Acoustics:
Good acoustics essential for academic success Essential Reading for Principals • Department Heads • Property Managers • Professionals
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Contents | What's Inside This Issue
ISSN 1178-9964
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sn inside | Term 3 - 2015 news 05 Ministry News 08 News Round-up
education 11 Special Report: Standing up for the rainbow community 13 Principal Speaks: Vision and values the crucial factors 14 MLE Libraries: Much to consider when creating an MLE library
profiles 18 St Thomas’s School Auckland: Achievement promoted at high-performing school
19 Michael Park School: Diversity and challenge key factors at Michael Park School
property 22 School Security: New CCTV system deters crime at North Shore school 24 Mowers & Tractors: Correct mower choice essential in maintaining grassed areas
26 Case Study – Torbay Kindergarten: New canopy enhances kindergarten – visually and practically
28 PA Systems: A school-wide audio paging system without audio cables? 30 Case Study – Gisborne Central School: Innovative use of products improves acoustics and insulation
30 Acoustics: Effective acoustics in innovative learning environments 33 Acoustics: Improving acoustics in classrooms 34 Case Study – Mt Albert Grammar: Aesthetics and function come together in school dance studio
34 Acoustics: Good acoustics essential for academic success 36 Playing Fields: The value of school playing fields 38 Playground Safety: Working bee transforms a Wanganui school playground
administration 40 Fundraising: Fighting health issues with better fundraising options 44 Storage Options: Space saving crucial when selecting storage
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teaching resources 47 Book Reviews 48 Collaboration Technology: Equipping students (and teachers) with skills to thrive in the future
food & beverage
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50 School Tuckshops: Online ordering a boon for busy tuck shops
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60 Out of School Care: First aid courses train teachers to keep students safe
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Acoustics:
cs essential Good acousti success for academic
external learning 56 Out of School Care: Demand growing for quality out-of-school programmes
health & safety 60 SunSmart Schools: Is your school cool? – Are you a SunSmart School? 65 Teacher Wellbeing: 101 Guide: How to introduce a Workplace Wellness Programme at your school in 2016
sports & recreation 66 Sport Participation: Five ‘Golden Rules’ for sport in schools
rty Managers Heads • Prope
ls • Professiona
unitiesn, l Comm our childre ing Loca a difference for mme: Making Support Vending Progra ds for life. ls Partnership dividen
Reading Essential
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• Department
and paying Breakfast in Schoo ce for our schools G.co.nz making a differen DGOVENDIN UPAN DGO | www. 0800 UPAN
Probably the most fundamental requirement in the learning environment is for students to be able to hear the teacher and Issue 28 | Term 1 - 2015 teachers being able to make themselves heard without needing to shout. In this issue we look at how installing appropriate acoustic products can significantly improve the process of teaching and learning in our schools, with case studies providing examples. While the problem is not widely discussed, there are students in New Zealand schools whose sexuality or gender identity can create serious difficulties for them, particularly bullying. In our Special Report we talk to Tabby Besley, founder of InsideOUT, about what schools can do to create awareness and support LGBTQIAT+ students so they feel accepted and their identities are normalised. Keeping students safe is a key responsibility for school boards and staff, both within the school environment and during LEOTC activities. To this end, first aid training courses can provide teachers with the skills and knowledge they need to deal with injuries and accidents. We look at some of the training that’s available. Our two school profiles give a snapshot of the quality of education and the dedication and passion of teachers that children and young people in New Zealand get to enjoy and benefit from every day. And we look at how a community rallied round to create a new playground at a Wanganui school. Plenty to inspire – so enjoy!
Ministry News | News
Aranui education vision takes shape Education Minister Hekia Parata planted a manuka tree at the Aranui Community School site to mark the official start of construction on July 31. The Year 1-13 co-educational school is located at the current Aranui High School site on Shortland Street in Christchurch. It will open in January 2017, following the closures of Aranui High School, Aranui School, Avondale School and Wainoni School. Ms Parata said Aranui Community School would be the first of its kind in the Christchurch region. “Through collaboration and the sharing of resources, Aranui Community School will provide high-quality education in innovative learning environments that will benefit the students and the wider community,” Ms Parata said.
“Christchurch’s education sector has come a long way in the last four years and is on track to having one of the most modern schooling networks in the country that will help build a brighter future for the communities.” Aranui Community School is one of four being built under a public private partnership (PPP) between the Ministry of Education and the Future Schools Partners consortium. It will have an initial capacity for 1100 students and future expansion capacity for 1800 students. A satellite of Ferndale Special School will be co-located on the Aranui Community School campus and will provide special education for secondary age students.
$200k 2016 Youth Fund open for applications Applications for Youth Fund
2016, which makes $200,000 available for community projects led by young people, opened in mid-July. Youth Minister Nikki Kaye: “This fund is unique because it supports projects designed and led by young people themselves, either working alone or in partnership with youth organisations. As well as benefitting their communities, this helps young people between the ages of 12 and 24 develop decision-making and leadership skills. “Young people make up the panels that assess applications and decide where funding goes, making this a completely youth-led initiative. The previous year’s Youth Fund supported 44 successful projects, many of which gave young people a say in the development of youth plans for their communities. Others
helped young people learn about their rights and responsibilities so they can participate fully as citizens in their communities. The projects have seen young people involved with helping to run cultural learning centres; planning the refurbishment of a youth space to use for homework, workshops and community events; and assisting young people with intellectual disabilities make the transition from school to adult life,” Ms Kaye said. “We shouldn’t underestimate the value to our country of investing in young leaders, especially through projects where they’re leading the way in solving problems in their communities, or giving other young people opportunities to serve.” Funding is available for amounts up to $7000, with applications closing on Thursday, September 10, 2015. 06
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News | Ministry News
difference that Trades Academies are making. The report contains comments from students such as, ‘you know, I’m really good at something after all; thought I’d be a farm worker – not a manager’, and ‘just came here for a day off school, realise it’s opening doors now and is worth it.’
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New classrooms confirmed to meet Auckland growth Education Minister Hekia Parata and Associate Education Minister Nikki Kaye have confirmed that more than 230 new classrooms are on-track to be delivered over the next 18 months to help meet increasing rolls in Auckland. “Last August, the Government announced it would invest $350 million over four years to get ahead of demand in our biggest city,” Ms Parata said. “This investment is now bearing fruit, with the new classrooms confirmed today (July 26) resulting from roll growth funding in Budget 2015 and previous Budgets. Every year that we’ve been in Government, we have increased the education budget. “As well as new classrooms, the $350 million accelerated growth funding provides for nine new Auckland schools by 2018. Two of these have already been confirmed, in Kumeu and Scott Point. “Other parts of New Zealand are experiencing roll growth and we’re committed to dealing with that too, but as our largest city with a growing population, it’s important we move to meet the demand in Auckland.” Ms Kaye said projections indicated there would be an extra 107,000 school students in Auckland over the next 30 years. “For some schools, accommodating roll growth will require building higher than one storey. Schools understandably want to preserve open spaces such as fields, so it make sense to build up,” Ms Kaye said. “All of the new classrooms will meet the Ministry of Education’s ‘innovative learning environment’ criteria. This means they will have
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Education Minister Hekia Parata appropriate heating, lighting, ventilation and acoustics, and can support a range of teaching and learning approaches.
Associate Education Minister Nikki Kaye students that they simply didn’t think possible.
“The aim is to create modern, comfortable and innovative environments that inspire children to succeed.”
That is confirmed by a recent Education Review Office Report, which shows the academies are making a real difference to students’ desire to learn and achieve.
The Government has confirmed that at least half of the 130 extra classrooms signalled as part of last year’s accelerated Auckland growth package are now on-track to being delivered.
The report, undertaken for the Ministry of Education, reviewed 15 of the 24 Secondary-Tertiary Programmes (STPs), known as Trades Academies that operate across the country.
As well as new roll-growth classrooms, 52 replacement classrooms have also been confirmed for Auckland over the next 18 months.
The report found:
Major school redevelopments will also happen. Of 30 major redevelopments nationwide that were flagged in 2013, 14 have been approved in less than two years, with eight of these in Auckland.
Trades Academies delivering ‘huge benefits’ for students Trades Academies are contributing to a significant increase in NCEA Level 2 achievement, especially for Maori and Pasifika students. And they’re opening doors to many
• In 2013, 1588 (or 81.2 per cent) of students finishing a Trades Academy programme achieved NCEA Level 2 as a minimum qualification. By contrast, the national average for NCEA Level 2 achievement in 2013 was 78.6 per cent. • In 2013, 83.1 per cent (or 541) Maori students achieved NCEA Level 2 as a minimum qualification, as did 87.4 per cent (or 216) of Pasifika students. The achievement rate for Maori and Pasifika students either still involved in the STP programme, or who had just completed it, was also higher than the national achievement rate for 2013. • Students really value the
• Trades Academies have reduced student at risk behaviour and improved attitudes to learning. They have also improved students’ literacy and numeracy skills and helped with their subsequent transitions to employment, further training or tertiary study. • An increasing number of schools see how Trades Academies provide a suitable pathway for many students and more of the courses offered are responding to students’ needs. School teachers and Trades Academy tutors are working more co-operatively and sharing lessons about what motivates and develops confident learners. There are currently 24 STP programmes with more than 5000 students. The initiative (which includes Trades Academies and the Secondary-Tertiary Pilot) is part of the Ministry of Education’s Youth Guarantee programme, which includes Vocational Pathways, Youth Guarantee Networks, STAR and Gateway, and Achievement, Retention, Transitions 2013-17. STPs are a partnership between schools and tertiary providers to give Year 11-13 students the opportunity to gain skills and knowledge across a range of trades-based and technology training options. These programmes contribute to students studying NCEA Levels 1, 2 and 3. Source: www.education.govt.nz
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News | News Round-up
Search on for NZ’s most inspiring teacher Primary, early childhood, intermediate and secondary school teachers around the country will have the chance to be recognised and rewarded in a campaign which aims to find those who inspire their students the most. Launched in August, the New Zealand’s Most Inspiring Teacher initiative was created by Warehouse Stationery as a chance for students, parents and families to acknowledge the important role teachers play in the lives of school-aged children and teenagers. Teachers can be nominated for the title by anyone, and winning entries will be assessed by two expert judges - New Zealand Order of Merit recipient, scientist, and children’s charity founder Dr Michelle Dickinson aka Nano Girl; and University of Auckland School of Curriculum and Pedagogy lecturer and Woolf Fisher Research Centre researcher, Dr Aaron Wilson. Prizes worth more than $40,000, including travel, stationery, furniture and technology, will be gifted to the teachers who are judged to be the most inspiring in the country. Schools of the winning teachers will also receive stationery prizes. Dr Dickinson, who has cofounded a charity called OMG Tech which teaches exciting topics including 3D printing, coding, robotics and science to children of all ages and abilities, says the importance of recognising good teachers for their work cannot be underestimated. “In visiting schools and working with kids all over New Zealand, I’ve seen how excited and enthusiastic children can be if they have a teacher or leader who takes the time to make learning interesting and really cares about the importance of their role,” says Dr Dickinson.
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“Having an inspirational teacher can open up so many different paths to Kiwi kids, and make them realise that anything really is possible.” Dr Wilson, who was a teacher, head of department and assistant principal before joining the University of Auckland and the National Coordinator for the Secondary Literacy Project 200911, believes that New Zealand teachers are among the very best in the world and that high quality teaching is a vital part of ensuring children have the best start in life. “Teaching can be a challenging job, but it’s essential that we take the time to acknowledge how important it is in helping New Zealand children have the tools they need to achieve their goals, particularly when it comes to literacy,” says Dr Wilson. “An initiative like this is a great way for students to say thank you to their teachers, and celebrate the vital work these people do in their everyday lives.” The CEO of Warehouse Stationery, Pejman Okhovat says he hopes the campaign will give something back to the more than 50,000 teachers in New Zealand whose work may sometimes go under the radar. “Many people remember a certain teacher who helped to inspire them to love a subject, or pursue a dream, which goes to show the long-lasting, positive impact those in the education system can have on us,” says Okhovat. “As supporters of the important work teachers do, we are excited to give Kiwis the opportunity once again to thank them by voting and telling them how much they are appreciated.” For more information on the campaign, visit the website www.inspiringteachers.co.nz
Course for selected Shakespeare students coming up Shakespeare Globe Centre New Zealand will this year hold its week-long residential course, SGCNZ’s 2015 NSSP, at the Silverstream Retreat, in Stokes Valley, Lower Hutt, Wellington from 4pm Sunday, September 27 to 10.30am Monday, October 5, 2015. Forty-six secondary student actors and directors were chosen from SGCNZ's 2015 Regional and National University of Otago Sheilah Winn Shakespeare Festivals (SGCNZ UOSWSF), joined by winners of the SGCNZ/ Bernina Shakespeare Costume Design Competition and SGCNZ/Morrison Music Trust Shakespeare Music Composition competition winners. The latter two will be the Student Costumier, who will be given $100 to purchase items and/ or fabric to create indicative costume items to differentiate often shared roles. The Student Composer will also work closely with the directors and write and perform (often with other talented NSSPers) items to create the mood of each scene's setting. All will participate in workshops together for half of each day and for the other half, work in their pre-allocated three groups with a high-calibre director. Each group will rehearse 40 minutes of the play selected by their director - Pericles directed by Peter Hambleton, As You Like It directed by Rachel Henry and Much Ado About Nothing directed by Perry Piercy. These
will be performed in a public performance in Expressions [Theatre] Upper Hutt on Saturday, October 3 at 7.30pm and one in the Legislative Chamber at Parliament on Sunday, October 4 at 4pm. Leading tutors of the workshops include Sir Jon Trimmer taking mime and characterisation, Michael Wilson, teaching them skills around recording an actual radio play he has written, dance singing and stage combat. Each provides skills for the young people not just to become theatre practitioners, but also to take part in whichever workplace of their choice. The whole SGCNZ NSSP troupe will be continuously assessed during the entire week by all staff involved. Twenty-four students will be selected to be members of SGCNZ Young Shakespeare Company to travel to the UK in the July school holidays in 2016. The SGCNZ YSC 2015 recently performed at a special function hosted by the NZ High Commissioner, HE Sir Lockwood Smith, to great acclaim. Later in the week, they had the rare chance to perform rehearsed scenes from As You Like It on the Globe Stage. These opportunities will be repeated next year for SGCNZ YSC 2016 in the commemorative year of Shakespeare's death 400 years ago and 25th anniversary of the founding of SGCNZ by its CEO, Dawn Sanders.
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News | News Round-up
Forensic investigators at Kristin More than 300 budding investigators came together from all over New Zealand over the July holidays for Forensics@Kristin, an intensive, student-led programme that challenges participants to solve complex simulated homicide cases. Gifted students from primary, intermediate and secondary schools across the country came to embrace the challenge and test their problem-solving, research, logic and creative skills at this unique and exciting camp. Split into three different camp experiences, Forensics@Kristin includes a five-day experience for students in years 5-10, a one-day Junior Edition for years 3-8, and a five-day Senior Scholars’ Edition for selected students in years 11-13. Joining together as teams of Detectives, the students had three days to work through their cases. They utilised forensic techniques such as fingerprint testing and DNA analysis, and the multitude of resources, skills and intelligence at their disposal to sort the evidence from the red herrings and direct their own lines of inquiry. Their investigations culminated in a simulated court trial where detectives became defence and prosecution lawyers, interviewing key witnesses and arguing their side of the case. The 15 participants in the Senior Scholars’ camp acted as expert scientific witnesses in the mock court trials. In an extraordinary
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simulation, the Senior Scholars’ investigation included the discovery and subsequent examination of a burial site in relation to their homicide scenario, and their evidence was critical for the prosecution of many of the Detective teams’ cases. Over the course of the week, participants had the opportunity to meet with specialists from the field who explained the real-life application of what they were learning and the realities of forensic investigation. The complex scenarios were designed by a team of students in the roles of Controllers and Scenario Doctors. These students, mostly in years 9 and 10, had been selected from the best of previous years’ Detectives. They
invested many weeks in preparing the scenarios and related evidence and were kept busy throughout the week, generating information and responding to the many lines of enquiry from the Detective teams. An additional team of students was responsible for the logistics of running the camp. This included catering for all of the participants and supervising teams, overseeing the science laboratories and general day-to-day business of running the camp. While staff were on hand to help and guide as necessary, it was the students who led the camp, addressed the participants and took responsibility for its ultimate success. Forensics coordinator and GATE teacher Raewyn Casey says it is the student leadership that makes
the Kristin Forensics camp so unique. “This is the only programme on this scale in New Zealand that is entirely student-led. Although teachers are there to provide guidance, the complete control of the experience is handed over to the students. They learn skills of managing small and large groups and have to communicate with a variety of companies and many different adults. “The skills they are learning, especially when there is a problem to solve, will remain with them for life. I am always amazed at how capable the students are and the high level of commitment we see from them.”
Awards to include Teachers’ Choice winners A judging panel of education experts is to be joined by teachers from across New Zealand to select category winners for the 2015 CLNZ Education Awards. For the first time, the awards will feature Teachers’ Choice winners for the best resources in primary education, secondary education and Te Reo Maori. The CLNZ Education Awards are a celebration of the excellent educational resources New Zealand companies have recently released in the New Zealand education market. Submissions for the 2015 awards are open
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and the closing date for entries is August 31, 2015. This year CLNZ are seeking the hands-on, in-classroom experience of practising teachers across the country. Teachers will be asked to have their say by voting online for the resources submitted to the awards that they find the most useful in their classrooms. Copyright Licensing NZ (CLNZ) CEO Paula Browning says: “We’re very proud of the work New Zealand publishers and other resource developers are doing in the education market. The CLNZ Education Awards have a strong
tradition of recognising those that are doing something new and responsive to meet the needs of students and teachers in New Zealand classrooms. “This year we are adding the hands-on experience of classroom teachers in our new Teachers’ Choice categories to recognise the new resources that teachers themselves find most helpful in their teaching practice. We want as many teachers as possible to have their say and vote.” Teachers’ Choice voting will available online from September 14.
2015 categories In 2015 the judging panel will choose category winners in the following categories (those marked * will also have a Teachers’ Choice winner). • Best Resource in Primary* • Best Resource in Secondary * • Best Resource in Te Reo Maori* • Best Resource in Higher Education • Best Resource for Export The full list of application criteria and entry forms are available at www.copyright.co.nz
Special Report | Education
Standing up for the rainbow community Tabby Besley (23) is the founder and national co-ordinator of InsideOUT, a national charity that works to make New Zealand a safer place for young people of diverse sexualities, sexes and genders to live and be in. School News asked Tabby about setting up InsideOUT and the issues facing LGBTQIA+ students in New Zealand schools. Why did you decide to set up InsideOUT?
students in New Zealand identify as LGBTQIA+ so they do make up a significant population of every school.
When I was figuring out my sexuality at high school in Nelson, I was really lucky that my school happened to have the first queer straight alliance group in Australasia. Having that group at my school made such a difference to my experience of coming out and feeling safe and accepted at school. I was then involved in supporting other schools in the region to set up similar groups and starting Q-Youth – a community group that runs after school drop-in groups and events for LGBTQIA+ youth and allies. I could see the difference these groups were having on young people in Nelson and thought ‘well it’s great that we have this, but what about the rest of the country?’. I kept hearing from young people in other parts of the country that wanted support to run their own groups in schools, but had no idea how to go about that. So a year after leaving school I set up InsideOUT as a national charity, with the aim of making schools all over New Zealand safer for young people of diverse sexualities, sexes and genders.
How widespread in New Zealand schools are the issues facing LGBTQIA+ students? LGBTQIA+ students are having a really hard time in schools throughout the country. The Youth 2000 reports by the University of Auckland show us that one in five LGBTQIA+ students are being bullied at school at least weekly, which is five times higher than the amount of bullying non-LGBTQ students experience. Over 43 per
What kinds of difficulties do these students face and how do they affect them personally, and in terms of their educational achievements?
Tabby Besley cent of them had experienced being physically hit or harmed on purpose at school within the last year – which shows a huge amount of bullying that school staff either aren’t seeing or aren’t responding to appropriately. The study also shows that there has been no improvement to the amount of bullying LGBTQIA+ students experience at school in over 10 years, which to me is really appalling. Depressive symptoms in LGBTQIA+ youth are also increasing, while the statistics for heterosexual young people have remained consistent. The study shows that LGBTQIA+ youth are having a really hard time at school and little has been done about it. Schools urgently need to take responsibility and start working to ensure all students are safe at school – which is every young person’s human right.
What have been your experiences in your interactions with schools when discussing these issues? A lot of schools are really honest about knowing that LGBTQIA+ students are having a hard time, and they want to know what they can do to support them. There are lots of wonderful staff members who have really supported students to have a queer straight alliance group and that can have such a huge impact. On the other side there are lots of schools who don’t understand or prioritise LGBTQIA+ students' safety, and those that say things like ‘oh but we don’t have any gay students here’. If you don’t have any out students that’s because your school isn’t a safe place for them to be open about who they are, not because they don’t exist. One in 12 secondary school
The biggest issue facing LGBTQIA+ students in school is bullying for their sexuality or gender (this can happen regardless of whether or not they are out about it). Schools need to address this as a specific kind of bullying as it often goes under the radar when we talk about the issue of bullying in general. Things like pulling up students who say ‘that’s so gay’ or use other homophobic slurs, mentioning homophobia, biphobia and transphobia in your bullying policy, etc. are really important actions to take. As well as bullying, LGBTQIA+ students are facing the challenge of growing up in a society where they are so often told that there is something wrong with them, just because of who they are. Their identities need to be normalised and celebrated. This can happen in lots of ways – like studying a book or film with an LGBTQIA+ character/author in class, learning about the history of LGBTQIA+ rights in New Zealand, having an out staff member or role model in their life who is proud of their identity, and having a QSA group at school. Transgender students can also face a whole range of other issues at school, such as being called by their old name and pronouns, having to wear a uniform or use toilets that don’t match up with their gender. 12
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Education | Special Report Queen’s Young Leader Award In 2014 the board of InsideOUT nominated Tabby Besley for the first-ever Queen’s Young Leader Award and after an intensive process of shortlisting, references and interviews she was named the only winner from New Zealand out of 60 young people from different Commonwealth countries. The award included a trip to the UK to receive an award from the Queen and a week-long programme there, a personal mentor for a year and the opportunity to do an online course for the year on leading change with the University of Cambridge.
11 All of these things can hugely impact on LGBTQIA+ young people’s health and wellbeing – making it hard to engage with learning and feel like they belong to a school community. LGBTQIA+ youth in New Zealand are five times more likely to attempt suicide than their heterosexual peers and also experience much higher rates of depression, anxiety and substance abuse. They are also more likely to play truant at school – showing that they aren’t feeling happy or safe being at school and many drop out as they don’t feel like school is a supportive environment for them.
What is being done in schools to address the issues and help the students overcome the difficulties? InsideOUT is working to support schools all over the country to set up queer straight alliance/ diversity groups, which hold three main purposes – providing a safe and supportive environment in school where students can meet other people who are like them and/or accepting of them, get peer support on issues they might be facing such as bullying, or coming out, and to work to spread awareness throughout the wider school to prevent bullying and promote understanding and acceptance. At the moment the majority of schools are not doing anything to support LGBTQIA+ students; however, increasingly schools are starting to realise the seriousness
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of this issue and do work around it, such as setting up QSA groups, providing appropriate health education, installing unisex toilets, taking part in InsideOUT’s national Day of Silence campaign and more.
What other initiatives can schools introduce to improve the situation for the students and how will these initiatives change things for the students? • Setting up a QSA – this provides a safe place for LGBTQIA+ youth in the school and sends a positive message that the school celebrates diversity and wants to support all students. • Organising professional development training for school staff on sexuality and gender diversity – this assures that all staff understand the issues LGBTQIA+ students are facing and know how to support them and respond to bullying. • Reviewing your health curriculum and ensuring sexuality and gender diversity are covered appropriately, especially in junior years. If possible, source an outside educator from the LGBTQIA+
community with expertise in this area to come in (e.g. Family Planning, Rainbow Youth). • Have resources and pamphlets for local groups that support LGBTQIA+ youth available in counselling offices, posters up around the school etc. This can be a great way to help a student who might not feel comfortable asking for help, and every time they see them it reaffirms the message that their school accepts who they are and wants to support them, that maybe it is something they can tell someone. • Have a gender-neutral uniform and unisex toilet option for trans students, change their name and gender on the school roll and documents if asked. Even if you don’t have a trans student out at school right now, you most likely will sooner or later as young people are coming out earlier and earlier, and having these measures in place provides them with the support to transition at school. Transgender youth are at extremely high risk of suicide and depression and having to delay a process like this can be really detrimental to their health and wellbeing, so it is vital that schools are supporting them. • Supporting students to take part in InsideOUT’s national Day of Silence campaign – this is a day where students are given the option of being silent for the day to raise awareness about the silence so many LGBTQIA+ youth have to go through about their identities, due to bullying and discrimination. Once people are aware of the issue, the campaign encourages
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students and schools to then work together to take actions to break the silence and make their school a safer place.
What outcomes would you like to see in the long term for LGBTQIA+ students? I would like to see the horrible statistics around the mental health challenges and severe bullying LGBTQIA+ students face go down! I would like for all LGBTQIA+ students to feel safe and supported at school and for their identities to be celebrated and normalised, in the sense that they know that who they are is okay and there’s nothing unusual or wrong with that. I think it is particularly important that all schools have comprehensive education on sexuality and gender diversity in health classes, as a lot of discrimination comes from a lack of understanding, but if young people are taught early on that it’s normal and okay to have a different sexuality or gender this could prevent a lot of bullying, and a lot of internalised homo/bi/ transphobia too. InsideOUT will be releasing some resources for schools on how to set up a queer straight alliance group and how to make your school safe for trans and gender diverse students later in 2015 – sign up to their newsletter at www. insideout.org.nz to stay informed and get in touch with Tabby at hello@insideout.org.nz if you’re ready to take action in your school to support LGBTQIA+ students now! LGBTQIA+ stands for lesbian, gay, bisexual, transgender, queer, intersex, asexual and other identities within the rainbow community – such as takatapui or genderqueer.
Principal Speaks | Education
Vision and values the crucial factors says we must start with the Why. Why do we get out of bed each morning? What is our purpose, our cause, our belief? These questions are what will form the vision for the school. Once we have the why sorted we can work out how we are going to do it. Then finally we can work out what we will do.
It’s Saturday, February 28, 2015. The crowd erupts as New Zealand take yet another Australian wicket. They are crumbling right before my eyes. Who would ever have thought Australia would be 6/97! I sit back and think, can this day get any better? I check my phone and see I have a missed call. Earlier that day I had been sitting in an interview for a principal's position. I run down the stairs of Eden Park and try to find somewhere suitable to call back. I make the call and indeed the day does get better. On the other end of the phone is the board chair offering me the position as principal of Glen Taylor School. I head back to my seat and inform the lads of the good news. In just a small few hours not only had New Zealand beaten Australia in one of the most intense games of cricket, but I had also become a school principal. Needless to say it was a good night! The next morning it dawned on me….OMG I’m a principal! I am now a term into the job and the learning has been endless. It has been a challenge, but a challenge that I really enjoy. Glen Taylor School is a full primary school situated on the border of Glen Innes and Glendowie in East Auckland. We have a roll of 250 students, who come from a wide range of ethnic backgrounds. I am very fortunate to have come into a school with a dedicated and passionate staff, who go the extra mile for our children. The school has a very good foundation to build from and now it is our challenge to make a great school even greater. How will I go about that?
Chris Herlihy with student leaders
Students using their tablets shared vision that is current, meaningful and owned by the entire school community. This is a big job and one that has to be done well. I believe that once the school's vision is owned and valued by all stakeholders everything else that the school does will be based on this vision. To this extent I firmly believe that we must consult with the staff (the whole staff not just the teachers), the BOT, the community, and most importantly with the students.
I have been lucky to work with Voodle Ltd, which is a start-up company in the toy and gift industry. CEO and founder Hagen Bower and myself have spent many hours discussing the importance of having a shared vision that is truly believed by all stakeholders. We have used Simon Sinek’s Golden Circle as the basis of our work when designing a vision, whether it is in a school setting or a business setting. Sinkek
Developing a school vision This is step one and the most crucial part of developing the culture of the school. I believe it is vital to work with all stakeholders in the school community and develop a
Glen Taylor School’s cultural groups
The other major factor in designing a school vision is to be aware of the way and speed in which the world is changing. As renowned educator Ken Robinson says, “We are in an education paradigm shift.” The fact of the matter is that many of the jobs our five year-olds will have when they leave education have not yet been created. I believe that the days of teaching our students “stuff” is long gone. So, when we look at creating our school vision I believe that words like communication, collaboration, creativity, critical thinking and curiosity must be in the forefront of our minds. We are 15 years into the 21st century so we have run out of time to prepare children for it. We are already here. We now live in a global community and we need to ensure that our children leave school with the skills to survive in a world that we don’t know what will look like. Scary or exciting?
Developing school values Along with working on a shared school vision I believe that instilling the values of the school is vital. We are a PB4L school so we have a great platform to build from. Like the vision the values must be owned by the whole school community. The values must be referred to and taught in and around the school. The NZ Curriculum has values and our job here at Glen Taylor is to adjust them to suit our school community. Again, like the vision, I believe that consultation is the key to embedding the values into the school culture. I have just returned from the National First Time Principals Conference where my thinking was reaffirmed. 14
Term 3 - 2015
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Education | MLE Libraries
Much to consider when creating an MLE library create the library within the unique configurations of the particular space. That takes into account space usage, class sizes and technology requirements.
As new schools are built on the Modern Learning Environment (MLE) model and existing schools are redeveloped to incorporate the MLE philosophy, principals, teachers and boards have many new ideas and products to consider when developing the new environment. Representing a completely different approach to teaching and learning, MLE sees the traditional classroom making way for new, much more flexible learning spaces and the increased use of electronic technology. The school library is an integral part of that new environment, and schools have a wide range of products available that can be used to create the MLE library. Martin Cornes of Int.workspaces, which supplies furniture and other facilities for school libraries, says the change to MLE is the “most exciting and progressive development in library learning spaces for a long time”. “It also brings its challenges,
“The values and branding of the school are seen as very important, and we have a strong focus on supplying the right products for the individual school – with flexibility, durability and fluid design capability being crucial.”
though,” Mr Cornes says. “There are many aspects to consider, such as how to present both books and technology harmoniously, what furniture to upgrade, change round or renew, and how to engage and consult with the stakeholders to create a shared vision for the space. “But it can be a very rewarding experience. We have been working with many schools who have
embraced the concept and are making it happen.” The library is the central hub of the school, and in the new environment has become more important as a flexible learning space, where collaboration, creativity, exploration and promoting the love of reading take place, Mr Cornes says. “At Int-workspaces we work closely with stakeholders to
One of the key messages I took was that developing and implementing the vision and values of the school is essential in developing an inclusive school culture. Only when these have been implemented and are owned by all stakeholders can we start to look into pedagogy and the way we are teaching.
“If you’re bored teaching it, you can bet they are bored learning it!” This statement was made to me last year when a colleague returned from a writing course for boys, and it really got me thinking about how to develop a school curriculum. I believe that we must engage and motivate our students before we can expect them to achieve. Therefore, we
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“These systems are assembled with bolts so they are rigid, which is very important for mobile shelving. When consulting with schools about their library project, which can range from a full library fit-out to just adding furniture, we are totally flexible in advising them what can be retained. We are very aware of being realistic in terms of school budgets,” Mr Cornes says. 16
more than reading, writing and maths. The curriculum must include aspects of the arts, sports and culture. This is another way to ensure our students are engaged and taking responsibility for their learning.
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Developing a school curriculum
Int-workspaces offers a range of library shelving systems under the brand Intraspec, which it supplies to schools throughout New Zealand.
must ensure that our school curriculum is one into which the children themselves have input. We need to ask them what it is they are interested in learning. They will then be able to take ownership of their learning, which will lead to increased quality of work and that will naturally lead to raising student achievement. I am a believer in experiencebased learning. If we can subject our children to actual experiences they will be more engaged and motivated to
learn, as they will have had first-hand experiences of what is being taught. This can be done in a variety of ways, from trips, shows, to working outside, watching YouTube clips and talking with people, to name just a few. Once they have the experiences and take ownership of their learning they will be able to make a difference. Our students have so many skills in so many areas it is very important that we have a school curriculum that covers
By combining the vision, values and school curriculum I believe student achievement will take care of itself and we can get back to having fun at school, which surely is one of the main reasons we are here! It is an exciting time and I really look forward to the challenge of working with the community in developing the vision and values for the school and then developing an Inquiry Based Curriculum where all students will be engaged and have the opportunity to reach their full potential. By Chris Herlihy, Principal, Glen Taylor School
MLE Libraries | Education Supplier Profile | Int.workspaces
Creating that special space DYNAMIC PLACES IGNITING inspiration and creativity in children; school libraries are a hub of activity focused on the changing needs of 21st century learners. Creating a space that is exciting, durable, comfortable and welcoming is key to students enjoying their school library, and no one understands this more than Int.workspaces. When Tawa Intermediate needed to renovate their old library they asked a number of companies to come up with concepts. Librarian Elaine Smith explains: “As the project took place we began looking at how we fitted it out so it was an exciting space for our students. We invited suppliers to present ideas. It was Int.workspaces who stood out.” Martin Cornes from Int.workspaces led the pitch. “Martin came up with a lot of ideas and suggestions; from the start he was very interested in what we wanted
to achieve,” says Elaine. “He’s very approachable and on the rare occasion we needed to change something he was completely adaptable.” The first step was creating concepts and from there furniture and fittings, and a pallete, were chosen. Throughout the project the buy-in of the school community was vital. “The colours we selected came from our school logo and we involved a group of our students in the decision making process,” Elaine says. “Our students chose the predominantly ottoman-style of furniture, which makes it a versatile, bright space to be in.” Int.workspaces included some bold use of colour, that appealed to students but was not too radical or daring. Face Out library shelving was selected to support the way children look for reading material. Furniture needed to be appealing yet functional and extremely hardwearing.
int.elligent library solutions
Elaine Smith: “Towards the end of the project we had a very tight timeframe and there was a bit of pressure but Int.workspaces were un-phased. They were great, very helpful and accommodating.” Now complete, the Tawa Intermediate School library build went well and students and teachers are enjoying using the vibrant, versatile space. “The best bit is seeing the library all set up with students using it. It’s a lovely space with a great feel about it.
The feedback has been really positive. That’s the biggest thing: kids saying ‘Wow, it’s awesome!’.” Int.workspaces is 100% focused on libraries, providing everything needed to organise, maintain and enhance libraries, and make workspaces more enjoyable and productive. They have particular passion for school libraries and learning-related workspaces. For more information visit: www.intworkspaces.co.nz
■ library shelving ■ tables ■ seating ■ learning centre furniture ■ display solutions ■ trolleys ■ returns equipment ■ floorplan designs ■ project coordination
Talk to us today.
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Term 3 - 2015
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Education | MLE Libraries
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14 Int-Workspaces provides on-site consultation and measurement, and full delivery and installation of products, ready to use. In addition to the furniture and shelving, the other key feature of the MLE library that schools are now familiar with is the electronic library management system. This makes the librarian’s life much easier by automatically cataloguing the library stock, enabling students to issue their own books, and it allows teachers to incorporate a wealth of digital teaching resources into the system. The Access-It library and information management system offers more than this. It also offers a function that enables students and teachers to access information much more easily than by using the internet – it’s called One Search. As the company’s business support manager Tricia French explains: “Students and teachers live in an information-rich world and one where they don’t want to do multiple searches to find information. “Students in particular tend to use Google because they find lots of information there, and it’s just one search. But the internet contains
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much more material than we could ever read. The difficulty is knowing what is good quality, what is important, what is factual. “A Google search can provide millions of pieces of information, so how does a student know which ones are important? As an example, take a search on climate change I did recently – it came up with 137,000,000 results!� What a library has to do, Ms French says, is provide students with access to quality, moderated material, facts and verifiable evidence. “Currently, this material is sitting in databases, which students need to search separately, or worse, each database actually requires a user name and password.
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There are too many user names and passwords to remember, so students tend to not use these quality databases, or will search only one.� Ms French says what a library system has to do is provide students with the ability to enter just one search term, and to search multiple quality data bases with that one search. “With Access-It One Search you can enter the term ‘climate change’ and all your own library resources in that area will come up as well as any resources from multiple data bases that you can select for each search. So a student could choose to search Gale PowerSearch via EPIC, Digital NZ and National Geographic for climate change, but for an entirely different topic
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they may want to search other areas, for example Ted Talks for social issues or Nga Whakautu Maha, when exploring homework questions.� Access-It also provides help for teachers. While some schools have their electronic teaching resources such as videos or pdfs on learning management databases, others have e-books accessible via another database. These resources can be accessed via Access-It without the need to go in and out of different databases, Ms French says. “That means we no longer need to have these silos of information separated by user names and passwords. It is all accessible via one, much more refined search with Access-It. This is vastly superior to Google and the results are from quality, authoritative and reliable databases. This is a real game changer for students and teachers. Schools that use Access-It are loving it – it’s a real shift of functionality in a library catalogue.� By Christine de Felice, Staff Reporter
Profiles | St Thomas’s School Auckland
Achievement promoted at high-performing school their own learning pathways,” Mr Maher says.
Built in the mid-1950s, when the first wave of baby-boomers were at school age, St Thomas’s School in Auckland’s Kohimarama has been experiencing significant growth over the last two to three years.
“Their maths learning, for example, is closely aligned to assessment data, and the children take part in workshops to plug any gaps in their learning. It’s still in the early stages but we are confident that it will increase achievement levels.”
Principal Michael Maher, who took up the position three years ago, says he was attracted to the school because he could see that growth starting to occur in what was a “high-performing primary school within a supportive community”. Originally from Tipperary in Ireland, Mr Maher has been in New Zealand since 1987. After more than 15 years’ teaching experience he was appointed as acting principal at Glen Eden Intermediate in 2008 and was principal of Orakei School for three years prior to joining St Thomas’s in 2012. Believing that education is the key to success in life, he sees his role at St Thomas’s as giving him the opportunity to develop a school from both a pedagogical and infrastructural perspective, which will provide future - focused learning opportunities for St Thomas’s learning community. Three years ago, the roll exceeded 700 for the first time in the school’s history, and this year it has reached 800 for the first time and will increase to 831 by the end of the year, including 115 ESOL students. This substantial growth is the result of younger families moving into the area, and older generations moving away, Mr Maher says. To cater for these increasing
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The school recognises that MLP is a concept involving a lot of change for teachers and the wider community. “Schools are shifting from co-operative to collaborative environments, teachers are sharing teaching spaces, they are creating their planning on Google Docs – it’s a whole collaborative space. numbers, a new 12-classroom block was completed in December 2014, bringing the number of classrooms to 34, a new administration block is almost complete and the school is currently in discussion with the Ministry about construction of a second 12-classroom block. The building project has involved the redevelopment of the junior area including a new playground with artificial turf surfacing, the relocation of eight classrooms into that area, and the installation of covered walkways. Staff and students at St Thomas’s also enjoy the benefits of the school’s scenic location – overlooking the sea and with Rangitoto Island directly in its sights. “This has quite a positive effect on the culture of the school and we have made sure that the
playing area is protected from any building development, which in turn protects the vista for the children,” Mr Maher says. The continued development of four school houses also helps foster school culture and pride, with inter-house competition now an enjoyable part of school life. From a pedagogical perspective, the school is developing MLP (Modern learning Practice) through a model of student-led learning. “Students take joint responsibility for and are seen as active agents in determining their own learning journey, the theory behind this being that it empowers students to be in charge of their own learning. It’s gone from teacher driven to student determined, and in this situation the students plot
“The teachers at St Thomas’s are fantastic. I’ve been so impressed with their enthusiasm and professionalism. We’re building a culture of teachers enquiring into their practice and it improves the learning and outcomes for the students.” The new MLE (Modern Learning Environment) works well within a distributed leadership model whereby teachers’ different skill sets are used in different areas, Mr Maher says. “Teaching and learning happens in quite a shifting environment where spaces are created for teachers to share their passion with their students.” To help the teachers become familiar with MLP, they have been taken on tours of other schools where it is already in place, and this year they are working with
St Thomas’s School Auckland ? || Profiles
a consultant and taking part in focus groups with parents and workshops with the school board.
Leonie Agnew, was a finalist in the 2014 New Zealand Post Children’s Book Awards and also won the Esther Glen Medal for her junior fiction novel, Conrad Cooper’s Last Stand, which is set in Mission Bay during the occupation of Bastion Point.
“We have an Implementation Plan that we are putting in place over the next three years, which will give teachers time to explore different learning opportunities. MLP is a big philosophical shift towards collaboration and public practice.” St Thomas’s students’ activities extend into several other areas beyond their learning spaces. In recognition of their environmental initiatives, the school has just become an Enviro Silver School, and students’ efforts are evident in environmental sustainability in the school gardens. “The local environment is also a focus for the school with some of the students undertaking shellfish monitoring at Okahu Bay and also doing some native planting by the stream that flows into the bay. We are working with our local iwi Ngati Whatua at Orakei on these projects,” Mr Maher says. The islands of the Hauraki Gulf provide another valuable learning environment for St Thomas’s students, with year 3 visiting Tiritiri Matangi, year 4 and 5 classes visiting Motuihe, and year 8 students visiting Rangitoto just before they leave the school.
Another teacher, Mike Hudson, is a well-established playwright and won the 2014 Playmarket Plays for the Young competition in the eight to 12-year olds section for his play Wide Awake. “This is a rite of passage for them as they look back from the island on to the school and think back on their time there.” The students also do well on the sports field, particularly at the local Interzone competitions, and also participate in the AIMS competition held in Tauranga for intermediate and middle schools, Mr Maher says. “This is the biggest gathering of its kind in New Zealand and our year 8 elite students, who excel in soccer, hockey and netball, are keen participants in the tournament.” St Thomas’s is also fortunate to have some very “positive, passionate and skilled people,” Mr Maher says. One of them, renowned children’s book writer
“The students really enjoy that creative side of their learning they get from these teachers,” Mr Maher says. The school is also abreast of wi-fi technology, having recently been connected to the N4L network. Last year, led by one of their inspiring teachers Claire Fromow, students took part in Coding Week, during which they learnt basic computer programming skills. “It’s quite important for kids to get an understanding of computer coding,” Mr Maher says. Under Ms Fromow’s direction robotics has become another exciting area of interest at St
Thomas’s, and the students are setting up a programme to make robots, using their newly acquired coding skills. “With the shortage of computer skills in New Zealand industry, it’s vital to get them interested and enthusiastic about technology. We have also taken delivery of our first 3D printer, and this will enable them to extend their knowledge and understanding further,” Mr Maher says. Fifty per cent of St Thomas’s students identify as New Zealand European and 50 per cent as other ethnicities. The principal says he wants every one of them to be proud of where they have come from, and proud of their culture. “I also want them to have a sense of St Thomas’s school’s place in this community, and to be proud of their school. I want them to keep pushing themselves academically and go on to become good New Zealand citizens, making the most of everything that New Zealand has to offer.” By Christine de Felice, Staff Reporter When you’re looking for a professional solution to your tree problems, call us.
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Profiles | Michael Park School
Diversity and challenge key factors at Michael Park School background for that, so it was logical for me to be there with those students helping to instil a solid foundation for high school.”
Michael Park School in Auckland, a state-integrated decile 8 school, provides education based on the Rudolf Steiner/Waldorf model.
Then came the opportunity to take on the principal’s role.
The school was established on the Ellerslie site in 1979, with pupils at kindergarten and classes 1 to 4 (years 2-5). Enjoying the support of parents, whanau and the community, it subsequently developed into the school it is today, offering seamless education for children from preschool right through to year 13, with the roll currently standing just short of 400. Principal Adam Dubignon, who is a staunch advocate of the Steiner philosophy of education, was himself a foundation pupil, starting in Class 4 (year 5) and spending nine years there until graduating in 1987. Having come from another school, where he says he didn’t feel happy, he found he enjoyed going to school at Michael Park, though that wasn’t the inspiration for him to take up the teaching profession. “I really enjoyed my education, but I didn’t want to be a teacher – I changed my mind much later.” After spending several years pursuing a career in the music, performing arts and recording industries, Mr Dubignon completed a Master’s degree in management at the University of Auckland. His studies on administrative practice in the Steiner system brought him back into contact with Steiner schools, which became the catalyst for him
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“The principal of 10 years was leaving and I was encouraged to have an interview for the job when it was advertised. To be honest, it was with some reluctance that I put my hat in the ring. I wasn’t done with teaching and really saw the class teacher role that I had held in the Middle School as one of the ultimate teaching experiences.
“Steiner education is fundamentally about timing, recognising that if you get the timing right from a developmental perspective when you present the material to students, the engagement and uptake is more successful.” wanting to get into education. On completing his teaching diploma, and looking for a position, the opportunity to teach at Michael Park School came up. “I wasn’t looking to get into Steiner education particularly, but I went to have a look at Michael Park School and met a very different bunch of teachers who were interested in engaging with
Steiner education through a more progressive lens. I knew when I walked out of the interview that I wanted to be part of that.” Mr Dubignon spent the next six years – 2007-2012 – teaching in the middle-school and taking on the position of Middle School Leader. “I believed I had the right
“Looking back at it now, it was probably my appetite for a challenge that spurred me to apply for the position and, following my appointment, the board and proprietor got behind the goals I had articulated. “Over the past few years we’ve been very engaged with our community around the new vision, which was seeded by the previous principal and board, and we’ve been focused on developing Michael Park into a leading-edge school in terms of providing students with a well-rounded education. “Steiner education is fundamentally about timing, recognising that if you get the timing right from a developmental perspective when you present the material to students, the engagement and uptake is more successful. Visitors to the school often comment on the high levels of engagement in classrooms and
Michael Park School ? || Profiles
the village-like atmosphere of the campus. “Classrooms in our school have a different feel from those you’ll experience in a typical state school. We even have classrooms which are essentially outdoor environments.” Learning through the ‘outdoor classroom’ programme is gaining momentum, he says, both on the school campus and through the school's camps programme. “We believe it is important for our students to take on different challenges and we do this in different ways depending on the age of the students. For example, in the Middle School they go on threshold camps, to places like the Whanganui River, the Waitomo limestone caves and Boyle River in the South Island. At school they’re involved in hands-on activities such as making tools, crafts and music; we even have a fully functioning forge in the school. “What’s important for us is developing our students through all aspects of their education so they get a sense of who they are, and gain self-motivation to make a contribution, and to engage with their higher potential and what they’re here to do.” Mr Dubignon says a diverse curriculum is maintained for much longer at Michael Park than at other schools, as the school believes that being exposed to the richness of diversity for a longer period, rather than specialising in particular subjects, has a significant benefit for the students.
“It’s ironic that our students specialise much later and yet achieve so highly in senior secondary school.” He adds: “Among our 40-50 teaching staff we have specialist teachers offering a range of subjects that are not found in the classrooms of typical schools.” Another area in which Michael Park stands apart is in the area of technology. While tablets and other IT devices are now widely used in most New Zealand schools, even by very young children, they are not introduced at Michael Park until the upper end of Middle School. “There’s not a lot of creative thinking done with an iPad, staring at screens, and we see the development of imagination, creativity and self-directed capacities as being very important for young children,” Mr Dubignon says. “The use of IT with young children in their learning appears to be based on little in the way of credible academic research. A recent New York Times article
highlighted a growing trend among Seattle and Silicon Valley IT professionals at the leading edge of IT development, who are choosing to send their kids to Steiner schools where they don’t go near a computer or iPad in their learning before the age of 13. We really need some more research here that takes account of children’s developmental needs.” One of the key characteristics of Michael Park School is the yearlong Class 8 (year 9) and Class 12 (year 13) projects. The Class 8 project focuses on the impact of innovation and technology on our lives today and has both practical and research aspects, Mr Dubignon says, while the Class 12 (year 13) projects are on a subject of personal interest to the students. “Importantly, this final project also has a socio-ecological component, with an emphasis on service to the community which is an important thread in Michael Park’s ethos. Senior students work as Tuakana-teina with younger students, and they have taken on sports coaching or environmental restoration on Great Barrier Island, for example, for this component of the project. “There’s a whole raft of things students do for the practical. It might be restoring a car, building an outdoor studio, taking on a practice of meditation, learning ballroom dancing, writing a book or music album or learning to fly a plane, for example. This is all undertaken over and above their academic studies. “It’s about constantly challenging
them, enabling them to step out of their comfort zone and into areas where they can extend themselves.” Encouraging his staff and students to aim high and reach high standards, is what Mr Dubignon enjoys most about his role at Michael Park School, and he also wants to see the school continue to develop on the infrastructure level. Planned projects include renovation of the auditorium, through building new music practice rooms and expanding the outdoor classroom programme. “From my perspective students are still spending too much time sitting at desks and not enough time engaged in deep contextual learning,” he says. “We also need to look at the future of the school, its size and shape, and we need to get the staff and the parents thinking around that. We’re looking at growth options, replacing existing classrooms or potentially establishing a separate high school campus. There is growing interest in the particular expression of Steiner education we have at Michael Park so we have to look at how we can make our education more accessible to more people. “We have very high rates of student achievement at senior level in comparison to other decile 8 schools, but how can we bring in more kindergarten, junior and middle school students? How do we calculate the demand? Those are some of the things we’re thinking about.” By Christine de Felice, Staff Reporter
Term 3 - 2015
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Property | School Security
New CCTV system deters crime at North Shore school
A technician from Integrated Security Services installing one of the cameras in a strategic position. In March this year, after a spate of break-ins, Beach Haven Primary School on Auckland’s North Shore upgraded their CCTV surveillance system. The school had an old wireless CCTV system that was installed four years ago; however, the images being captured were not of a sufficient quality to be useful. So, after an incident when 11 iPads were stolen, the board of trustees decided to upgrade the system. The school contacted Integrated Security Services, a company specialising in the supply and installation of security systems, and the company’s Quinton Broad and his team of installation technicians carried out the work. “We did a survey of the school to ascertain what system would suit their requirements, and working in conjunction with wholesale agent Surveillance Technologies, we recommended an Interlogix TruVision CCTV system,” Mr Broad says.
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“Technology changes have improved CCTV systems, and from a deterrent aspect they can reduce vandalism because there is the ability to view what’s going on there all the time.” Robert McDowell of Surveillance Technologies says the system’s ability to capture high-resolution images that are easy to retrieve meant it was ideally suited to the school’s situation. “In addition, the cameras have built-in infrared illuminators, which gives them the ability to see at night, when incidents often occur.” CCTV systems are part of a broader security system schools have, but often schools will go for cheaper CCTV systems due to financial constraints. However, there is a big gulf between the really good and the really poor systems, Mr McDowell says. Beach Haven Primary School has had 14 cameras installed at appropriate locations around the school site, in positions where
they can’t be reached. “If someone did try to tamper with them they would be seen on camera, because they have been positioned to capture every possible angle,” Mr Broad says. When a CCTV system is being designed for a client, he explains, logical traffic flow is a key area of consideration. “For camera placement we look at which areas people use to come and go, the natural pathway through the school, and where the pinch points are.” The information captured by the cameras is stored on a hard drive inside the school and can be reviewed up to a month later, after which it is deleted, Mr Broad says. Morris Pita, the school’s property manager/caretaker, is at the forefront when it comes to dealing with the school’s intruder issues, particularly graffiti. “Since the new cameras have been installed we’ve had no
graffiti,” Mr Pita says. “Previously, we had a really bad problem with graffiti and I would often spend up to three hours a day cleaning it up. Seeing the graffiti was extremely upsetting for our students, but since the new cameras were installed we haven’t had any. Word has obviously got around that they’re there.” The cameras operate 24 hours a day, but they are only used for surveillance after school hours, Mr Pita says. “I am able to monitor it from home on my iPhone and if the alarms go off I can look at the camera images and if there’s a problem I call the security company. Sensors have been installed on the verandahs and they are set off at night if anyone is on the premises and the cameras identify those people.” Both Mr Broad and Mr McDowell note that CCTV surveillance technology has improved significantly in recent years, and prices have decreased.
School Security | Property
TIME & ATTENDANCE SYSTEM
“One of the biggest developments in the CCTV industry has been the move from analogue to IP cameras. That new technology can mean in some circumstances they can be linked to the school’s IT infrastructure so the system can cost a lot less to install than when hundreds of metres of cabling needed to be run across school grounds,” Mr Broad says. He says the two companies, Integrated Security Services and Surveillance Technologies, have worked together on numerous CCTV installations. “We are experienced in the industry and currently look after over 100 schools’ security in the Auckland region. When it comes to CCTV we can design specifically for schools, with camera locations designed to a school’s specific requirements.”
Mr Pita says the school is very pleased with the new surveillance system. “So far the system is working very well for us, we don’t have any problems with it. With the old cameras being inside the school, they were constantly getting tampered with. The new ones mounted outside can’t be reached and they can be seen, and we haven’t had any incidents since they were installed.” Mr Broad says CCTV, in conjunction with a thorough intruder alarm system, is becoming “absolutely necessary” today in schools as an effective way to eliminate or reduce crime. By Christine de Felice, Staff Reporter
Admin & teachers are able to record students movements between classes & activities, and access reports and see trends as they happen Parents are given real-time updates on the whereabouts of their children Easily adaptable options for fast input from students and they love the instantaneous nature of it
Call ScanOne today to see if you are eligible for a 30 day trial system
www.scanone.co.nz
0800 44 77 00 | info@scanone.co.nz
Contact: 0800 742 001 (24 Hours) or email sales@issltd.co.nz P. (09) 443 1255 | F. (09) 443 3838 | W. www.integratedsecurity.co.nz Unit 2/6 Argus Place, Glenfield, Auckland | PO Box 24158, Royal Oak, Auckland 1345
Term 3 - 2015
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Property | Mowers & Tractors
Correct mower choice essential in maintaining grassed areas more advanced manoeuvres around corners, trees and bushes.
Maintaining extensive grassed areas is just part of the routine for the vast majority of New Zealand schools and every school administrator wants to keep them in good order. Wellkept lawns and playing fields allow the maximum use and enjoyment for their pupils and look attractive for staff, parents and outside observers. Grass requires sunshine, air, water and nutrition to thrive – then mowing takes over in importance. School managers are well advised to know a good deal about the whole process. The equipment they choose must not only be as suitable as possible for the shape and contours of the school grounds, but economic to purchase, use and maintain. It must also be as safe as possible and comfortable for operators. Decisions also need to be made on whether to remove the clippings, or whether to mulch them and return them to the ground. Choices will have to be made as to whether a mower alone be sufficient or if the task will require the extra power of a tractor, which can have the benefit of being able to be used with other grounds maintenance equipment.
General Rules Experts recommend frequent mowing but to cut no more than one third of shoot length. Three to four centimetres is usually regarded as ideal for the average grassed area. During extremely dry periods, their advice is not to mow at all as this inhibits growth and makes it difficult for the grass to recover. Aerating and thatch control is also important, as is keeping mower blades sharp. While maintaining healthy grass is not particularly difficult, it does require both knowledge and a certain amount of dedication. The most appropriate equipment for the area will make the task easier. When buying school mowing equipment, the first considerations are the size of the grassed areas and the most efficient way to cut them. The
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“Our patent-pending unique ‘dog-bone’ articulated steering function has a dynamic weight transfer which instantly affects the machines’ centre of gravity. To the operator that means increased traction on the front inner wheel when needed, improved handling and immediate response,” he says.
larger the area, the greater the cutting width required. For larger lawns or fields, selfpropelled mowers are the most attractive options. The choice of cutting system is determined by the type of lawn and how often it should be mowed. Rear and side ejection systems can handle taller, wilder grass, coarser grass types and seldom-cut lawns. Mulching may be the best choice when the grass is mowed often. The finely-chopped cuttings fertilise the lawn and make it more drought resistant. On the other hand, mowers with collection give tidy results and save time since the clippings do not need to be raked. Collection is also good for removing fallen leaves and this can help to reduce the spread of weeds. It is wise to keep in mind: • Deciding the width of the cutting deck based on your lawn or playing field’s area. • If uncertain about which cutting system best suits your needs, choose a mower that handles several cutting systems: ejection and mulching.
Particular school needs As the layout of every school is different, it is impossible to make a general rule about what equipment to buy. Seeking advice from an acknowledged specialist is essential. Husqvarna, for instance, offers a wide range of
ride-on, zero-turn, tractor drawn or other motorised mowers, that fit school requirements. Commercial, aftersales and training manager, Anthony Barry, says most equipment has not been designed for the complex grass areas that professional landscapers often have to deal with. An exception is the new Husqvarna P500 series commercial front mowers which he says can cover both big areas and more complex spaces with slopes and tight corners. “That’s what the customers need and that has influenced every step of the development process,” he says. “Manoeuvrability, hillside stability and compact size are some of the most important and appreciated features on Husqvarna’s front mower models. With the P524 and the P525D, Husqvarna doesn’t replace its previous machines – it broadens the range and introduces an even more flexible platform. The result: front mowers with intuitive operation and a new standard for close trimming. Perfect for narrow spaces that would normally force an operator to go back and forth to reposition the machine and avoid obstructions,” Mr Barry says. “The secret lies in a unique dogbone solution that links the front of the mower to the rear axle. When you turn, the wheels in the back swing in underneath the machine, allowing you to make
“The inside of the robust Combi deck has been stamped out of one, solid, 4.5mm-thick piece of metal to optimise air flow, which is the main factor to its high efficiency. Smooth arches force every piece of grass to pass the blades repeatedly. The result is market-leading mulching with nothing but a finely chopped layer of grass left behind. “On top of industry-leading performance, the P500 series mowers are packed with ergonomic solutions, focusing just as much on the driver as on performance. The machines have great stability and balance thanks to a low centre of gravity, and their compact size and articulated steering keeps you in full command at all times. Conveniently placed controls and the specially sculpted, highly comfortable driver’s seat makes long days behind the wheel feel a lot shorter. “These machines are ideal for schools which need a mower that can handle both complex and narrow areas as well as large-sized lawns. Schools usually require a reliable and maneuverable machine with premium operator ergonomics,” Mr Barry says. “Combi decks with hydraulic height adjustment make it popular with caretakers who need to move their mowers between different areas, which means they have to change cutting heights frequently to suit different lawn conditions.” By Brent Leslie, Industry Reporter
tall gr ass less work
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$13999 RRP INCL. GST
Property | Case Study – Torbay Kindergarten
New canopy enhances kindergarten – visually and practically Built in the 1950s, the Northern Auckland Kindergarten Association’s Torbay Kindergarten is the oldest of its 14 kindergartens. In 2014, an urgent upgrade to the Torbay facility was deemed essential, particularly since the last of the old pergola roofing had been destroyed in a storm, and Fresco Shades was commissioned to undertake the project. Through the initial discussion process, several main objectives were identified. These were: 1) Replace an old, decrepit pergola that was offering very little protection from the elements; 2) Produce more all-year-round useable space to cope for a capacity roll; 3) Give the old kindergarten an architectural contemporary facelift allowing it to compete with the private daycare sector. The kindergarten staff members were involved in the process from the outset. Their view was they wanted the structure to not only be a functional workspace, but also to have a strong aesthetic appeal to lift the look of the old building. At the same time, from a visual perspective the design of the new structure needed to tie into the old building so they complemented each other – tacking on a standard item would not work. After much thought it was decided
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that rather than having the new structure blend in with the older building, a clear contrast between the two was needed, with the new part to feature a modern design and modern colours. Technically, there were a number of challenges. The entry to the old building was relatively low, and with a standard arched or gabled end canopy not being an option, the new canopy had to open up away from the building. The old building had no plans, which meant the existing structure
Before
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could not be relied on to support the new structure, so a large steel portal was constructed, as high as possible and as close as possible to the kindergarten entrance. Heavy lifting equipment was required to lift the canopy up. As the additional structure is basically freestanding, a new concrete strip footing needed to be installed along the front of the canopy. In addition, in response to the staff’s request for the area to be as weatherproof as possible a lot of
detailed sealing work was done around gutters and downpipes. Fresco’s challenge was to meet the Northern Auckland Kindergarten Association’s budget, while at the same building a structure strong enough to withstand extreme weather events, which increased the costs. This was achieved using innovative thinking and keeping all the work (apart from the concrete) in-house, enabling Fresco to keep costs to an acceptable level. The work was completed on November 22, 2014.
After
Case Study – Torbay Kindergarten | Property
The kindergarten staff were very happy with Frecso’s proposal from the start and are thrilled with the finished results, both from an aesthetic perspective and the freedom that has been provided for outside play all year round. There are also environmental benefits – the canopy draws in much-needed autumn and winter sun, at the same time providing a buffer zone for the old, badly insulated kindergarten, hence reducing heating bills over this winter. The staff are also pleased that their kindergarten looks and feels like a facility that can now compete with new, architecturally designed private daycare facilities in the area.
School situations Schools, too, can enjoy significant benefits from having a Fresco
shade canopy installed, as this project illustrates. For example, a canopy can create extra, covered outdoor activity and learning spaces in a cost-effective way and can also be used to link buildings and create central covered meeting spaces. It can provide weather protection for walkways and is highly effective as a shelter for pick-up and drop-
off zones, or around tuck shops where students gather.
the Fresco canopy is built to last so is a worthwhile investment.
It will keep classrooms cooler during the heat of the summer while still allowing the sun to enter classrooms in winter. It also protects students and staff by blocking 99 per cent of harmful UV rays.
Award winner
Certified by an industrial engineer,
CREATE SHADE AND SHELTER
Fresco Shades won an Award for Excellence in 2015 from OFPANZ (the Outdoor Fabric Products Association of NZ) for the Torbay Kindergarten project. By Christine de Felice, Staff Reporter
Pinehurst School
FOR YOUR STUDENTS St John’s School Mairangi Bay
Sunnybrae Normal School
Dairy Flat School
frescoshades.co.nz
Fresco Shades have custom designed outdoor canopies for Auckland schools and pre-schools for 16 years. A Fresco canopy provides sun and rain protection for students and staff alike.
Key benefits: v Extend your usable space v Shade in summer and sheltered areas for students all year round v Keep classrooms cooler in summer and increase productivity! v Strong PVC roof blocks 99% of all UVrays v Modern curved shape enhances any environment v Great for pools, walkways, entrances and school shops v Make your school Sunsmart We have many delighted customers in the educational sector, and would be happy to provide references on request.
For an obligation free quote, please call (09) 443 3414 or 0800 Fresco (0800 373 726) Please ask for Grant or Tony.
Term 3 - 2015
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Property | PA Systems
A school-wide audio paging system without audio cables?
bird calls, an air-raid siren, or a bell if you must. There are some excellent sound effect libraries available online and the main difficulty we have found is reining in the temptation to be too “creative” or inappropriate.
Getting audio cables into difficult-to-access and faraway areas is always a costly part of installing or expanding a PA system. Now, anywhere there is LAN you can have speakers. Thanks to internet technology it is easy to add up to 100 zones of audio around any school or industrial compound. Each speaker is given a name on the network (IP address) and can then be seen by the control software in the office – whether a speaker is in a classroom or covering outdoor courts or fields. The beauty of using your LAN is, to move a speaker to another room you just unplug it and reconnect it in the new location and the software will locate it. To add more speakers in new areas is as easy as naming the new speaker and telling the software to find it on the network. After 100 years of tradition having a piece of audio cable from your microphone following a tangible chain ending with a speaker – it is a paradigm shift. Years of studying signal flow, connector types, 100V line vs low impedance, the difference between line level, mic level and speaker level is suddenly almost irrelevant. It is so different from traditional
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• A VOIP phone system can also be connected so an announcement made from a phone extension or incoming call. • A specific warning signal or message for unknown person wandering on school grounds. PA and paging system installation it sounds incredible at first and a little daunting. Even the most seasoned audio professionals will suck in a short breath through clenched teeth and wonder what can of worms they are opening by even considering it. It is uncomfortable to understand the concept at first – similar to the earth not being flat. The IT people get it easily – it is no different from connecting a new network printer and it all makes perfect sense, and with VOIP everywhere it is only a wonder no one had thought of this before. The main advantages are obvious, but there are also more subtle gains to be had.
Advantages: • Quick installation • Easy to extend • Huge saving on time and materials • CD quality sound in every zone or group of zones • Paging to indoor vs outdoor areas, senior vs junior, or to just one classroom. But there are also more, less obvious features: • Incredible flexibility • A built-in scheduler for automatic announcements. Audio-over-IP systems play MP3 files, so your school bell and interval signals don’t have to be a “bell” – they can be native
Other systems currently being designed in New Zealand for large industrial and military complexes also include: • Tsunami warning alerts • Unattended suspicious package alert • Security alerts (unrecognised/ unauthorised person on site) It sounds like brave new technology, but the internet has brought new ways of solving old problems. Networks and IP system are proven and reliable and should be embraced wherever appropriate for the efficiency, savings and advantages they offer. By Jonathan Neil, Edwards Sound Systems
SPORTS FIELD, PLAYGROUND, ASSEMBLY & PE NEW MODEL - LATEST TECHNOLOGY ■ Bluetooth Receiver – Connect wirelessly to smart phones ■ Record Speech – Directly to USB memory stick or SD card ■ Play Music – mp3 files directly from USB memory stick or SD card ■ IrDA – New automatic frequency allocation ■ Microphones – 100 available wireless microphone channels built-in
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CALL US NOW! on 0800 433 927 (ext 2) or email sales@edwardsnz.co.nz for more information 68 WALLS ROAD, PENROSE, AUCKLAND | PHONE: (09) 571 0551 | FREEPHONE 0800 4 EDWARDS | www.edwardsnz.co.nz
Property | Case Study – Gisborne Central School
Innovative use of products improves acoustics and insulation The retrofit of a large classroom block at Gisborne Central School, Central Block B, comprising 13 teaching spaces, has resulted in its lifespan being extended by 20 years. Gisborne Central was one of a number of prefab school buildings (PMC) in the wider Hawkes Bay/Poverty Bay region, which were built by the Hawkes Bay Education Board in the 1970s to cater for the baby boomers. In 2011 these buildings were seismically upgraded and the Ministry of Education (MOE) is now reviewing their use on a case-by-case basis to also extend their life for a further 20 years. In the Gisborne Central case, the buildings were constructed on concrete floors and were open-plan, so the design already displayed a lot of the characteristics required to meet MOE requirements with respect to Modern Learning Environments – MLE (as of July 2015 now referred to as Innovative Learning Environments, ILE). However, there was no wall or ceiling insulation and the building acoustics were very poor. The MOE requested total risk assessment of the buildings before giving the project team the approval to produce the designs to redevelop the
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insulation, so encapsulating or insulating walls internally was not an option.
existing classrooms. There was to be no interference with the building envelope to reduce the risk around compliance with weather tightness policies. The project team comprised the school principal Andy Hayward, representing the board of
SCHOOL SUPPORT LIMITED PROPERTY DIVISION P.O BOX 3083, NAPIER, 4142 | PHONE 06 8352920 WWW.SCHOOLSUPPORT.CO.NZ
school news
Term 3 - 2015
trustees, and project managers School Support Ltd, represented by Phil Elms and architectural designer David Charteris. “The question the team had to ask,” Mr Elms says, “was how can we provide both acoustic treatment and insulation for the building from the inside, because these buildings had no external building paper or
“It was decided to use Autex 50mm Quietspace® Panels fitted to the inside face of all external walls, as we knew the product had high-performing acoustic qualities, but we also wanted to find out how they would perform as insulation. The team constructed an experimental panel in our office to see how effective they were and to ensure the build-ability aspects of the concept. We found they provided an insulation value of R1.5, so adding them to existing walls would achieve about an R2.0 value – therefore as near as reasonably practical to the requirements of the building code, particularly given that these rooms are only used during the daytime.” 32
WESTMOUNT SCHOOL, KAIPARA CAMPUS
REDEFINE YOUR ENVIRONMENT Autex understand the importance of great learning environments. The experienced staff at Autex can conduct reverberation tests and use their extensive knowledge to deliver the perfect acoustic solution for your space. For information about our acoustic solutions for your school, contact Autex on 0800 428 839 or visit our website www.autex.co.nz
Property | Acoustics
Effective acoustics in innovative learning environments can be heard. In a recent court case in Australia, a teacher successfully sued the Catholic Department of Education due to loss of voice.
New technologies in schools have resulted in a paradigm shift in the way educational spaces are created and used. Today’s learning environments consist of flexible speaking and listening spaces where collaboration, group work, complex problem solving, digital information gathering and publishing occur. Recent surveys where large groups of children were in semiopen plan schools found that children are adversely impacted by noise, which affects their ability to hear the teacher in critical situations. This can result in a degradation of scholastic performance as well as adversely affecting the teacher’s health and ability to teach. This happens because in environments where noise
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reverberation is an issue, occupants will experience difficulty at the high end of the frequency spectrum and therefore difficulty processing intelligibility of words. It is therefore not a case of not hearing, but a case of not being able to decipher what has been said. Sounds that are
not heard on the high end of the frequency spectrum are usually the soft-sounding consonants that form and determine words. So, not only are the students struggling to decipher what is being said, the teachers are straining their voice trying to lift their voice to a frequency that
Mat Pope of Autex says the school also opted to have an Autex Quietspace® with Vertiface® laminated. This provides the coloured pinboard/Velcro receptive surface, which is widely used in New Zealand classrooms. To ensure a quick and easy install, 50mm aluminum profiles were used to provide a tidy and flush appearance.
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By Jeremy Robert-Shaw, Autex
means the spaces are warmer, and we have the Innovative Learning Environments that the Ministry required.”
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To enhance the insulation of the buildings, Autex R3.6 rated GreenStuf® Roll Form insulation was installed into the acoustic suspended ceilings. Other products used in the project included Autex’s Composition® acoustic fabric, and Autex Dado wall carpet in the hallways to protect the walls. The colour selections of Atlantic for the Quietspace® and Koala Composition® used on the internal walls not requiring insulation, transformed walls into acoustic notice boards, increasing overall acoustic performance and reducing noise bleed.
The Ministry of Education recommends Sound Transmission of less than 0.6 of a second of reverberation in open-plan classrooms; this can be achieved with a variety of acoustic solutions, including the traditional wall coverings and ceiling tiles. However, for a more targeted approach, interior acoustic experts like Autex Industries can conduct reverberation calculations and design custom acoustic solutions that decrease reverberation in the high frequency range whilst making sure voice intelligibility is increased.
The work started on December 15, 2014 and was completed on April 17, 2015. It was the first stage of the project, involving 10 ILE learning spaces. The second stage of the project is due to start in October 2015 and be completed in February 2016.
Gisborne Floorstore was engaged by Stead Construction Ltd as the subcontractor to install the systems and all the Autex products. Gareth Vigis of Gisborne Floorstore says they had never worked with the 50mm Quietspace® Panels before, and he was unsure how they would look. “I thought it might look ‘piecemeal’, being a retrofit, but they came up looking
really smart, and I think it was a brilliant idea. Plus, they have provided the acoustic and insulation properties. I’m sold on the concept.” School principal, Mr Hayward, says the teachers and students are thrilled with the outcome. “It’s a better learning environment – the classrooms have better acoustic qualities so the students can hear better. The improved insulation
School Support Ltd and the same group of contractors also successfully completed similar projects at remote inland Tiniroto and Ohuka schools using the same solution during the 2014/15 Christmas holidays. The next group of schools to see the system installed will be Peterhead School, Flaxmere, Omakere School, Central Hawkes Bay as well as Stage 2 at Gisborne Central. By Christine de Felice, Staff Reporter
Acoustics | Property
Improving acoustics in classrooms Good acoustics in teaching spaces make for quality learning environments. It is essential to ensure good acoustics are achieved when building new facilities or upgrading older buildings. Noise = sound we would choose not to hear if we had the choice • Noise from outside • Noise from inside • Café effect
Practical options for reducing reverberation times Acoustic treatment in ceilings In a classroom or learning environment it is often recommended to use a combination of acoustic soundabsorbing ceiling tiles and plain/ reflective tiles as opposed to using sound-absorbing ceiling tiles throughout. This is due to reverberation times and takes into account the voice of the teacher in that the teacher’s voice needs to be able to transmit around the classroom, for example, so the students at the back of the classroom can hear as clearly as the students at the front of the classroom – instead of the teacher’s voice being completely absorbed/unheard. Scenario 1 In new or existing classrooms with floor areas of 100sqm or less, install ceiling tiles with an NRC of not less than 0.70 over 40 per cent of the ceiling (remaining 60 per cent can be plain tiles/a reflective surface e.g. plasterboard). Scenario 2 In new or existing classrooms with
floor areas over 100sqm, install ceiling tiles with an NRC of not less than 0.70 over 60 per cent of the ceiling (remaining 40 per cent plain tiles/reflective surface). Scenario 3 In existing classrooms use mineral fibre ceiling tiles with an NRC of 0.50 to 80 per cent of the ceiling (remaining 20 per cent plain/ reflective tiles/plasterboard).
Acoustic treatment in floors • Install direct-stick carpet (moderately effective) • Install carpet on waffle underlay (reduces impact noise and reverberation time) • Foam-backed vinyl (reduces impact noise)
Acoustic treatment in walls • Install carpet up to 900mm high (reduces reverberation and impact noise) • Install acoustic fabriccovered pin-boards on the walls (reduces reverberation effectively) • Install acoustic-absorbent material on the walls at a high level and out of normal reach
Acoustic treatment of windows • Medium-weight, lined cotton curtains
Sound stopping between spaces The amount of noise that a wall, floor, door or sheet of glass is capable of stopping is expressed as a Sound Transmission Class (STC) rating – the higher the STC number, the greater the noise reduction.
Dealing with external noise
• Sound insulation of roofs • Sound insulation of windows
If you school suffers from a lot of outside noise (e.g. it’s located near a busy road), you should approach an acoustics consultant when planning any new building work.
Areas to consider for internal acoustic treatment
The consultant may sometimes carry out a noise measurement survey to enable appropriate sound control measures to be put in place.
• Sound insulation of internal walls • Solid partition walls • Glazed partition walls
Reducing sound through ceilings and floor spaces
Treatment options for external noise
• Sound insulation of doors • Door seals
• Sound insulation of external walls
By Glenn Thomson, Potter Interior Systems
Helping you to improve the acoustical performance of your teaching spaces, and enhance your students’ learning outcomes. CONTACT US FOR A
FREE CONSULTATION
Contact us on 021 453 185 or email damon@nomadtika.co.nz
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Property | Case Study – Mt Albert Grammar
Aesthetics & function come together in school dance studio Three years ago a space at Mt Albert Grammar School in Auckland was refurbished for the purpose of establishing a dance and drama studio, with a sprung timber floor, barres and mirrors being installed. Unfortunately, as soon as the students and teachers began using the space, a serious problem was apparent – reverberation. Teachers found it difficult to teach and students found it difficult to hear. “What we discovered,” teacher
Jacqui Cesan says, “was that it was so ‘echoey’. We put up with it for three or four months, then we called in Waitakere Architects and architect Glen Bodger (now of Strata Architects) came to have a look.” The suggestion Mr Bodger came up with was to install Autex Quietspace® panels on the walls and ceiling, and he appointed wall-covering specialists Nomadtika to supply and fit the 13 panels. For the ceilings, 50mm Nude Quiet space panels were
selected, and for the walls above the mirrors, 25mm panels with an Art Fusion overlay were selected. “Our aim was to make the panels look as if they were part of the initial design, as opposed to looking as if they were retrofitted,” Nomadtika managing director Damon Hiley says. The outstanding feature of the design is the Art Fusion panels, which depict photographic images of students dancing. “The canvas is like a big
painting. It doesn’t look like soundproofing, it looks amazing,” Ms Cesan says. “Each 50mm panel has an NRC rating of 1.0 which effectively means it absorbs 100 per cent of sound over the spectrum,” Mr Hiley says. “The acoustics in the space were so reflective that it was almost impossible to use. With some intelligent design and great products we have managed to add an aesthetic quality to a very functional project.”
Good acoustics essential for academic success Acoustical properties of classrooms are often the “forgotten variables” in ensuring students' academic success, according to T & R Interior Systems, leaders in acoustic solutions for commercial interiors. They are passionate about working with architects, designers and school maintenance teams to ensure that the acoustic environment in classrooms is acceptable for learning. Much research by audiologists, acousticians and others has documented the educational value of good acoustics and the detrimental effect of poor acoustics on students’ comprehension, learning
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and behaviour. The acoustic environment of a classroom also affects teachers’ vocal health. Speaking and listening are the primary communication means in most educational settings. Therefore, noise levels and reverberation times of these learning spaces should be such that speech produced by teachers, students and others is intelligible and easy to understand. Unfortunately, many learning spaces have excessive noise (any unwanted sound inside or outside of the room) and high reverberation times, which means that sound energy lingers in the space to create an unpleasant and loud atmosphere. T & R Interior Systems can advise
on both design and product selection for new builds and retrofitting of existing classrooms. They will write reports of recommendations and are able to do acoustic health checks by testing the reverberation time and background noise in classrooms. The company’s ethos is "Creating Quality Ambient Spaces". They are New Zealand owned and operated and have branches in Wellington, Auckland and Christchurch.
Case Study – Our Lady of the Rosary Our Lady of the Rosary School in Waiwhetu, Lower Hutt had a set of classrooms that were earthquakeprone and in serious need of refurbishment. The decision was made to demolish the existing buildings and replace them with a new five-classroom block (and associated spaces), incorporating Modern Learning Environment principles. The block is divided into two, and both halves feature L-shaped classrooms, cloakrooms and a shared wet area opening on to a large, north-facing sheltered outdoor learning space, with the senior school also having a paved courtyard area. All classrooms have internal connections through the shared wet area and an adjoining breakout space to provide flexible learning spaces
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and collaboration between teachers and students.Modern learning environments are a challenge acoustically as multiple classes inhabit the same room, and short reverberation times are essential for speech intelligibility. Don Jamieson Architecture managed the acoustics and used products to reduce reverberation times. This was achieved by specifying T & R Interior System's Daiken Dai Lotone Direct Fixed tiles on the ceiling, Composition Board on the walls and carpet tiles on the floor. Daiken Dai Lotone is a staple and glue mineral fibre tile with a white painted finish often used in education spaces to reduce reverberation times. AS/ NZS 2107:2000 recommends a reverberation time of 0.4 - 0.5 seconds for primary school classrooms, and the onsite reverberation testing confirmed that the reverberation time in the classrooms (furnished and unoccupied) was between 0.45 and 0.47 seconds. "We are absolutely delighted with the space now," principal Karolina Surynt-Tapiki says. "It is bright, open and airy and offers really exciting new spaces for students to learn in." By Hedda Oosterhoff, T & R Interior Systems
Property | Playing Fields
The value of school playing fields The issues facing New Zealand schools have been well documented. Much like the population densities of our main centres (in particular Auckland) school rolls are rising rapidly with associated population growth and the increasing urbanisation of what had historically been 'green'-dominated suburbs. Over the next five years (in Auckland) the Ministry of Education (MoE) has identified a need for 200 extra classrooms to accommodate 5400 extra students across the city. The increased pressure of a burgeoning populous also increases the pressure to develop on our remaining green space areas and consequently the value of areas such as sports grounds, parks and school playing fields to the local communities increases significantly. If a school is fortunate enough to be in a position where adequate space exists to accommodate the need for further classrooms and associated infrastructure, without adversely encroaching upon, or significantly reducing the scale and quality of green space, then it is also critical to appreciate the value of these areas and ensure their appropriate management. Due to lack of resources, many schools struggle to maintain existing playing fields, let alone enhance them. Perhaps a process of engaging more with local communities and sports clubs in the vicinity of the school to investigate ways in which
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Drainage investigation this valuable resource could be developed as an asset for the wider community and not only the school could help. For example, in the UK it is common practice for school playing fields to be utilised by the wider community; this may include hosting the local football club or athletics group etc. In situations where schools have been openly engaged in providing an outdoor resource for not only their own pupils but also for the wider community there may also be potential for the school to access alternative (government) funding streams that can be used towards the long-term enhancement of the playing field asset.
Soil profile analysis
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The primary goal of any enhancement of a playing surface should be improving usability, safety and year-round utilisation of the space within financially efficient parameters. In particular, safeguarding hard-earned capital raised by the school through fundraising schemes or grants becomes critical.
Potentially ‘dangerous’ examples of surface conditions on school playing fields In such situations the best advice for any school involved in the early stages of consideration on how best to optimise the quality of their playing fields should be to engage
an independent professional expert (turf consultant), who can provide the school with a fully independent investigation of the existing asset(s), which includes a broad scoped feasibility study relating to the existing site conditions and limiting factors. Such studies should consider the following key criteria and form the basis of any future investment from the school: 1) Existing drainage (identification of what is ‘in the ground’ and its condition) 2) Topsoil quality (description of existing soil characteristics and related issues) 3) Surface quality audit – (description of whether the
Soil profile investigation
Playing Fields | Property
surface is 'safe' for play, to include an assessment of; surface levels, extent of compaction, surface drainage and organic matter build up etc.) 4) Associated issues and/or limiting factors of the site (ie. Contours, overland flows, proximity of associated infrastructure and hard surfaces etc.) 5) Water sources (identification of the need for a watering system, and recommendations and costing) In addition to criteria 1) to 5), recommendations should be made by the consultant, which refer back to these areas and provide the school with a prioritised list of enhancement options to ensure the 'biggest bang for buck' is achieved
Surface micro-levels through any future investment. For example, Sports Surface Design & Management (SSDM) has provided numerous schools with an independent assessment and feasibility report of their existing playing fields and/or passive areas. This document provided the school with complete clarity regarding the existing condition of their site and what should be done in order to enhance the safety and quality of the playing areas. An additional component of the
report will be to (independently) provide cost estimates for any recommended works, ensuring the school can make a wellinformed judgment of future tenders and in so doing safeguard their precious future investment. The important message here is that this service should be totally independent and confidential with the sole purpose of safeguarding the school’s investment and ensuring submitted tenders conform to the requirements of the work. There are a number
of very good contractors operating across New Zealand, many of whom SSDM has had experience working alongside. An independent turf consultant can assist the school in selecting the ‘best’ possible contractor to carry out the physical works. The images on these pages are examples of the range of factors SSDM considers when carrying out an initial field investigation and feasibility report. By Will Bowden, Sport Surface Design and Management
TOP OF THE CLASS Recreational Services is highly experienced in all facets of the development, management and maintenance of parks, turf and facilities across New Zealand and can proudly go to the 'top of the class' as one of the largest and most successful companies specialising in the design and care of these outdoor spaces. We are highly experienced within the industry and understand the importance of well-designed and well-tended grounds and the contribution they make to the overall image of a school. We currently work with a number of schools undertaking long-term grounds maintenance contracts including general surrounds and sports fields e.g. sand and soil fields and natural turf cricket blocks, trees and gardens.
Recreational Services ‘top of the class’ in: Sports turf consultancy Design and development Construction and renovation Management and maintenance
Our Construction and Renovation team regularly carry out projects that create new school fields or keep existing fields in tip top condition which lifts the fields to a whole new performance level.
For more information please contact us:
Not only is turf an important part of a high quality surface but also what is below the turf surface is a vital part as well, our specialist turf consultancy division Sports Surface Design and Management (SSDM) provides field assessment, feasibility studies, analysis, detailed design and remedial solution recommendations to ensure your requirements are met.
Email: info@recreationalservices.co.nz or info@ssdm.co.nz Phone: (09) 443 5011 Web: www.recreationalservices.co.nz or www.ssdm.co.nz
Term 3 - 2015
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Property | Playground Safety
Working bee transforms a Wanganui school playground It was a case of ‘many hands make light work’ when a working bee got together to install a new Play Matta playground surface at St Anne’s Catholic School in Wanganui earlier this year. It was the second time a group of volunteers had laid a playground surface at the school, project leader Kate Lynch says. “In 2000, when we needed to upgrade the senior playground, a working bee laid a Play Matta surface and that worked very well. Trevor (Howell) from Play Matta allowed us to prepare the site ourselves. “Not all companies allow this as it defaults on their warranty, but by Play Matta allowing us to do it with free labour we saved $10,000, and it was so successful we wanted to repeat the exercise with the junior playground area. “We could afford to purchase the tiles but not the installation costs, and if we had fundraised for it that would have taken several more years,” Ms Lynch says. The school site, in Wanganui East, has a creek running behind it, and the ground has a very high water table, so previous surface materials used on the junior playground, such as bark and sawdust, got very wet, making it unsuitable for the children to use. The Play Matta tiles were again seen as the most appropriate material for the area, Ms Lynch says.
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The working bee consisted of parents, school staff, the parish priest, parishioners, neighbours of the school and local business people who had connections with parents. They prepared the 160sqm site, with site management by Hamish Peters, with the assistance and advice of Mr Howell and two Play Matta staff, who worked alongside them. First, the existing material had to be taken up and removed, and this was done with a local digger operator and truck driver providing their equipment and time at no charge to the school. Then the surface was prepared for the installation of the tiles. “We worked with the volunteers to
make sure they got the base right for laying the matting,” Mr Howell says. “We also made sure they got the warranties on the product, as they would have done with professional installation. The school didn’t miss out on those.” The work was done outside school hours to minimise disruption, with the working bee completing the job over four weekends. The majority of this time was spent creating aspects of the surrounding play area, with the Play Matta surface being installed in one day with approximately 10 school volunteers working alongside the
Play Matta staff. “During the project, there were 10 to 20 people there on each of the days, depending on how many were needed,” Ms Lynch says. “Once it started it just snowballed. A total of 765 hours was worked! That’s the concept of the working bee. When people see others doing it, it inspires them to join in. “As well as the ones working on the playground there were also the behind-the-scenes people, who cooked food for the workers. It was a very positive environment, a really good community spirit, and everyone enjoyed it.” St Anne’s Catholic School is
Playground Safety | Property
$3,000 FOR
YOUR CLASS located on a corner site with the newly developed playground area being at the front of the school. “It’s quite a large area and it’s not fenced off, so it’s also a community space,” Ms Lynch says. As well as the tiled area containing playground equipment, the area now includes a garden, with the whole space being surrounded by a concrete scooter ‘snake’ where the children can ride their scooters. The design was prepared by two architects (school parents) with all students, parents and staff given time to comment and suggest changes, Ms Lynch says. Shell rock, grass seed, plants and swing-seats were all donated to complete the project. Ms Lynch says the students and staff at the school are thrilled with the re-developed junior playground. “The Play Matta tiles are such a good surface, and very safe for the children, and it was wonderful that Trevor and his staff trusted us to do the work with advice and supervision from the Play Matta team. After the success we had with the senior playground,
we knew this would be equally successful.” Ms Lynch says the tiles certainly proved their worth after the recent serious flood event in Wanganui. “The children still had access to their playground and space to play on. If it had been the old surface, they wouldn’t have had that. It would have been a bog. It’s paid for itself in a matter of months.” The project was completed on February 15, 2015. The school would particularly like to thank the following generous supporters for their time, effort and expertise: Play Matta Geocivil Consulting Engineers Kieran Jordon Contracting Ray McDonald Contracting Downers Ltd Ravensdown Drawing Room Architecture Loaders Landscaping Designs Wanganui Garden Centre Steve Hugo Carpentry Trev’s Concrete Allied Concrete Wanganui Beautification Society PowerCo Trust
Win $3,000 of equipment for your class & $7,000 playground surfacing for your school!
PLAYBASES PLAYGROUND COMPETITION 2015 Open to Year 4-6 Primary • • • •
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To register your interest and find out more, go to: playbases.co.nz/competition or contact us and we’ll do it for you: playbases.co.nz office@playbases.co.nz phone: 0800 2273 769
By Christine de Felice, Staff Reporter
nz’s playground surfacing specialists
0800 2273 769
Term 3 - 2015
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Administration | Fundraising
Fighting health issues with better fundraising options The increasing focus on what our children are eating and growing concerns about the alarming obesity rates among young New Zealanders are having flow-on effects in one particular area of school activity – fundraising. Selling bags of sweets and packets of biscuits is being seen as less than ideal and in many instances such products have been replaced with healthier or more practical alternatives.
The Village Press Marketing manager for olive oil producers The Village Press Ltd, Maureen Startup, says they originally got the idea of promoting their extra virgin olive oils as a fundraiser through Sileni Estates Winery, who she says had been doing it for some years with great results.
“For us, offering the olive oil as a fundraising option for schools came about because, with the huge amount of fundraisers available to schools and clubs, we believed there was room for a healthy food option,” Ms Startup says. “We also wanted to give something back to the community and we have done this in several forms – a good cash back for every product sold and also with our partners, Student Horizons, we offer schools the chance to have Brett
Introducing the easiest, funnest, fastest and cheapest way to fundraise 40
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McGregor, New Zealand’s first Masterchef, in their schools for a cooking demonstration. This has proven very popular with Wairoa College and Rangitoto College. “As a small company we were also being asked to donate cash or product for various fundraisers. This has grown over the years, so we now offer our fundraiser option, which has the support of local communities.”
The Canterbury Company Among the healthy fundraising options available to schools,
bottled water offers a number of advantages. Underscoring the health and hydration benefits students and teachers get from of drinking plenty of water throughout the day, is the fact that it is an ongoing fundraiser – new supplies are continually required. The Canterbury Company, which has been in the water-bottling industry for over 40 years, supplies bottled water under the brand name Waimak Water. Schools make about $1 profit on every bottle sold, with the
Fundraising | Administration
tuck shop, sports events and the school gym all potential outlets for selling the water. For specific fundraising events, such as a school disco, cartons of bottled water can be pre-ordered, with discounts given for bulk orders.
“This enables schools, school sports teams or other school groups to promote their own message by custom-branding the water bottles with the school logo, or publicity for an upcoming event.
Another option, suggests company owner Sean Cuttance, is when the school rugby team is fundraising for a trip away, for example. The students take leaflets home to get orders for bulk carton lots from family and friends and the water is then paid for on delivery – again at the discounted price.
“A fun way to do this is for schools to run a label design competition between years, with a winner picked from each year. Our professional designer will work with the students to create the designs, and we will print the winning labels and place them on the bottles.”
However, there is another important arm to the Waimak Water fundraising opportunity, which is the key to fundraising success, and that’s customised labelling of the bottles, Mr Cuttance says.
Delivery of the water is within about 10 days, anywhere in the country. The minimum order is 10 cartons, which is 180 bottles in the 750ml size or 240 in the 500ml size. The bottles are BPA free, so are 100 per cent recyclable.
First Aid Plus Health and safety product distributors, First Aid Plus, have several strands to their fundraising opportunity, with the product being a first aid kit for the home. “The First Aid Plus ethos is to assist
in overcoming childhood obesity utilising first aid kits as fundraisers to help schools with worthwhile projects such as having solar panels installed, buying sports equipment or taking students on school trips,” national sales manager Tim Davies says. 42
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Term 3 - 2015
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Administration | Fundraising
41 “Our vision is to see as many New Zealand homes as possible with a functional first aid kit.” Schools make a $10 profit on every kit sold. They don’t have to pay any money up front and there is no minimum order, Mr Davies says. “Our kits provide an alternative to pies and chocolate sales, which rely heavily on the ‘sympathy’ purchase, as buyers know they could get the same product cheaper elsewhere. Chocolate also contributes to the unhealthy eating habits leading to obesity – we know students often sell the chocolate to other students at school. Plus, they’d have to sell a lot of chocolate to make the same profit.” Mr Davies says the idea for providing the first aid kits as a fundraiser came about after a rural school approached the company for fundraising ideas, and they decided on a mid-range first aid kit. It has been very successful for schools, he says, with one rural school, for example, selling 120 kits in two weeks, raising $1200 – a cash incentive is offered for volume sales. The kits are OSH approved and are compliant with workplace Health & Safety guidelines. They contain a range
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of items for use in a variety of situations, including bandages, wound dressings, plasters, an instant ice pack for burns and muscle strains, tweezers, scissors and antiseptic wipes.
Glowsticks Ltd Another fundraising option that many schools use, not only because it is an effective fundraiser, but also because children enjoy the product, is glowsticks. Distributed by Glowsticks Ltd and designed for the disco, these ‘tubes that glow’, can be worn as bracelets or necklaces, and are interactive so they keep the children running and jumping around, says company spokesperson Vincent Fletcher. “We recommend that schools hold a disco with a small donation or gold coin as entry fee, then sell our products to raise additional money. They can also sell food and drink at the event to raise more funds.” Schools make about 80 per cent on most Glowstick products, Mr Fletcher says. “For instance, we sell our Glow Bracelets for 15 cents each, and often the schools can resell them for $1, so that’s an 85 per cent margin. The minimum purchase is the size of one pack;
for example, our Glow Bracelets come in packs of 100, so that’s $15. Most of our products are like this.”
faces, so if this is offered at the disco, with a parent who can do the face painting, the school can bring in a lot of additional funds.”
The company offers a range of other glow and paint-related products that can be sold as fundraisers, such as fluro and UV reactive paints and LED products.
Glowsticks Ltd has been operating in New Zealand since 2006 and has sold products to more than 500 schools in the last three years. The results of a survey of 100 schools in 2009 showed that the products sold well and worked successfully to raise additional funds, Mr Fletcher says.
“Pretty much, if it glows, we stock it,” Mr Fletcher says. “Face paints are a really popular way to raise funds because for $20 schools can purchase enough paint for 100-plus kids’
By Christine de Felice, Staff Reporter
They say, “Knowledge is power”
Catch-up every Wednesday for the essential education industry information Sign up for our weekly e-newsletter direct to your inbox online at www.schoolnews.co.nz
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Administration | Storage Options
Space saving crucial when selecting storage One of the most fundamental requirements for any school is shelving and storage – places where books, stationery, teaching resources, archives and records, computer equipment, sports gear and so on, can be kept in order and easily accessible. A key consideration when selecting storage units is how much space they will take up. As marketing and export director of nationwide company Hydestor Shelving Gary R. Dormer points out, the costs of building today are very high, so it’s crucial for schools to make the best utilisation of their space. For that reason, mobile shelving systems, which can literally double the storage capacity, are often the most suitable, he says. Hydestor Shelving, which was established in 1986, supplies shelving systems for the vast majority of New Zealand schools, from one end of the country to the other. Representatives visit schools to discuss their requirements and they provide a free design and layout service. Budget is the main consideration for school boards, Mr Dormer says, and the initial layout presented may be changed to meet budget requirements, or for other reasons. The shelving is manufactured from specialised lightweight
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“The shelving is available in a rainbow of colours, which not only brighten up the spaces, but can also be used to colour code various categories of books and equipment within the library.” New Zealand steel and powdercoated to ensure durability. It can be supplied in standard stock sizes, or made to order as required. School libraries are one of the main areas where Hydestor Shelving systems are installed. Recognised as an international
leader in the field, the company has developed its range of specialised library shelving with input from people in the library sector. It includes an extensive range of library shelving accessories, which can be used to store and display items such as CDs to their best advantage. Rollaway shelving gives flexibility
to library spaces and other areas within the Modern Learning Environment, allowing them to be multi-functional and keeping the environment interesting. The wide colour range also allows school to add fun and character to learning spaces. “The shelving is available in a rainbow of colours, which not only brighten up the spaces, but can also be used to colour code various categories of books and equipment within the library,” Mr Dormer says. By Christine de Felice, Staff Reporter
For all your shelving and storage solutions . . .
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Book Reviews | Teaching Resources Peter Snell and the Kiwis who Flew
Everest and do so many other astonishing things? This exceptional picture book, written by internationally acclaimed children's author David Hill and illustrated by Phoebe Morris, tells the story of Sir Ed and his climb to the top of Mt Everest. It's a story about courage, skill and determination, and an inspiration to anyone who dreams of reaching the top.
Piri’s Big All Black Dream
encouraging message that anyone can aim high in life and become a champion at something they love, one small but determined step at a time. They just have to believe and keep trying. No dream is too big and no dreamer too small – you can shoot for the stars!
How to Hug a Hedgehog – 12 keys for connecting with teens Michelle O’Connell BMS Books Ltd For Ages 0-8
Vern Walker David Ling Publishing For ages 15+
When writer Michelle O’Connell joined a march to commemorate soliders who went off to fight in World War One, she was moved by how the event had a profound influene on her and her son.
Global use of the internet and YouTube has thrown up a new look at the great era of New Zealand middle- and long-distance running (1956-1965) – the time when Kiwi athletes broke 23 world records and won 14 Commonwealth and Olympic Games medals. Peter Snell: “The author has an engaging writing style unlike any author in his field. He deftly moves from the races that excite, to wordage that is topped up with tidbits of humour and colourful anecdotes.”
First to the Top: Sir Edmund Hillary's Amazing Everest Adventure
David Hill Illustrated by Phoebe Morris Penguin Books New Zealand For ages 13+ Up on the world's highest mountain, the sky is tinged the black colour of space and the air is almost too thin to breathe. How did Ed, a small, shy boy from the tiny town of Tuakau in New Zealand, grow up to become the world's most famous mountaineer and adventurer? How did he climb
Leaving for the Front A boy’s story
Through the eyes of her son, Christopher, she has produced a story of a commemorative march held a century earlier. In doing so she has captured the flavour of the times and the mixed emotions of the families left behind.
Jared Bell & Jimmy Diaz Penguin New Zealand For ages 2-7 This is a true story about a young Kiwi boy who dared to dream big. The dream was to become an All Black, and the boy was Piri Weepu. And, one day, Piri’s All Black rugby dream DID come true. This funny and affirming picture book is all about young Piri Weepu, way back when he was an unknown, rugby-mad Kiwi boy with a far-off dream to join the All Blacks. He keeps his eyes on the prize at all times: he plays rugby with his mates every lunchtime; he kicks goal after goal after school; he eats good food to be strong and healthy. At night he closes his eyes and imagines what it will be like when he reaches his goal – how it will feel to pull on an All Black jersey and lace up his All Black boots . . . to stand on the field with his All Black teammates while the world cheers them on – to work together with the rest of the team to make their country proud. A collaboration between first-time authors Jared Bell and Jimmy Diaz – both die-hard All Blacks fans – and Piri Weepu, the story is highly entertaining and hugely inspiring for all kids, not just those who play rugby. It carries the positive and
Brad Wilcox & Jerrick Robbins Exisle Publishing Adults A teen’s job is to be difficult and most do it really, really well. What about parents though? You want to hug that hedgehog, right? But you don’t want to get hurt. No problem. With entertaining stories and 12 principles that open the cages, unlock the doors, gently tear down those walls, and get you talking, How to Hug a Hedgehog explores everything from communication to what you might have missed on the teen “warning label”. A relevant, timely and essential book for anyone wanting to build positive relationships with teenagers, How to Hug a Hedgehog provides 12 key principles on establishing and maintaining communication, overcoming adversity and building self-esteem. Best-selling parenting author Brad Wilcox teams with It’s OK to Cry author Jerrick Robbins help you face your worst fears, effectively handle pressure and stress, and answer the hardest question of all: “What happens if I fail?”
Leaving for the front is a perfect way to give children an understanding of the challenges and emotions facing families as their young people go off to war. Issue 28
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Teaching Resources | Collaboration Technology
Equipping students (and teachers) with skills to thrive in the future
Previously, I discussed the impact technology is having on classroom dynamics and more specifically the role it is playing in 21st-century learning. I would now like to explore further what steps we need to be taking as educators to ensure our schools remain competitive. There’s a cultural shift taking place within education, driven by the changing needs of students to ensure they are fully prepared to thrive in the digital economy. For schools to succeed, delivering a technology-enabled curriculum is no longer a nice to have, but critical to the success of students throughout their education and in the global economy. When parents are doing the rounds of schools to determine where to send their child for secondary education, the school’s use of technology is a critical factor. Students and parents expect it. It’s quite simple. Integrating technology is essential in the classroom of the future. If schools don’t do it, they risk parents sending their children elsewhere. Technology is here to stay. Latest global figures show the
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Bring Your Own Device (BYOD) market is expected to reach $266 billion by 2019. You either embrace technology or risk losing students. I recently presented at Edu-Tech in Australia where I had the chance to meet with educators from Australia and New Zealand. Within New Zealand we are seeing a major shift towards collaborative and flipped learning. Schools and students are working closely together, sharing content and using solutions that companies like Polycom are developing. Students living in rural locations are able to access and share content like they would sitting face-to-face in a classroom and more importantly, can enjoy the same learning advantages as those students living within a city. Let me share an example.
Case study: Creating a collaborative culture: Northcote and Kaitaia colleges Northcote College is a Polycom customer and member of HarbourNet, a geographic cluster of schools within New Zealand’s Virtual Learning Network Community (VLNC). The college
has been working closely with Kaitaia College, also a Polycom customer and part of the VLNC via the FarNet geographic cluster, and these schools have recently started a unique partnership. While both are experienced at using video collaboration to defy distance, this is the first time they are sharing teaching resources. A Northcote teacher is delivering a Physics Level 3 to a group of Kaitaia College students who would otherwise miss out. Tony Zaloum, physics teacher at Northcote College explains: “Our collaboration with Kaitaia College to deliver a physics class is fairly new. We are initially running two short video collaboration sessions per week. We also find that learning continues when the teacher is not present through online student collaboration. Teachers also start thinking about their evolving role as 'teacher' and how they could do things differently, and better, for the students that are with them in the classroom. “One of the challenges in sharing resources across Northcote and Kaitaia colleges has been
Elaine Shuck Director of Education, Polycom
matching timetables. To address this we are using intervals and lunchtimes. In addition to video, we make extensive use of a private Google Community where students pose questions and I provide input that benefits the whole class (rather than a one-toone approach). "The benefits for students are clear. The Kaitaia students now have a physics teacher. The students learn very important skills by working in a blended learning environment versus the sometimes more passive learning approach that can be adopted within a traditional classroom. With distance learning, supported by a range of technologies including video collaboration, the students take a far more proactive role in their learning, much like how they will operate in tertiary study and beyond.” As educators become more accessible to students through technologies that drive collaboration we will see more examples of the teaching Tony is delivering to these Kaitaia based students. Is there a right way to integrate technology into the classroom?
Collaboration Technology | Teaching Resources
New models for how we as educators work and the ‘spaces’ we work in are emerging. So how can schools and teachers remain ahead of the technology curve? One of the critical factors is improving the quality of teacher learning. Government-driven initiatives in New Zealand like the teacherled Innovation Fund, designed to support the development of innovative practices within teaching, are helping to act as a catalyst for change. Projects are varied and include flipped classrooms, a pedagogical approach in which the learner can view recorded lessons anytime, anywhere from the convenience of their mobile device. This allows educators to spend more one-on-one time with students working on group projects, completing homework and participating in a more indepth discussions – all during class time. For me, as an educator, it’s about the complete educational experience and connecting the technology dots. It’s not just about using videoconferencing in the classroom, it’s about creating a collaborative learning environment where it is possible to integrate and work with students using multiple tools and technologies. From interactive whiteboards to laptops and
mobile devices. It’s about creating a learning experience that is up-to-date, engaging and effective. Learning analytics is also top of mind for educators today; it offers the ability to personalise a meaningful, engaging learning experience for students. The ability to track their progress, and get early intervention information can help educators make informed decisions about strategies that can make a difference for a student.
Preparing your students for the workplace of the future There are no two ways about it. We live in exciting times where technology is enabling students to collaborate and learn so much faster than ever before. When today’s students join the workforce of the future they are going to know how to hit the ground running, and not think twice about using technology to collaborate with people from anywhere and on any device.
Polls and surveys provide several benefits in the classroom. Teachers can break up their lesson with a survey or poll to gauge whether the students understand the information presented. Polling allows students to analyse what they have learned, making the lesson more effective and lasting. Finally, they can stimulate further discussions in class.
Technologies such as video conferencing solutions, DropBox, Microsoft Office, Google Hangouts, smart boards, tablets and apps are becoming as common in the classroom as they are in the office. These technologies are benefitting students in a variety of ways, aiding with collaboration and remote learning, providing access to experts or specialists, and encouraging attendance as well as self-driven learning.
When teachers are successful in their innovative teaching methods, they can create a “hate to miss environment.” When students have to miss class they ask for a virtual meeting room (VMR) number they can use to connect with their regularly scheduled class, instead of the assignment they will be missing.
Using these tools, students learn how to save time and work effectively, collaborate with their peers, integrate different technologies into their projects. Students that learn remotely and engage with experts outside of their school or take part in virtual classrooms will be able to more readily understand and embrace the challenges of the
mobile workforce. I believe these students will be able to migrate more easily to tertiary and work environments having used these skills within the classroom. For years students and faculty have used an assortment of technologies for teaching and learning. Education decisionmakers are looking at how to create a more holistic environment and raise the bar on student engagement and achievement. As educators we have more flexibility and are no longer constrained by bricks and mortar. For me, the classroom of the future has become the workplace of the future because most students already have access to the tools that will set them up for success in their learning and workplace environments. The question to ask now, is your school ready to embrace the workplace of the future? Elaine Shuck, with a background in technology, curriculum, and integration, is the global director of education, for Polycom. She is a leader in collaborative learning and interactive videoconferencing. For close to two decades she has brought stimulating and engaging learning opportunities to K-20 classrooms. Elaine works with a host of educational groups and is currently the president of the United States Distance Learning Association (USDLA).
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Food & Beverage | School Tuckshops
Online ordering a boon for busy tuck shops
Director of ezlunch Sandra Finlay with a group of children at Milford School. A long-standing institution in most New Zealand schools, the school canteen or tuck shop can be a lifesaver for busy parents who can find it difficult to prepare lunches for their children every day. Parents know the tuck shop will be able to cater for their children’s lunch and snack needs on the days they don’t have time to. However, for those running the tuck shop, there are issues such as how much food to order in, handling cash, and stress created by hungry students clamouring to purchase. The advent of online ordering has made it easier for children to access healthy foods from a range of sources, and now school tuck shops have been brought into the loop, making it simpler for them too.
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“The advent of online ordering has made it easier for children to access healthy foods from a range of sources, and now school tuck shops have been brought into the loop, making it simpler for them too.”
Lunchonline Paparoa School in Christchurch, who operate a tuck shop, have been using the Lunchonline ordering service since mid-2014, with the orders being delivered to their tuck shop for the students to collect.
offers lunches for the students on Wednesdays and Fridays. Students can choose from a range of items, which are ordered in by the PTA, including muffins, sushi and drinks, or lunch items from Pita Pit, all of which are ordered through Lunchonline.
School cafeteria volunteer Emily Douglas says the school
“For parents, having credit running on Lunchonline means
they don’t have to look around for spare cash to give their children in the morning, and that’s a massive benefit for them. It also saves the people in the cafeteria a lot of time and work,” Ms Douglas says. “And there’s a lot less wastage of food. Before we had Lunchonline, they would cook a few extra items to make sure there was enough, but now they know exactly how many items have been ordered, so there’s nothing wasted. “It’s also easier to make tweaks; for example, if we run out of an item, we can ask Lunchonline to take it off the menu until we have brought in more supplies.” The savings on food wastage outweigh the cost of the service, and the cafeteria profits are up, Ms Douglas says, and adds that selling food in the cafeteria is also a fundraising opportunity for the PTA.
School Tuckshops | Food & Beverage
Managing director of Lunchonline David Chapman says he is keen to assist school canteens/tuck shops gain the benefits of using an online ordering system to improve the efficiency and running of their operations. “Many schools could benefit from utilising our online lunch system, which Paparoa and other schools have realised,� he says.
ezlunch A sophisticated solution that brings tuck shops into the e-commerce sphere is Kindo, from software company, The Growth Collective. The Growth Collective supplies schools with two online solutions for food ordering and payment: ezlunch is an established online
school lunch service that allows students and their parents to buy healthy hot and cold lunches from local cafes and external caterers, who in turn deliver the meals directly to school. The software framework developed for ezlunch has been subject to further development and is now a standalone product called Kindo. Unlike ezlunch, Kindo can be used in a much wider context to enable online payment for school canteen items, school donations, fundraisers, sports subscriptions, camp fees and any other school-related purchase. ezlunch has been operating for five years now and has become a known and trusted brand for many schools and thousands of families. 52
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Food & Beverage | School Tuckshops
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51 Focused on providing fresh, nourishing food, ezlunch offers menus that carry the Heart Foundation’s Fuelled for Life ‘tick’. Kindo is a newer product that creates efficiencies across all school payments, and allows school canteens and tuck shops to take their orders and payments online.
“Pre-ordering food using Kindo works well for school canteens because it’s hassle-free,” The Growth Collective director, Sandra Finlay says. “The food items are clearly labelled with each student’s name, there’s no cash to handle and no lost orders. By creating a fast queue in the canteen for preordered lunches, it also brings in more business.”
Fuelled4life – healthier choices made easy Why is better nutrition in schools important? As education professionals you see first-hand the impact healthy food choices have on a child’s ability to learn and actively participate in a classroom. It’s important to also recognise that the responsibility of providing healthy food environments doesn’t just lie with parents and caregivers. Schools and ECE services play an important role too. Research tells us that creating a culture of healthy eating and helping children to develop the healthy food behaviours will increase their opportunity to learn and support them to grow into healthy adults.
to 14 has had fizzy drink three or more times in the past week. • Children who are obese in childhood are more likely to go on to be obese in adulthood. • Being overweight or obese are major risk factors for type2 diabetes, heart disease, stroke and common cancers. The Heart Foundation can help your school or ECE service to provide healthy food environments to your students.
for young people to healthier food and beverages, to inspire food services to provide tasty, nutritious products and to encourage the food industry to produce and supply healthier foods and beverages to young people. Fuelled4life breaks down food and beverages into everyday and sometimes categories. Everyday foods and drinks are lower in energy, fat and salt so are appropriate for everyday consumption.
Fuelled4life is the free schoolsbased programme that helps you provide healthier food choices within your school environment.
Sometimes foods and drinks are still good choices but are a bit higher in energy, saturated fat and salt and so should be eaten in moderation.
How can Fuelled4life help?
Sometimes foods and drinks should not dominate the choices available.
• One in 10 children is obese, with this rate steadily increasing in the last 10 years (MoH 2011/12).
Fuelled4life, based on the Ministry of Health’s Food and Beverage Classification System (FBCS), is a free, practical tool giving schools a head start in providing healthier foods.
• One in five children aged two
It aims to increase access
For people involved in selecting foods and drinks for canteens, vending machines, fundraisers, school camps and ECE service menus and special events, Fuelled4life identifies the healthier options.
In New Zealand our child health statistics aren’t something to be proud of:
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How to get the benefits of Fuelled4life You can be the start of making a difference! If you are a teacher, principal, catering manager or cook and would like to see some changes in the food and beverages available at your school or ECE service, here is what to do: • Sign up to Fuelled4life and you’ll receive a free Buyers’ Guide to help you choose healthier food and beverage options • You’ll have access to the Fuelled4life website and newsletter with tips, recipes and special deals to improve nutrition in your school • By signing up you’ll be eligible to attend workshops and be involved in competitions and promotions. For more information contact: the Fuelled4life team on (09) 526 8550, email Larissab@ heartfoundation.org.nz or go to www.fuelled4life.org.nz
School Tuckshops | Food & Beverage
According to Ms Finlay, schools throughout New Zealand are enjoying the flexibility offered by both of these options. “Ezlunch is different from other online lunch ordering systems because it allows schools to trial the wider Kindo system,” she says. “Often, being able to dip a toe in the water, leads schools to add other online payment options once they see just how easy the system is. Any school payment can go through Kindo. Food
ordering is just the beginning.” Ginny Gartland is the principal’s PA at Cockle Bay School in Howick, where they’ve been using the ezlunch system for over two years. Ms Gartland says: “Ezlunch is the easiest way to provide your students with nourishing and healthy school lunches with no ‘man power’ required by the school. Once you try you won’t want to do anything else.”
“We are extremely happy with the Lunchonline service because it is efficient, streamlined, very well organised, offers a fantastic menu and most importantly the children love it.” David O’Neill, Principal, St Mary’s School
By Christine de Felice, Staff Reporter
AffOrDabLe HeaLthy Food in Your SchOoL. Here’s how.
Fuelled4life is a practical tool that can be used to identify and offer healthier food choices to children. Sign up today at www.fuelled4life.org.nz to receive our many free resources.
wWw.FuellEd4liFe.oRg.nZ Term 3 - 2015
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Food & Beverage Supplier Profile | Up&Go Vending Partnership Programme
Fuelling the Brain for Success and ‘Boost Learning’ Fuelling the Brain for Success and ‘Boost Learning’ is based on a successful teaching and learning venture driven by Dave Cournane, as HoD of the Physical Education, Health and Food Department and Nicola Potts, as Teacher in Charge of Food and Nutrition; two hard working and dedicated teachers who promote every day a vision for St Patricks College Silverstream to change the attitudes of students towards their health. The College, is a Special Character Boys’ School of Excellence, founded on Catholic and Marist values and traditions where students develop knowledge, skills, attitudes and values which enable them to become compassionate, just and successful citizens. Students are challenged and motivated to achieve personal excellence in an innovative learning environment enhanced by tradition, superb facilities, quality teaching and a supportive College community. As a College, and in their respective roles, both Dave and Nicola, are actively committed and dedicated to the education and development of the whole person. A fundamental component of this is the collaborative approach towards the total well-being (Hauora) of their students where their education around Physical activity, Health and Food and Nutrition is approached together. A great feature of the life of St Patricks College, is that students, have come on board with the approach the College has put in place with a very positive level of
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to amalgamate a number of years ago with a view to properly encapsulate what the New Zealand Curriculum is designed to achieve within NZ schools. Dave, believes ‘…only a small percentage of schools in NZ have taken this approach but he is convinced on the merits and benefits of taking such an approach….’
A fundamental component of this is the collaborative approach towards the total well-being (Hauora) of their students where their education around Physical activity, Health and Food and Nutrition is approached together.
engagement. Students, in several images shown, intentially meet and choose to go to the Food and Nutrition Classroom every break time to cook or reheat their food, the group consists of a cross section of cultures from across the school. They easily mix and mingle as a cross cultural group while nutritional and food learning and
practical activies occur with teachers and staff present (barista coffee is offered as well), all designed to reinforce ‘hauora’ in the school. The unique way that St Patricks College have formalised and structured their Department (Physical Education, Health, Food and Nutrition) came about as a result of a decision
In fact, it was a key indicator proposed by the New Zealand Curriculum that all three areas of Physical activity, Health and Nutrition be included together. With Dave, as HoD and Nicola as Teacher in Charge, within the Department, the dynamics to making a difference in the College are clearly showing by the large uptake of students wanting to take part in the teaching and learning provided by the Department at the College. Dave, is very committed to the structure, and he was excited to share ‘…that all five teachers in my Department are capable of teaching in all areas…’ It is a real testament to Dave and Nicola’s efforts to get the message across to all the students at the College by working closely together with their Departments as a unified initiative school wide. Several members of College Sports teams, are pictured, in a reflective and positive frame of mind in response to the support the Sanitarium Vending Partnership Initiative - designed to support athletes in sports codes where there is an element of high performance associated with making good choices with food and nutrition through healthy vending. With the support of all students, Dave and Nicola; set about to enhance
Food & Beverage
their collaboration further by utilising a portion of the Partner Proceeds to provide high quality fresh fruit every day for their students who need fresh fruit as a result of involvement in PE classes, sports activities or training within their Weights Room. A challenge that is on their radar, is that Dave and Nicola - believe that the level of understanding of supplements being used by students is a growing New Zealand wide issue and in response they are now advocating a stronger focus in their Departments to educate their students on steps for managing their understanding of supplements at the College. Nicola and Dave, say ‘….we wanted to make a difference daily not just one off projects that fall away after a few weeks – we were looking for immediate and sustainable impact to utilise Partner Proceeds received to address mounting concerns with how young people in the school and the wider community view the use of supplements, that are, in reality,
unnecessary if a young person’s diet is balanced and healthy…’ The recent introduction by Sanitarium Health and Wellbeing of a new product, 30% reduced sugar Up&Go with a 5 start rating; is designed to support schools to encourage students to take better care about their health choices. Water is also sold in the vending machine. A good example, of how well the amalgamation has worked for the College, is depicted in the photo, of a group students engaged in their learning, and who are encouraged to ‘actively get on board’ with the Hospitality Units offered for Years 9 - 13 to enhance their ‘sense of fun’ through their learning and remain engaged with their teachers. The feedback from staff and students has been positive and it is always a source of encouragement for teachers and visitors to the College, observing hardworking students, focused on their education and making intentional
changes to their practice and understanding of food and nutrition on a daily basis. Nicola and Dave have plans to further develop the Health curriculum to educate their students about making healthy food and beverage choices every day! They are hugely supportive of the Up&Go Vending Partnership Initiative. They are also aware of the emergence of supplements being used by students around New Zealand but instead of waiting for issues to rear up they have decided to educate students inclusive of Years 9 – 13, from falling into the traps of using the wrong type of supplements without proper information and education. The Partnership between St Patricks College and Sanitarium Healthy Vending commenced with a machine in the foyer of the College’s new Sports Centre, which is utilised by the school and community alike with Partner Proceeds.
This supports the College’s vision to change the health of its students at the College - and alongside the free fruit provided it is seen as a symbol of how important effective nutrition and hydration for the preparation for, completion of, and recovery from worthwhile and meaningful physical activity.
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 call:
0800 UPANDGO (0800 87 263 46)
www.UPANDGOVENDING.co.nz Term 3 - 2015
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External Learning | Out of School Care
Demand growing for quality out-of-school programmes
Ask any parent and they would say that being there when their children arrive home from school is their preferred situation, but sadly, for many of them the reality of today’s economic environment precludes that. Often, both parents are working, so other arrangements for the care of their children before and after school and in the holidays need to be made. A number of professional organisations around
New Zealand offer these services, some based on school premises and others at community facilities.
programme is often a deciding factor for parents when choosing a school for their children.
In fact, as principal of Bledisloe School in Taradale, Carol Bevis notes, before and after-school care has become an expectation for a lot of families, while Craig Fortune of the Christchurch-based service, MASH (My After School Headquarters) says whether a school offers an Out of School programme and the quality of that
MASH
PEACE OF MIND WHEN THE BELL GOES? OUT OF SCHOOL CARE THAT DOESN’T CAUSE STRESS? OUT OF SCHOOL CARE YOU CAN BE PROUD OF? OUT OF SCHOOL CARE THAT WILL ATTRACT FAMILIES?
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For more information please call Paul on 07 579 0722 / 027 5556400 schoolsout@kidicorp.co.nz or visit our website www.schools-out.co.nz
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A former schoolteacher, Craig Fortune and his wife Nicole started MASH in January 2012 in Christchurch, where they currently run seven programmes, and have since expanded to other South Island centres, with a total of 13 programmes being provided. “We are also looking for opportunities to expand into the North Island and provide a service to school communities there,” he says. “MASH is not just after-school care, it’s an after-school programme. We have a semistructured programme aimed at providing new experiences for children through very focused, accurate planning. We get them involved in activities that parents don’t have time to do, and let them make a mess. “Each school or community is unique, and while the
structure and framework for our programmes is the same, each programme reflects the specific school.” Staff running the programmes go through a lengthy recruitment process and are police vetted. The daily programme starts at 3pm with afternoon tea, after which the children do their homework with staff giving oneon-one help if needed. Monday to Thursday at 4pm they come together for a ‘gathering’ where the afternoon activity is explained and demonstrated. These can include arts and crafts, outdoor physical activity, and baking. There is, of course, plenty of time for supervised free play too, Mr Fortune says. Friday is ‘chillax day’, when the children might watch a movie with popcorn, play games or just chill out and relax after a busy week. School holiday programmes run from 8.30am to 6pm and these are also reasonably structured, but with lots of opportunity for free play.
Out of School Care | External Learning
“Our managers gather feedback from the kids about what they enjoy and we review our programmes regularly to make sure we’re doing the best job for the children, parents and the community. We also invite community groups and organisations such as the Fire Service, the Deaf Association and Kapa Haka groups to come and be with the children. They really enjoy that.” Mr Fortune says the growth of MASH has been a result of establishing new programmes as well as taking over from existing providers. “Any school that doesn’t have a current provider but would like to offer a programme, or wants to change their current provider, we would love to have a chat about what we can offer them.”
4FUN
of its programmes, Ms Bayer says.
West Auckland-based 4FUN offers before and after-school and school holiday programmes for the local community, with the hours of 6.45am to 6.15pm designed to meet the needs of parents who are working or studying, director Lynda Bayer says.
“This lets the children participate in activities that suit their needs and wants and ensures they don’t get bored. New families to our services are surprised with our ‘can do’ approach and our ability to send the children home ‘shattered’.”
From its centre in Lincoln Road Henderson, next to Ta Pai Park, the organisation runs multiple activities for the children, which it is able to do because of the size
Completion of homework is a key factor at 4FUN, Ms Bayer says. “During term we understand that parents have limited time when they get home, so we make sure that the children complete
their homework on site before participating in daily activities. With this in mind, we reward our children for their hard work with fun activities during the holidays. Trips range from swimming, jet skiing, to Rainbows End and Laser Tag, to name a few.” Particular favourites with the children are bus rides and excursions during the holidays. “We have the benefit of owning our own fleet of buses and vans, so this enables daily excursions to local parks and fields to play some of our favourite games.” 58
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External Learning | Out of School Care
children have a choice. They can chill out or take part in planned activities.” The activities are themed throughout the year. For example, with the recent Matariki celebrations the children did arts and crafts and cooking around that theme, Mr Whitaker says.
57 Many families comment on the fact that 4FUN doesn’t include watching television in their programmes, Ms Bayer points out. “That’s what differentiates us. We don’t class ourselves as ‘glorified babysitters’ by placing children in front of a television. They can watch television at home. Our activities are chosen to ensure the children have fun, enjoy the activities and learn, all whilst not being bored.” Staff members at 4FUN include many who are studying Early Childhood Education, or training in sports education, while others are primary teachers or parents themselves.
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4FUN at Summerland School 4FUN started providing its service at Auckland’s Summerland School three years ago. Located in Henderson, the school has a roll of 600-plus children. Deputy principal Barb Dysart says parents have several options available for before and after-school care for their children and the majority have chosen 4FUN. “In our experience we have found 4FUN to be very professionally run. The transport always arrives on time, whereas with other afterschool carers the transport has not arrived on time,” Ms Dysart says.
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School’s Out Established nine years ago, School’s Out provides before and after school and holiday programmes in 16 locations across the North Island, some working within schools and early childhood centres and others
“They keep track of the children getting on and off the bus, and if a child is not there to get on, someone stays behind to sort the situation out. They know who should be going. The children enjoy the programme and I certainly value the relationship we have the 4FUN.”
MASH at Pegasus Bay School Principal of Pegasus Bay School on the outskirts of Christchurch, Roger Hornblow, says before the former Waikuku Primary School moved to Pegasus Bay, the parents were consulted about before and after-school care. “Three providers presented their case, and overwhelmingly
being standalone services at various community facilities. “The major thing about us is we’re not school,” national manager Paul Whitaker says. “The children are not forced to do anything they don’t want to do. We offer free play, and the
the parents chose MASH,” Mr Hornblow says. “One reason was because it was local, but also it was the way MASH runs their programmes that the parents responded to.” Mr Hornblow says the biggest ‘complaints’ they get from parents is that the children don’t want to go home. “The children love the MASH staff and the activities, and the way the staff get involved and do things with them.”
School’s Out at Bledisloe School Principal at Bledisloe School in Taradale, Carol Bevis, says she can’t speak highly enough of the School’s Out programme and the fantastic relationship
“We’ve just had a competition week where they took part in various games and sports and there were winners and prizes. We also have special themed days, such as Independence Day.” Underpinning the services provided by School’s Out are its seven core values, Mr Whitaker says, with the number-one priority being the children’s safety. “Secondly, we aim to provide ‘knock your socks off’ customer
the organisation has with the school. It has been running the programme there for several years and leases the school hall. “Carol Della-Barca and her team have built a fantastic relationship with the parents, and they are extremely professional. Their staff are well inducted and they have a good understanding of the culture of our school. Every effort is made to motivate and engage the children.” School’s Out runs its programmes on themes, with the Jungle Book being the theme for the July school holidays, she says. “They are very professional with health and safety and they also provide very impressive, nutritious food for lunches and afternoon teas.”
Out of School Care | External Learning
service. And we create fun, which is sometimes a little bit weird, out of the box. As we say, if it’s not fun it’s not worth doing. “We make our programmes creative and adventurous, looking at how we can inspire the children with different activities. For example, one centre includes golf.” While there are no specific qualifications required, School’s Out staff include qualified teachers, teacher aides, and people with families of their own, with ages ranging from students to more mature adults, Mr Whitaker
says. “All of us strive to fulfil our potential as individuals, on a personal and professional level, and this includes professional training. We aim to build open and honest relationships with everyone, and lastly we promote a family spirit, we’re like an extended family. “Overall, our vision is having safe and happy kids, happy parents, and helping families reach their goals.” By Christine de Felice, Staff Reporter
0508 4FUN2U www.4fun.co.nz
Our playground changes daily.
A 10-Day Youth Development Voyage onboard Spirit of New Zealand is one of the most defining experiences you can have as a young person. Applications are open year-round and funding assistance is available. Contact us to find out more.
www.spiritofadventure.org.nz
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0800 4 SAILING (472-454)
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Health & Safety | First Aid Courses
First aid courses train teachers to keep students safe to meet their own schools’ circumstances. We provide advice and assistance as needed.” There are a number of organisations around New Zealand that boards can call on to help schools provide that environment.
First-Training First-Training offers a range of first aid courses for teachers and specialises in offering courses that meet professional development criteria, which are held in after-school hours or on teacher-only days.
Safety in the workplace has increasingly come under the spotlight over recent times, following some serious, even fatal accidents, and new health and safety legislation due to come into force within a few weeks is aimed at reducing accidents and making work environments safer. While schools were not covered by the previous legislation, Fraser Perry of First-Training believes the new Act, which will now apply to schools, will give principals the opportunity to look at how they
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can change their relationship with students in terms of health and safety. “My observation has been that for a long time schools have taken every possible risk out of the school environment. However, the new legislation will enable principals to say to students and parents that they need to tell the school if the student has any allergies or behavioural issues, for example, which could have an impact at school. It’s an opportunity to reinforce to students and parents
that they have an obligation to disclose any issues that may affect their safety and wellbeing,” Mr Perry says. Head of sector enablement and support at the Ministry of Education Katrina Casey notes: “Student safety and wellbeing are of the utmost importance for all schools and it’s our job to help them with it. “School boards are required to provide a safe physical and emotional environment for students. Schools and boards decide the best way to do this
“These courses meet Ministry of Education requirements. They are four hours in duration and include interactive and hands-on components, such as wounds that ‘squirt blood’, so they are not boring. We promise that time will fly,” director Jo Verheijen says. “And with the teachers working together and learning about each other, the courses are also good for team building.” A two-day Outdoor First Aid course offered by First-Training has a strong focus on EOTC, and is aimed at teachers who take students on activities away from the school environment or students doing an outdoor programme, she says. It includes two full days of training with day two activities taking place in an outdoor situation.
First Aid Courses ? || Health & Safety
First-Training also offers workplace safety training courses for year 12 and 13 students who are taking part in a Gateway transition course. All its courses are offered throughout New Zealand and the company’s trainers are fully NZQA qualified as a Category One provider. “Most of our staff have an outdoor background and are skilled at keeping people engaged through hands-on training,” Ms Verheijen says. “We have staff with paramedic, fire service and police backgrounds, and all of our staff have experience in emergency care situations.”
Pacific Medicare Tauranga-based Pacific Medicare provides both first aid training courses for teachers and students and first aid equipment for schools throughout New Zealand. As a Category One provider all courses meet Ministry of Education requirements and Pacific Medicare’s specialised courses can be scheduled after hours, weekends or on teacheronly days. Director Dennis Mundy says with the courses, the key
factor is how they are delivered, with the most important element being the age of the learners and a strong education focus. “With our courses, we don’t ‘teach’ first aid; rather, we are providing an educational experience, and we make it easy and fun,” says Mr Mundy, who is a registered teacher himself. In fact, all Pacific Medicare trainers have an education delivery background as well as strong emergency services experience, from paramedic to health and search and rescue, he says. “Every school is different, so the courses are tailored to what they need, be that for teachers or students. When we first visit a school we try to get a flavour of what that will be, so the courses can be specifically targeted to be relevant, and we encourage the teachers to analyse their requirements.” Courses range from start-up right through to specialised EOTC courses that are unique in their day and night practicals, general outdoor courses for teachers and sports-related courses for year 12 and 13 students.
Pacific Medicare also provides first aid equipment for schools, with Mr Mundy and his wife Tania Bui both noting that schools’ first aid kits often contain a lot of filler items that are not necessary, and many that don’t get used before their expiry date. “We talk with schools to find out what situations they deal with most often so their first aid kit can include a few more focused supplies; we even do first aid station audits while we are onsite,” Ms Bui says. A new item Pacific Medicare encourages primary schools to include is the burns gel. As Ms Bui points out, burns from glue guns are a common problem with primary students, with teachers dealing with it by having the child’s hand held under cold running water. “Not only does that bring learning activities to a halt while the teacher does that, it would need to continue for about 20 minutes,
otherwise the cold water doesn’t really help. The burns gel, on the other hand, is easy to apply and takes 80 per cent of the heat out within two minutes, taking the child’s pain away so they can get back into class activities quickly. “Thinking about how new technology and equipment can help the teacher and situation as much as the patient is really important in what we do,” Ms Bui says. Pacific Medicare also supplies trauma kits. These include emergency gold and silver blankets to treat hypothermia, which can occur if accidents happen when students are involved in outdoor activities in remote locations. “They are much more effective and far less bulky than woollen blankets or the std silver only,” Mr Mundy says. By Christine de Felice, Staff Reporter
WE TEACH PEOPLE TO SAVE LIVES IN A FUN & INTERACTIVE ENVIRONMENT First Aid for the School Environment (FASE) 4-hour course held at your premises at times to suit you. This is a cost effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on suburban trips. This fits with staff development and is based on Ministry of Education guidelines.
For further information and pricing for all first aid courses please email info@first-training.co.nz or call us 0800 1ST AID www.first-training.co.nz
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Health & Safety | SunSmart Schools
Is your school cool? – Are you a SunSmart School? – there are hands-on lessons about the sun’s energy and how animals and humans adapt to it.
It’s almost Term 4 and that means we should all start reminding staff and students to SLIP, SLOP, SLAP and WRAP!
There are also synthesis lessons, which develop new understanding and knowledge through Inquiry.
SLIP into some sun-protective clothing (a collared shirt and sleeves) and slip into some shade), SLOP on some sunscreen, SLAP on a broadbrimmed or bucket hat, or a cap with flaps, WRAP on some sunglasses. To help schools teach this message, the Cancer Society has SunSmart curriculum resources available online to download for free at www.sunsmartschools.org.nz The SunSmart Schools’ curriculum resources teach about and encourage behaviours that will protect children’s skin from harmful ultraviolet radiation (UVR)
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The SunSmart Resources: • develop numeracy and literacy skills • provide opportunities to assess National Standards • follow an Inquiry approach. and getting sunburned. The SunSmart Schools’ resources are written by educational experts and are cross-curricular: numeracy, literacy, health, te reo and science. They are inquiry-based and
can be used to assess National Standards. There are four PDFs available for free online, covering Level 1 to 4 of the New Zealand Curriculum. For schools using these resources it’s learning by doing
Schools don’t have to be accredited to use them. They do help with teaching SunSmart knowledge and behaviours though, and the Cancer Society hopes they will give teachers the confidence and tools to do this.
SunSmart Schools ? || Health & Safety
If you or your school would like more information about the SunSmart Schools’ programme and access to the resources, please visit our website: www.sunsmartschools.org.nz
Become a SunSmart School! As part of the bigger health and safety picture, protecting students and staff from the sun is really important in Terms 1 and 4. The sun’s ultraviolet radiation (UVR) often goes above
year is greater than the road toll. Too much sun exposure in childhood greatly increases the risk of developing skin cancer later in life.
3 in spring and summer, and can cause sunburn, which in the longer term can result in skin cancer. New Zealand has one of the highest rates of melanoma in the world, and the number of people dying of melanoma each
Students are in school when UVR levels are at their peak. Schools are uniquely placed to provide a sunsafe environment and educate students about sun protection behaviour that will reduce the risk of skin cancer. The SunSmart schools programme provides accreditation by the Cancer
Society to New Zealand primary and intermediate schools. During the accreditation process, schools develop and implement a comprehensive sun protection policy and put SunSmart behaviours and education into practice. To become a SunSmart School please visit www. sunsmartschools.org.nz. You can apply directly online and local Cancer Society staff will be in contact to help you with accreditation.
BECOME A SUNSMART SCHOOL Apply online at www.sunsmartschools.org.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.org.nz
Term 3 - 2015
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Health & Safety | Teacher Wellbeing
101 Guide: How to introduce a Workplace Wellness Programme at your school in 2016 Thinking of starting a workplace wellbeing programme at your place? Below is a step-by-step plan of how to make this happen in 2016. As a starting point, I will provide you with a 2016 ‘Good New Habits’ themed wellbeing booklet and supporting resources, so that you do not need to spend hours sourcing articles, video clips, posters and preparing a staff handout. If you choose to do the bare minimum, a 2016 programme is ready for you to use straightaway in your school. If you have some time, then you can customise the resources to match up closer with your school’s culture and ethos.
Let’s get to work! Step 1: During Term 3 form a small group of like-minded people and become the ‘Wellbeing Committee’. If you can involve your principal or another senior leader, that would be great. Is there a BOT member that you can involve also? Step 2: Download the 2016 ‘Good New Habits’ resource and the ‘Supporting Materials’ document from http://www. educationalleaders.govt.nz/ Leadership-development/ Professional-information/ SSMs-sabbatical-reports/ SSM-award-recipients-2015/ Vickers-Ian or send me an e-mail at teacherwellbeingnz@gmail. com and I’ll forward you the documents. Step 3: Have a look through the 2016 ‘Good New Habits’ resource of themed weekly events. As it is written as a Word document, it is very easy to rejig, cut and paste to customise where necessary, to create your school’s own workplace wellbeing booklet for 2016. Have a look through the supporting resources and organise a plan of action as to which articles, video clips, posters will be of use throughout 2016. What other resources might you need? Step 4: Have a think about
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the costs involved in 2016 – photocopying, colour posters, fresh fruit platters, visiting professionals to speak, etc. etc. Arrange a meeting early in Term 4 with your principal and finance person, to see what sort of ‘staff wellbeing’ budget is possible for 2016. What can your school afford per staff member, for the first year of the programme? Please remember to mention that many businesses, industry and corporate organisations have workplace wellbeing programmes and that the benefits of such wellness programmes are well documented. All students want well and healthy teachers and the benefits for the school are ‘fit for work’ teachers, reduced sickness rates and a happy staff who feel valued. And, hopefully, over time, reduced staff turnover and a wellbeing programme that will be attractive to future employees.
Step 5: Talk to your staff union representative and invite your regional advisor into school. Ask them directly, what new strategies, initiatives and support will be in place in 2016 for union members. Huge teacher workload, health issues, high stress levels and burnout are now clearly documented in every research report around teacher wellbeing in New Zealand schools. Do not be fobbed off with general answers, but ask for specific details of what the union intends to do for you, to reduce workload, stress and protect a teacher’s wellbeing and wellness during the hours at school. Step 6: Want to know more about teacher wellbeing and how that fits into a school environment, then why not attend the inaugural ‘Wellbeing in Schools’ Conference in October? This first event, covers wellbeing strands looking at the student, teacher and whole
school community. It is being run by Teachers’ Refresher Course Committee (TRCC) – professional development for teachers given by teachers with a high-quality programme organised. Visit www. trcc.org.nz for details of this conference and the registration details. Step 7: Were you involved in the ‘Teacher Wellbeing NZ Pop Up’ days at the beginning of this term? For the first 12 consecutive days of the term, one-minute videos were posted on the Teacher NZ Wellbeing Facebook and Youtube channel. Each day covered a different teacher wellbeing theme and these may be of use in 2016, when you cover a particular theme in your programme. If you missed this event, then take a look. This pop up event was organised by Dr Mark Cunningham, Brittany Cunningham and myself, and the feedback has been overwhelmingly positive.
Teacher Wellbeing ? || Health & Safety
Ian Vickers Assistant Principal, Sancta Maria College, Auckland
We are considering a further pop up event in early 2016. Step 8: In Term 4, organise a 2016 roster, so that the rollout of the weekly themes is varied, delivered by different colleagues in various ways. Put your creative and innovative hats on, so that every week is different and the aim is to ‘engage’ as many staff as you can each week. Use of strategically placed posters, cheerful and colourful emails, notes in cubby holes, staff skits, use of props and staffroom displays and visiting presenters are examples of positive ways to present. Hand-pick certain colleagues for certain weeks, so that the theme launch is easy and authentic. The staff joker can lead ‘Laughter Week’, the wellknown procrastinator can lead by example in ‘Fight Procrastination’ and the nutrition guru can be the
voice of ‘Healthy Food Week’.
ideas for 2017. During the year, it would be good to feedback at a BOT meeting, so that they are aware of the importance of this programme.
Step 9: Plan very carefully how you are going to roll out the ‘Staff Wellbeing Programme’ in February 2016. You will need at least a quality 30-minute slot to launch this fantastic initiative. If you are given the last slot at a staff meeting, in the 4.30pm-5pm window, please decline this slot. This is a serious issue and affects all staff, even the principal and senior leaders, and so is worthy of a time when all your colleagues are fresh and you will have their attention. For the launch, make use of those colleagues who will bring a sense of fun, excitement, passion and commitment to this initiative. First impressions count!
Step 11: Towards the end of Term 4, 2016, ask for some release time so that the ‘Wellbeing Committee’ can evaluate the first year of the programme and commence the planning for the second year of the programme. As long-term sustainability of the staff wellbeing programme at your school is vital, then go back to Step 1 and plan all over again for 2017. Don’t forget to re-visit the costings and have an annual budget meeting with your principal and finance person. Step 12: If you are thinking that this sounds like a lot of hard work, it really isn’t. If you make use of the resources provided for the first year, then you can concentrate on putting together the nucleus of a
Step 10: The ‘Wellbeing Committee’ should meet at least once a term to plan ahead, reflect on the programme to date, seek staff feedback and start to tweak
CREATE SHADE AND SHELTER
small team of colleagues who will drive this programme for year one, with the content provided. From 2017, the programme can morph into a cohesive programme and more attention can then be given to tweaking the content and looking for themes and resources, which you feel colleagues need and have requested. You are not alone so liaise with colleagues from other schools on what their programme looks like. So start talking and sharing. Now remember, have lots of fun, laughter and enjoyment with your programme and make a difference to your life and those of your colleagues, with the introduction of a workplace wellbeing programme at your school. Please contact me at teacherwellbeingnz@gmail.com
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Term 3 - 2015
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Sports & Recreation | Sport Participation
Five ‘Golden Rules’ for sport in schools
At various sports clubs across the country, parents are being instructed to follow a set of rules that will hopefully encourage children to play sport and keep playing sport. These include: “Don’t yell at me in public”, “Don’t put down other teams”, and “Don’t lose your cool”. Whilst these rules are, of course, also applicable to teachers, the school context throws out a different set of challenges too, additional factors that need to be closely considered when promoting sport to young people. Based on studies where researchers have asked children the reasons why they play sport (or don’t play sport) and why they stay in sport (or choose to drop out), here are Five Golden Rules for Sport in Schools to help Kiwi kids play and participate in sport (and other physical activities too).
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Rule 1: Focus on fun! It’s that simple – children play sport when it is fun. Once it stops being fun, children will not only stop participating, but are less likely to try new sports. What children consider to be fun is not, however, always the same as adults’ understanding of fun. Research shows that, for many children, fun means trying their best, learning new skills, playing well as a team, getting time ‘on
the field’, playing with friends, and the joy of movement – the feelings associated with running, tumbling, leaping, swimming, sliding, or getting muddy. And what do children find ‘least fun’? A focus on competition, especially when coaches and teachers place too much emphasis and pressure on winning (often ‘at all costs’) and getting trophies or medals. To state the obvious, children also do not find it fun when adults yell
at them, their friends, officials, or even opposition players. Keep it simple – make sport fun!
Rule 2: Listen to our ideas – and help provide a variety of opportunities Children get bored of sport when it is repetitive. A number of New Zealand children (and teachers too) bemoan having to ‘do’ cross-country, athletics and the ‘same old’ team sports (e.g. rugby, soccer, netball) year after year. Students also express feelings of boredom and frustration when they are required to participate in monotonous coaching sessions especially when similar skills and drills are employed each time and repetitive physical education (PE) lessons (e.g. Jump Jam, running in circles around a field).
Sport Participation ? || Sports & Recreation
All too often the sports/physical activities that students do are based on traditional notions of sport (and PE) in schools, rather than the needs and interests of children. This includes when girls and boys are ‘pushed’ into sports that have been traditionally defined as girls’ sports (e.g. netball, dance and gymnastics) or boys’ sports (e.g. rugby and cricket). In order to increase the variety of sports and physical activities on offer, all that is needed is for adults in schools to talk to and listen to their students, to deliberately discover what their students want to play. A genuine engagement with children’s needs, interests and ideas will help form the foundation for successful school sport experiences. What about parkour, hip hop, kilikiti, slack-lining, yoga, tai-chi, skateboarding, kabadi, handball, or ki-o-rahi? Where do they
‘fit’ within your school’s current offerings?
playing, do they really need to play by the adults’ rules?
Rule 3: It’s okay to just let us play
Rule 4: It’s not about ‘being the best’, but ‘being our best’
Although a number of children enjoy and learn from formal/ organised sporting experiences (e.g. an inter-class tournament or a planned coaching session), they also express a desire to play in informal/‘disorganised’ ones. What opportunities are there for students to engage in free play? What opportunities are there for students to play co-operative-focused games (e.g. trying to get across the ‘lava’ with touching it), or just play by themselves (e.g. target games)? What opportunities are there for students to run, lead and manage their own games, whether more traditional sports, or those they make up themselves? If the aim is to get children moving, engaging and
One reason children play sport and continue to play is when they feel as though they are succeeding. How children measure success, however, is often different from how adults do. Children gain motivation to play sport when they feel as though they have competence to play a sport or participate in a physical activity. This is not necessarily competence in comparison with other children’s ability, but rather a child’s perceived ability to perform a skill (e.g. do a handstand), use a strategy (e.g. hit a ball away from opposition players), as well as social competences, such as being able to make friends.
Rule 5: Focus on fun! Yes, it’s that same as Rule 1, but it worth mentioning twice. Whilst these five rules may help remind us why children participate in sport (and why they may leave sport too), it’s also important to remember that school sport is not merely a vehicle to produce the ‘best players’ and win competitions. Yes, there needs to be opportunities for students to succeed in sport and in other extra-curricular areas. However, if schools are truly serious about sport, a less elitist, more inclusive approach would allow more time, effort and resources to go into providing opportunities for every child to play, succeed and have positive sporting experiences. By Darren Powell
Term 3 - 2015
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