School News NZ - Term 2 - 2014

Issue 25 | Term 2 - 2014 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

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SMS

The smarter way to manage students Stonefields School New playground a hit with senior students Anti-bullying Ways to tackle a difficult issue

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

Supporting Local Communities Breakfast in Schools Partnership Vending Programme: Making a difference for our children, making a difference for our schools and paying dividends for life.

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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 Christine de Felice 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 Heading into the colder months, there are likely to be many students away from school with winter coughs and colds.

In this issue of School News we look at Student Management Systems, which are designed to help schools not only keep track of absentees, but also many other aspects of student activities and school administration.

Bullying behaviour can cause difficulties and stress for many students, both in school and out of it. We talk to several organisations that offer programmes and resources aimed at tackling this widespread problem.

Graffiti can be another problem schools have to deal with. Our article on the subject suggests

ways to get rid of it and prevent it from recurring.

Read about the school where community support helped raise thousands for a brand-new playground, and a Partnership School, which has a different approach to educating students.

Issue 25 | Term 2 - 2014 | $12 Inc GST

The Essential Management Guide for Education Industry Professionals

www.schoolnews.co.nz

SMS

The smarter way to manage students Stonefields School New playground a hit with senior students

Playing fields are an important and well-used asset for schools.

We look at the different surfaces available and how to keep them in top condition all year round.

There’s plenty more to interest and inform you, including the Minister of Education, Hekia Parata’s feedback on the International Summit on the Teaching Profession, which was held in Wellington in March.

Anti-bullying Ways to tackle a difficult issue

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

Supporting Local Communities Breakfast in Schools Partnership Vending Programme: Making a difference for our children, making a difference for our schools and paying dividends for life.

0800 UPANDGO | www.UPANDGOVENDING.co.nz

Issue 25 | Term 2 - 2014

Enjoy!

– 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 04 Ministry News 05 News in Brief

education 08 Principal Speaks: The impact a philosophy had on raising student achievement

09 International Summit: International Summit on the 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

SCHOOLNEWS WELCOMES EDITORIAL CONTRIBUTIONS AND IMAGES ON RELEVANT TOPICS FOR FEATURES, NEW PRODUCT PROFILES AND NEWS ITEMS. Please email to editorial@ schoolnews.co.nz. Images should be in high resolution (300dpi) JPEG or TIFF format. Editorial queries should be directed to the editorial department on (03) 365 5575.

Teaching Profession

11 Anti-bullying: Teaching them skills to stop the bullying

profiles 15 South Auckland Middle School 18 Mapua School

administration 20 School Managment Systems: Keeping track of students with SMS

teaching resources 26 3D Printers: 3D technology a vital tool for students 28 Book Reviews: New books on the block

food & beverage 29 Drinking Water: Care needed with drinking water

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external learning 34 School Camps: School camps can leave fond, lasting memories

36 Drama: Drama group to perform in four schools

health & safety 37 Washroom Hygiene: Hygiene vital in school toilets 38 NZ Blood Service: Blood product helps teen lead normal life

40 Teacher Wellbeing: Do you have a teacher wellbeing problem at your school?

property 42 Perimeter Fencing: Not all fences are created equal 44 Graffiti Prevention: An ounce of prevention 46 Case Study – Stonefields: Community support makes playground a reality

50 Playgrounds: Safety the key in playground development

51 Playgrounds: Playgrounds help children build lifelong skills

52 Sports Fields: More laughing, fewer tears 53 Sports Fields: Keeping turf in top condition 54 Sports Fields: Natural or synthetic – what’s right for your school?

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Ministry News

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EPIC Challenge promotes careers in primary industries

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ducation Minister Hekia Parata and Primary Industries Minister Nathan Guy have launched an innovative new competition for Year 10 students helping to promote careers in the primary industries.

Computers in Homes is run by the not-for-profit 2020 Communications Trust, and began as a pilot project in 2000. It has provided thousands of families in low-income communities with access to digital technology and the skills to use it fully in education, training and employment.

The Enterprising Primary Industries Career (EPIC) Challenge for 2014 requires school students to identify different careers within the primary industries and develop a strategy promoting them to the target market of Year 10 students.

“Making the most of technology and digital content is essential to raising achievement for children and young people,” Ms Kaye says.

“The challenge is about raising awareness of the many exciting careers that can be found in primary industries,” Ms Parata said.

“Computers in Homes provides students and families in the most need with a computer, training and support, and home connectivity.

“Complementing Vocational Pathways, the challenge will allow our children and young people to make more informed decisions about how their learning choices relate to their future employment possibilities.”

“When parents gain skills in using digital technology, they are able to enhance their children’s learning beyond the regular school day. I am pleased that Computers in Homes will continue this important work for a further year and continue to provide a range of benefits to families and their communities,” Ms Kaye says.

“There is a huge range of exciting careers in farming, fishing and horticulture as well as in marketing, remote sensing, robotics, chemical engineering, genetics, nutrition, policy, communications, product design, science and IT,” Mr Guy said.

“These industries are the powerhouse of our economy, generating around $35 billion a year in exports. They need skilled workers to keep driving New Zealand forward.

“I’m confident this competition will open the eyes of Year 10 students to exciting career opportunities they wouldn’t have otherwise have considered.”

The Ministry for Primary Industries and Dairy NZ are co-sponsors of this competition run by the Young Enterprise Trust. The Challenge is being offered to all New Zealand schools free of charge.

NZ’s top scholarship student recognised Former Auckland Grammar School student Byung-Cheol Cho was awarded this year’s Prime Minister’s Award for Academic Excellence at the annual NZQA Top Scholar Award ceremony held at Parliament on May 7.

Education Minister Hekia Parata congratulated Byung-Cheol on winning the award, which recognises

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Former Auckland Grammar School student Byung-Cheol Cho with Prime Minister, John Key

the success of the New Zealand Scholarship student who showed the highest overall level of academic excellence in 2013.

“Byung-Cheol achieved an incredible seven New Zealand Scholarships, including five Outstanding Scholarships,” Ms Parata said.

“Additionally, he distinguished himself as a good leader, musician and sportsman during his secondary school career.”

Byung-Cheol will be studying at Princeton University in the United States this year with a goal to complete a PhD in biomedical engineering and contribute to the development of medical devices.

“I look forward to seeing that goal realised and wish him all the best for his future academic success,” Ms Parata said.

Byung-Cheol achieved Outstanding Scholarships in Calculus, Chemistry, Earth and Space Science, Physics, and Statistics and Scholarships in Geography and Spanish. He was also the Top Subject Scholar for Earth and Space Science.

Ms Parata also presented 10 Premier Awards at the ceremony and NZQA Board Chair Sue Suckling presented 35 Top Subject Scholar

Awards. Prime Minister John Key presented the Award for Academic Excellence. Recipients of Premier Awards and the Prime Minister’s Award for Academic Excellence are recommended to NZQA by an expert panel of academics. The recipients can be found at: http://www.nzqa. govt.nz/about-us/news/new-zealandscholarship-award-winners

$2.5m Budget boost for computers in homes The Budget allocates $2.5 million in additional operating funding in 2014/15 to continue to provide more computers in homes and digital literacy training for low-income families, Education Minister Hekia Parata and Associate Education Minister Nikki Kaye say.

“This increased funding means up to 1500 more low-income families will learn basic computer skills and be provided with access to the internet,” Ms Parata said. “This will result in families being more engaged with their children’s education.

“We want to ensure that children, families and their communities can take full advantage of the suite of digital literacy initiatives the Government is rolling out,” Ms Parata says.

Ministry considering IHC statement of claim The Ministry of Education is studying the statement of claim to the Human Rights Review Tribunal, lodged by IHC on April 30.

“We would like to work with the IHC on their areas of concern over the education of children with special needs, but to date they have declined our requests to meet,” deputy secretary for early years, parents and whānau Rawiri Brell said.

“The IHC’s statement of claim outlines in more detail some of their concerns, as well as their proposals to make the schooling system more inclusive. We work closely with schools every day to ensure they are getting the support they need to include all their students. However we are always keen to do better.

“We will act on any complaints of children being excluded on the grounds of their special needs. We spend more than half a billion dollars each year on special education, and we have 800 frontline staff and 1000 specialist teachers supporting children with special needs in schools every day.”

news News in Brief

Auckland Grammar to build new classroom block

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uckland Grammar School has launched the biggest fundraising campaign in the school’s history to help pay for a new state-of-the-art classroom block.

Headmaster Tim O’Connor says the new $6.4 million classroom block, ‘Augusta 2015’, will receive Ministry of Education funding of $2.4 million.

“In true Grammar spirit this is an ambitious and audacious goal, but with the support of a tremendous community we will create an exceptional teaching facility that will be a legacy for generations of Grammar boys,” Mr O’Connor said.

“The project is only partially funded so our board of trustees is canvassing the wider Grammar community to secure the balance of the block’s construction cost and raise around $4 million.

“Our new classrooms will aid interactions between teachers and students, which are critical to a young man’s academic and social development. These interactions are a foundation of the Grammar way,” Mr O’Connor said.

The new block will be positioned in the heart of the school’s campus, connected to the historic Main Block and provide all-weather protection for staff and students. It will contain 12 classrooms and three teaching resource rooms, over three levels and create a campus-style environment in the heart of the school.

It will replace outdated pre-fab classrooms sited at the far end of the

the latest technology and support the Auckland Grammar vision of preeminence in boys’ education.

proud of the potential of this new development and what it will mean for our students.”

“The board and staff of Auckland Grammar School are very excited and

Donations and gifts to the project are tax deductible.  06

WARWICK SCHOOL PACK Tim O’Connor

school on the corner of Mountain Road and Clive Rd. It will free up the pre-fab site for alternative purposes and provide more teaching time as students and teachers won’t have to walk to and from an area known as the ‘O Zone’.

As part of the development the Auckland Grammar campus will become a 100 per cent pedestrian environment, providing significant health and safety benefits. Demolition work started during the Easter break, construction is expected to start in June and final completion is targeted for the end of Term One, 2015 (early April).

WINNERS

We had a great response to our online competition for Warwick School Packs, so thank you to all those who entered.

The lucky winners are: Jill Burns, Reporoa Primary School Kevin Mackay, Greytown School Di Daly, Queens High School Frances Taylor, Kaipara College Wendy Redmond, Kirwee Model School

Mr O’Connor said Auckland Grammar was committed to providing a state-of-the-art learning environment to benefit its young men and staff.

“Quality resources help our school to attract and retain the best teachers, and continue our focus on academic excellence. The new block will facilitate modern teaching practices using

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Primary School Science Fund.

Strong start to learning link

The funding – up to $2000 per school – will be used for a variety of projects ranging from studying water quality and riparian planting to creating ‘outdoor classrooms’ and even an archaeological dig.

Learning links between secondary schools and tertiary education have been introduced in 2014, with NorthTec in Northland piloting a series of programmes that engage secondary school students in learning with NorthTec. This year students from seven Whangarei schools are involved with Secondary Tertiary Partnership Programmes at NorthTec. Students attend classes there one to two days per week and gain knowledge, skills and credentials that will allow them to staircase onto higher-level programmes. Youth development manager at NorthTec, Julian Blank, said the programmes were getting an enthusiastic response from the students.

“Collaboration with secondary schools and the Te Tai Tokerau Trades Academy have allowed NorthTec to support students in a contextualised learning environment that provides pathways to higher education and employment,” Mr Blank said.

One of the programme options is the Art Academy, with students attending NorthTec every Friday. Art Academy tutor Lisa Clunie said that working with her academy class was really rewarding.

“The students all have exciting and varied ideas and a passion for making art.”

NorthTec is the Tai Tokerau (Northland) region's largest provider of tertiary education, with campuses and learning centres in Whangarei, Kerikeri, Rāwene, Kaikohe and Kaitaia.

NorthTec also has over 60 community-based delivery points from Coatesville in rural Rodney to Ngataki in the Far North.

Science funds set to benefit primary schools Eight lucky primary schools throughout New Zealand are about to get a whole lot more scientific following the recent announcement of grants awarded from the Bayer

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Bayer managing director Dr Holger Detje said he was delighted to see so many schools embracing environmental science education.

“The students not only get to learn more about scientific methodology and the environment, but in some cases their projects will benefit not only the school, but the wider community too.

“I am particularly delighted, to see some of the funding spent on scientific equipment such as water testing kits, weather measuring tools, air and soil probes and microscopes.

“It’s the hands-on use of these tools that can really inspire our younger generation to become scientists in the future.

“As a science-based company, Bayer knows very well the importance of science in developing new products for the benefit of people, plants and animals.

“Well done to the eight successful schools - it’s great to see a strong focus on scientific learning through so many wonderful projects.”

Administered by the Royal Society of New Zealand, the Bayer Primary School Sience Fund is worth $120,000 over three years and is designed to give primary schools the opportunity to apply for funding to support environmental science education and resource Nature of Science activities.

Royal Society of New Zealand CEO Dr Di McCarthy said the Society was committed to advancing quality primary science education by encouraging primary students and their teachers to understand, participate and contribute to authentic science activities.

“There were many great applications for the fund this year, which is really heartening to see. It is particularly pleasing to see the

NZEI President Judith Nowotarski

underlying passion of these young people and their teachers who seek to resolve real-life environmental issues and problems through hands-on scientific investigations.

Through carrying out these projects, these students will develop critical thinking skills that will assist them in all areas of their lives. This is why science education is invaluable and why we are so pleased to partner with Bayer on this initiative.”

The fund supports quality environmental science education teaching and learning programmes.

Such programmes have strong links to the Nature of Science strand of the New Zealand curriculum and which involve practical, handson science investigations whilst working alongside and engaging with school, local and science communities.

The second round of funding is now open. Applications close on September 12. Go to www. royalsociety.org.nz/programmes/ funds/bayer-primary-schoolscience-fund/

Teachers oppose council changes Teachers have expressed strong opposition to the government’s plans to change the Teachers

Council, because of concerns it will undermine quality teaching for New Zealand children.

As submissions to the Education Amendment Bill (No 2) closed last week, more than 450 NZEI members had made submissions opposing the legislation.

The Bill makes it easier for unqualified people to act as teachers, removes the right of teachers to directly elect their own professional body and replaces a high trust model with a low trust, compliance-based framework.

NZEI President Judith Nowotarski said all students deserved to have a qualified and registered teacher.

“The legislation undermines quality teaching by extending the status of people with limited authority to teach and allows for unqualified people acting as teachers in charter schools.

“There is no place for unqualified people acting as teachers in schools or early childhood centres.

“The Minister of Education claims to be creating a more independent body, valuing teaching and fully trusting teachers.

But this Bill is really undermining the teaching profession. It is putting students at risk by lowering

News in Brief

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teaching standards for staff in charter schools. To top it off, the Bill expands government control by introducing the right for the minister to directly appoint every member.

the last survey in 2010.

“Extensive consultation last year showed the sector clearly wanted an independent body whose members were directly elected out of the profession by the profession, along with appointments made in the public interest,” Ms Nowotarski said.

Dr Wylie says the results on a range of measures such as managing workload, stress and slipping morale suggest primary and intermediate school teachers and principals are being stretched too thin on the job.

The new Education Council will replace the Teachers Council as the regulatory and professional body of teachers.

Teachers report high morale - survey Primary and intermediate schools teachers enjoy their jobs and report high morale levels in the latest national survey of the sector by the New Zealand Council for Educational Research (NZCER).

However, their morale has slipped since the last NZCER survey in 2010 and their stress levels have increased.

• 92 per cent of principals and 94 per cent of teachers surveyed said they enjoyed their job.

• 72 per cent of principals said their morale was high or very high, down from 87 per cent in 2010.

• 74 per cent of teachers reported high or very high morale, compared with 86 per cent in 2010.

• 48 per cent of principals reported high or very high stress levels, compared with 37 per cent in 2010.

• Principals reported working 56 to 60 hours a week on average, much the same as a decade ago.

The survey shows a marked decline in the number of principals who think their school’s teaching staff entitlement is adequate: 29 per cent in 2013, down from 48 per cent in 2010. Only 11 per cent think their school’s operational funding is enough, which is unchanged from

user experience meets the high expectations of teachers who are leading the way with digital learning.

The survey was conducted in July and August 2013 and the report written by NZCER chief researcher Cathy Wylie and senior researcher Linda Bonne.

Parents questioned in the survey were positive, with 89 per cent saying they were happy with the quality of their child’s schooling.

Parents of children in decile 1-2 schools were the most satisfied with their child’s experience across a range of measures.

Parents of Year 7-8 students were less positive than parents of younger students about most of the aspects of their child’s experience.

The survey also asked a series of questions about National Standards.

This analysis was published in a conference paper and media release in December 2013 and is available on the NZCER website at: http://www.nzcer.org.nz/research/ publications/national-standardswhat-difference-are-they-making The NZCER primary and intermediate school survey questioned principals, teachers and trustees at a representative sample of schools, and sought the views of a random sample of one in four parents in 36 of these schools. In all, the survey gathered data from 180 principals, 713 teachers, 277 trustees and 684 parents.

Full details of the response rate and sampling methodology are available online at the NZCER website at http://www.nzcer.org.nz/ research/national-survey/

500 teachers invited to use new learning portal Network for Learning (N4L) has begun inviting 500 educators to start using Pond, the web portal it is developing to make it easier for schools to find and share trusted educational resources for the classroom.

“There are a large number of teachers in New Zealand who are doing some really exciting things with digital technologies,” Mr South says.

There has been a surge of demand from teachers to access Pond since N4L and the Minister of Education unveiled its key features at the Festival of Education in March. These include a sophisticated ‘deep search’ function and tools that make it easy for teachers to discover, review, and share educational materials with their peers.

N4L is now looking for digitally savvy teachers who are recognised by their peers for the innovative and engaging way they use technology in the classroom to be the first 500 to pioneer the use of Pond.

Pond will be introduced progressively to schools, with the 500 Pioneer Educators gaining access during term two, with all teachers able to access the portal by the end of the year.

A progressive rollout is planned to ensure the feedback gained from the first group of teachers using Pond can be reviewed and incorporated into its further development.

N4L head of dynamic services, Chris South, who is responsible for leading Pond’s development, says it is important that Pond

“It is important that we take the time to watch, listen and learn how these teachers are using the tools available inside Pond so that we can make further refinements and make sure we are fully meeting their expectations before we make it available to a greater number of teachers.

“We need to get Pond right in the early days, and this includes having the right technology and the right support systems in place as we introduce higher numbers of teachers to Pond, so we are able to maintain the highest level of standards and act on valuable insight gained from working with this first group of teachers.

A small number of teachers have been testing Pond’s environment since February, providing regular feedback to N4L’s Pond development team, which they have been using to make the service more valuable to users.

Teacher tester John Creighton, who is Head of Digital Technologies at Christchurch’s Burnside High School, says he is really pleased with how Pond is developing and thinks that the next lot of 500 teachers will be an important next step for the rollout.

More than 450 teachers have requested early access into Pond, and 130 organisations have already created provider profiles inside the portal showcasing their relevant school offerings.

Teachers who are interested in becoming a Pioneer Educator in Pond are encouraged to watch a new video posted to N4L explaining what they can expect from the experience. See http://www.n4l. co.nz/pond/pioneereducators/ for more information.

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Principal Speaks

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The impact a philosophy had on raising student achievement

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wo and a half years ago I began my second principalship at a decile 1b school in South Auckland.

The school catered for students in years 1-8 and most students were achieving below National Standard in Reading, Writing and Maths. The roll consisted of approximately 500 students who were mainly from Maori and Pasifika backgrounds and the school operated eight bilingual classes; five Tongan, two Samoan and one Maori.

I looked forward to the challenge of significantly raising student achievement. I decided to use a very useful philosophy that had influenced my personal and professional life previously. The “FISH” philosophy is based around a book that an owner of a fish market in the United States wrote to describe his business success. This man was called Stephen Lundin. Basically he identified the following practices that improved and generated more business for the market: • • • •

Be present Make someone’s day Have fun Choose your attitude

Such simple but hugely effective practices that would be my starting point in developing an inclusive school culture where student achievement was foremost.

Step one was to form positive relationships with students, staff and the parent community. This step was no different from what any other new principal would do in establishing themselves at a new school. Therefore, I was visible – at the school gate where possible in the mornings and afternoons, playing with students in the playground, introducing myself to parents at every opportunity and acknowledging all stakeholders whenever the opportunity arose. I visited various classrooms at least once a day to identify how I could influence and change practices that were not meeting the needs of our students. This step meant I was ‘being present’; I was visible and present to address issues as they arose. I also turned up for work everyday modelling the practice that being present meant more opportunities for teaching and learning.

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Fiona Cavanagh

The school community had become used to the style and methods of the previous principal who had led the school for many years. Therefore, there was a certain level of mistrust amongst stakeholders with “the new broom sweeping clean”.

My challenge was to build trust with all stakeholders whilst balancing a sense of forging towards a common vision…that of ensuring every student and staff member felt happy and safe about coming to school and that the core business of teaching and learning was producing successful outcomes for students. I deliberately focused on developing an inclusive school culture that consisted of the other three components of the “FISH” philosophy.

Step two was to further develop

a fun environment. I identified the ‘drivers’ throughout the school for both teachers and students and introduced a variety of programmes that encouraged them to participate more actively. We introduced a ‘house’ system and named the houses after acclaimed sport role models from South Auckland: Wiki, Tua, Adams and Rush. What excitement when the teams competed during a day to introduce the concept! The school became alive with chants, acknowledgements and good clean fun. Sport leaders organised games during break times regularly which in turn managed otherwise inappropriate behaviours. There was often discussion throughout the school between staff and students brainstorming fun ideas and most importantly, following through.

The drivers kept driving and introduced “secret angel” weeks where staff were spoiled by secret staff members and at the end of this fun week all was exposed at a Friday afternoon social time. This created opportunities for Step Three. Staff began to understand the power of making someone’s day by spoiling each other and transferring this practice into the classroom.

A year 8 student leadership programme was established to provide positive student role models to younger students in the school.

Some of Fiona Cavanagh's former pupils at Sutton Park School

This became step four where students and staff understood the importance of ‘choosing your attitude’. Monday morning Values Assemblies were introduced, that were led by year 8 student leaders. I was provided a time to speak where I ‘set the weather’ for the week by choosing a consistently positive attitude. I ensured I was upbeat, happy to be at school, and focused on one or two things that could be achieved by teachers and students by the end of that week. It was a time to ensure that we all knew where the goalpost was and how we could get there. Once again, teaching and learning foremost and shared expectations clear.

Staff and students practised a philosophy that was easy to remember, the drivers sustained the momentum and data analysis proved that the philosophy had impacted on raising student achievement outcomes. Our analysis of variance consistently identified improvement in reading, writing and maths over two and a half years. The culture of the school developed via this foundation of choosing my attitude, turning up for school every day, making someone’s day great and most importantly, making teaching and learning FUN!!

By Fiona Cavanagh, Principal, Queenstown Primary School

International Summit on the Teaching Profession

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are the most important in-schools factors for raising achievement. So clearly teachers have a critical role.

he fourth International Summit on the Teaching Profession 2014 (ISTP) took place in Wellington on March 28-29, 2014.

Aside from all the other work being done to improve student achievement, the Government has recognised that more needs to be invested in our principals and teachers. They’re a vital key to kids leaving school with improved achievement and prospects in life.

It was jointly organised by our Ministry of Education, the Organisation for Economic Cooperation and Development and Education International and was attended by education ministers, teacher union representatives and teaching leaders from 26 OECD countries.

School News asked the Minister of Education Hekia Parata for her feedback on the summit.

School News Excellence, Equity and Inclusion were the three goals put forward at the 2014 International Summit on the Teaching Profession. What steps do New Zealand’s school teachers need to take

Minister of Education Hekia Parata

to reach those goals?

Hekia Parata These goals are something we all need to jointly own and work together on. But we know the quality of teaching and leadership

The $359 million package for Investing in Educational Success is a huge vote of confidence in the profession. It’s also recognition of the big gains that can be made by making sure that the quality of teaching is lifted and that teaching practice and collaboration between schools grows stronger.

The impact of highly effective teaching is cumulative - so relatively modest increases make a big difference over time. Added to this, we’re spending a lot more on schools

International Summit

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and classrooms to make sure that teachers have the right environment to teach in, and that work best for kids’ learning. We’ve put an extra $511 million in this financial year to upgrade and expand the school property portfolio.

We’ve also made a significant investment of nearly $700 million in digital learning infrastructure and that will make a real difference for teachers and kids.

We launched a new digital portal in March for teachers, students and education administrators - it’ll provide access to trusted, high quality learning resources and allows safe online collaboration So when you put together these sorts of initiatives, you can see we’re working hard to create a much better environment for teaching professionals. And that means they’ll be able to do their very best for our kids.  10

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School News How will the new Executive Principal and Expert Teacher roles contribute to teachers reaching those goals?

Hekia Parata In short, these roles are about using the best to get the best out of others.

The Executive Principals will be highly capable people with a proven track record. They are going to work across a community of schools and will be supporting and mentoring other principals. They’ll use their expertise to help lift the leadership across schools.

This role focuses on the quality of leadership, which we know is a major factor in schools getting the very best out of their kids.

An Executive Principal will have specific objectives for student achievement across their community of schools.

In the case of Expert Teachers, again it’s a matter of their expertise being used to draw out the very best in their colleagues. They will work with the Executive Principals and will have particular expertise in areas like maths, science, literacy and digital technology.

They’ll also work across communities of schools and will help lift teaching practice and student achievement.

We’ve also got the role of Lead Teachers, who are highly capable teachers. They will be role models for other teachers within their own school and in their communities of schools.

These new roles allow good teachers to further their careers, but to

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do it while they’re still in front of kids in the classroom. That’s where they want to be and it is where they are most needed.

There’s also the $10 million we’re putting into the teacher-led innovation fund. It’s going to enable team-based, teacher-led research and development at a practical level, working within schools or across schools.

The final shape of all the roles has been put together by a working group that involves key sector representatives. We needed their input to help determine how these roles would fit and work best in our schools and deliver the outcomes we’re all after.

School News Were you satisfied with New Zealand’s placing in the 2012 Pisa survey and how can we improve our position before the next one?

Hekia Parata PISA has shown that we’re doing better than the OECD average in reading, maths and science, and some of our kids achieving at the highest levels are doing as well as the best in the world.

under-investment in raising teacher practice. We have the Investing in Educational Success package that will introduce new roles in our schools and classrooms.

We’re also reviewing professional learning and development to make sure that it’s delivering what works best for teachers and principals.

There’s also been a $10.5 million programme set up to boost maths and science teaching.

At the same time, we’re doing targeted work such as initiatives to raise the achievement of Māori, Pasifika and children with special needs.

We have a Better Public Service target of 85 per cent of 18 yearolds having an NCEA Level 2 or an equivalent qualification by 2017 and we’re seeing dividends there.

The provisional results for last year show that 76.8 per cent of students left school with at least NCEA Level 2, compared with just over 74.3 per cent in 2012. That’s an increase of 10.3 percentage points since 2008.

So we’re using a mixture of approaches and innovation to address student achievement.

But we already knew we had to do better across the board for all of our kids to succeed. And that’s where our energy and investment have been focused.

The whole system has to be involved in lifting achievement, and that’s the approach we’re taking so that five out of five kids achieve the best they can.

There were a range of reasons that led to New Zealand’s performance in PISA slipping since the early 2000s. We know what they are and we’re acting on them.

School News

For example, there’s been

What did you see as the most important outcome of the summit for you personally, and for the New Zealand education system as a whole?

Hekia Parata It was fantastic opportunity for all of those involved. We had 26 international delegations from the topperforming education systems here to share successes and challenges.

Everyone, including New Zealand, went away with a lot of food for thought. For New Zealand, there was some very heartening comment about what we’re doing. One of those who came here was Arne Duncan, the US Secretary of Education. He told us he sees New Zealand as way ahead of America in creating high-quality early learning opportunities.

Many of those who came here took away ideas from what we’re already doing, and we’ve been able to hear about what is working really well in other countries and think about how we might apply some of that here.

Hosting the summit is certainly one of the true highlights of my time as Education Minister and reinforced that we have to be absolutely relentless and open to new and creative ways of doing the best for our kids.

Our delegation, which included SPANZ, PPTA and NZEI, developed two key actions as a result of the discussion and has committed to making real progress on these ahead of next year’s summit in Canada. Those actions are adopting a systemic approach to professional learning communities across the country and making visible the child-centre pathway for each learner from ECE to tertiary.

They’re great goals and I’m absolutely committed to them.

education Anti-bullying

Teaching them skills to stop the bullying

W

hile students, parents and teachers have been dealing with school bullying for decades, it’s only over recent years that media coverage has brought it to the attention of the wider public.

Stories of teens hounded by their peers to the point of suicide, though fortunately rare, have raised awareness of the dangers of bullying which, even if it doesn’t end in tragedy, nevertheless can make a child or young person’s life utterly miserable.

Bullying can generally be defined as repeated behaviour that causes harm to another individual or group of individuals. It can involve teasing; spreading gossip, isolation or physical attacks, but now, according to representatives of organisations offering antibullying programmes in New Zealand schools, social media in its various forms is creating even more bullying opportunities.

“Social media has changed the bullying landscape,” Marion Short of the Foundation for Youth says.

“Young people can’t get away from it. Before, they could leave school and go home and be free of it, but now they can’t.”

The Peace Foundation’s Christina Barruel agrees that with the advent of social media, bullying is a lot more prevalent, with victims being targeted intentionally and indirectly.

Lisa Piper of Kidpower points out that a perception that bullying occurs mostly in lower socioeconomic areas is a myth and that in fact, it occurs in all schools.

“Children from all walks of life have a far greater access to social media, which means bullying is not just isolated to school. Social media is making bullying more accessible to more children because they can hide behind a screen of some kind,” Ms Piper says.

However, according to a Victoria University report released in April 2013, an online survey that 860 New Zealand schools completed and 1236 schools partially completed (all schools were invited to participate), traditional forms of bullying were still the most prevalent.

Year 6 peer mediators from Birchwood School Nelson

“

Bullying is about who has the power. Children who are bullying others often have low self-esteem and don’t know better ways to relate. In their world you’re either at the giving or the receiving end.”

Social/relational bullying was seen as a problem by 70 per cent of respondents, and 67 per cent agreed that verbal bullying was a problem. By contrast, only 39 per cent agreed that cyberbullying and 35 per cent that physical bullying was a problem.

But whatever form it takes, bullying is recognised as an issue that has to be addressed if we want our students to face life confidently and get maximum benefit from their schooling. The three organisations spoken to

by School News offer a range of programmes and tools designed to equip children and teenagers with the skills to handle any type of conflict, harassment or aggressive behaviour they may encounter, in or out of school.

The Peace Foundation’s Cool Schools was piloted as a primary

school programme in1992, and then extended into secondary schools in the mid-1990s.

The secondary programme is now called LtPM (Leadership through Peer Mediation). Kia

Tau te Rangimarie is the new Maori programme for Te Reo full immersion Maori schools or mainstream schools with a high percentage of Maori students on  12 their roll.

A series of three workshops supported by a resource kit that caregivers and teachers can use to build positive people skills.

Proven to help with personal safety, resilience and social interaction throughout life.

Includes: • Professional Development for Teachers • Parent/Whānau/Caregiver Workshops • Children/Tamariki workshops

National: 0800 KIDPOWER (543-769) Auckland: 09 271 5412 Email: newzealand@kidpower.org.nz

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school news

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Anti-bullying

education

Abby, left, Hunter and Kohine from Early Oaks Learning Centre in Manurewa will take the KidPower skills they have learnt with them when they go to school.

around 13,000 year 1-8 children in primary and intermediate schools across New Zealand every year.

 11 “With these peace education programmes we equip students and teachers with skills to build positive relationships, especially in times of conflict. The benefits are life long. Empathy and empowerment are core values promoted in our programmes, the foundation’s head of education, Ms Barruel says.

“If cyberbullying is an issue we refer schools to Netsafe. This is their expertise. We’re more about giving students and staff a toolbox of skills so when they’re faced with a situation where they’re being hassled, or there’s conflict, they know how to deal with it in a constructive way.

“We believe it’s important conflict situations are dealt with in the early stages. Student peer mediators assist in nipping ‘small stuff ’ behaviour in the bud before it escalates into ‘bigger stuff ’.”

The leadership through peer mediation is a key aspect of the school programmes. Student mediators are trained to be facilitators of a problem-solving process, which encourages peers in conflict to reach their own solution to a problem,” Ms Barruel says.

“The mediators are fair and nonjudgmental. They help their peers

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FYD focuses on lower-decile schools, but welcomes schools across the board to become involved, the foundation’s CEO Ms Short says.

To have the Kiwi Can programme provided, schools need to have a dedicated classroom available where the trained Kiwi Can leaders run the weekly high-energy, age-appropriate Kiwi Can classes.

Year 12 trainees from Mt Roskill Grammar School practise their Peace Foundation peer mediation role play.

overcome minor problems without teacher intervention. If it’s a bigger problem, they know to refer this to an appropriate adult within the school. Secondary peer mediators often work closely with their school’s guidance counsellor.”

Ms Barruel says for a school’s programme to be effective, the school is advised to plan and implement a policy around school safety, relationship management, non-violence, anti-bullying and antiharassment.

“There needs to be steps in place so everyone in the school

community: parents, students and teachers, are on the same page.

I make this very clear in the staff training.”

Since the government launched the website wellbeing@school, which also provides tools, resources and services, we’re finding more schools are being pro-active in keeping their environment safe. This includes dealing with any bullying issues,” Ms Barruel says.

Founded in 1995 as the Project K Trust, The Foundation for Youth Development’s (FYD) Kiwi Can programme runs weekly classes for

“That way, Kiwi Can becomes an integral part of the school.

The whole school is involved.

We’ve found that the schools which benefit the most from the programme are those that embrace Kiwi Can.” The Kiwi Can classes have been shown to “significantly reduce bullying”, she says.

“Principals tell us time and time again that how the kids play with each other has vastly improved, and we hear it from the children as well. They’re all getting the same message and they’re talking to each other about what they’ve learnt.”

As one principal puts it: “We had previous ERO reports that had identified that bullying was an issue in our [school].  14

education Supplier Profile | The Peace Foundation

Resolve conflict the right way THE PEACE FOUNDATION is a not-forprofit organisation whose mission is to promote peaceful relationships amongst people of all ages and cultures, from personal to global, through education, research and action.

Our educational programmes teach skills to resolve conflict peacefully through communication, negotiation and mediation. The ethos is simple, “If there is a problem, talk about it.” The inability to voice issues and concerns is a leading cause of frustration, aggression and violence that can ultimately lead to relationship breakdowns and give rise to abusive behaviours that cause harm to self and others.

By teaching our children from a young age to voice their feelings and thoughts when they have a problem by using effective communication, negotiation and peer mediation, the Peace Foundation programmes assist in reducing harmful behaviours such as abuse, bullying and suicide. The programmes also promote healthier communities through enduring

relationships. The Cool Schools Peer Mediation Programme is a whole school programme for Primary and Intermediate Schools that teaches essential life skills for peaceful conflict resolution. It is suitable for all members of the school community- students, teachers and parents. The skills taught empower individuals to build positive, caring relationships with others especially when conflict arises over differences.

LtPM (Leadership through Peer Mediation) is a peaceful conflict resolution programme which empowers students to become ‘ambassadors of social justice’, student leaders in the school community promoting fairness and respect for all students, watching out for harassment and bullying and helping students to get the support they may need.

This includes the provision of a peer mediation service; students working in the role of ‘peer mediator’ who are trained in peaceful conflict resolution skills and are available to support their peers in conflict to reach peaceful

agreements through a mediation process.

Kia Tau Te Rangimarie (may peace be upon us) is a peaceful conflict resolution programme for Maori primary, intermediate and secondary school students.

The programme was developed to meet the needs of Maori students in schools and, in accordance with the holistic framework for Maori wellbeing, encourages participation of the greater school community including whanau.

The programme model not only teaches effective mediation skills to students, it provides for the establishment of a student lead mediation service in schools.

The Family Programme provides effective communication skills to families, including adults and teenagers, to help them build an environment of understanding while empowering them to resolve conflicts peacefully.

The programme aims to achieve this through offering education and resources.

There are two main courses currently offered under this programme: •

Peaceful Family Communication (for adults)

•

Peaceful Teen Communication (for teenagers)

The courses are experiential, engaging and backed by sound leading-edge science and research.

Our programmes are funded by the Ministry of Health and Ministry of Social Development whilst Kia Tau Te Rangimarie also receives funding from the JN Williams Memorial Trust and HB Williams Turanga Trust. Participation in our programmes is recognised and acknowledged through Peace Foundation certification.

For more information or to book a programme for your school or community, log on to www.peace.net.nz or email peace@peacefoundation.org.nz

The Peace Foundation aims to build peaceful relationships among people of all ages and cultures, from personal to global through education, research and action. It offers a suite of programmes for schools, families and communities to build positive relationships and global citizenship.

Peace Education Programmes empower learners with knowledge, skills, attitudes and values on effective communication, peaceful conflict resolution and peer mediation.

Cool Schools Peer Mediation Programme Leadership through Peer Mediation Programme Kia Tau te Rangimarie (Maori Conflict Resolution) Programme

Peaceful Family Communication Programme Peaceful Teen Communication Programme

Life changing and skills-based courses to create more peace, love and respect within your family and wider community.

The Peace Foundation

Ph 09 373 2379 Email: peace@peacefoundation.org.nz www.peace.net.nz PO Box 8055, Symonds St, Auckland 1150 www.facebook.com/PeaceFoundationNZ www.facebook.com/CoolSchoolsNZ

l or Your schoo may y it commun r free fo be eligible g!!! in in a tr

Term 2- 2014

school news

13

Anti-bullying

education

 12 Since we have had Kiwi Can, the bullying has almost been eliminated.

And the behaviour of the students has been great.”

“The biggest thing with Kiwi Can,” Ms Short says, “is equipping young people to have resilience to deal with what comes across their path. It’s about building resilience and teaching good values. The added value is that the resulting positive behaviour supports learning.

“Another positive result of Kiwi Can is that it is also reducing the incidence of truancy, with children wanting to be at school on Kiwi Can class days.”

Kidpower Teenpower Fullpower Trust NZ (Kidpower) is part of Kidpower Teenpower Fullpower International, a non-profit organisation that has been in operation since 1989.

Its anti-bullying initiatives take the form of interactive workshops, which

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Newly trained year 12 peer mediators from Auckland Girls’ Grammar School.

are predominately for primary schools catering for year 0-8 students but are available to people of all ages, says workshop facilitator Lisa Piper.

“With our workshops we help both the ones who are doing the bullying and the ones being bullied,” Ms Piper says. “What we’ve found is the children who are bullying others have often been bullied themselves, by siblings, peers or adults. The sad truth is a lot of children experience abuse and/or neglect.

“Bullying is about who has the power. Children who are bullying others often have low self-esteem and don’t know better ways to relate. In their world you’re either at the giving or the receiving end.”

Ms Piper believes the ones doing the bullying need as much help as the victims.

“In our workshops we change the children’s perception and give them experiences in how to be powerful as people who neither give nor take violence and bullying.

Practices and role plays are used to teach children the most appropriate way to deal with difficult situations,” she says. “A practical skill children learn to use is ‘stop power’ – a hand gesture and raised voice, which can be enough to deflect unwanted behaviours.

“They can also use ‘walk away power’ to take themselves out of the situation and join another group of

children or go and talk to a teacher or a trusted adult. “They are also taught to use their brain, body and voice power. When they take control of these three things, the power they already have improves the way they relate to others immensely.

“The important thing is that children practise skills during the session and in everyday life. We go back after a period of time and see if the children can demonstrate the skills and have used the resources we leave there. It’s an opportunity for us and their school to monitor real progress.”

In Auckland, children and schools are offered the incentive of a trip to Rainbow’s End if they can show they’ve made progress.

“At Kidpower we say it’s all about the progress, not perfection,” Ms Piper says.

By Christine de Felice, Staff Reporter

South Auckland Middle School

profiles

Middle school offers project-based curriculum

S

outh Auckland Middle School, one of New Zealand’s first Partnership Schools, opened its doors in Term One of 2014 at 198 Mahia Rd, Manurewa.

learning; excellent learning resources including up-to-date and thoughtfully used ICT; a Christian philosophy and values base to the curriculum and school.

The school was set up by the Villa Education Trust (VET), and is based on the first school established by the trust - Mt Hobson Middle School, which opened in 2003.

South Auckland Middle School has a maximum roll of 120 students across years 7 to 10.

Mr Poole and the staff at South Auckland Middle School recognise that the middle years of a young person’s life – ages 10-15, are a crucial developmental period.

Therefore, the school provides a supportive environment where the students’ personal, emotional, academic, physical, social and spiritual needs are met.

The trust’s founder and academic director, Alwyn Poole, who developed the schools’ integrated, project-based curriculum, guided South Auckland Middle School through the set-up process which began in September 2013. Mr Poole, who has a Masters in Education, has been involved in teaching and education since he completed his first degree. In the wake of the success of Mt Hobson Middle School, he says he was prompted to establish South Auckland Middle School because he believed that “too many issues that negate children’s learning are swept under the carpet as being too hard to change”.

“I have worked in state and

Hands-on learning in science class.

private schools for in excess of 21 years. Being involved in the design and set-up of a partnership school is an opportunity to improve the outcomes for a number of children – and model something different for those interested.”

Mr Poole says he loves working with young people and seeing them succeed, especially when they and their families (and previous schools) think they can’t.

“That’s the first thing I enjoy about my role. Secondly, for me

the design and implementation of a model is both enjoyable and a challenge.”

There are a number of key features that characterise VET schools. These are an in-class student:teacher ratio of no more than 15:1; individualised education for each student; a modified day structure to allow learning outside the classroom and the use of community resources. It also allows for students to develop skills through independent

Attending a middle school also gives the students an opportunity to be children for a bit longer, Mr Poole says.

“It gives them more time to explore their own interests and dreams without the pressure for precocious social development that can occur at intermediates and large secondary schools at the junior level.

“However, a large amount of energy and commitment is required from each student and they will develop personally as well as academically. They will improve their co-operative learning skills and will love learning at South Auckland Middle School and beyond.”  16

Present at opening day at Auckland Middle School were Karen Poole (business manager of the Villa Education Trust) left, Prime Minister John Key, Wendy Greig (principal of South Auckland Middle School) and Alwyn Poole (founder of the Villa Education Trust & Academic Manager of South Auckland Middle School)

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South Auckland Middle School

profiles

 15 The curriculum at South Auckland Middle School is based on the eight essential learning areas (ELAs) identified in the New Zealand curriculum, which also specifies five groupings of key competencies – thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing. The teachers at South Auckland Middle School help students to develop the specific skills that make up these groupings, as well as other areas, Mr Poole says.

The school’s curriculum is both integrated and project based. An integrated curriculum is seen as a means of breaking down the artificial barriers between subjects as they have been traditionally taught, treating knowledge as being seamless and inter-related. Within the school’s written curriculum, the staff ensures all areas of the ELAs are covered at the appropriate levels.

A project-based curriculum treats the investigation of a topic as the basis for learning. The students complete eight projects each year, with the topics encompassing the full ELA requirements for that level.

“The projects give the students the opportunity to direct their own learning and work to a depth and breadth that can be difficult to achieve within a traditional structure.

Working on the projects enhances their learning and thinking skills as well as their basic academic skills of reading, writing and mathematics,” Mr Poole says.

Music and art are also be incorporated into the students’ project-based learning. As well, one afternoon a week is set aside for music study and another for art.

South Auckland Middle School students also have their own I.B.P. or Individual Base Plan. This identifies their interests, strengths, areas that need development, goals and progress measurements. Each child’s plan is developed in a negotiated process between them, their parents and school staff.

“Effectively, what will be achieved are the structures for the best kind of education that are offered to gifted and talented children in some

16

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Community learning on the subject of flight and space.

schools, but at our school, it will be for each student,” Mr Poole says.

“Their range of abilities will be recognised and developed using the best learning theory and applications available, with the knowledge that intelligence is not a fixed entity, but able to be developed in each child.”

Sport is another key area of the school’s curriculum, with the students participating in sporting activities two afternoons a week.

The main form of assessment for students’ work is their eight completed projects each year. At the end of each term, they are also tested on the traditional subjects.

“This is to allow them and their parents to be sure they are being advantaged by the mode of learning we are using and to give them a comparison against normal New Zealand school criteria,” Mr Poole says.

“Where we see them as relevant and worth the experience, we will participate in the Australian mathematics, science and English competitions.”

Students and their parents are able to see what progress is being made and where improvements are needed with the comprehensive formal report that is issued at the end of term two and term four. Ongoing verbal and written feedback are provided during the course of the year, and parents are welcome to take part in the school’s programme at any time.

With regards to National Standards reporting, Mr Poole and his staff see a number of disadvantages in National Standards reporting being included with the South Auckland Middle School reports.

“For this reason, we will include National Standards reporting for years 7 and 8 with the I.B.P. base document, which is issued at the end of term one and term three,” Mr Poole says.

South Auckland Middle School provides a range of teaching spaces, including art/techology rooms and science rooms, as well as areas for individual and small-group learning.

The school is fully equipped with ICT

facilities – desktops, laptops, data projectors, printers and cameras.

In the afternoons, the local parks, sports facilities, businesses, libraries, museums and art galleries become the learning environment.

“With everything we offer, we believe that students leaving South Auckland Middle School will have developed outstanding learning and thinking skills to take into their final years of secondary school,” Mr Poole says.

“They will be exceptionally prepared to excel at NCEA qualifications or other examination systems, while also having a love of learning and will hold values that will make them useful in their generation.”

At present, South Auckland Middle School has a roll of 114 students, with the current maximum designated roll being 120.

“We plan to apply to grow that number, and we are also interested in applying for further Partnership Schools,” Mr Poole says.

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Mapua School

profiles

Growth brings new learning facilities to Mapua School

M

apua School, a primary school with a current roll of 270 pupils, is located in the heart of the coastal township of Mapua on the Tasman coastline, about 40 kilometres west of Nelson by road. One of the oldest schools in the region, it will celebrate its centenary in 2015.

Principal Neil Chalmers has been at the school for about five and three-quarter years, and has been in the education industry for more than 30 years. Teaching wasn’t his original career choice, however. Mr Chalmers first trained as an accountant at Otago University, but after a few years, felt it wasn’t what he wanted to continue doing.

“After working in this career for a few years I decided I wanted to work in a profession that had people, especially children, at its core, and whose intent was the betterment of society,” he says.

He entered what was then the new B.Ed programme at Otago University, after which he taught at a number of smaller schools, moving up through the ranks of teacher, deputy principal and principal. His experience included almost 20 years as the principal of Marlborough’s Tua Marina School.

“I was then keen to get involved with a larger school and when Mapua was advertised I jumped at the opportunity. This region – the Ruby Coast, Motueka and Nelson – has a special place in my heart for a whole range of reasons. Mapua Village and its

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family-orientated focus. The children are well-known by everyone and they and their parents feel a part of all that happens here.

surrounds are a stunning part of New Zealand and a fabulous place to bring up children, our own included.”

Mr Chalmers says managing and developing a school within a community that collectively has a very positive outlook on life is very rewarding.

“People come to live here because of the lifestyle this area, and Nelson in general, offers. They come from a range of backgrounds and careers and many of them have entrepreneurial interests.

They also enjoy the many recreational opportunities on offer.

“Over the past decade or so, Mapua School has developed a culture that allows children, families and staff to grow and develop. This culture is not dominated by the personality of any one person, but rather is a sum of all its parts, all the individuals involved.

This shared leadership, management and creativity allows everyone to play a part, and for the school as an entity to flourish.

“New initiatives are allowed to fly and individual passions are given space to grow. The combined energy of all concerned – children, staff, families, and the wider community – can, and do, grow and contribute to the greater good of the school as a whole.

Such an approach also allows for the sustainability of the school and its culture.”

The growing popularity of Mapua as a place for young families to live, and the subsequent growth of Mapua School, means over the last five years, the roll has been growing at the rate of about 25 pupils, or one classroom, a year.

“As the school continues to grow, I see one of the biggest challenges as being maintaining the school’s familyfocused atmosphere,” Mr Chalmers says.

“We believe we have been proactive in managing this growth and ensuring that the school has retained its warmth, friendly manner and

“For me, the most rewarding aspect of being the principal at Mapua School is that they are such a delightful group of children to work with. They are an immensely positive and enthusiastic group of kids, and keen to learn. We don’t need to spend time on discipline issues – the kids are all right into their learning.”

The growth at Mapua School has meant the school facilities have needed to expand.

“While this has produced its challenges,” Mr Chalmers says, “it has also led to some exciting developments, especially in the provision of attractive and user-friendly learning spaces.”

Four classrooms have been built in the last five years, the latest being the two new learning spaces that opened earlier this year.

“These new spaces were designed with MLE (Modern Learning Environment) features in mind. They were purposely designed to include flexible use of space. A staff member visited the brand-new Stonefields School in Auckland and reported back with some interesting ideas.”

Nelson company Ian McCully Builders constructed the new learning spaces for the school’s year 7 students.

Mapua School

profiles

“They worked magic to have the facility built in a matter of weeks and were able to hand it over to us at lunchtime on Wednesday, February 5,” Mr Chalmers says.

element within the school culture by reflecting this through art in the school environment.

He acknowledges the role of school principal is varied and challenging, and establishing systems that allow him to focus on the real issues, especially those related to teaching and learning, are crucial to his effectiveness.

“The two teachers taking up these spaces had only that afternoon and Waitangi Day to have them up and running for day one of the new school year and they managed it with style.

“We’re now looking forward to bringing in the right furniture, things like bar leaners, low tables, bean bags, wobble stools with rounded bases – we’re looking at all the options. The idea is to create areas where the children can work in groups co-operatively. The teaching team is working with the students to consider what will best serve their needs.

“We could have pre-purchased a range of new furniture but the consultative approach we are taking as programmes develop is proving valuable.”

The new facility is linked to the year 8 and senior learning team – year 5 and 6 classrooms, which provides opportunities for a range of shared and interactive learning activities. Facilities include an interactive whiteboard and TV, with the addition of Apple TV allowing for new and creative uses of the Apple platform IT devices, Mr Chalmers says.

“As a board we have been proactive in providing high-quality resources for everyone – students, staff, specialists and families. The board has a seeding fund of $50,000 for property projects, which allows us to have our planning, tendering and consent processes well underway as the ministry comes on line with funding.

“This reduces the time lag associated with building and helps ensure resources are in place when needed.”

Schools are allocated funding every five years from the Ministry of Education for property-related projects. Mapua School used some of its most recent allocation to install heat pumps/air-conditioning in all the classrooms, which Mr Chalmers says has made a “huge difference”

“

Over the past decade or so, Mapua School has developed a culture that allows children, families and staff to grow and develop.”

in improving the environment for teaching and learning.

Future developments at the school will include more classrooms as they are needed, improved play areas, landscaping and signage.

Mapua School is also keen to establish a new 25-metre pool and gymnasium-size hall facility.

“Despite the provision of swimming pools and multipurpose spaces being low on the ministry’s list of priorities, these are desperately needed to enrich our programme, so the school and the community are keen to progress this in whatever way possible.

“A box, or multi-purpose hall/ gymnasium/art/technology facility, committee has been formed to investigate the viability of such a facility and they are at the stage of having an architect prepare concept drawings ready for costing.”

Cookbook was launched as a school fundraiser and they’ve sold like hot cakes, Mr Chalmers says. Funds have also been raised through sales of Mapua ‘experience’ T-shirts, and other significant ventures are being considered.

“Having a clear goal in mind means raising the money simply becomes a hurdle to overcome. If we can get the momentum going, we can show that we’re serious and make applications to charitable trusts and other organisations.”

As well as providing welldesigned, multi-functional facilities, Mr Chalmers says they also want to celebrate the school community’s openness to a richer bi-cultural

“It’s easy to allow oneself to be drawn into the details of property, finance, personnel and legislative requirements. However, while these are important parts of the whole, they are not what we are here to do.

“Whenever schools, and in particular principals, can employ systems or specialists to do these jobs, then such opportunities should be taken up. Principals are there to lead the school and schools are about educational opportunity.

If we rise above the details of pay issues, the sewerage plant and whether funds are earning the best interest rate, if we get out of our offices and leave data crunching and bean counting to those who thrive on those things, and instead get into our classrooms and around the playground, we will begin to do those things that will best contribute to the growth of our students.

“And the reality is, the services of the providers we employ should cost less than we as principals are being paid per hour for those same hours worked.”

By Christine de Felice, Staff Reporter

TM

The crucial aspect now will be raising the funds, Mr Chalmers says.

One of the school’s main fundraising events is the annual Mapua Easter Fair, held on Easter Sunday. It is organised by the Mapua Easter Fair Charitable Trust and raises funds for Mapua School and the Mapua Playcentre. This year’s fair raised an estimated $25,000 for the school.

In 2013, the Mapua Community

etap : school management systems Phone: 09 263 4827

Email: etap@etap.co.nz

www.etap.co.nz Term 2- 2014

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School Managment Systems

admin & management

Keeping track of students with SMS

C

omputerised student management systems (SMS) are not mandatory in New Zealand schools, but having one can significantly improve the way student data is collected, stored and accessed and information is provided to parents and the school community.

According to the Ministry of Education website, Student Management Systems include software that schools use for registration, enrolment, ministry returns, attendance tracking, lesson planning, health and pastoral, incidents and events, calendar, extracurricular, awards and achievements, recording marks, trends analysis, management and parent reporting, parent portal, staff details, and NCEA entries and returns. Some SMS systems have a parent portal, so parents can log in and gain access to information the school wants to share with them.

“

Managing parents’ expectations is one of the biggest challenges for any education provider, from early childhood centres through to secondary schools. Parents want to be sure their child is safe, happy, learning and keeping up with their peers, and expect you to keep them informed about it.”

Most schools also use their SMS to capture achievement data, and the majority then produce parent/ caregiver reports using the stored information and standard reporting templates in the SMS. Some schools have also commissioned their own tailored SMS-based reports directly from their SMS vendor. Alternative approaches include adapting current school reports or using ideas that are provided on Assessment Online.

There are a number of companies providing SMS and

schools are advised to do some thorough research when deciding to implement a system or change to a different provider. A document on the Ministry’s website, entitled Choosing & Implementing a Student Management System, covers everything involved and all the questions that need to be addressed, so is well worth looking at.

Leading Australian-based company Synergetic Management Systems provides SMS for schools across Australia, New Zealand,

How many of you think a text message is better than a phone call?

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Asia and The Middle East. Business development manager Robert Ince says New Zealand schools are among the most advanced users of SMS. “New Zealand is really ahead of the game in terms of Student Management Systems. The New Zealand Government demonstrates its forward-thinking approach in relation to student information and its management. There is a lot of functionality required for New Zealand schools, which makes our product ideal for this market.”  22

When Cockle Bay School switched to eTAP in December 2011 they noticed an immediate improvement in software features, ease of use, customisation and customer service.

eTAP in the office...

eTAP in team meetings...

“The online help system is tremendous. We receive replies almost before we send queries  and the help desk staff work on our trickier requests until we are happy.”

– Ginny Gartland, Office Manager “The transition was made very easy by having a coach and just in time Professional Development to upskill us. We quickly learnt how efficient the help desk was so we went to them with our many questions. We were pleasantly surprised to see new features quickly added to meet our needs” – Mark Keenan, Deputy Principal

eTAP comes with many features to help schools manage the day-to-day activities of the school. The main priorities are student assessment, and Board of Trustee and Ministry of Education reporting.

eTAP at home...

eTAP in the classroom...

@school, the eTAP parent portal is designed to be a onestop-shop for all parent information that includes events/ notices, teacher comments, attendance, assessments, billing, homework, documents and newsletters. Parent reports created by eTAP can also be uploaded. Nothing needs to go home in the school bag again.

Cockle Bay School uses the parent portal to share their events calendar, assessment and mid/end of year reports. The latest addition by eTAP is a smart phone app so parents have easy access to the portal and don’t need to remember logon details.

Main benefits from switching to eTAP: Designed with ipads, interactive whiteboards and new touch screens in mind, the Learner Hub provides a classroom setting as the interface for teachers to record attendance, assessment and guidance information. They can also post messages and files to the eTAP parent portal. The Learner Hub is designed to make things as easy as possible for the classroom teacher, for example a candle appears when junior students are due for their National Standard teacher judgement and the teacher can click on the candle to enter the judgement.

TM

• Ease of use for teachers and administrators • Ability to easily customise the system to meet our needs • Support provided from both our coach and the help desk is amazing • Nothing is too much trouble • Reliability of information – Mark Keenan, Deputy Principal

09 263 4827 etap@etap.co.nz

etap : school management systems

www.etap.co.nz

School Managment Systems

admin & management

The eTAP parent portal.

 20 Their school administration software includes everything you need to run a school, Mr Ince says. It covers a database of students, their contact details, medical information, and academic reporting by subject.

“One of Synergetic’s key attributes is we are not just focused on the school, but on the whole school community. It’s this community-centric approach, focusing on all aspects of school life as a whole, which enables the school to run with Synergy. Fundraising activities can be linked as the database includes donors, and the SMS can also include debtors and creditors, in fact anyone who has a relationship with the school has a place in the system.”

School attendance is one of the main areas all SMS are used for, with each student having a unique ID. Schools are required to keep a record of student attendance and provide a roll return to the Ministry of Education twice a year.

“The requirements from the New Zealand Government are constantly changing so we in turn amend our software to ensure its compliance with the new standards,” Mr Ince says.

Synergetic Management Systems also have a dedicated support team providing telephone support within the New Zealand time zone. They also run regular road shows in New Zealand, with a school hosting the team for a week to provide training and idea sharing across the user base in their SMS.

22

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Term 2- 2014

“

Most schools also use their SMS to capture achievement data, and the majority then produce parent/ caregiver reports using the stored information and standard reporting templates in the SMS.

Developed by Auckland company eTAP, the eTAP student management software is used in 870 primary and intermediate schools around New Zealand.

activities undertaken by a school, however, efficient use of an SMS should make running a school much easier, and save staff a lot of time, Mr Hardie says.

“The company developed New Zealand’s first web-based Student Management System in 1998, then in 2005, when the Ministry of Education wanted every school to be on an accredited system we gained accreditation,” the company’s business development manager Phil Hardie says.

He says there is a high level of flexibility in the New Zealand education system and, providing they stay within the curriculum, schools can create their own priority about what they want to teach and achieve.

“Sales took off from there and we are now the biggest supplier in New Zealand based on number of schools.”

The eTAP software package offers a full range of features including maintaining student information, electronic attendance register, early notification, student assessment, National Standards reporting, parent reports and parent invoicing. It also has text messaging, a parent portal (called @school) and a recently added parent app for smart phones.

An SMS needs a lot of features to help deal with the multitude of

“To cater for this we offer a high level of customisation made available through our help desk.

Schools love us for that. We have a very good help system built into the software and all staff have direct access to help customers.

“We’re not into big manuals.

Schools can contact us directly and we make changes almost immediately based on their requirements.

“We also have a team of coaches nationwide, who have face-toface contact with the schools and provide training.”

Another major provider of SMS in New Zealand schools is MUSAC,

which was established 25 years ago and is based at Massey University.

Its software packages include administration and management of assessments, curriculum, attendance, students, staff, library resources, NCEA, timetable, finances and assets.

MUSAC has two student management systems, the desktop, server-based system called Classic and a new cloud-based system called edge. MUSAC is Ministry of Education accredited and SMS products are being used in about 820 schools around the country, managing director Dr Jeremy Dombroski says.

“However, MUSAC software is present in well over 1500 New Zealand schools. The key advantage of Classic is that it can be highly customised to meet the needs of any school.”

The downside with high levels of customisation is that it can be perceived as being a bit complicated to use, especially for schools that are not so IT savvy, Dr Dombroski says.

But the new cloud-based system, edge, is easier to use.

“We started developing the new cloud-based system when we were looking at how things are changing in the New Zealand education system, and what the needs would be in the future,” he says.

“We’ve worked closely with New Zealand schools to develop edge as a unique solution that re-captures what SMS should be all about: student progress and achievement.  24

admin & management School Managment Systems

Supplier Profile | Synergetic Management Systems

Integrated School Management SYNERGETIC is an Australian based company developing world class education management software.

With an expanding user base, the company supports clients throughout Australia, New Zealand, Asia and The Middle East.

“A large part of our success has been our ability to continue to expand the capabilities of our software and systems to meet changing needs, increasing user expectations and our desire to be the best at what we do.�

Future

Synergetic offers a modular approach that allows clients to be selective in the functionality they require.

The software is fully scalable to suit small primary schools through to large multi campus secondary colleges.

For further information and assistance please contact us on +61 3 9803 8000 or at http://synergetic.net.au

Development

Term 2- 2014

school news

23

School Managment Systems

admin & management

Students sign in using Synergetic’s automated Arrival & Departure Terminal.

 22 “It focuses on the teacher in the classroom, because the data on the students comes from the classroom and with edge, it’s right at the teacher’s fingertips.

Students with Smart Boards can even check themselves in – under the supervision of the teacher, of course.

“It’s quite different from what everyone else has. It’s also designed

24

to track student progress over their entire learning journey, irrespective of the school they attended and enable students to take subjects in multiple schools or enroll in other learning institutions or organisations.

partnership with the Christchurchbased company Solutions & Services.”

MUSAC provides online tutorials as well as in-school training, Dr Dombroski says.

One of the key aspects of SMS is Early Notification, or EN, and all Student Management Systems in New Zealand support the use of EN in their Attendance or Absence Management modules – electronic Attendance Registers (eAR).

“Our own staff do that in the North Island, and in the South Island we have a long-standing

In a recent white paper released

by EN provider School-links, EN is described as a system that uses text

How much are unexplained absences really costing you?

For a school with 1000 students, this could be as much as $10,000 per year. * With an early notification (EN) attendance management system with text messaging and emails, you could stand to save over 80% of this cost.

Call us now on 0800 333 480 or visit www.school-links.co.nz to see how you can save time and money, by simplifying the process of communicating with parents. * figure is based on a school not using an EN system, with a 5% unexplained absentee rate per day, at a cost of $1 per call for admin time and telco charges. Savings are based on replacing these calls with a text message at a cost of $0.16 per message.

school news

Term 2- 2014

and/or email messages to notify parents or caregivers that their child is inexplicably absent from school.

Parents can then advise the school as to why the child is absent, or that they didn’t know the child hadn’t turned up at school, which could be either a safety or truancy issue.

Their research showed that some schools choose not to use email as it may not be seen until much later in the day, plus the advantage of text messaging is that the

attendance officer at the school can send it through the SMS system.

Other benefits of texting are that it’s less embarrassing for parents or caregivers to respond to a text than a phone call if they had forgotten to notify the school about their child’s absence, and it’s also more convenient for people who can’t respond to phone calls at work or place of study.

School-links found that for the school, texting is much more costeffective than making phone calls.

In some cases, the school could save thousands of dollars a year compared to not implementing an EN system.

MUSAC’s Jeremy Dombroski believes eAR, in conjunction with EN, has helped improve student attendance because it gives schools a much better handle on truancy and absenteeism. “There was a perception by the Ministry that truancy was being under-reported. eAR has tightened things up and EN has made it hard to hide.”

Robert Ince of Synergetic Management Systems says one of the main features of EN is it helps schools assess student attendance, and so helps improve it.

“There’s a greater awareness of what’s going on. Schools can jump on possible trends in nonattendance and highlight the reasons for that,” he says.

The New Zealand-owned software company School-links gained Ministry of Education approval for Early Notification services in 2006, and is the most experienced provider of EN services in New Zealand, managing director Andrew Balfour says.

“Managing parents’ expectations is one of the biggest challenges for any education provider, from early childhood centres through to secondary schools. Parents want to be sure their child is safe, happy, learning and keeping up with their peers, and expect you to keep them informed about it.

“That information can be anything from instantly letting

people know about urgent situations, such as a natural disaster, event cancellation or absent student, through to ensuring they are informed about, and engaged in, regular activities. These could be scheduled school events, parentteacher interviews or team/class events.

“This can take a huge amount of effort, administrative and management time, and cost,” Mr Balfour says. “School-links’ aim is to help schools use modern communication technologies to do it effortlessly. Our web interface is easy to use and we provide affordable communication tools for education providers, from early childhood centres through to tertiary institutions.”

School-links is used by customers across a broad range of areas, Mr Balfour says. These are: to send immediate text alerts to parents, staff and other stakeholders in the event of an emergency or other urgent event; put in place emergency response plans to reassure parents and other stakeholders; reduce rates of unexplained student absences; improve parent attendance at important school events; increase ratio of parents attending parentteacher interviews, and reduce school administration time in managing the process; reduce administration time and production costs for compiling regular notices.

“School-links provides an online communications tool for 340 early childhood centres, schools and tertiary institutions. It is designed to help connect schools and their communities of families, teachers, supporters, and other staff, and it integrates with the mainstream student management systems,” Mr Balfour says. “We are recognised by the Ministry of Education as an official provider. We also offer extensive training and local helpdesk support.”

School Managment Systems

admin & management

edge is the latest cloud based tool, designed for all New Zealand schools.

Purpose built with Network for Learning and modern pedagogy in mind.

Maximise student progress and simplify school administration from any internet-enabled device.

Find out more or join the edge journey today.

www.edge.school.nz

By Christine de Felice, Staff Reporter

Term 2- 2014

school news

25

3D Printers

teaching resources

3D technology a vital tool for students

An example of what the Replicator 2 can print.

T

he technology of 3D printing is poised to become an integral part of design and manufacturing across a broad range of industries around the world.

In his State of the Union address on February 13, 2013, United States President Barack Obama, described 3D printing as having “the potential to revolutionise the way we make almost everything”.

In 2010 the US started introducing 3D technology into schools, and since then Britain, Australia and Japan have followed suit.

Now, New Zealand school students are being given the opportunity to get in on the ground floor of this burgeoning technology with the introduction of the award-winning desktop 3D printer Replicator 2, manufactured by US company Makerbot and sold here by Ricoh New Zealand. The company was named as an authorised reseller of the printer in November 2013.

“A lot of our customers in schools, and the education sector in general, were becoming interested in 3D printing so it made sense for us

26

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Term 2- 2014

to become involved,” marketing manager Murray Clark says.

Ricoh chose the Makerbot Replicator 2 both for the quality of the printer itself, and the results it produced, Mr Clark says.

“There are a number of manufacturers making 3D printers, but most fall short in terms of the quality, speed, or relative ease of use that the Makerbot printer offers.

We brought in some test models from Chinese manufacturers that were lower in price to make sure we were making the right decision, but they didn’t have the build quality, accuracy or smart software, so we thought it was safer to go with a proven product and the global leader in desktop 3D printing.

“With other brands there can also be issues when the user doesn’t understand the process, but Makerbot makes it easy. They were the pioneers of 3D technology in 2009.”

Makerbot has since been bought out by Stratasys, which manufactures 3D printers and materials for prototyping and production.

“The Replicator 2 is Makerbot’s

fourth-generation 3D printer and the bedrock product in the range. The new fifth-generation MakerBot range is just being launched and offers lots of exciting new features. However, as they are still so new and still being refined via firmware updates to enhance the print quality and speed, we currently recommend the Replicator 2 for schools and other educational institutions. The Replicator 2 is a proven performer, it’s easy to use and surprisingly affordable. And compared to most other machines it’s leaps ahead,” Mr Clark says.

The Replicator 2 has a 410 cubic inch build volume and a 100-micron layer resolution capability. It can print items up to 28.5 cm wide, 15.3 cm long and 15.5 cm high, and it’s up to five to 10 times faster than some other 3D printers.

Items are printed in PLA, which is a bio-degradable plastic made from corn starch, or PETG, which is similar to the plastic used to make CocaCola bottles. MakerBot also supplies the materials.

The other key element of the 3D printer is the software, Mr Clark says.

“There are lots of different options available and Ricoh advises schools on what software they can use to create designs, some of which are free, and others have educational pricing available. MakerBot also has its own free software for the Replicator range to prepare design files for printing.”

There are now well over 200 MakerBot 3D printers in New Zealand, and 20 to 25 per cent of sales have been to educational organisations at all levels. Mr Clark says it’s vitally important that New Zealand’s school students learn to use 3D printers as it is becoming a core technology across a wide spectrum of industries and disciplines.

“Today’s kids have to be educated in this technology. If they don’t do it here, they will get left behind if they go overseas to work.”

Students are encouraged to start designing and printing things from a model, like geometric shapes and as they become familiar with using the technology they will be inspired to explore more innovative ideas, he says.

3D Printers

teaching resources

download these and modify them to suit their own requirements.”

“It encourages people to think outside the square. They can come up with new ideas for designing everyday products. In the United States, for example, kids are reinventing products using 3D technology to make them better than the original design.”

Jez Scull, the T.I.C Graphics/ DVC and Hard Materials Technology at Westlake Girls High School in Auckland says after making its first major investment in Cad/Cam technology, viz a laser cutter, four years ago, the school recently purchased a 3D printer.

“We had felt that the first generation of 3D printers on offer were not substantial enough for the school environment and have waited for the quality and technology to improve and for the cost to fall,” Mr Scull says.

“School students today are very technologically aware and capable.

We strongly believe that alongside

Examples of what can be produced with the Makerbot Replicator 2.

the traditional skills that we teach in technology classes, it is important for our students to have an insight into the manufacturing and engineering processes that are used in the modern world and that when we talk about modern technology, we are not just thinking about the latest upgrade to their mobile devices.

“With 3D technology students are able to manufacture products of a professional standard with a high tolerance of accuracy and finish and are not restricted by the limitations of their hand skills. We consider the addition of a 3D printer as another tool to be used alongside traditional

techniques and not to replace them.”

Students are able to do small batches of identical parts for products they are making, Mr Scull says.

“Their designs are not limited by their drawing skills when designing products. There are a number of excellent free software packages that can be downloaded that allow students to visualise and design in 3D on the computer. They can even get them as free apps for their mobile devices.

“There are vast libraries of designs on the internet and online forums where people share their designs such as ‘Makerbot Thingiverse’. Students can

Mr Scull says the school is using the 3D printer in a number of classes.

These include Fabric Technology for custom made badges, buckles, buttons and fastenings; parts and details for architectural and product design models in Design and Visual Communication; and making parts and mechanical components for products in Hard Materials.

“Food Technology teachers are also looking at the possibilities of moulds and for food and cake decorations,” he says.

“We have only just started to explore the possibilities and are considering new ideas all the time. There is a lot of potential for cross-curricular projects with Art and Sculpture, Business Studies and Science, for example.”

By Christine de Felice, Staff Reporter

THE PERFECT TOOL FOR YOUNG INNOVATORS MakerBot ® desktop 3D printers are changing the way students create and learn.

MakerBot® Replicator ® 2 Overview and Features

Fast print speed

Easy to use

Large build volume

(28.6 x 15.3 x 15.5cm)

Compact design

Print from SD card or

connect via USB

Proprietary MakerWare

software

Superior build quality

and components

Proven reliability and

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Service and support by

Ricoh New Zealand Designed by Michael Curry www.thingiverse.com/thing:52769

With a MakerBot ® desktop 3D printer students can participate in project-based learning that has real-world applications and exposes them to various career paths including industrial design and engineering. MakerBot desktop 3D printers provide an affordable solution that allows students to become designers, inventors and artists.

For more information call Ricoh on 0800 - 807676 or visit www.ricoh.co.nz

Term 2- 2014

school news

27

Book Reviews

teaching resources

New books on the block My NZ Story: Harbour Bridge Philippa Werry, Scholastic, For ages 10+ years.

industrial and political period of the early 1900s.

Hills of Gold involves two parallel, yet interrelated stories. The first occurs in New Zealand at Waihi’s Martha mine at the time of the mining strikes and is the tale of likeable, hardworking 14-year-old Russell Cooper, forced to step into his father’s boots when he succumbs to phthisis.

The second story tells of Russell’s uncle, John Anderson, an expert mining engineer, employed in Russia by the British owners of the Lena Gold Mining Joint Stock Company to quell unrest amongst the Russian peasant mine workers.

It was inspired by the life of John Robinson, a forebear of the author.

The Auckland Harbour Bridge is under construction. Simon likes watching the bridge being built, and talking to his uncle and his mates about what’s happening on site.

Everyone says that life on the North Shore will change once the bridge is finished – but what does that mean for Simon and his family?

Hills of Gold Brent Leslie, Self-published, brentleslie1@gmail.com Reviewed by Lee Murray

With vocabulary and style appropriate to the day, and covering issues such as developments in women’s suffrage, the union movement, prohibition, even transport technology, Hills of Gold provides a colourful, and terrifyingly accurate snapshot of the period. I expect history and social studies teachers will be grabbing for this novel as Leslie has a way of bringing the past to life, making Hills of Gold both an entertaining and provoking addition to the curriculum.

Esau the Paw Chris Gurney & John Bennett, Scholastic, For ages 3-7 years.

In the book, Jim’s first messages home are full of buoyant anticipation and bravado as he regales the sights and sounds of Cairo, the military training, and the camaraderie with fellow soldiers as they approach the battle zones of Europe and Turkey.

Esau the Paw was a very cool cat. No cat was fluffier, be sure of that – But what happens when a long-haired cat becomes too matted to brush?

Popular author Chris Gurney’s funny rhyming text won’t disappoint fans.

This story is based on her own cat, Chevy!

Jim’s Letters Glyn Harper, Penguin, For ages 5-8.

Back-to-Front Bob Belinda Ellis, Scholastic, For ages 4-8 years.

Professor of War Studies Glyn Harper’s new children’s book is based around correspondence between a New Zealand boy and his Gallipoli-bound soldier brother.

Following the success of his first young adult historical novel Jock Logan and the Sea Devil, Brent Leslie’s latest offering, Hills of Gold is another richly drawn historical novel for teens set in the turbulent

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This special picture book cleverly combines words and visuals for a delightful dose of word play and fabulous fun with grammar – the words are often illustrations, or hidden within the illustrations (look closely and you’ll discover all sorts of surprises!)

New Zealand Soldiers Write Home (Auckland University Press, 2011), a collection of 190 letters previously unpublished from a pool of more than 600 collected from archives, newspapers and family collections.

Jim’s Letters recounts fictional soldier Jim Duncan’s travels and experiences during World War I in Egypt and Gallipoli through letters to his younger brother, Thomas, who lives on the family sheep station in the South Island.

Beautifully illustrated by graphic artist Jenny Cooper and with removable realistic folded letters, the story of 18-year-old Jim’s expeditions is based on research from Professor Harper’s Letters from Gallipoli:

Young brother Thomas’s replies contain a sense of envy and admiration mingled with uncertainty and concern felt by their parents. “We pray each night that you are safe. Mum says Gallipoli is no place for an 18-year-old boy and she should have made you wait until you were 20. I wish I could be with you Jim…” Jim’s final letter to his family from the trenches of Gallipoli describes the intense heat, the terrible food, the burying of dead soldiers, while conveying his mixed feelings. He writes: “War is certainly not the great adventure I thought it would be,” but concludes on a cheery note with; “Please tell Mum not to worry about me. I would not have missed this experience for the world.”

Professor Harper says he balked initially at the idea of ending the book with Jim being killed, but felt it was the most honest conclusion. By the time the actual Gallipoli campaign ended on August 8 – nine months after it began – nearly 3000 New Zealand soldiers were dead, along with more than 80,000 Turkish, 44,000 British and French, and over 8500 Australian soldiers.

The story ends with the last unposted letter from Thomas tenderly expressing his love, admiration and sense of loss to his dead brother and has brought some readers to tears. “My wife cried, my editor cried, my publicist cried. It’s had quite an effect,” Professor Harper says.

As well as honouring a significant event in New Zealand history, he hopes the book will give young people an appreciation of both the legacy of World War I, and of the idea that going to war at any time incurs a huge cost to society through the loss of young lives.

Drinking Water

food & beverage

Care needed with drinking water

Modern water fountains make drinking both more pleasant and safer.

F

quality water can cause illness from poisoning or infection.

But risks do remain. Infected water might affect large numbers before the problem can be corrected and the consequences can be severe.

“Children are in the highestrisk group and in many cases can become ill without realising that it was the water that made them sick. Illness can result from exposure to protozoa (for example, Cryptosporidium and Giardia) and bacteria (for example, E. coli), or from lead poisoning.”

ortunately, New Zealand schools are largely free of some of the risks that affect schools in many other countries. We have adequate rainfall and stringent government health standards.

The problem does not always lurk in the water supply itself but might be in outdated plumbing or even the playground fountains.

Modern equipment will not only be more appealing to the students but quite possibly safer to drink from as well.

The Ministry of Health says many small rural communities do not have access to safe drinking-water and it offers a technical assistance programme to those affected. And while metropolitan water schools are likely to have better-quality supplies, problems can still arise.

Ministry of Education guidelines point out that drinking poor-

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

Preventing lead poisoning

is usually a task for your caretaker.

The Ministry regards lead poisoning as a significant risk that needs active prevention measures.

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

 30

“Lead can appear in drinking water through the corrosion of brass in taps after water has been sitting in the plumbing overnight.

All taps used for drinking should be flushed briefly before the start of school and around lunchtime. This

“Schools on town water supply only need to consider lead poisoning, as their water quality is controlled by local councils. Schools that are not on town supply and have their own supply of water (selfsupplying schools) need to manage their water supply and comply with the drinking-water standards.”

This affects around 500 schools in New Zealand.

Term 2- 2014

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29

Drinking Water

food & beverage

 29 To control waterborne disease in New Zealand, the Ministry of Health introduced the DrinkingWater Standards for New Zealand 2005 (Revised 2008). Selfsupplying schools must comply with the standards to meet their responsibilities to supply safe drinking water.

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

“

Drinking fountains – the new and the old

The problem does not always lurk in the water supply itself but might be in outdated plumbing or even the playground fountains."

including producing the Risk Management Plan, the annual sanitary inspection and water testing. The school should not have to employ someone to carry out these tasks.”

Accessing outside help Schools concerned about the quality of their drinking water will find no shortage of companies that can provide everything from bottled water to a wide range of purification equipment.

• monitor water quality for bacteria (E. coli) every three months.

Mountain Fresh Ltd, for instance, has a range of domestic and commercial water purifiers available, also including UV sterilisation units, coolers and fountains

“With training, the person responsible for the day-to-day running of the water treatment plant should be able to manage compliance with the standards,

Director Grant McCarthy says he is trying to get schools to realise that even simple solutions about water can be very helpful to students. He says many schools

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Term 2- 2014

have not spent any money on ensuring their drinking fountains are robust, user-friendly, or making the water nice to taste.

Mr McCarthy points out that teachers, as well as students, enjoy having fresh, filtered, cold water in staff rooms, “yet some our children are still drinking water out of old outdated drinking fountains that their parents used when they were at school.

“Dehydration reduces concentration and a child’s memory as well as making them lethargic and drowsy – even more so after lunch when they’ve been active on the fields and playgrounds. Often, children look at schoolyard drinking fountains as old and prehistoric with the taste and colour of some water being undesirable to drink. I don't blame them for not wanting to drink this water,” Mr McCarthy said.

“Sugar and glucose-based drinks are brought to school but all these do is give our children a sweet dehydrating liquid to drink, not proper hydration. If you google studies on not drinking enough water, you find concentration levels in children and their behaviour and general tiredness proves what most adults know. They need water and plenty of it.

“Drinking plenty of clean, fresh, filtered water helps with learning and remembering what you learnt.

Most teachers are well aware of the importance of keeping their students hydrated. Isn't it easier and more fulfilling for teachers to work with alert individuals that haven't got to be reminded every five minutes about what they have just been taught?

“We spend large school budgets on computers and teaching aids, yet miss the boat on how our students brain functions when dehydrated. All the newest teaching techniques in the world will never change dehydrated children's learning ability,” he said.

By Brent Leslie, Staff Reporter

Interested in receiving weekly up-to-date Education Industry News direct to your inbox?

Sign up for the NEW weekly e-newsletter!

www.

.co.nz

Supplier Profile | Up&Go Vending Partnership Programme

Westlake Boys High School gives student leadership an Up&Go boost SANITARIUM UP&GO VENDING is honoured to be partnering so many Schools around New Zealand with our innovative Up&Go Vending Partnership Programme.

Schools like, Westlake Boys High School, are now enjoying the healthy and financial benefits of Up&Go with over $48,000 plus being passed forward by Sanitarium to its partner schools, since starting in August 2013.

Sanitarium Up&Go Vending has an ambitious vision – of active healthy children who flourish and achieve in School,” says Mr Ronny Davidson, General Manager, Up&Go Vending Sanitarium New Zealand, “and we are setting out to do something extraordinary, with Up&Go Vending that will have a measurable impact on the lives of thousands of ordinary Kiwi children.”

Since August 2013, stories about ‘paying dividends for life’, have emerged from our partner schools who have chosen to make a difference for their students.

When Sanitarium Up&Go partnered with Westlake Boys High School, as one of the first Schools in New Zealand to join the Up&Go Vending Partnership Programme, Mr Tony Buckingham, Sports Coordinator and School Administrator, recognised the enormous potential and financial benefits for the School and started with one vending machine as part of a pilot and within a year a second vending machine was installed, the results have been instantaneous.

The popularity of Up&Go has captured the imagination of the School, using Father & Son Breakfast events, Breakfasts for Students Groups, Student Leadership events, complete with two special designed Up&Go vending machines to reinforce the message of being active and healthy.

Tony, is a champion for Westlake Boys High School, “Tony, truly embodies the value of practising lifestyle choices by leading the efforts to make healthy choices as a School wide initiative,” says Ronny, “he is one of our Heroes our true Up&Go champion, his passion for health and his drive to help us succeed in getting the healthy message out to all

students – have left a big impression on all of us.”

Schools like, Westlake Boys High School, are now enjoying the healthy and financial benefits of Up&Go with over $48,000 plus being passed forward by Sanitarium to its partner schools, since starting in August 2013, in partnership rebates to support school events, projects and resources for Sports and Health initiatives school wide.

Sanitarium Up&Go Vending Partnership Programme is an opportunity that is unprecedented in driving great healthy outcomes for motivated and engaged students in our schools and raises the hopes of all New Zealanders working toward the goal of raising healthy, successful children contributing to a healthy society.

For more information on the Up&Go Vending Partnership Programme, see the website: www.UPANDGOVENDING.co.nz or call 0800UPANDGO

UP&GO Breakfast in Schools Partnership Vending Programme:

No risks.

No costs.

Just partnership rebates.

Making a difference for our children, Making a difference for our schools and paying dividends for life.

For more information please contact: Fitu Ah-Young

National Key Account Manager - Schools Vending

+64 21 818 214 fitu.ahyoung@sanitarium.co.nz

www.UPANDGOVENDING.co.nz

School Camps

external learning

School camps can leave fond, lasting memories

A

of the world’s most spectacular scenery to choose from and the camps are usually of a very high standard. Blessed with locations near awe-inspiring mountains and spectacular lakes, rivers, sounds and fiords, it would be difficult for school camps in the south to be anything other than memorable.

h, the school holiday camp!

They’re embedded in the memories of many of us and usually bring back happy memories – possibly influenced by the kindness of the weather when we were there.

And what a selection we have in this country. From pristine beaches, beautiful lakes, stunning sounds, gorgeous islands and breathtaking mountain vistas, few, if any, countries are as lucky as New Zealand when it comes to finding a superb location for a school camp, where students, teachers and parental helpers can all enjoy themselves.

In the North Island, the choice might not be as physically impressive, but is also wonderful.

And less isolated camps can have their own advantages if the district surrounding them offers interesting activities and landscapes to explore on field trips.

But the first component that should be assessed is safety. Any serious injury will immediately destroy the camp’s success and lead to inquiries and recriminations. We are fortunate that we do not have to contend with dangers posed by snakes, deadly spiders, crocodiles, prowling bears or other hazardous wildlife, but there are still dangers.

As with any outdoor activity, careful consideration must go into guarding against injury – or worse.

When it comes to outdoor activities, such as horse riding, climbing and some ball games, bumps and bruises are inevitable.

However, proximity to water, such as lakes and rivers, brings much more serious risks. Schools should check the safety record of any prospective camp and ensure that adequate numbers

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In that case, it is always difficult to go past Rotorua and Taupo.

When it comes to finding a blend of attractions to keep students engrossed on a field trip, it is difficult to go past the sheer range the North Island’s thermal region can offer. An added bonus is that it is handily located near the centre of the island and is within reasonable reach of most schools.

of competent supervisors will be present.

Indoor and outdoor And while our range of picturesque camp sites is almost unrivalled, our weather can be unpredictable. If the rain is coming down outside, the wind is howling or the sun

is blazing, there will need to be adequate space for indoor activities as well. Even young people can’t be on the go all the time and there should be adequate space and time for indoor learning and entertainment. That includes quiet spaces for reading and talking.

South Island schools have some

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

Because the area is well set up for tourists and conventions, it helps make it attractive for school groups as well. The agricultural displays at the Agrodome and other venues, a gondola ride to the top of Mt Ngongataha and a luge ride down,

School Camps

external learning

white water rafting and thermal bathing are others in a vast array of entertainment possibilities.

Activities for expanding young minds are never far away. There are excellent opportunities to experience Maori history and culture, with the Arts and Crafts Institute at Whakarewarewa very high on the list.

Inspiring walks are to be had through a forest full of huge redwoods, and there are float planes and a paddle boat cruise to explore Lake Rotorua. Not far away are Lake Rotoiti, the beautiful Blue and Green lakes and the secluded Lake Okataina. Also within the vicinity is the Buried Village at Tarawera and the historical features it involves, including the fabled, lost Pink and White Terraces.

Simplicity the key However, it’s quite possible that no one will want to go anywhere else if they are staying at Lakes Ranch – a 120 acre holiday park offering numerous activities that young people will enjoy.

“The key attraction for schools staying with us is simplicity,’ says the park’s accounts manager, Cerelia Diprose. “Our wide range of on-site activities means that an entire week-long programme can be held at Lakes Ranch without having to leave the site. We offer a choice of catered or self-catered stays and can accommodate whole schools or syndicates in our 250-bed main camp facility.

“Our activities range from archery and slug gun shooting, to the ever popular natural abseiling wall at Lake Rotokawau, and then on to the favourite movie in the hot pool in the evenings. Our equestrian team offers horse treks, leaving from the events centre and exploring our site, from lakes to bush trails. Free time here is never boring, with a choice of several activities to fill in the gaps,” Ms Diprose says.

“Our site is the home of Rotorua’s well-known Tough Guy and Gal Challenges course, and so we can offer that same course to our guest groups. Schools can use one of our graduated challenge courses, or work with our hosting team to design a unique challenge especially for their visit.

“For the more adventurous schools, we’re within easy driving distance of some great outdoor and cultural activities, including Hell's Gate, Whakarewarewa Thermal Village, and Rotorua Rafting. The amphibious Duck Tour Company is willing to provide custom tours, including pick-up and drop-off at our events centre. We can also arrange outcamps above Lake Rotokawau.

“Our large events centre building provides limitless options, even in winter, as activities can be delivered indoors if the weather is unsuitable outside. Tourist flats located in the events centre are a great retreat space for teachers and accompanying parents, while still keeping them close to the action,” she concluded.

Great water action For those seeking water action, Canoe Safaris offers “fun-filled” river holidays on the Whanganui River for folks with little or no paddling experience – ideal for school groups. Company owner, Simon Dixon says that after more than three decades in operation and thousands of happy customers, “we are confident that our guided canoe and rafting trips have the right balance of fun, relaxation and exploration. We have been running three to five-day school river camps for over 20 years.

“The Canoe Safaris guides are highly experienced river professionals.

They are highly trained in all aspects of river running, first aid and river rescue, as well as being well-versed in local flora and fauna and the rich history of the Whanganui River. They produce superb three-course meals at the end of each fun-filled day. Our team are all enthusiastic paddlers and many have worked on rivers all over the world.

“We take great pride in providing highest quality river and camping equipment. We have a range of different canoes and rafts suitable to the various requirements of the Whanganui, Mohaka and Rangitikei rivers. Our tents, barrels and camping equipment are designed for durability, comfort and water-proofness,” Dixon said.

Canoe Safaris is also a member of the NZ Rafting Association, and holds guiding concessions for the Whanganui National Park and Kaweka Forest Park.

By Brent Leslie, Staff Reporter

Whanganui National Park

canoe camps IRE ENQU !

NOW

CHOOL FOR S ICES PR P U O GR

• Fully guided adventures exploring the Whanganui National Park

0800 272335

www.canoesafaris.co.nz • Suitable for all ages, no experience necessary info@canoesafaris.co.nz PO Box 89, Ohakune • Operating on the Whanganui River for over 20 yrs

ROTORUA NEW ZEALAND CONTACT US TO PLAN YOUR NEXT UNFORGETTABLE CAMP EXPERIENCE

Call us on 07 350 3010 or visit www.lakesranch.org.nz

Term 2- 2014

school news

35

Drama

external learning

Drama group to perform in four schools

The Stuff n Nonsense cast.

Northcross Intermediate School’s ‘Stuff n Nonsense’ performance group, which has been performing for other schools for the past seven years, is embarking on its next road trip on May 28-29.

O

ver the two days it will visit four schools - Te Hihi, Greenmeadows Intermediate, Maeroa Intermediate and Berkley Intermediate. Drama teacher Mark Jensen reports.

The idea of the Stuff n Nonsense presentation is to create depth and mirror our own depths in the play. We want to create a relationship between surface and depth through drama, poetry, mask work, music, simple props and dance. All 40 cast members are on stage throughout the hour-long show, presenting a variety of strange characters with queer dilemmas and our audience quickly realise they are required to think and be challenged, as well as laugh.

The members of the ensemble understand what’s involved in visiting other schools and the different expectations and physical challenges, such as adapting our show to the various stagings. We perform for our own school audience, but the real challenge lies in taking our work beyond the security of Northcross and into other schools.

Students we visit are very interested in seeing how performance can be used to convey a message, to entertain, and most importantly, how it can create a focus for a large group of students.

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The rehearsal process takes place

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Group member Dannidee Dreyer made the move from her previous school to Northcross because she had heard about Stuff n Nonsense. “ I really love the performing arts and I had heard about this cool drama group. I made the audition and did well. Mr Jensen placed me in the cast of 40.”

over one term, with weeks out because of camp and various interruptions. The cast of 12 year-olds workshop with text and explore ideas and movement, so there is a gradual journey from surface to depth. This way, they begin to see they will have engagement with form. It will enable them to express something about their own experiences – feelings, memories, hopes for the future, jokes, trivia, flamboyance, opinions.

The cast work hard to express bodily and facial gestures. An important tool in their training has been the mask. What the mask does is fix the face so attention is drawn to the body, which can then become a more graphically communicating instrument. In mask work the cast flock like fish, in a common pool. This is a metaphor of how the group binds together, and throws into focus images

Another student Grace Coffman says: "Autonomy is taking responsibility for turning up on time, learning lines, juggling other commitments. Nearly everyone in the group is involved in a sport and being able to relate to Mr Jensen and our class teachers, so that we don't get behind in class work. If we treat each other fairly, then things should work out ok."

and themes and attitudes that are collectively important to the group.

From the outset, I remind the students of SCARF which is our group motto. It stands for status, certainty, autonomy, relatedness and fairness.

The group have a fascinating approach towards their Shakespeare component. This year, the chosen piece is The Merchant of Venice and the 40-strong cast use shared roles and chorus work to explore the text and the sounds of words. The sound of a speech may sometimes be made to express far more than it would be dramatically right for the sense to convey. In poetic drama far more is involved and contrasts between characters is gained by the manoeuvring as much of the sound as of the sense.

Stuff n Nonsense seeks to highlight

sound effects, having fun and throwing in a modern-day advertisement for a money-lending outfit, and contrasting the modern habit of omission in our reading.

There is a strong commitment to working physically and movement is largely developed through instinct and playfulness, improvising until things begin to feel right. The cast then begin to ask for meaning and question the content – the emotional energy released by the effort involved contributes to understanding, even if this happens at an affective rather than a cognitive level.

Individuals have a choice whether they subject the created material to analysis or leave it to function as a kind of group dreaming. The selection of “strange” or “quirky” music, also serves to accentuate voice and language and helps to trigger emotional response.

I believe when teachers show students how to set goals and show them what success on these goals looks like, there is increased attention and motivation to succeed.

At Northcross, all our teachers are motivated, and have strategies to get the best out of students. I aim to provide these students with a great experience, and I don’t know of any schools that offer their students this type of experience in the performing arts.

Washroom Hygiene

health & safety

Hygiene vital in school toilets

T

oilet blocks are a vital component of your school, with the health and safety of students and staff dependent on clean, hygienic toilet areas.

Fortunately, there is a range of dependable solutions, products and cleaning services that can ensure a pleasant experience every time.

Toilet areas outfitted with highgrade materials and technologies can serve as an indication of your school’s commitment to staff and student health and well-being.

Some of the areas to be aware of include:

Hand washing and drying No-touch hand washing and hand drying is essential to good hygiene.

Touch-free soap dispensers, tap controls and hand dryers provide users with a greater level of hygiene.

If you do maintain a paper towel system it should also be no touch and have an efficient repository for disposal of used paper.

“

Toilet areas outfitted with high-grade materials and technologies can serve as an indication of your school’s commitment to staff and student health and well-being.”

The safest method of hand drying is when sensors are used for pleasant no-contact operation.

When users hold their hands under a unit, an efficient stream of air starts automatically and drying times are just three to five seconds.

Odour control Evil smells and toilet blocks are, regrettably, synonymous but it does not have to be that way. Silent operating air fresheners with smart built-in technology to eliminate odours and unpleasant smells are available and include motion-activated systems that are highly energy

efficient. There are also a wide range of air fresheners that keep these areas fresh and welcoming with pleasant fragrances but care needs to be taken when selecting these as many just temporarily mask odours.

Toilet hygiene Sanitising solutions reduce the risks of cross-contamination by treating the surfaces of the toilet and cubicle where bacteria are known to thrive.

Disposable toilet seat cleaners, seat sprays and toilet seat wipes, will combat these common toilet hygiene issues. Sanitisers offer protection against deposits and lime scale

for urinals and toilet bowls. Highly efficient features such as highpressure ‘tornado’ flushes ensure even more hygiene and cleanliness in the toilet.

Door controls Many washrooms that provide totally hygienic conditions within the area forget that users need to get in and out. Door handles and touch pads harbour germs and these can be avoided by automatic doors or by simple two-way swing doors that eliminate the need to hand touch.

Feminine hygiene Discreet, quality sanitary bins allow for safe disposal of feminine hygiene items and a hygienic sanitary disposal is essential. Odour-controlling granules in the units also inhibit the growth of bacteria while deodorising.

Some units incorporate a powerful sterilising vapour that destroys infectious germs and eliminates unpleasant odours.

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37

NZ Blood Service

health & safety

Blood product helps teen lead normal life

Samantha Meagher with her daughter Ella-Rose.

E

VOGAM® is one of several blood products made from approximately 50 tonnes of plasma collected by the New Zealand Blood Service each year.

For courageous 13-year-old EllaRose, to receive EVOGAM means facing a needle every six days – no mean feat for someone who is not a fan of needles.

“I get the EVOGAM® out of the fridge, prepare the needle and pump and set everything up. But it’s Mum’s job to put the needle into my abdomen. I can’t bring myself to do that yet,” Ella-Rose says. Not one to mess about, Ella-Rose likes to get on with her day while she’s being infused, which takes about an hour to complete. That means getting on with homework, eating her dinner or painting her nails.

What has it meant having an immune deficiency for Ella-Rose growing up?

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“She’s had multiple surgeries and is due for two more this year. She’s been in hospital with pneumonia, grommets and numerous infections.

Yes, she’s missed quite a bit of school, but her school and teachers are very supportive and she’s very good at keeping up to date with her homework,” Ella-Rose’s mother Samantha Meagher says.

Ella-Rose admits it was hard when she was younger and desperately wanted to play team sports, but wasn’t able to because of the risk of getting an infection.

“I used the line ‘Mum won’t let me’ a lot. Now I’m busy with theatresports, acting and playing the trumpet so I don’t feel like I’m missing out on anything,” she says.

Samantha adds: “What I like about EVOGAM® is that it fits around Ella-Rose’s life, not the other way round. We have taken EVOGAM®, needles and other equipment

along to restaurants, cafes and even family trips to the UK to visit the grandparents.

ACG Parnell College and is proud of

“We store them in a classic blue Kiwi chilly bin, which I guess is an unusual use for one - we often get funny looks at the airport. But it’s great for storing the plasma product at the right temperature and it keeps everything together. We do get to skip the long queues at the airport – a small bonus I guess.

to donate blood.

“EVOGAM® has made a huge difference to my daughter’s life. It means she can go on sleepovers and have late nights without always getting sick. It gives her normality – something I believe is very important for a teenager.”

Passionate about giving back to the New Zealand Blood Service, and as a way of saying thank you to the thousands of regular plasma donors, Ella-Rose helped organise a blood drive in 2012 at her school

the fact that she convinced “at least one teacher and around 10 seniors” “I can’t wait to help organise another one this year on World Blood Donor Day on June 14. In fact in my first week back at school, I already spoke to the school nurse about it,” says Ella-Rose.

“As a parent, you’re not relying on medication being made in a factory – you’re relying on the generosity of complete strangers to give a part of themselves to help make my daughter better.

As a mother, that takes a while to get your head around,” Samantha adds.

To find out more about becoming an apheresis plasma donor, call 0800 448 325.

health & safety NZ Blood Service

Supplier Profile | New Zealand Blood Service

Raising awareness in schools NEW ZEALANDERS who donate blood to the New Zealand Blood Service (NZBS) provide blood and blood products for more than 45,000 people in need of transfusions every year. However, those generous donors represent only four per cent of the population, and NZBS is keen to raise awareness of the service and encourage more people to donate blood.

One of the major ways it is doing that is with school visits and blood drives at secondary schools around the country. As well, in conjunction with Lift Education, NZBS has created a range of resources for teachers to incorporate into the school curriculum. They are designed to help students understand how their blood system functions, how to keep it healthy, and how donating blood can help save lives.

The first resources were developed for secondary students at levels five to seven.

These engaging slides help students understand the importance of iron in their diet and what foods will provide it.

They include teaching units, with curriculum and NCEA achievement standard alignment and inquiry-based learning experiences; interactive online ebooks, fact sheets and graphic organisers and resource links. For level five students the resource is used in science, social studies and English classes. For level six students the resource is incorporated into science, health and physical education classes and for level seven students it is used in science and social studies classes.

A new Google Slides presentation, Maintaining Healthy Iron Levels, is now available for use with all secondary resources.

Complementing the secondary resources, the newly developed primary resources are for levels three and four students and are designed to meet health and physical education and science achievement objectives from the New Zealand Curriculum.

They include fun classroom activities, fact sheets and graphic organisers. The three sections are, Let’s Learn About Blood, Healthy Me, Healthy Blood and Save Lives – Give Blood.

These primary and secondary teaching units were written by teachers with input from curriculum and subject experts and reviewers. They are all free to download from http://www.nzblood. co.nz/Education. In addition NZBS has provided a database of further resource links for teachers to integrate into their learning programmes.

AMAZING BLOOD! FREE downloadable resources for teachers of years 5-13

ALIGNED WITH THE NEW ZEALAND CURRICULUM CONTAINING ENGAGING LEARNING EXPERIENCES ACROSS CURRICULUM AREAS SUPPORTING EXPLICIT TEACHING AND SOCIAL INQUIRY

EXTENSIVE DIGITAL RESOURCES

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

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

COMPREHENSIVE RESOURCE LINKS SECTION

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

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

TEACHING UNITS

INTERACTIVE DIGITAL TEXTS (WITH TEACHING NOTES)

Students can start donating blood from the age of 16. NZBS believes that by gaining greater knowledge of blood and how it contributes to life through these resources, more young people will be inspired to become regular blood donors.

IIncludes

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!

Zena Kavas Science Teacher Taita College

RESOURCE LINKS

* NOW WITH PRIMARY SCHOOL RESOURCES *

Down l o ad t h e F R E E r eso u r c e s h e r e

www.nzblood.co.nz/education For more in f or ma t i o n p le a se e ma i l: e d u c a t i o n@ nz b l o o d . c o . nz

Term 2- 2014

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39

Teacher Wellbeing

health & safety

Do you have a teacher wellbeing problem at your school?

D

o you remember in 2011 when the school term dates were rejigged to align with the Rugby World Cup tournament? This made one of the winter terms 12 weeks long and I can recall the increased numbers of students and teachers who had time off due to sickness.

Numerous colleagues also reported that they were sick during the holidays, some in the first week, others in the second and some were unfortunate to be sick for the whole of the two-week break. It was around this time that two principals I knew extremely well, sadly passed away.

They had mentored me in my earlier years and were both passionate, intelligent, innovative leaders who lived and breathed education. They worked long hours: first in, last out, plus were often around school during the weekends and large chunks of the holidays. One dropped dead at age 55 and the other took early retirement at 55 due to major health issues and struggled on for another nine years before departing.

The shock of losing two close friends, together with teachers coughing and spluttering all around me, finally jolted me into action.

Being a teacher in the 21st century is an unbelievably challenging job and the intensity of working with young people is unique and unlike any other profession. I believed something had to be done to help and support us during the hours at work. So, after discussions with many colleagues, we launched a teacher wellbeing programme at Sancta Maria College, Flat Bush, Auckland in 2012.

To help focus on our wellbeing each week, I wrote a resource called the The Good New Habits Book’ and photocopied a booklet for every staff member at the school. It contained a theme for each working week of the year such as ‘Drink Water’, ‘Stop for Lunch’, ‘No E-mails’, ‘Go Home Early’. All very straightforward ideas, not rocket science and the weekly themes were promoted by the leadership team through video clips, colourful notes in cubby holes, verbal presentations at staff briefings and lots of other creative ways.

While we knew we were responsible for our own wellbeing, having a supportive wellbeing

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culture in the workplace was very well received by the majority of the staff. Water consumption increased as the value of regular hydration was understood, the staffroom was busier at interval and lunchtimes as colleagues took time to have a quality lunch break and laughter and smiles returned. We reviewed the 2012 sickness data for our teaching staff and over the four terms, our sickness rates were down 27 per cent on the previous year. Pleasingly, all the main benefits of a workplace wellness programme, which is commonplace

in industry and business, were also seen at the college. We saw a reduction in sickness rates, increased productivity (increased NCEA exam results performances over the last three years), happy staff, reduced staff turnover, and professionally we are now comfortable talking about our wellbeing at school.

We are now in our third year of our wellbeing programme using our third edition of the The Good New Habits Book and going well.

The programme now involves all

the staff, not just the teachers, and we have added an annual health WOF to our calendar and make a weekly massage opportunity available for those who are interested. Our workplace wellness programme was acknowledged by the Heart Foundation/HAPINZ with the college receiving the foundation’s prestigious 2013 Innovation Award.

Word has spread of our wellbeing programme to many other schools and educational centres around the country, with our themed resource booklet now in about 600 schools.

health & safety Teacher Wellbeing

Through my various presentations in schools and conferences, there is also much interest from teachers in Australia, the United States, Canada and the UK. Five thousand emails from concerned teachers and principals have clearly indicated that this is indeed an area of our profession that urgently needs some attention.

In future editions of School News we will suggest a few ways for you to look after yourself during the hours at work. They are all common-sense ideas. Some of them you may be doing already, which is great, and for others this might just be the nudge you need to tweak your normal routines and behaviours. We are trying to develop good new habits for improved wellbeing.

Tip 1: Drink water Do you know that most people have lower hydration levels after a night’s sleep?

A glass of water is a recommended first drink of the day to top up your levels. During a busy school day, teachers can often go some time between drinks so having a water bottle in your classroom for regular sips is a great way to keep dehydration at bay. Please ‘Google’ to see what unhelpful behaviours develop when we start to dehydrate.

Our students have their bottles and we encourage them to drink frequently, to look after their wellbeing and to keep them alert for learning. So start today and get a drink bottle and look after yourself.

Tip 2: Quality food break I have heard many excuses over the last few years from teachers about why they don’t have time for a proper lunch break. Sorry folks, but we are always busy and flat out! What are the consequences for

you and your students later in the day if you do not stop, even for 15 minutes, to have some food and a drink? Yes there are crazy days but most of the time with good organisation and the ability to say “No”, you can find time to stop, gather your thoughts and have a quality time for some healthy food and a well-deserved drink. In the afternoon you will feel invigorated and be dynamic in your teaching.

free to download a copy and then customise it so that it is appropriate for use at your school.

By Ian Vickers Ian Vickers is the Assistant Principal, Sancta Maria College, Flat Bush, Auckland, Ian can be contacted on i.vickers@sanctamaria.school.nz

Tip 3: Start a Teacher Wellbeing Programme at your school Do you fancy starting a teacher wellbeing programme at your school?

At the ‘School News’ website, click on the following link http://www. schoolnews.co.nz/good-newhabits-book to find an electronic copy of the 2014 ‘Good New Habits Book’ resource that we use at Sancta Maria College. Please feel

Ian Vickers

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 2- 2014

school news

41

Perimeter Fencing

property

Not all fences are created equal

Boundaryline DuraPanel Polo style, Balfour School, Southland

O

nce schools were a neighbourhood facility: an open environment and gathering place for education, community and family events. Fear of crime, abduction and indeed terrorism over time has caused a shift, leaving some schools looking like locked-down facilities.

Although some of these fears are very real, schools need to adopt perimeter security measures that are not only safe and sturdy, but also aesthetically pleasing. The aim is to keep kids safe while providing a more welcoming atmosphere. So, with this in mind what do you need to consider in both perimeter and specialised fencing?

In terms of the safety of students, security of your school, and separation of various areas, there are many prerequisites to consider before purchasing your fencing. But if you are an education provider, you do not just want to meet the minimum requirements, you also want it to look great and you want fencing that will suit your needs for the long term.

There are various factors to consider when deciding on the types of fencing in your school.

According to the sales manager at Boundaryline™ fencing systems, Hugh McGaveston, “school fencing needs to be cost-effective, durable for the long-term and low-maintenance” and most importantly needs to “comply with the Fencing of Swimming Pools Act 1987 even if the fences are not being installed for special need requirements”. Boundaryline™ has a long history of supplying fences to

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look at a few of the latest designs and trends in the fencing industry to help you make a decision.

Boundaryline DuraPanel LoopTop, Papanui School, Christchurch - matches colour of buildings

schools throughout the country, from Kaitaia in the Far North to Tuatapere in the Deep South.

They work with designers, school boards, project managers, and fencing contractors to provide a complete project package to meet the required regulatory specifications and also provide gates to suit the projects, including wheelchair access gates, childproof gates and automated access systems.

schools may have some personal and very specific individual requirements such as: is the fencing is required for protection of special-needs students, or for security? Or are there any local by-laws or property covenants regarding height restrictions or colour?

He also explains, “Schools must also consider what access is required to fenced areas and whether the fencing is bordering sports courts, therefore requiring ball retention.”

Mr McGaveston makes other recommendations, “a minimum height for perimeter fencing should be 1.5m” and if there are neighbouring properties that you need to shield from noise “acoustic fencing” can be used. If privacy is a requirement of the school or indeed the neighbours, this will decide whether or not see-through or solid fencing is required. Of course

At first glance, this can be a daunting experience for many fledgling schools, so the recommendation is to completely evaluate your location and your local legislation to make sure you avoid any controversy. Or indeed seek expert advice from experienced security and perimeter-fencing experts. Now that you know what to consider, take a

Knowing your height, transparency, security and colour requirements, it’s important to consider your material.

The traditional choice for school fencing in years past has typically been “galvanised wire fencing”. However, Mr McGaveston claims “tubular metal fencing like the Boundaryline Durapanel range is now the most common choice for fencing, providing a strong and a good-looking fence and aluminium is becoming a popular choice for schools due to low-maintenance and its suitability for coastal environments.”

But what about installation?

A 200-300mm-wide concrete mowing strip below the fence is a common choice as this helps keep things tidy.

Boundaryline™ DuraPanel in the Polo style is a common choice for school perimeter fencing because it has a long anti-scale gap but with a flat top; that means there are no spikes or rods to injure, should someone attempt to scale the fencing. However, if security is your primary concern, according to Mr McGaveston, “A school should consider Boundaryline™ SentryPanel RodTop or SpearTop panel in 1.8 or 2.1m.” Or if a more high-tech approach is required to accommodate special needs students, you should consider, “sliding driveway access gates with remote control openers” or “self-closing hinges and a magnetic latch to fasten the gate automatically as it closes” for pedestrian gates.

property Perimeter Fencing

The brand-new Boundaryline™ fence at Pegasus School in Canterbury

And for those schools bordering residences, “pre-finished metal fencing like Boundaryline™ ColourPanel is a good choice” as it provides a visual barrier and it is very low-maintenance for the caretaker, requiring only an occasional wash-down.”

fences to reduce sound”. For extra safety it’s recommended that you consult your fencing firm to enhance your project. The advice is sound, but as consumers you need to see these options put into practice before a final decision can be made.

This has covered some essential points for boundary fencing, but what about the all-important specialised sporting fences. These fences need to be transparent but strong and sturdy. Jay McGaveston the marketing manager for Boundaryline™ fencing systems has an opinion on these too.

That’s where successful projects such as the brand-new Pegasus School in Canterbury shines as an example. They chose Boundaryline™ DuraPanel aluminium fencing as their solution, Polo style, black finish. They also installed “some custom-made timber bollards and rope for a feature area inside the school grounds”. This project was completed within the construction timeframe required and has yielded very positive results. For all fencing needs it’s recommended that you contact a fencing expert for advice in the early stages of your project.

“Boundaryline™ KiwiMesh chainlink fencing at 3.0-3.6m high is typically used for tennis courts and similar applications, where ball retention is required. This is often done in black to enhance the appearance.”

However for those louder games, you may want to consider “Boundaryline™ EliteWall” that “is a smart-looking solution for acoustic

There are many different fencing systems available that schools may not have traditionally considered. Schools should also take note that architects, construction companies and fencing contractors are all involved and will make a decision that is best for your school. With this knowledge you can provide your students with the safest, most secure and most aesthetically pleasing fencing options possible.

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By Henry Clarke, Staff Reporter

Term 2- 2014

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Graffiti Prevention

property

An ounce of prevention

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e were all kids once, and no matter how many boundaries are set in terms of respecting school property, some students are still tempted to deface it. It is important therefore to have a few handy solutions to this very common problem up your sleeve.

One of the most prominent problems in the day-to-day maintenance of an institution of learning is, of course, the graffiti. For groundskeepers and maintenance staff, graffiti-d surfaces are an everyday pain that require a variety of methods of cleaning or replacement. While there is not just one solution, it is important to know all the preventative measures one can take, DIY products, the methods of restoration and the challenges that are faced with each different surface.

The best way to tackle any issue with maintenance is always to install preventative measures.

There are things you can do, when you are talking about glass, marble

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to defacement. The film isn’t just a preventative measure however, she explains: “The film can also be used to cover existing scratched glass extremely effectively. The adhesive bonds to the damaged glass seemingly removing the scratches from the surface.”

and other non-porous surfaces.

Students can use keys or other sharp objects to scratch graffiti into these expensive-to-replace surfaces and to prevent this from happening you have a few options. The first is the use of, “sacrificial Anti-Graffiti film” that according to Julie Smith the director of GlassProtech is a, “frontrunning solution to cost-effectively combat graffiti damage on glass and

other non-porous surfaces such as stainless steel, mirrors and marble.”

This option works as these are, “specially designed films that are nearly invisible once installed. This provides a removable, sacrificial surface that can reduce or eliminate the need for expensive glass replacement”. This is useful for those surfaces that are hard to replace and especially susceptible

This means that no matter what, you stay at least one step ahead of potential vandals. GlassProtech are a professional team of applicators who are happy to give advice on surface protection and they customise their service to best fit your needs and believe in being proactive against vandalism and graffiti.

But what about paints and permanent markets? Graffiti is often toughest on concrete walls and other rough surfaces. Usually to combat this you would have to call a professional, who would use sandpaper, high-pressure hoses and toxic chemicals.

But is there a way to do this

property Graffiti Prevention

yourself with minimal products? For non-porous and painted surfaces, often biodegradable cleaners are adequate for the initial clean. This creates a safe environment for the children and avoids the noxious gas emitted from heavy-duty paint thinners, which should only be used on bare masonry.

you can drop off your unwanted paint and paint containers to any designated Resene ColorShops at any time during their opening hours and they will donate to schools to paint over graffiti. This has zero charge and is a quick and effective way to respond to graffiti in a school.

For protection, you can apply a barrier coating on any surface and it will make stripping graffiti ink easier in the future. For maintenance, hot water should be used and brushed against the surface regularly to prevent discoloration. Another cheap and simple option for handling graffiti is to simply paint over it. Resene has a project where

If graffiti is a recurring problem in your school, there are a few heavy-duty preventative and reactive measures you can implement. The first is a permanent barrier coating, which can be placed onto the desired surface. Whilst this option is the most expensive, it will not allow any graffiti paints to bond with the surface. One of

these is based on polyurethanes, which prevent the surface from absorbing graffiti paint. Another is fluorinated coating, which reduces a surface's contact with the paint.

Hydrophobic silicone coatings can also be used, to repel water and reduce any photo-oxidisation, which can occur with graffiti and leave a lasting imprint on your surface. The last coating option is the relatively new nanoparticle based coating, which is both hydrophobic and oleophobic, meaning it can prevent both water and oil-based paints from damaging surfaces in your school.

While these options are both permanent and effective, they often are expensive and impractical.

As you can see, there is a multitude of ways that you can get rid of graffiti in your school.

Protection of glass windows, and the preservation of the aesthetics are both paramount for any organisation. It is essential to take preventative actions against any form of vandalism, whether from sacrificial films, or permanent coatings and there are many easy ways to remove graffiti without having to spend big on hydrophobic chemicals. In education though the idiom, â&#x20AC;&#x153;An ounce of prevention is better than a pound of cure,â&#x20AC;? is never more apt then when it refers to graffiti!

By Henry Clarke, Staff Reporter

Supplier Profile | Glass Protech

Stay one step ahead of graffiti taggers with removable film!

OUR SACRIFICIAL ANTIGRAFFITI FILM, is now the front-running solution to cost-effectively combat graffiti damage on glass and other non-porous surfaces such as stainless steel, mirrors and marble.

These specially designed films, nearly invisible once installed, provide a removable, sacrificial surface that can reduce or eliminate the need for expensive glass replacement.

Installation and replacement by qualified installers is quick and easy, avoiding the disruption caused by window replacement. When vandals strike, simply peel it off and replace it!

The Film can also be used to cover existing scratched glass extremely effectively.

The adhesive bonds to the damaged glass seemingly removing the scratches from the surface.

We can also provide Printed Anti-Graffiti Window Film using local images which reduces the likelihood and impact of future scratched glass vandalism.

The film provides a colourful and attractive protection that can still be seen through while protecting the glass.

For more information please contact: Glass Protech on 0800 457 776 or visit www.glassprotech.co.nz

0800 457 776 Term 2- 2014

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Case Study – Stonefields

property

Community support makes playground a reality

The Big Kahuna playground

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tonefields School, in the Stonefields suburb of east Auckland, opened in February 2011 with 48 children. Currently there are 305 learners in years 1 to 8 on the roll.

On March 10 this year, following an intensive, two-year fundraising programme, the school opened its new senior playground.

Board of trustees foundation member Diane Harrison says when the school was being planned by the Ministry of Education there was no funding allocation for playgrounds, as it was a high-decile school.

“The architect’s plans included space for two playgrounds and we started by fundraising for the first playground for the juniors, which cost $50,000 plus $25,000 for shade.

“As the school mushroomed, the junior playground became too small for the senior kids, so we embarked on the fundraising for the senior playground.

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“We were fundraising for two years. Everything we’ve been doing – raffles, school fairs, galas, were all for the playground and we raised $75,000. Fundraising for both playgrounds was hard for us as the school opened with only 48 children so we didn’t have a big pool of resources to draw from.

“Raising this money has taken a lot of hard work and determination and hundreds of volunteer hours.”

A further $25,000 came from three separate community grants, two of $10,000 and one of $5000, and the school board contributed $25,000 from its reserves, Mrs Harrison says. The total cost of the playground was $126,000 plus GST. Parks Supplies won the contract for supplying and installing the playground.

“We presented a proposal for the playground that was an end-to-end solution with the design work, play equipment, rubber matting and site install services and they accepted

“

Raising this money has taken a lot of hard work and determination and hundreds of volunteer hours.”

the proposal,” managing director Adam Stride says.

Ideas for the playground also involved input from the children, though there wasn’t always agreement, Mrs Harrison says.

“Sometimes what the adults want and what the kids want is quite different. The Ministry of Education has to agree too. For example, the kids wanted a flying fox, but it didn’t fit in the space allocated, plus it was only one

item and only one child can use it at a time, which wouldn’t give us maximum benefit from the money we were spending.”

She says the board selected Park Supplies, not just for their design, but also because it is a local company and they wanted to support the local economy.

Once the proposal was accepted, manufacture of the playground equipment commenced in December 2013 at Park Supplies’  48 Penrose factory.

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Case Study – Stonefields

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with all the playground equipment manufacturers, including Park Supplies.”

Play Matta was responsible for excavating the playground site to a firm sub-base, importing and compacting a mix of Gap 40 and Gap 7 base material in preparation for the installation of the matting, Mr Handley says. The base material provides a long-term level surface and improves drainage in the area.

“When we were doing the excavation we worked very closely with the school and with Park Supplies to ensure a smooth process. This included establishing access points, fencing the site and adhering to health and safety regulations at all times.”

Mr Stride says that due to Stonefields School being built on land that was previously a quarry it was quite a challenge to excavate the footing holes for the playground.

“Nevertheless, the Park Supplies installation team battled through without any delays or extra costs to the school,” he says.

The Play Matta Original tiles used for the playground surface are made from recycled PVC (electrical cable, gumboots), while the shock pads under the tiles, ensuring the required Critical Fall Height, are made from recycled truck tyres. Both tiles and pads were made in Matta’s Otaki manufacturing plant.

The surface is 97 per cent recycled material and is an Environmental Choice New Zealand accredited product.

Children navigating the traverse climb.

 46 “This is an activity-packed design, and it’s the first of this configuration that we’ve installed,” Mr Stride says.

“A lot of R&D has gone into it. The idea behind it is there are minimal platforms and decks. They waste valuable play space, and in relation to the cost, there’s not a lot of value to the kids. Children can make their way through our full activity range, transitioning from activity to activity without touching the ground.

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“The playground design at

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Stonefields is as big as it gets. We call it the ‘Big Kahuna’ and the whole idea is to give maximum play value.

It provides for upper and lower body activity, motor skills, balance and a huge, dynamic range of agility movement for all parts of the body.”

While the equipment was being manufactured the site was prepared for the installation of the matting, which was manufactured and supplied by Auckland-based company Matta Products Ltd. “We chose to have rubber

matting for the surface as it’s far superior to bark,” Mrs Harrison says.

Play Matta’s northern regional sales manager Justin Handley says when companies manufacturing playground equipment require synthetic surfaces on which to install it, they usually come to them.

“That’s because we do what we say, we’re fully compliant with regulations, our surfacing outlasts the alternatives and we’re very responsive to any issues that arise.

We have a long-term relationship

Mr Handley says the main change between the other Stonefields playground and the new one is that Matta now welds the tile surface together rather than glueing it.

“We run a pair of twisted wires between the tiles, apply a current through the wires and literally melt them together. We developed this unique technique and we’ve been using it in the United States for eight years now. One of the reasons this was developed was to compensate for the extremes in temperature over there, which causes excessive expansion and contraction in the tiles.

property Case Study – Stonefields

“

As we are in a new sub-division the community has really grown and pulled together to make this second playground a reality and it’s a huge asset for our local area.”

“That’s not such an issue in New Zealand, but with this technique the long-term results are better for our customers. Over time tiles shrink imperceptibly and the welding technique holds the playground together with a stronger bond.

Additionally, we pin the perimeter of the top surface so the whole installation is secured in place.

“The surface is almost maintenance-free – as with everything a good clean every year keeps it looking good – and there is a six-year full warranty on both the product and the installation.”

Mrs Harrison says one of the notable features of the surface area is the incorporation of hexagonal shapes, which is a theme that’s reflected throughout the school.

“That was on the top of the list when we were working out the design with Park Supplies.”

Another significant aspect of the playground design is the affirmations climbing walls on which the school’s seven learner qualities are presented. These are, Be determined, Think, Question, Wonder, Reflect, Be Self Aware and Connect.

“These qualities are used throughout the school to help the children learn and get out of the ‘I’m stuck’ situations,” Mrs Harrison says.

“The bright green and silver colour scheme also fits in with the school.”

Adam Stride of Park Supplies says what’s most notable to him about the Stonefields School senior playground is that it’s100 per cent New Zealand made, as Park Supplies does not import any playground equipment, providing cost-effective products, made locally using nearly all New Zealand-made materials and labour.

The rockwall with custom-routered school affirmations

Mrs Harrison says the playground is proving a huge success with the children, and the teaching staff, school board and community are thrilled with the results of all the hard work.

“As we are in a new sub-division the community has really grown and pulled together to make this second playground a reality and it’s a huge asset for our local area,” she says.

By Christine de Felice, Staff Reporter

Children climbing the central K1 rope pyramid.

Term 2- 2014

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Playgrounds

property

Safety the key in playground development

Play Matta insert tiles - where the colourful surface is part of the play experience.

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afety is paramount in a school playground, and as Justin Handley of PlayMatta explains, under New Zealand regulations every piece of equipment has to be certified with a critical fall height and a critical fall zone.

“In terms of the fall height, it’s about protecting a child's head from potential brain damage,” Mr Handley says.

“The critical fall zone is about making sure you are not putting dual use into the same space – such as a swing and a slide.

“Under the 2004 Playground Standard, all playground surfaces have to ensure they meet the critical fall height requirement and are independently tested to assess this.

“At Matta Products, we continue to test a number of tiles and shock pads from every batch produced to ensure the product leaving the factory continues to meet the required critical fall height”.

Other requirements for synthetic surfaces are that they must be slip resistant, for which they are tested in dry and wet conditions, fire resistant, and provide disabled access.

There are a number of different synthetic surfaces schools can choose

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from, Mr Handley says. They include synthetic grass, poured rubber and tiles.

“Poured rubber has been quite commonly used for playground surfaces, but over time it wears and can be aesthetically unattractive when patched. We’ve recovered a number of these surfaces with Play Matta tiles.”

However, as with every product, there are pros and cons with the tiles.

“The Play Matta tiles have holes in them to allow for expansion and contraction, but some people don’t like the holes because they get a build-up of debris and dirt in them. It doesn’t affect the fall height performance of the tiles and they can be cleaned out with an outdoor vacuum cleaner or water blaster. There are matting installations over 15 years old still going strong.”

“The fill has to be at least 300mm deep to allow for displacement and still ensure head protection.

Additionally bark or wood chip will mulch and therefore need to be regularly topped up which is an ongoing cost.

years or so, will often change to tiles for a maintenance- free, long-lasting surface.

“Wood chip is better than bark as bark decomposes more quickly, but any type of loose fill provides challenges in terms of disabled access as well as an increase in the potential for contamination.”

“The industry, as a whole, has an emphasis on safety and people are conscientious about doing the right thing. It is rare to find a non-compliant piece of equipment or surfacing but it does still happen and schools should always ask for literature to back up any company’s claims.”

Mr Handley says that loose fill is a lot cheaper initially, and many schools will choose that to start with because of budget constraints, but after five

In terms of safety, he says that since the standards were introduced in 2004, there has been an increasing emphasis on compliance.

By Christine de Felice, Staff Reporter

An alternative to synthetic surfaces is loose fill, and this can be wood chips, bark or pea gravel, and all these also have to be certified, Mr Handley says.

“The big difference with loose fill products is that they require regular maintenance. For example, loose fill product under a swing will be displaced and leave a big depression, which has to be regularly filled in and smoothed over.

Synthetic grass mounds rise up from a sea of Play Matta Original tiles.

Playgrounds

property

Playgrounds help children build lifelong skills

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he benefits of outdoor play are endless, children just call it fun, but child psychologists say with a well-designed playground children develop important physical skills like, balance, co-ordination, strength and agility. The child also has to problem solve, concentrate, explore, use their imagination and discover how they reach their goal and hide from the adults.

challenging. This constant race keeps the industry, designs and products competitive.

The opportunity to play creatively in high-quality environments is essential to the development of children. Through their play they acquire skills and abilities that can be learnt in no other way. Children cannot provide these opportunities for themselves – adults must do it for them. The quality of what we provide affects the quality of what children learn – the greater the complexity of that environment, the greater the quality of learning.

These days we are more and more worried about safety, accidents and managing risk.

Obviously safety is the numberone priority when it comes to a child playing on challenging play equipment; under correct supervision it encourages children to assess and manage risk for themselves, and this is a very important skill for the rest of their lives.

The safety of children on playgrounds does not depend solely upon the initial design of the site and the selection of equipment.

Its continued management and the provision of high-quality inspection and maintenance programmes are essential if safe opportunities for children to play creatively are to be preserved.

When a child achieves something that they thought they would not be able to do, it gives them such a sense of achievement and confidence to try challenge and themselves in the future, this will boost their self-esteem and confidence – at the same time they will learn about the consequences of undertaking more challenging tasks.

Playground equipment has developed a stigma of being boring and unchallenging over the years.

A quick look at a few catalogues from reputable suppliers shows there is a much wider range of equipment than was the case 10 years ago. Manufacturers like myself have made determined

The Hurricane is an exciting and challenging freestanding climber.

efforts to increase the play value and challenge of equipment. It is true that some equipment that had a high risk of inflicting injury has disappeared e.g. plank swings, witches’ hats. But it is equally true that innovative and challenging

equipment has come on to the market, such as our Big Kahuna agility play design. As a playground designer and manufacturer we are continually working on keeping our current and future designs safe, standards compliant but still

The New Zealand Playground safety standards (NZS 5828:2004) recommends that the owner of the playground should conduct a routine (daily or weekly) and operational (monthly) inspection on the playground, then an annual inspection should be carried out by an independent specialist.

Annual inspection essentially looks at vandalism, minor and major wear, long-term structural problems, changes in standard compliance and design practice, risk assessment, etc.

By Adam Stride, Park Supplies

Climbing nets build eye/hand coordination as well as upper body strength.

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Sports Fields

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More laughing, fewer tears Are synthetic turf and low-impact surfaces right for your school?

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o lawn to mow, no weather restraints, no puddles or dangerous slippery mud. No more grass-stained clothes and muddy boots. Synthetic turf and multipurpose sports surfaces are easycare and practically maintenance free. Not only are these surfaces safe to play on, they are also designed to withstand the brutal impact of school sports and energetic young students for years to come.

Technology has improved the way we live and how we play. Multipurpose sports surfaces are not just for sporting benefits, but will attract more children towards outdoor activities.

So why not consider converting your muddy winter sports field and old, worn asphalt and concrete surfaces to quality all-weather, allseason playing surfaces.

Imagine a child-safe, soft, clean and dry playground - all year round.

When students run and fall they won’t end up with bloody knees and scraped elbows.

Because of the cushioned multi-layered rubber and non-skid surfaces it’s back up and on the monkey bars and slides, with ore laughing and fewer tears.

We can also help with an insurance claim assessment.

With the right approach to a refit,

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A synthetic turf playing field supplied by Stratton Sports Courts.

Multi-purpose sports surfaces are not just for sporting benefits, but will attract more children towards outdoor activities.”

damaged playgrounds, uneven asphalt or cracked concrete, repairs can be cost effective. At the same time you’ll be converting your old and hard surfaces into attractive, safe play, sports areas.

hockey, tennis, cricket and more.

There are many surface and colour options to choose from.

Low-impact surfaces can be multicoloured and lined to facilitate netball, basketball, volleyball,

Getting the right advice from the start can eliminate costly mistakes. In our experience unscrupulous operators may use cheap and poor-quality materials

Have you considered lighting?

After-school activities and nighttime usability can add value and extend the way you, your students and the community use your sports areas.

www.sportscourtsnz.co.nz

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Term 2- 2014

and cut corners on proper site preparation causing you grief in the near future. Our advice is to look for experienced and specialised companies.

By Andrew Stratton, Stratton Sports Courts Stratton Sports Courts specialises in schools’ sporting grounds and playgrounds needs – sports surfaces, repairs, fencing, lighting and more.

property Sports Fields

Keeping turf in top condition

D

o you ever get the feeling that spending money on your school playing field is like throwing money into a dark hole?

And yet it is what’s happening underground, out of sight, that is crucial if you are to have lush green grass growing on top.

Giving your turf a makeover will pay dividends, and a regular maintenance programme should include fertilising, under sowing, de-compaction and de-thatching, according to the seasons.

The first step, though, is to make sure your grass isn’t suffering from soggy ground conditions.

Drainage is the key here. If surface rain water cannot get away you will soon have puddles and ponding, turning the turf into unsightly muddy areas where grass struggles to grow.

It can all end in tears, especially when it leads to match cancellations week after week, and you find yourself dealing with disappointed children, not to mention their parents.

So to ensure it’s ‘game on’ whatever the weather, the first step for upgrading school sports fields is to install primary subsoil drains. This is a specialised job where a trencher, pulled by a tractor, cuts a slit at a depth of around 750mm into which Novacoil drainage pipe is laid.

These days laser-levelling technology is used to make sure the whole system works effectively. The trenches are automatically cut at perfect gradients over the whole playing field, helping rainwater to flow through the Novacoil out to perimeter sumps and from there into stormwater drains.

So now you have the primary drains safely tucked away beneath the surface. The next step is to make sure the rainwater can percolate down to reach them. This is where secondary drainage comes into the picture.

One of the most cost-effective types of secondary drainage is known as gravel banding.

This is based on an extrusion system, where 300mm deep trenches, cut at right angles to the primary drains, are backfilled with fine gravel or sand. A sand-topping layer is usually applied on top of the gravel, which is soon covered in grass. The beauty of gravel banding is that there is no down

“

Sports turf companies will be able to offer a range of decompaction and aeration solutions to promote strong, healthy turf that resists stress and requires less frequent watering.”

time, the playing surface is good to go as soon as the job is done.

So with all your drains in place, what else needs to be done to achieve the perfect sward? Grass, being a living organism, needs food and air.

If the ground is compacted from regular sports use, or vehicles driving on the playing surface, grass growth is going to be affected.

Sports turf companies will be able to offer a range of de-compaction and aeration solutions to promote strong, healthy turf that resists stress and requires less frequent watering. Of course every situation is different, and one size won’t fit all.

The soil type and ground conditions all come into the mix when it comes to finding the best solution for you.

If, for example, your playing field is sitting on a hard pan, rotary decompaction could be used to shatter the ground, allowing water to move through the soil, encouraging better root depth. The equipment used for this job is towed behind a tractor with turf tyres, and gives a very even ‘heave’ and little soil disturbance. Rocks and stones are not brought to the surface, and the playing field can be used immediately afterwards.

When playing fields are renovated, irrigation systems are often installed to ensure that whatever the weather, your grass will perform.

By Steve Mexted, Mexted Performance Surfaces Mexted Performance Sports Surfaces specialises in the drainage, construction and maintenance of natural and artificial sports surfaces for a wide range of New Zealand clients. The company is a leader in the sports turf industry across New Zealand.

During 40 years in business the company has focused on providing a comprehensive service to its clients, using the latest technology and equipment, and a highly skilled workforce.

Steve Mexted

STRUGGLING WITH MUD & CANCELLED EVENTS? ... THEN...

Topdressing is another option to rejuvenate playing fields.

This helps to renovate surfaces that have become compacted or uneven, and creates the perfect environment for sowing new seed, which is often done in spring to give the grass a boost. As the season goes on there may be a build-up of excessive thatch from mowing, effectively choking the grass. To overcome this, sports turf specialists can run over the field with a verti-cutter and sweeper, breathing new life into the grass.

And finally, summer. Long dry spells can be just as tough on turf as an overdose of winter rain. The brown-off can be avoided, however, with a bit of forward planning.

Game ON!

Call Mexteds today to discuss how we can help transform your playing fields into high performance playing surfaces.

SPORTS FIELD UPGRADES - DRAINAGE - MAINTENANCE

Steve Mexted T: (04) 233 0703 M: 0274 421 838 www.mexteds.co.nz

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Sports Fields

property

Natural or synthetic – what’s right for your school?

Multisport Surfaces installed this field at Darfield High School comprising six courts for tennis, netball half hockey and PE, with full lighting for hockey practices. Previously the area was old asphalt.

Q

uality sports surfaces where school students can enjoy their sport and improve their skills are a key asset for any school.

As principal consultant at Renovate Turf Consultants & SafePlay, Dr Marke Jennings-Temple points out, good-quality sports surfaces are highly specified, adequately maintained areas of grass designed to take sustained and repeated use, year-round.

“While there is nothing fundamentally wrong with playing on muddy fields,” Dr JenningsTemple says, “these don't promote the development of skills, don't encourage participation and don't usually survive a winter with much grass left on them.”

When a school is considering whether the safe and fit-for-purpose playing surface they select is synthetic or natural surface, there are number of important factors to assess, Dr Jennings-Temple says.

These are: who is being catered for, what age are the children, and what sports are being played on it?

These factors also need to be kept in mind when any upgrade work is being done.

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Natural turf winter sports areas

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need to be playable during and immediately after rainfall; they need to have adequate winter drainage, but this needs to be balanced with summer irrigation demands. The more intensively they are drained, the higher the water demand in summer.

overall lifespan, he says.

The question of having an adequate maintenance budget in place needs to be addressed, as to maintain a high-quality natural or synthetic turf surface, it will need regular maintenance to maximise its lifespan. This can be carried out inhouse or by an external contractor.

“However, drainage and turfgrass upgrade works will result in ongoing renewal activities to keep the surface performing optimally. Slit drains last five to seven years, a sand carpet layer the same, primary drainage may last 25 years or more but in some cases may only last eight years depending on the surrounding soil type and installation quality.

Dr Jennings-Temple says other questions to be addressed include: are there periods (preferably in autumn and spring) when a natural turf surface can be removed from use and allowed to recover from damage between seasons?

And can the school guarantee renewal activities? Sand layers block up over time, drainage needs replacing and synthetic turf wears out - all of which mean that every seven to10 years major renewal works will need to be carried out.

Natural and synthetic turf surfaces are very different in their maintenance requirements and

“Once earthworks are completed and a flat sports field area is created, a natural turf playing surface can last indefinitely or until school growth pressures mean additional buildings have to be located on it.

“The turf may need constant topping up with seed and feeding via fertiliser. For synthetic turf surfaces for winter sports, a constructed base is assumed to last approximately three cycles of turf, with a turf layer lasting eight to12 years depending on usage and maintenance.”

Natural turf maintenance requirements are dependant on the type of field in existence: a basic soil field will require much less maintenance than a highly specified

slit drain-sand carpet field that features sand slits, sand carpet and primary drainage. In general, ideal maintenance would vary from $1/ m2 to adequately maintain a soilbased field, to $3/m2 to maintain a sand carpet sports field.

Depending on the field type and turfgrass in use, typical maintenance activities would include mowing, fertilising, irrigating, controlling weeds, dethatching, overseeding, sand topdressing and aerating the surface.

Dr Jennings-Temple points out that long-pile synthetic turf surfaces (such as those used for rugby and football) require regular maintenance in order to decompact and redistribute the infill and to ensure the fibres are standing upright.

“Daily checks need to be made to ensure rubbish, especially organic material such as leaf litter, is removed from the surface. The surface needs to be checked regularly for spills, and damage it may need to be treated for moss and mould removal if the field is shaded in places.

“Many of the necessary maintenance operations on

property Sports Fields

synthetic turf form part of the warranty requirements; i.e. failure to adequately maintain the field will void the warranty. We advise budgeting in the order of $2-$3/m2 for long-pile turf maintenance.”

Short pile products, such as those used for multi-use games areas require much less maintenance than long-pile products, he adds.

However, Stuart Calder of Multisport Surfaces says synthetic grass is virtually maintenance free, as it requires no watering, mowing or spraying, meaning there are lower maintenance costs for schools.

“Synthetic grass is a soft surface so there’s less risk of injury and it’s not slippery and dangerous when it’s wet.”

Andrew Stratton of Stratton Sports Courts agrees, saying that a synthetic surface provides an all-

weather surface, with none of the maintenance issues.

“Depending on the amount of use the synthetic surface will last for 10 to 15 years.”

Both Mr Calder and Mr Stratton cite the range of colours available being another benefit of synthetic surfaces.

“There is a choice of colours to suit the school, with all our lines built-in so a range of sports can be played on them - tennis, hockey, netball, volleyball, football, rugby, cricket, softball and PE,” Mr Calder says.

“They can be installed over existing courts instead of reasphalting or they can be built from new. Synthetic grass for football and rugby has considerably greater longevity than natural fields, and increased hours of field usage as it is unaffected by weather.

“For cricket it is highly durable and able to withstand the pounding given by fast bowlers, minimal maintenance is required for the upkeep of the wicket, with no mowing, rolling etc., so there are long-term savings.”

Mr Stratton says his company also supplies multi-purpose surfaces, which provide a safe, cushioned surface for playgrounds and play areas.

“It is simple to install, simply being laid on top of the existing asphalt or concrete surface, so there are no more cuts or bruises to children from falling on concrete.

“They ensure a year-round playing surface, look great and create a safer environment for the children.”

In all cases, the advantages of synthetic over natural turf is the amount of use they can receive, in all weather conditions, Dr Jennings-

Temple says. “Synthetic turf fields are 'always open' and offer a means for a school with limited land available to provide safe green space within the school grounds that are available year-round and for a range of activities.

“Even the best natural turf surfaces cannot consistently sustain more than 20 hours of use per week and use of natural turf during inclement weather may cause damage and further reduce its capacity.

“Long-pile synthetic turf surfaces in some regions of the world achieve 60-70 hours of use per week and short pile products such as those used for multiple sports in schools also achieve very high hours of use. All this helps to bring more children into sport and encourages participation in a wider range of sports.”

We pride ourselves in providing schools quality products, efficient service and safe installations of synthetic grass and acrylic sport surfaces We have completed many successful school playgrounds, multi-courts, tennis/netball courts and cricket nets Look at our "School" section on our website or call us for a free onsite consultation

SCHOOL TURF SPECIALISTS Tel: 03 344 1594 Mobile: 0274 343 607 multisportsurfaces@xtra.co.nz

www.multisportsurfaces.co.nz Term 2- 2014

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