor is ideal for schools with its high performance cutting and collection system,” says marketing manager David Herrick. “Featuring a 48" fabricated deck, it delivers great results, even in tall wet grass,
and the massive 600L collector system lifts and empties at the push of a button. Everything about this machine is built tough for thousands of hours of service, from its high torque and economical 18hp Yanmar diesel engine to its reinforced wheels, axle, steering components and frame.” Parkland’s most popular rideon mowers for schools are the Toro ‘Titan’ zero turn mowers, he said. “They've proven themselves by delivering years of service in demanding conditions. Two models are available, in 48" and 54" widths, and they combine pro-inspired features with the user-friendly features of our residential zero-turn mowers to create a tough mower that’s easy to use and comfortable to operate. Featuring heavy duty fabricated decks, tubular frames
property Mowers and Tractors
and a ROPS (Roll Over Protection System), these are serious machines." “In regard to hand mowers, schools can cut their mowing time by up to 50 per cent with the extrawide-cut Toro TimeMaster. With its extra-wide 30" cut, a powerful Briggs & Stratton engine, the Personal Pace self-propel system, a durable cast aluminium frame and heavy-duty steel deck, this mower lets you cover more ground in less time, and leaves an outstanding finish. It also offers 3-in-1 versatility, by catching, mulching or side discharging,” Mr Herrick said.
John Deere US-based John Deere has been delivering innovative products of proven quality around the world since 1837. In New Zealand, it provides a wide range of equipment to schools, including highlyregarded tractors and a new range of commercial zero-turn mowers. “Our new line-up provides the choice and flexibility you need when you’re looking for the most suitable mowers for your school grounds,” said marketing manager, Steve Wright.
“
“For instance, schools interested in a top-of-the-line zero-turn mower need to look no further than our R Series, which has five models in this high-performing line. The R Series comes standard with ergonomic handgrips, power deck lift, and grip-located control buttons for an efficient mowing experience. Similar to the M Series, the R Series is available with an isolation seat option or fully-adjustable, suspension seat option,” Mr Wright said. “Exclusive to the R Series is a cross-ported system that routes the coolest hydraulic fluid to the hydraulic pump doing the most work. The line-up also features the Brake-N-Go starting system where the operator only needs to set the parking brake and turn the key to start the mower. “School management will also appreciate the peace of mind that comes with the class-leading warranties offered by John Deere. The B Series and the M Series come with a 3-year/1200-hour warranty, and the R Series comes with a 3-year/1500-hour warranty,” he said. By Brent Leslie, Staff Reporter
the larger and more open the grass areas, the more important it is that the machine has a generous cutting width. If the area has lots of obstructions, like trees and bushes, it’s more important that the cutting width is small enough for the tractor to move through the tightest passages
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property
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Supplier Profile | John Deere
New line-up of zero-turn mowers meets the needs of schools CRESTMEAD, QUEENSLAND (February 18, 2014) – John Deere provides a range of groundskeeping equipment to schools across New Zealand, including their new range of commercial zero-turn mowers. Whether you’re school is looking for basic and reliable mower or one with all the bells and whistles, John Deere has a mower suited to your grounds. With three new series of John Deere ZTrak™ mowers, schools will be able to select from a full line-up of machines to best meet their groundskeeping needs. “Our new line-up provides the choice and flexibility you need when you’re looking for the right machine/s for your school grounds.” said Steve Wright, John Deere Marketing Manager. Kicking off the new line-up of John Deere ZTraks is the B Series which features the Z915B, a 17.8 kW (23.9-hp*) model with the option of a 121 cm (48-in.), 137 cm (54-in.) or 152 cm (60-in.) 7-Iron™ II deck. All 7-Iron decks are stamped from seven-gauge steel for maximum durability and enhanced mowing performance. B Series mowers are equipped with full-size rear tyres for increased stability on hillsides and can travel up to 16.1 km/h. An optional, integrated material collection system allows the school groundskeeper to equip their mower with two or three bags for easy clean-up. The B Series also comes with professional grade seat options. The M Series offers groundskeepers five different mower options (Z920M, Z925M EFI, Z925M Flex Fuel, Z930M, and Z930M EFI) and horsepower ranging from 17.5 kW (23.5-hp*) to 19 kW (25.5-hp*). With a top speed of 16.1 km/h, the M Series offers flat free front tyres and cast iron front forks. Comfort is also key with the available isolation seat option or fully-adjustable, suspension seat option. The M Series comes equipped with 121 cm (48-in.), 137 cm (54-in.), 152 cm (60-in.) or 182.8 cm (72-in.) 7-Iron PRO decks. The industry exclusive Mulch On Demand™ technology that allows the operator to switch between mulching and side-discharging without ever leaving the seat is available on the 121 cm (48-in.), 137 cm (54-in.) or 152 cm (60-in.) decks.
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For easy clean-up on the grounds, an optional, integrated material collection system provides a dumpfrom-the-seat option for enhanced ease of use. Schools interested in a top-ofthe-line zero-turn mower need to look no further than the R Series. Five models (Z920R, Z930R, Z950R, Z960R and Z970R) with horsepower ranging from 17.5 kW (23.5-hp*) to 26 kW (35.0-hp*) round out this high-performing line. The R Series comes standard with the John Deere Comfort & Convenience package with ergonomic handgrips, power deck lift, and grip-located control buttons for an efficient mowing experience. Similar to the M Series, the R Series is available with an isolation seat option or fullyadjustable, suspension seat option. The R Series comes equipped with 121 cm (48-in.), 137 cm (54in.), 152 cm (60-in.) or 182.8 cm (72-in.) 7-Iron PRO decks with Mulch On Demand available for the 121 cm (48-in.), 137 cm (54-in.) or 152 cm (60-in.) decks. Ground speed in this series tops out at 19 km/h with flat
free front tyres, cast iron front forks and a cast iron rear bumper. Exclusive to the R Series is a cross-ported system that routes the coolest hydraulic fluid to the hydraulic pump doing the most work. The line-up also features the Brake-N-Go starting system where the operator only needs to set the parking brake and turn the key to start the mower. School management will also appreciate the peace of mind that comes with the class-leading warranties offered by John Deere. The B Series and the M Series come with a 3-year/1200-hour warranty, and the R Series comes with a
3-year/1500-hour warranty. “With the introduction of the B, M and R Series, John Deere customers now have the equipment choices they need for their fleets,” said Wright. “But no matter what series you choose, our ZTraks will be backed by the best dealer network and warranty in the industry.” For more information, visit John Deere at its worldwide website at www.JohnDeere.com or www.JohnDeere.co.nz. *The engine horsepower and torque information are provided by the engine manufacturer to be used for comparison purposes only. Actual operating horsepower and torque will be less. Refer to the engine manufacturer’s web site for additional information.
About John Deere Deere & Company (NYSE: DE) is a world leader in providing advanced products and services and is committed to the success of customers whose work is linked to the land – those who cultivate, harvest, transform, enrich and build upon the land to meet the world’s dramatically increasing need for food, fuel, shelter and infrastructure. Since 1837, John Deere has delivered innovative products of superior quality built on a tradition of integrity.
Z900 B SERIES Get the basics. So you can basically do anything – 17.8 kW (23.9 hp*) – 7-Iron™ II decks in 121, 137, or 152 cm (48-, 54-,60-in.) – 16.1 km/h
Starting from
13,578
$
#
RRP (inc. GST)
No matter who you are, there is a Z9 built for you Starting from
15,416
$
#
RRP (inc. GST)
Starting from
18,721
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#
RRP (inc. GST)
Z900 M SERIES
Z900 R SERIES
Efficiency in action. Value in every cut.
For those who want everything in a zero-turn mower.
– 17.3 - 19.0 kW (23.5 - 25.5 hp*)
– 17.3 - 26.1 kW (23.5 - 35.0 hp*)
– 3 seat options
– Power deck lift
– Mulch On Demand™ decks
– Advanced diagnostic capabilities
– 16.1 km/h
– 7-Iron Pro decks in 121, 137, 152, or 182 cm (48-, 54-,60-, 72-in.)
Right now, get a great deal on our Z900 series of commercial mowers during our Green Tag Sales Event. See your John Deere dealer for these and more great offers.
#Prices shown are Starting from Recommended Retail Price (RRP) in New Zealand dollars including GST of base models as at time of printing at participating John Deere dealers through 30 June 2014. Prices are subject to change. Price excludes dealer pre-delivery, set-up, installation and freight charges. Loaders, implements and attachments sold separately unless stated otherwise. *Engine horsepower and torque information are provided by the engine manufacturer to be used for comparison purposes only. Actual operating horsepower and torque will be less. Refer to the engine manufacturer’s web site for additional information.
JohnDeere.co.nz
Maintenance
property
The importance of planning
M
AINTAINING GOOD QUALITY school fields does not happen overnight and that is why it is important that schools not only develop a 12 month maintenance plan but they also have the resources in place to implement their maintenance programme.
The maintenance plan When developing your school sports field maintenance plan for the upcoming year a number of factors will need to be considered and taken into account including:
1. Budget You will need to consider how much budget you have allocated and what your expectations in terms of maintenance levels are. When setting your budget you will need to consider factors such as: • grass type • existing field condition/s • resources available to you (both people and equipment) • amount of usage both planned
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and anticipated for the coming year • any other factors which could impact on you producing good quality and usable fields It is important to be realistic when setting your maintenance budget as setting high expectations with a low budget could lead to disappointment especially when it comes time to implement.
2. Maintenance requirement Be clear on your maintenance requirements i.e. what are your expectations and what is to be covered within your maintenance plan. Will your plan cover the maintenance of the sports fields only or will it include maintenance for the general surrounds, gardens, trees and litter collection? Knowing and being clear on your requirements will assist with identifying the methodology to be used, resources required and budget allocation.
3. Types of grass There are a number of different
grass varieties that are used on sports field surfaces and these different grass types do have an impact on the type of methodology and machinery that may be required to maintain the fields. Some grass types offer lower cost maintenance options while other varieties are more expensive to maintain.
4. Irrigation requirements The cost for irrigating your sports fields will vary depending on the type of system you have in place for example a basic travelling irrigation system is a cheaper option compared to an in-ground irrigation system.
Maintenance activities The types of maintenance activities that are normally undertaken on natural sports field surfaces during a 12 month timeframe include the following. • Mowing – at least weekly and often twice weekly in the high growth times (spring and autumn)
• Weedeating – carried out as required • Fertilising – regular fertilising will be required throughout the year to keep the surface healthy • Line-marking – will be undertaken as required prior to the start and during the running of summer and winter sporting codes • Weed and insect spraying – this will be required throughout the year to ensure the good health of the playing surface • Cambridge rolling – will be undertaken in the winter months in order to help keep the surface smooth, flat and safe • Goal post removal – undertaken at the end of the winter sports season • Cricket wicket maintenance – will be undertaken during the summer months to help keep the wicket in excellent condition • Annual Renovations – these renovations occur 2 times a
property Maintenance
year during spring and autumn prior to the start of the winter and summer sporting codes. Types of activities undertaken during renovations include coring, scarifying, vertidraining, sanding, re seeding, under sowing, cricket block preparation and goal mouth renovations •
•
•
Turfing – is normally undertaken in spring and is carried out to ensure a good playing surface is maintained especially in high use areas such as around soccer goal mouths Irrigation – it is important to undertaken regular checks of the irrigation system to identify any issues and problems Drainage – at least twice a year check and clear out drainage as blocked drains can cause damage
Options for undertaking maintenance work Once the maintenance plan has been developed the next step is to ensure you have the right resources in place both in terms of staff and machinery to implement the work that is required. Options currently used by schools include; 1. A full time groundsman is employed by the school to undertake all of the maintenance work that is required. 2. A qualified specialist is contracted into the school. The contract could be to undertake just the sports fields maintenance or could be more comprehensive to include full grounds maintenance such as surrounds, passive areas, gardens, litter collection etc in addition to the sports field maintenance. 3. The school has their own
groundsman but contracts in specialist assistance to help with such things as cricket wicket maintenance. There are pros and cons with any of the options listed for example an on-site groundsman knows their fields and can implement closures and restrictions at any time to ensure the fields remain in excellent condition, while a specialist contractor has the ability to pull in specialist and additional resources and equipment that may be required to undertake any maintenance work. Whatever option you go with you need to ensure it fits with your budget and your schools requirements.
Construction Sometimes more than annual renovation work is required to keep your school fields in top condition. The reasons for undertaking more major construction work on your
fields could be due to a number of factors such as over use, poor drainage or the wrong grass type being used for the current conditions. If more extensive work is required the first step would be to get a feasibility study undertaken to assess and identify requirements. The outcome or recommendation could result in the field being upgraded which could include anything from the installation of drainage and irrigation to developing a new field surface.
Summary The importance of having a good all year round maintenance plan in place for your schools sports fields cannot be under-estimated as well maintained sports grounds and surrounds does make a significant contribution to the overall image of a School. By Linda Flanagan, Recreational Services
TOP OF THE CLASS Recreational Services is highly experienced in all facets of the development, management and maintenance of parks, turf and facilities across New Zealand and can proudly go to the 'top of the class' as one of the largest and most successful companies specialising in the design and care of these outdoor spaces. We are highly experienced within the industry and understand the importance of well-designed and well-tended grounds and the contribution they make to the overall image of a school. We currently work with a number of schools undertaking long-term grounds maintenance contracts including general surrounds and sports fields e.g. sand and soil fields and natural turf cricket blocks, trees and gardens.
Recreational Services ‘top of the class’ in: Sports turf consultancy Design and development Construction and renovation Management and maintenance
Our Construction and Renovation team regularly carry out projects that create new school fields or keep existing fields in tip top condition which lifts the fields to a whole new performance level.
For more information please contact us:
Not only is turf an important part of a high quality surface but also what is below the turf surface is a vital part as well, our specialist turf consultancy division Sports Surface Design and Management (SSDM) provides field assessment, feasibility studies, analysis, detailed design and remedial solution recommendations to ensure your requirements are met.
Email: info@recreationalservices.co.nz or info@ssdm.co.nz Phone: (09) 443 5011 Web: www.recreationalservices.co.nz or www.ssdm.co.nz
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Lighting
property
The top 10 benefits of LED lighting
Y
OU CERTAINLY HEAR and read a lot about the advantages and benefits of energy efficient LED light emitting diodes vs traditional lighting. When you compare them to other energy saving lighting methods you will find that LED lighting is by far the most power saving and smart solution. LED is also the most eco-friendly way of illumination which is basically digital light also known as SSL – Solid State lighting. At the moment production volumes are small but growing rapidly. This means that pricing for LED is quickly coming down and right now is an excellent solution for commercial users. It is easy to retro fit LED bulb alternatives for most commonly used light bulbs such as Classic A bulbs used in table lamps, MR16 halogens used in overhead lighting and florescent tubes used in offices. Here are the main advantages:
1. Long life Long life stands out as the number one benefit of LED lights, for example the typical MR16 halogen lasts about 2000 hours compared to LED MR16 which can last between 25,000 to 35,000 hours. For businesses using hundreds of these products that is a substantial time saver for re-lamping and reduction in
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downtime for the installation. Reduced maintenance costs are a tremendous benefit to commercial users.
2. Energy Efficiency With an estimated energy efficiency of between 80 – 90% when compared to traditional lighting there are huge savings to be made, particularly when the cost of power is rising sharply. This means that about 80% of the power is converted to light.
3. Ecologically Friendly LED lights are free of toxic chemicals. Most conventional florescent tubes contain a range of materials like mercury which are dangerous for the environment. LED lights contain no toxic materials and are fully recyclable, which will help you reduce your carbon footprint by up to a third. The operating life means that 1 LED Classic A can save production of 25 incandescent light bulbs.
4. Durable Quality LED’s are extremely sturdy with no moving parts and they can operate in a wide range of conditions. LED lights are resistant to shocks and vibrations. This makes them ideal for outdoor use with exposure to weather, and also construction and manufacturing sites.
5. Zero UV and IR LED lights produce little infrared light and close to no ultraviolet emissions. LED lighting is suitable for products that are sensitive to heat, because there is little radiant heat emitted and also for the illumination of UV sensitive items like paintings in museums, art galleries etc.
6. Design Benefits LED’s can be made up in any shape and individual LED’s can be dimmed for full control of light, colour and distribution. Well-designed LED lighting systems can achieve excellent results for appearance and mood, for example LED lighting is already used in airplanes, classrooms, and hotels. Most LED lamps are fully dimmable on existing control systems which means you can simply take the old traditional globe out and replace with the LED version.
7. Versatility LED’s are ideal for use in cold and low outdoor temperature settings, for example they work well in refrigerators and freezer rooms. LED’s brighten up immediately when turned on compared to florescent and compact florescent bulbs which require a warm up time of up to five minutes. Their ability to switch on and off effectively without effecting the LED lifetime or light emission is a major benefit over traditional
lighting like halogen which does not like to be turned on and off frequently.
8. Light Control All LED light sources are made up of individual light modules. An LED light is designed to focus its light which can be directed to a specific location without the use of external reflectors. Well-designed LED lighting systems are able to deliver light more efficiently to the desired location.
9. Safety Traditional halogen MR16 get very hot after only 20 minutes which has been the cause of numerous house fires and discolouration of painted surfaces and fittings. With LED this is not the case and you can easily handle an MR16 LED which has been used for a few hours because of the low heat generated. An additional benefit for commercial users is the reduction of heat and its effect on air conditioning systems, which add to total energy consumption.
10. Low Voltage A low voltage power supply is adequate for LED illumination. This makes it easy to use LED lighting in outdoor settings by connecting to an external solar energy source, this is a benefit when it comes to using LED in a remote or rural areas. By Elaine Salt, Verbatim
Me promot ntion this ion FREE P e g s & C & re c e i v e ar your G azebo r y Bag with (value purchase. $125)
The perfect weather protection and marketing tool for school events and sports teams SHADE7 GAZEBO BENEFITS: • Available in 3m x 3m and a huge 3m x 6m • Heavy duty frames available • Lightweight and easy to carry • One piece construction so no small parts to get lost • Can be easily erected and collapsed within 60 seconds! • 5 standard colours available • Affordable logo printing and branding • Premium grade aluminium frame ensures a long life time and maximum durability
FAC TORY/SHOWROOM: 41 MORRIN RD, ST JOHNS, AUCKL AND Ph: +64 (0) 9 570 1112 I sales@shade7.co.nz I www.shade7gazebos.co.nz
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