School News NZ - Term 4 - 2019 by Multimedia AU/NZ

SchoolNews The essential industry guide

Issue 47 | Term 4, 2019 | NZD $12 incl GST | schoolnews.co.nz

Shay Wright: How can we teach identity? P09

How to support trans & non-binary students P12

Principal Speaks What does it mean to be Treaty led? P16

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School News is distributed to primary, secondary and intermediate schools throughout New Zealand by Multimedia Publishing Limited. The views and images expressed in School News do not necessarily reflect the views of the publisher. The information contained in School News is intended to act as a guide only, the publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions.

Inside our term four issue Front Desk Editor's Note: Can education be gender non-binary? ........................... 05

News In Brief

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Education How can schools support trans and non-binary students? .................................................................................... 12 Principal Speaks: What does it mean to be Treaty led? ................................................................................................ 16

Supplier information or content Suppliers share their views in one-off, topical pieces General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercially funded advertorial but may be included as relevant opinion. Happy reading!

Teachers become learning coaches at Auckland school ........................................................................................... 18

Teacher's Desk Why it’s important to teach the teachers....................... 20 Upcoming Events Calendar ................................................ 26

Health & Safety Securing your school perimeter against vandals ....... 27

Teaching Resources Book Reviews - New to the bookshelf this term......... 28 Facts behind the fiction – Exclusive Author Insider: Peter Millett ............................................................................... 32 Classroom Resource Directory.......................................... 33

Administration The perks of outsourcing school accounting .............. 34 Innovative storage for flexible tech teaching ............... 36

Technology Cutting edge technology preps for life ........................... 38 Cutting technology at Auroa School ............................... 40

Sports & Recreation Going full matrix or scoring a digital scoreboard? ..... 41

Get your gym flooring into shape ..................................... 42

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Food & Beverage Food technology curriculum .............................................. 50

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Education workforce: What does NZ need? ................. 22

PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 mail@schoolnews.co.nz www.schoolnews.co.nz ISSN: 2624-2389 (Print) ISSN: 2624-2397 (Digital)

EDITOR Rosie Clarke, editor@schoolnews.co.nz STAFF WRITERS Mandy Clarke & Kate Jackson DESIGN & PRODUCTION Richard McGill, production@schoolnews.co.nz ADVERTISING Dee Dawson, advertising@schoolnews.co.nz CONTRIBUTORS Mel Taite-Pitama, Dr Jaimie Veale, Jack Byrne and Branko Cvjetan

Here’s what you missed at Ulearn19 ................................ 09

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56 FRONT DESK

Is your heat pump hindering national energy goals? .......................................................... 52 Have you done a shade audit lately? ............................... 54 Maintaining school grounds shouldn’t be this hard ............................................................ 56 The great outdoors and how to furnish it ...................... 58 Term 4, 2019 | schoolnews.co.nz

Can education be gender non-binary? Kia ora and welcome!

to establish unisex bathrooms, not everyone is happy about it. In the UK, media reports claimed some secondary school girls were refusing to use unisex bathrooms due to fear of unwanted attention from boys. In this case, shouldn’t the bigger concern be that boys are considered too dangerous to share a bathroom with?

Gender is an evolving term that has large implications for schools. Transgender and gender nonbinary kids are at-risk for bullying, harassment and targeted hate. Schools have a duty-of-care to protect them but until now, there haven’t been quantifiable studies indicating what works and where the problems lie. Transgender refers to people whose gender is different from their sex assigned at birth. Nonbinary refers to people whose gender is not just male or female; they may be both male or female, neither, or an alternative gender. These definitions come from ground-breaking NZ researchers, Dr Jaimie Veale and Jack Byrne, who we invited to pen our special report this issue to take us through their essential new survey findings. They confirm a very high level of discrimination and bullying for trans and non-binary students at secondary school.

Term 4, 2019 | schoolnews.co.nz

Why are bathrooms gendered anyway?

Rosie Clarke, Editor, SchoolNews editor@schoolnews.co.nz

For trans and non-binary students, school bathrooms are a huge point of contention. Feeling unsafe or confused about which bathroom to use can cause children to feel humiliated and encourage bullying. Last year, Auckland Grammar principal Tim O'Connor told The Herald that boys’ schools needed to prepare for trans students and insisted that it should be part of the school’s role to combat homophobic attitudes. While some schools have started

According to Professor Terry Kogan in The Conversation, public bathrooms began to be separated by gender in the early 1900s based on a Victorian notion that women’s virtue needed to be protected from men. As women increasingly moved into the workforce (and the education system), they were designated separate bathrooms to protect their virtue. An outdated ideology that persists today, apparently. How do children respond to gender neutral schooling? There have been some interesting case studies on this. In the UK, Dr Javid Abdelmoneim took over a

FRONT DESK

primary school class of 23 sevenyear-olds. He introduced unisex toilets, asked parents to remove stereotypically girly and boyish toys from their homes, tacked up signs that read ‘boys are caring’ and ‘girls are strong’. Activities included strength competitions to prove to the children that, at their age, gender has nothing to do with muscle tone. Inspiration for the experiment came from Dr Abdelmoneim’s hypothesis that nurture encourages boys not to play with dolls but that children’s brains are almost identical. Tests prior to the experiment showed that boys struggled to express emotions, had high confidence and believed they were were better girls. Girls, on the other hand, scored low in confidence, found number processing more difficult, and believed boys were stronger. The experiment succeeded in subverting these archaic views among the students with some simple, gender neutral interventions. Is it worth a try in your school? Noho ora mai

School deciles gone in two years, says Education Minister School deciles will be replaced in 2021 or 2022 by an Equity Index that better aligns equity funding to actual levels of socio-economic disadvantage in our schools, Education Minister Chris Hipkins has announced. “Replacing school deciles with an Equity Index will increase the education resourcing going to some of our most disadvantaged students. This increased resourcing is essential to support them to succeed in education, in life, in employment and in their communities. “Getting rid of school deciles will also reduce the stigma associated with them whereby too many of our schools are being judged on their decile rating, rather than what they achieve for their students. This is unfair and needs to stop. Cabinet has agreed to the in-principle replacement of deciles with an Equity Index. This is subject to the results of a widespread consultation with principals and sector stakeholders in 2019, public engagement on the replacement in 2020, and additional funding in Budget 2020 or 2021 being available to allow the Equity Index to go ahead.” “I have asked the Ministry of Education to discuss with the sector how the Equity Index will work, how it could be used, the supports and services that it might apply to, and how any transition might be managed. These discussions are not about funding impacts on individual schools. But these conversations will help shape a package of supports for future budgets. We want to get this right before making any final decisions.” Chris Hipkins said there are big differences between the Government’s proposal

Image: © Rido, adobestock.com

Physical activity as homework works, new study shows Education Minister, Chris Hipkins

for an Equity Index, and the previous Government’s attempt to replace deciles with a Risk Index. “The Equity Index considers the whole school population when assessing the level of disadvantage in a school. The Risk Index, by contrast, tried to ‘predict’ which individual students were most ‘at risk’ of not achieving. This means that the Equity Index is more aligned with research which shows that concentrations of disadvantage in a school matters for the achievement of all students, not just those who are most disadvantaged. The Equity Index uses a broad measure of educational success that considers the spectrum of students’ achievement across NCEA. This gives a more nuanced view of the equity challenge at each schools than the simple pass/ fail measure used in the Risk Index. The Equity Index will also allow better comparisons on how schools are doing to achieve equity for particular groups. This will enable us to learn from the schools that are achieving equity and provide additional support for those who need it,” Chris Hipkins said. Currently, 2.9 percent of resourcing for schools, or around $150 million, is targeted for equity. This means the majority of school funding would be unaffected by any change.

Most physical activity interventions for children are based in the schools; however, children typically engage in more sedentary activities and spend more time eating when at home. Researchers from Auckland University of Technology (AUT) and the University of Otago have investigated the effects of a compulsory, health-related homework programme on physical activity, dietary patterns and body size in primary school children. Auckland and Dunedin primary schools implemented Healthy Homework, an eight-week programme of applied homework and in-school teaching designed to increase physical activity and improve diet. A study of the programme, published in the International Journal of Behavioural Nutrition and Physical Activity, showed a significant effect on weekday physical activity at home, weekend physical activity and consumption of fruit. The greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects were observed on sedentary time (TV and screenbased), weight to height ratio or other dietary patterns. The research, funded by the Health Research Council, concluded that a compulsory health-related homework programme resulted in substantial and consistent increases in children’s physical activity; particularly outside of school and on weekends. The

NEWS IN BRIEF

findings support the integration of compulsory home-focused strategies for improving healthy behaviour into the primary education curriculum. Healthy Homework ran between August 2011 and August 2012, involved 675 children aged 7-10 years across 16 schools. Children received a homework booklet with weekly topics, containing a physical activity and a nutrition component. Three practical options were given for each topic, and children were directed to complete at least one physical activity and one nutrition task per week (e.g. organising family walks, walking to and from school, limiting screen time, testing the fitness of the family, eating 5+ fruit and vegetables each day, comparing food labels at the supermarket, helping with dinner, preparing a healthy lunch box). This was supplemented with educational content at school. AUT Associate Professor Scott Duncan said: “Our results demonstrate significant and sustained increases in physical activity six months postintervention. Of note were the large effects on out-of-school physical activity approximate to hypothetical increases of 15.6 percent each weekday and 29.7 percent each weekend day. This degree of improvement, should it persist over the long term, would likely have a meaningful impact on children’s health and wellbeing; reviews have identified favourable effects on a wide range of physical, psychosocial and cognitive outcomes of even modest increases in physical activity.” Term 4, 2019 | schoolnews.co.nz

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NZ history overhaul by 2022 sparks discussion Changes to the school curriculum to better reflect key aspects of New Zealand’s history have been welcomed by Manatū Taonga Ministry for Culture and Heritage Chief Historian Neill Atkinson.

“Ensuring our young people learn and have a better understanding of the experiences and events which have shaped our nation is a significant step towards building confident and connected communities,” Neill Atkinson said. “In 2040 we will mark the 200th anniversary of the signing of Te Tiriti o Waitangi. Over

the next 20 years, we have an opportunity to develop a deeper, more inclusive sense of nationhood – or Aotearoatanga – by understanding and coming to terms with our history, including the difficult histories of internal conflict. Manatū Taonga has a range of resources to support this curriculum change. These include the Te

Ara – Encyclopaedia of New Zealand and New Zealand History websites, which provide extensive content on many aspects of our history, culture and society. Another one of our projects, Te Tai – Treaty Settlement Stories, will make an important contribution to awareness of iwi history and Māori-Crown relations."

Image: © Henner Damke.adobe.com

NZEI Te Riu Roa President Lynda Stuart said the decision is long overdue. “It is something we have been advocating for some time,” she said. “Our children need to know the true history of Aotearoa if they are to grow up to be informed citizens.” She added that there will need to be support for teachers if New Zealand history is to be taught successfully in every school. “It will be important that professional development is

accessible to teachers and that appropriate resources are available for teachers at all levels of the curriculum.” NZEI Te Riu Roa's Matua Takawaenga, Laures Park said that some quality resources already exist and are already being used by some schools. She points to the Ministry of Education resource, Te Takanga o te Wa, which the union has been promoting for some time.

Twitter response to history news “The NZ Wars were one of the most devastating events in Māori and New Zealand history. I welcome any support by the Prime Minister and government to ensure that it is taught in our schools with appropriate resourcing and provision in the curriculum.” Meng Foon #TeachOurHistory pic.twitter.com/PM3L2iqYM5 — NZ Human Rights Commission (@ NZHumanRights) September 10, 2019 Seriously, I think teaching 'the arrival of Māori' is a terrible idea. It homogenises,

NEWS IN BRIEF

presumes there was an event that may be described as 'the arrival', and reinforces the idea that we are all immigrants. This is an act of nationalism. — Katarina Gray-Sharp (@TeachingConsult) September 11, 2019 Having seen what has been done at the Māori history museum when I was in Auckland, I have a level of confidence in what will be done with the NZ curriculum. I think it will happen better than it has in AUS or the US. — Elisa Litvin (@ElisaLitvin) September 12, 2019

Term 4, 2019 | schoolnews.co.nz

Here’s what you missed at By Rosie Clarke, Editor

How to facilitate learning so students feel connected to place: their place in the world, their environment, their culture and their skills. That was a huge focal point of uLearn19. From the moment living legend Stacey Morrison kicked off the conference, attendees were engaged by the seamlessly bilingual speakers and talks. Te reo was woven throughout almost all the sessions in a way that many schools will be striving to achieve next year. Rotorua’s Energy Events Centre was packed with more than 1000 educators across three days and School News was there to join in the fun.

Term 4, 2019 | schoolnews.co.nz

The conference focused on three big trending themes in education: citizenship, disruption, and innovation. Keynote speakers tackled these three main themes, including local entrepreneur, Shay Wright (Te Whare Hukahuka) and international speakers Dominic Liechti, from Apple, and Sally Ann Williams from Cicada Innovations. Shay’s keynote ‘citizenship’ talk on the first day of the conference had everybody buzzing. Shay is the co-founder of Te Whare Hukahuka, an award-winning social enterprise developing Māori leadership among young people. Their programmes combine entrepreneurship, innovation, education and indigenous knowledge with teaching community leaders practical skills to lead community change and grow world class organisations.

When teaching Māori leaders, Shay said he focuses on identifying personal attributes and qualities, then provides context for why students are being taught these skills. Then, he gives them real-world scenarios to facilitate learning.

Citizenship = feelings + action The core question Shay posed to the uLearn19 audience was, how can we as educators develop students into “global thinkers” and “local shakers”? He asked the audience: ‘I ahu mai au i hea?’ or ‘Where do we come from?’ New Zealand’s history shapes our identity, he said, but how many of us grew up learning everything else but our history? “I’m so stoked to hear we will be teaching NZ history in our schools.” Shay emphasised the importance

NEWS IN BRIEF

of helping students build stronger links to the places they are from. Environmental stewardship, he warned, is a powerful tool for connectedness. He said that as citizens we increasingly live in a world where people are not connected to place; where our connection to nature becomes a ‘once a year’ trip rather than a way of life. He criticised adults who have mocked Greta Thunberg, holding them up as examples of what not to do as a teacher. Facilitators of learning should ask kids questions to get them thinking more deeply about global issues, not crush their interest. Transitioning to the role of facilitator rather than teacher is vital, he said. “The more we collaborate on projects across subject lines to achieve curriculum goals in both, the more practical learning becomes.

Teachers were keen to ask Shay questions. Here were the key takeaways… Q: How can we get community leaders involved with young people? A: There are huge networks of organised Māori leaders. Have a team member who focuses on building relationships with existing leaders; you can use social media to draw them out. Existing leaders can be reluctant to share power with emerging leaders: it is important to build trust and teach young ones about NZ history so they understand ‘the fight’ of existing leaders. There is a need for sensitivity and privilege checking. Q: How can we stop kids from getting overwhelmed? A: This is a constant challenge but a practice of mindfulness is important. It is an important part of taking on global, often traumatic, issues. Q: How can we change the education system? What have you learned from working with young people that surprised you?

uLearn19 teacher wins 3-night stay! Linda Taylor from Newbury school entered our exclusive School News giveaway during this year’s uLearn conference to win three nights’ accommodation at Focus Apartments on the Esplanade in Surfers Paradise. A: What has surprised me is the confidence young people have when problemsolving in the real world. I was surprised by how ambitious and effective they were. The education system should be more focused on real world links to the classroom. Q: Can you talk more about local curriculums? A: I never learned about my own tribal history or the local context of our school even though my school was 60 percent Māori. I encourage local community members to come in and tell local stories; to build bonds between students

Newbury is a co-educational, full primary school based in Palmerston North. More than 200 hardworking teachers entered our draw to win three nights in a 2-bed apartment on the Gold Coast. Congratulations, Linda! The School News team hopes you have a wonderful stay!

and place so that they can feel responsible for their place. Q: How can we be change-makers from within the system? A: Try to seek out decisionmakers and plant seeds for change. Change comes from the edge, so keep pushing and innovating. Take risks and be adaptive. Q: How can we encourage our youth to become teachers? A: I don’t tackle this directly with my leadership programmes but it is possible. We do need an inspiring cohort of new teachers: kids

NEWS IN BRIEF

who didn’t think they would be teachers but can share learning and inspiring stories with students. We need more teaching pathways and to encourage teaching as a phase rather than a career. It’s all part of rethinking what a teacher is: a facilitator of learning. Reimagine learning | Pohewatia te āpōpō was the title of this year’s annual uLearn, a futuresfocused education conference designed and run by CORE Education. The conference mission is to consider what New Zealand’s learners need to thrive in a world that is faster, more uncertain, and more complex than ever before. The uLearn19 programme featured more than 100 breakouts sessions offered by educators and others including, Microsoft’s Ngā Motu for Minecraft : Education Edition demos, Apple’s hands-on #EveryoneCanCreate sessions, an Innovation and Inquiry Symposium, plus facilitated panel and sofa discussions. Editor’s note: Q&A discussion points have been paraphrased for brevity and are not direct quotes. All teacher and audience member names have been removed for anonymity.

Term 4, 2019 | schoolnews.co.nz

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SPECIAL REPORT

How can schools support trans and non-binary students? By Dr Jaimie Veale & Jack Byrne, University of Waikato Illustrations by, Huriana Kopeke-Te Aho

New data questions how well schools safeguard trans and non-binary students. The community report asks students about bullying, their sense that people care about them at school, and if their school had a range of positive policies or practices such as genderneutral bathrooms or dress codes, peer group support and more. The first comprehensive national survey of the health and wellbeing of trans and nonbinary people in Aotearoa New Zealand, Counting Ourselves, confirms very high levels of discrimination and bullying for those at secondary school. The report surveys how well school policies and practices support trans and non-binary students.

Trans or transgender: Someone whose gender is different from their sex assigned at birth. Non-binary: Someone whose gender is not just male or female. They may be both male or female, neither, or an alternative gender. Cisgender: Someone who is not trans (or non-binary) because their gender is the same as their sex assigned at birth. Of these, 93 (eight percent) were currently attending a New Zealand secondary school.

Bullying and discrimination More than one-in-five (21 percent) of trans and non-binary students in Counting Ourselves had been bullied in school at least once-aweek in the last year. This is similar to the level of bullying experienced by transgender students (19 percent) at the same age in the Youth’12 survey seven years ago: more than four times the rate for cisgender students (five percent).

More than a third (35 percent) of trans and non-binary students said they were discriminated against at school in the last 12 months. This rate was more than two-and-a-half times higher than for 15 to 19-year-olds in the general population (13 percent) in the 2016 General Social Survey.

School policies and practices In recent years, there has been long-overdue advice available about creating a safe and inclusive learning environment for trans and non-binary children and young people at any stage of their education.

Counting Ourselves was conducted between June and September 2018, completed by 1178 people aged between 14 and 83 from all regions of the country.

EDUCATION

Much of that material, including in Te Kete Ipurangi’s Guide to LGBTIQA+ students, is built around the priorities identified by students themselves. Counting Ourselves provides a reality check of how much progress has been made putting that advice into practice. There were some positive findings. Most student participants (80 percent) said they had a safe space to meet other trans and non-binary students and could bring a partner of any gender to a school ball or formal (73 percent). About half of the students reported policies or practices that were inclusive of trans and non-binary students. Just over half (52 percent) said trans and non-binary students at their school could change their name on school records, had the option of a gender-neutral clothing option for sport (53 percent) and could choose to wear the girls’ or the boys’ school uniform (50 percent). Less than half (45 percent) said their school had a gender-neutral uniform or dress code.

Term 4, 2019 | schoolnews.co.nz

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SPECIAL REPORT

The picture was less positive for other vital indicators. Most of the school participants (59 percent) did not think it was safe for trans and non-binary students in their school to use a toilet or changing room that matched their gender. The Guide to LGBTQIA+ students provides details about creating gender-neutral toilets to ensure students have an option that is safe for them. Yet less than half of these students reported that unisex toilets were available at their school (43 percent). Less than one-third of student participants reported students could change their gender marker on school records (30 percent), with a further 42 percent not knowing their school’s policy on this. In terms of the school climate, less than a quarter of participants (23 percent) agreed that students at their school were educated about what it means to be trans or non-binary.

Support We asked students about the level of support they received when their classmates knew they were trans or non-binary. All of these students had at least one supportive classmate

Resources: Guide to LGBTIQA+ students: inclusive.tki.org. nz/guides/supporting-lgbtiqa-students Counting Ourselves community report and Executive Summary: countingourselves.nz/index.php/community-report Sexuality and gender video teaching resource: insideout.ry.org.nz ‘Starting and Strengthening Rainbow Diversity’ groups: insideout. org.nz/starting-and-strengthening-rainbow-diversity-groups and more than half (59 percent) had support from most or all of their classmates. However, fewer than one in five (18 percent) 14 to 19-year-old students reported that adults at their school cared about them a lot, confirming similarly lower rates in the Youth’12 survey for transgender students (20 percent) compared to cisgender students (28 percent) at this age. Almost a quarter of the trans and non-binary students (24 percent) in the Counting Ourselves survey felt that adults at school did not care about them at all, higher than transgender students (19 percent) in the Youth’12 survey and more than three times the rate for cisgender students (seven percent). Families and whānau are filling in the gaps. Participants under the

age of 25 were the age group most likely to report that family/whānau had researched how best to support them or had helped them to change their name or gender on their identity documents.

Recommendations To help schools to be safe and inclusive for trans and non-binary students, , the report recommends resource initiatives that assist schools to deliver high-quality; comprehensive sexuality and gender diversity education; undergo staff training on gender diversity; and establish rainbow diversity groups. Counting Ourselves also recommends that schools address bullying against trans and non-binary students; and adopt inclusive policies and practices for trans and non-binary students, especially around access

to sports, bathrooms and changing rooms and; gender-neutral or unisex uniform, bathroom and changing room options. These recommendations can easily be implemented with the supports available; however, findings show that they are still out-of-reach for the majority of trans and nonbinary students. Delays place huge pressures on individual students and their families. This can be seen in the alarming mental health inequities faced by trans and non-binary youth, outlined in the Counting Ourselves report. Schools do well supporting trans and non-binary (and other LGBTIQA+ students) when there is a co-ordinated and comprehensive series of initiatives, across all levels of the school and curriculum, with strong leadership from the Board of Trustees and principal. This work is ongoing and needs to involve parents and whānau with the support of community organisations who can help where needed. We hope that sharing this data and existing resources spurs on greater levels of collaboration between all of us committed to the health and wellbeing of trans and non-binary students.

Jack Byrne is the Research Oﬃcer for Counting Ourselves, University of Waikato. Dr Jaimie Veale is the Senior Lecturer and Principal Investigator for Counting Ourselves, University of Waikato

EDUCATION

Term 4, 2019 | schoolnews.co.nz

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PRINCIPAL SPEAKS

What does it mean to be Treaty led? The purpose of the treaty was to enable Māori and British colonists to live together in one country under a common set of law or agreements. The aim of the treaty was to protect the rights of Māori but given the ‘state of the nation’ for Māori it is clear that the Treaty has not been honoured in its entirety. Tuahiwi School is a semi-rural, bilingual kura nestled in the pā of Tuahiwi, Te Waipounamu and we are highly engaged with honouring Te Tiriti o Waitangi. We are unmovable in our conviction for Māori success but we are still learning.

Mel Taite-Pitama, Principal, Tuahiwi School

Three of the principles of the Treaty, protection, participation and partnership, provide guidance and inspiration for many of the programmes operating at our kura. While there is no map or fixed idea about how these principles

We traverse the waters that are often untraversed for fear of getting something wrong… or simply because the Treaty is ignored

are played out in schools; at Tuahiwi we traverse the waters that are often untraversed for fear of getting something wrong, not knowing enough or simply because, in many cases, the Treaty is ignored. Leaders in schools have the opportunity to make a difference to the future of our Māori people and the success of Aotearoa. At a recent conference for Māori principals, Anne Milne shared some important information data that should have leaders asking ourselves and one another questions. Eighty percent of all leaders in education are pākehā and less than one-third of all kāhui ako have goals to raise cultural responsiveness. How will Māori achievement change if people

EDUCATION

are not culturally competent? If we continue to accept the status quo we will continue to have underserved Māori ākonga in our kura. Challenging the status quo takes courage and courage includes being prepared to roll up your sleeves and get your hands dirty. As a leader if you don’t have a depth of understanding and pedagogy that is best for Māori, then get one. At Tuahiwi one of the ways that we honour the principle of protection is by providing a high level of Te Reo Māori in our ākomanga for whānau who have a desire to revitalise our language in the lives of a generation of people who have suffered significant language loss.

Term 4, 2019 | schoolnews.co.nz

As leaders and educators in schools being aware of the impact of language loss can help you to know what strategies and programmes to implement that will protect Te Reo Māori. Knowing our language can be the difference between Māori being able to confidently participate in Te Ao Māori or not. Learn about what is important to Māori in your kura and how you as an educator can develop initiatives that promote the sustainability of the Māori language, identity and culture. We protect treasures that are important to Māori by practicing kaitiakitanga. Our tamariki and whānau have a responsibility to look after tāonga and to be guardians of the area they live in day to day. Honouring kaitiakitanga supports the located curriculum approach that seals the relationship we have with our whenua, in our takiwā and beyond. An imposed curriculum often means our Māori tamariki bring very little prior learning to the table and have to learn everything from scratch. Imagine a curriculum located in our own countries

Term 4, 2019 | schoolnews.co.nz

māori lens across strategic planning, whānau engagement and learning means that we have a Māori worldview that is not an add on, that is taken seriously and derived from a place of deeper understanding of our commitment to being treaty led.

Imagine a curriculum located in our own country's history that orbited all tamariki

history that orbited all tamariki! Start with your local area and the environment. Learn about what was and who was there before colonisation. Partnership and participation at Tuahiwi School happens in multiple ways. We partner with

our whānau and community to be inclusive of the needs and wellbeing of everyone. We seek to ensure that our whānau and community are included at the conceptual stages of any initiative development and to help our tamariki experience success at home and kura. A

EDUCATION

Ultimately at the heart of Te Tiriti o Waitangi are mutually beneficial relationships. These relationships require an openness and willingness to operate differently to what people in many kura may have become accustomed to. Professor Meihana Durie recently asked a group of tumuaki to think about whether their work was about what tomorrows school look like or what tomorrows Aotearoa looks like. For Māori equity is not the end game, sovereignty is. Our aim at Tuahiwi School is to reach beyond culturally responsive pedagogy to culturally sustaining pedagogies. If our country has any hope of being treaty led our leaders and educators in schools need to be reaching out and unlocking the unlimited potential in our ākonga and whānau.

Teachers become learning coaches at Auckland school

then teachers find endless opportunities to facilitate learning through problems and reflection.”

By Rosie Clarke, Editor

Ormiston Junior College reached out to School News this term to share its new approach to STEM learning. Foregoing the traditional ‘teacher/ student’ monikers, Ormiston Junior College (OJC) uses the terms ‘learning coach’ and ‘learners’. The school principal is called the ‘leader of learning’ and the school campus is an innovate learning environment. Rather than a traditional timetable, OJC learners are self-directed. They spend part of the week working on personal goals and development in the areas of social-emotional learning, metacognition, and hauora. At least forty minutes each day is dedicated to whanau ora, or health and wellbeing. The school provides personalised literacy and numeracy programming for learners to target any gaps and improve existing areas of excellence. The school runs labs and workshops to develop abilities in reading, writing and maths, while learning guides and personalised coaching sessions are completed in class and at home to develop self-direction and

What do the projects look like?

learning management skills and strategies. OJC then schedules time each day for learners to work on ‘transdisciplinary authentic inquiry projects’ (TAIP). Learners cover the New Zealand curriculum and complete OJC graduate profile assessment badges during TAIP time, facilitated by learning coaches. The school’s Accelerator programme is part of TAIP and it gives Year 7-10 students the chance to work on projects that inspire and improve their local community with cutting-edge technologies. We spoke with learning coach Nick Pattinson, who leads the charge at Ormiston Junior College (OJC). He explained how the Accelerator programme developed and

took us through one of the current student projects.

What does the shift from teacher to learning coach look like? “Shifting from holders of knowledge into facilitators of knowledge creation and application is a big learning curve. For example, we have several 3D printers at school and the teachers don't have to be experts at 3D printers; instead, they can allow students to run and maintain them. This frees up teachers’ time and allows students to have more power and responsibility, increasing their motivation. “Almost every activity can be a learning activity and once this paradigm shift takes place

PROFILES

“As the students continually reach higher and higher with their projects, they are gaining a reputation that allows them to participate in a wider variety of projects. For example, they ran two workshops at AirNZ as part of their engineering hiring process and this allowed them to participant in very authentic contexts. “One project uses Stanford’s design technology model through a Māori or matauranga framework with a formal Māori introduction called a pepeha. The idea is that each phase of the DT model connects to one part of the pepeha, which acts as a metaphor for the essence of the DT phase. Each component of the pepeha is connected in an interdependent system. They are not separate, but each phase builds on the other. The bigger picture is that we think the pepeha teaches DT as a journey from the top of the maunga, in which there are endless possible solutions and each step navigates towards home and whanau. Term 4, 2019 | schoolnews.co.nz

What have students been working on? Nick listed some of the exciting work OJC learners have been doing in the programme: •

Machine learning: We used IBM's Watson and a simple kids’ programme to distinguish between living fish in an aquarium for use in Hawaiian fish ponds

•

IoT: We tracked construction equipment with Fletcher construction on large site (highways).

•

Drones: We scanned organisms to identify for diseased vineyards. Virtual reality: We have a VR version of our school and have developed a game with Auckland University to train students to escape safely from earthquakes/floods. Composite materials:

league in partnership with Rocket Lab/NZ engineering

We have facilitated a project to create a new polymer from two industry plastic waste streams

•

3D printing: Using proteins, plastics and metal, we integrate 3D printing throughout our program.

•

Aquaculture: We have been breeding Yellow Belly Founder in captivity

•

Aerospace: We have created a water rocket

Fungi: We have discovered and named a new fungi and been involved in several investigations into mould in homes

OJC learner, Preyesi Arora shared her experience: “Being a part of the Accelerator has helped me expand my skill set and step out of my comfort zone. These past couple of terms that I have spent in the Accelerator have been the most I’ve probably ever learnt and not only academically. I’ve learnt skills that will help me immensely in the future, like how to work in a team, how to be confident and many more.”

How do you fund or fundraise for STEM initiatives? Nick said: “We are very fortunate to have funding from the Ministry of Youth Development due to the entrepreneurial component and we have teamed up with 21stC lab to incorporate their Like a Boss programme. In addition, we have been running professional Term 4, 2019 | schoolnews.co.nz

PROFILES

development sessions on STEM and digital technology and this funding has gone directly back into the programme. In addition, our projects with industry involvement have resulted in materials and resources for the programme.

What are your STEM goals for OJC? Our goals are for the programme to develop our students in a holistic fashion so they can flourish in society. STEM is just a vehicle to develop the skills and capabilities in order for our students to do so as STEM activities are ideal for developing team work, problem-solving skills and empathy all vital skills in both work and life. “I recently visited Israel to learn more about their innovation in both education and start-up and we have been invited to return next year with students as part of a STEM collaboration. This will help grow our international network as we work with High Tech High in California, Puahou School in Hawai’i and Escola Concept School in Brazil.

t n a t r o p m i s ’ t i y h W s r e h c a e t e h t h c a e t to

Image: © kentoh, stock.adobe.com

By Kate Jackson, Industry Reporter

Most humans are happiest in jobs that allow them to learn and grow. Upskilling allows teachers, arguably the most curious bunch of us all, to access new thinking, develop new competencies and gain a helicopter perspective on what they do every day in the classroom. The government has long championed the idea of shaping teacher development to ensure it benefits students across priority learning areas. Just last month it announced a reset of national priorities for professional learning and development (PLD) in 2020, which reinforces that thinking. Alongside digital fluency, the new priorities centre on English-medium settings focused on cultural capability, local curriculum design and assessment for learning, and Māori-medium settings focused on mātauranga and te reo Māori, marau ā-kura, aromatawai.

All of which put lifting student achievement at the heart of kiwi policy efforts to upskill teachers. But while professional development is directed more towards collective aspirations than individual ones, there are plenty of opportunities to nurture individual career dreams.

Professional development courses Whether publicly or privately funded, PLD is provided through accredited organisations and involves bespoke short courses designed to be flexibly delivered and individually tailored. They can be delivered face-to-face, online or through a mix of both, and can be self-directed or personalised to be fit for purpose. They include everything from strategies for building leadership capability and growing staff expertise in digital technology to educating children with autism. Each course is designed to bridge the gap between theory and practice, enabling teachers to improve student

learning with stimulating and relevant resources while providing each with the capacity for personal growth. Schools and kura undertake a self-review to identify their own needs before applying for government funded PLD courses. A new online system planned for roll-out by the Ministry of Education in Term 1 2020 is designed to simplify this process through a cloud-based, one-stop-shop for data entry and storage.

Postgraduate study Postgraduate study in education and educational leadership allow teachers to take their careers to the next level. Courses range from a oneyear Bachelor of Education honours degree through postgraduate certificates and diplomas in education to masters and doctorates in educational leadership. Outside of managementtailored courses, areas of further study particularly relevant right now include Māori or Pacific education, English as a Second Language and sustainability in education.

TEACHER'S DESK

Postgrad courses are offered at universities and technical colleges across the country and can be studied via a range of flexible learning options including late classes, weekend blocks, online and part-time components. TeachNZ offers study awards, grants and sabbaticals to teacher and principals every year, and the Ministry of Education provides leadership support programmes for new principals, emerging leaders and expert partners.

Returning to teaching Former teachers who have been out of the classroom for some time are being incentivised to return under a government scheme which provides free refresher courses to update their skills. It may be a daunting prospect after an extended absence, but re-entering a profession experiencing a shortage of candidates - particularly for STEM graduates or those with knowledge of te reo Māori – can result in significant rewards. Term 4, 2019 | schoolnews.co.nz

Capacity Building How do you go about making change? This challenge is faced by leaders in education everywhere. We hope that our passion for a new way of doing things will overcome any obstacles. Charismatic speeches imploring others to come onboard may seem like an eﬀective way of getting the change process moving. Being able to express our passion for change is important. It would be wrong to think, though, that it’s all that’s needed. If it was, then transformation would be easy: make a powerful speech then move on to the next item on the change agenda. Leaders find that having motivated people is not the whole answer to the challenge; they need to think in terms of building capacity. Systems expert Russell Ackoff voiced the axiom that “a system is perfectly designed to produce the results it is currently

Term 4, 2019 | schoolnews.co.nz

producing”. If your school currently delivers results that are less than you desire that’s because, according to Ackoff, the school is currently designed to produce those results. Making a speech while leaving the basic design unchanged will have no lasting effect. In particular, people within the school have a given capacity for what they can accomplish. They may achieve this potential or fall short if motivation is lacking. They will only perform beyond it if their capacity and potential is grown. What is capacity? It’s a broad term used for the range of things you need in order to work. Think about your work. You may have been just as motivated 10-years ago as you are today, but your capacity has changed. Maybe you have less energy now than you had back then. But you’ve also learned new skills that enable you to achieve more with less effort. You may have built up a network of people or have more effective tools at your

disposal than you had in the past. Capacity building in any one area is not going to be sufficient to bring about change. Train yourself to think broadly about the rich variety of capacities you can build.

TEACHER'S DESK

By doing that you’ll be designing a system to truly deliver something new. Written by Dr Phil Ramsey. Would you like to learn more about us? Visit www.interlead.co.nz

Education workforce: What does NZ need?

Image: © Sergey Nivens, stock.adobe.com

By Mandy Clarke, Industry Reporter

sector and a variety of educational organisations.

The government is investing in new pathways for teachers to study!

“The Education Workforce Strategy will be complemented by a workforce strategy for Māori-medium education – covering Māori immersion level one, where more than 81 percent of learning is provided in Māori language immersion. The two strategies are highly connected and will largely share the same outcomes.”

Not only to bolster the education workforce but to ensure we have the teachers we want and need for the future. It is a shared vision, one that states we will have a “strong, culturally competent, education workforce by 2032, that drives a world leading, learnerfocused education system for the benefit of all learners”. The government’s package aims to boost efforts “to ‘grow our own’ teachers, by offering flexible options for Kiwis to study, on top of existing initiatives that support qualified teachers to re-enter the profession or return from overseas”. Looking well ahead, an Education Workforce Strategy has already begun a “comprehensive end-to-end review of the education system”. This future-strategy will come from the work currently underway in the Education Work Programme, and the Education Summits, Kōrero Mātauranga, wānanga, fono, and other public engagements. It will be developed through a series of workshops in partnership with the education

It states: “These strategies will identify the mix of professionals, paraprofessionals, and the executive, administrative, and technology support for early learning through to the end of secondary schooling.” The full vision for the Education Workforce 2032 can be found on the government website but here is a summary of some of the vision for a future kaiako/teacher workforce... The workforce will need experts in deep learning to create learning experiences that link with learners’ interests, context and key relationships. Teachers need: 1.

Pedagogy and future transferable skills such as critical thinking and creativity Solid understanding of core literacy, numeracy and specialised curriculum knowledge.

A strengthened capability and emphasis on pedagogical leadership.

Be part of a more culturally diverse workforce that reflects the Aotearoa/New Zealand learner population.

Be responsive to rapid change in digital learning and technology and maintain professional development in an effective and structured way.

Be capable of supporting ākonga with additional needs alongside others.

Understand and embody Te Tiriti o Waitangi principles in all relationships with iwi, hapu, whanau and tamariki. And finally, play a significant role in fostering Māori and Pacific identity, language and culture.

Multiple entry pathways will be offered to people from different sectors and professions who have the relevant skills to become a great teacher or a paraprofessional.

Refreshers for teachers Teachers are expected to prepare students to thrive in a faster, more uncertain, and far more complex world than ever before, a world that even the most up-to-date teachers

TEACHER'S DESK

may feel they’re not sufficiently equipped with tools to successfully negotiate. Keeping skills up-to-date is daunting but think about how much harder it would be if you were away from teaching for a substantial period of time. What about that valuable pool of older teaching talent that could be encouraged to return to teaching but have been put off by such a rapidly changing education and technological landscape? The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa is the professional body for the New Zealand teaching profession that is encouraging ex-teachers to return to the profession and “promote all that’s best about teaching”. It is supporting returning teachers by among other things - implementing, The Teacher Education Refresh (TER) programme delivered by council-approved providers. Designed to be flexible, it can be completed online by distance learning and teachers can continue work while they study, and the Ministry is covering the costs of the TER programme until the end of June 2022. The Council’s website states: “The five-month programme is for three groups of people - provisionally certificated teachers who want to apply Term 4, 2019 | schoolnews.co.nz

Image: © Rawpixel Ltd., stock.adobe.com

for another provisional practising certificate six years or more after becoming registered, teachers who have had no teaching experience since completing their initial education qualification and for those teachers who have not been in the classroom for a reasonable period.” Some teachers reflected on their return journey with the TER programme on the teaching council website. After 17 years away from teaching grandmother, Joanne

Denekamp’s was inspired to return by her grandchildren and told the Council: “I noticed how fast my grandchildren are acquiring reading skills and improving in literacy. They’re so much more advanced than children of their age used to be, and I thought how exciting it would be to be part of that new environment.” She said it “was very enjoyable and has brought me up to speed on the changes that have been happening since I left the classroom. There’ve been huge changes, such as

South African trained, Heidi also let her teaching registration lapse for 15 years but told the teaching council she “applauds New Zealand for having these high standards”. She said: “If teachers have been out of the profession for some time like I was, they need something to bring them up to date with current thinking and practice. For me, the TER was essential”.

when she enrolled in the TER programme, and told The Teaching Council: “When I first graduated, there wasn’t the same focus on concepts such as Ako and kaupapa Māori. Coming back and picking that up through the refresher course – I just loved it.” She reflected: “I believe everyone should do a refresher course every six years. You think six years isn’t a long time, but it’s a lifetime for children and the teachers.

On the other hand, Antoaneta was already a relief teacher

“The context around us changes so much.”

phonics for reading, and the new directions are exciting.”

DIGITAL TECHNOLOGY EXPERT SUPPORT Bringing learning to life through the effective use of technology” Learning Developments was founded in 2016 by veteran digital technologies teacher Troy Smith as a response to the growing demand for quality professional development. Troy has a lifetime of experience in digital technologies, physical computing, programming and education. They can also supply educational technologies such as the micro:bit on invoice to schools through Term 4, 2019 | schoolnews.co.nz

their online store.. This is an easily assessible and highly extensible cheap device that was built for education. They also support teachers with digital fluency in Microsoft and Google. They can work with whole school transformation right down to individual lesson ideas Having recently presented at TENZ, Microsoft and uLearn, Learning Developments feedback on the quality of their products and services is overwhelming supportive. Get in contact with Troy today to find out how they can support your school with cross curricula projectbased hands on learning. For more information visit www.learningdevelopments.co.nz TEACHER'S DESK

Inspiring Learning

at The Mind Lab, Institute for Innovation

Technology and the access to digital services in every aspect of our lives has fundamentally changed how we communicate, share and teach. The only constant in this digital age is the certainty of change. We need to be agile, flexible and creative in order to stay relevant. We need to have access to innovative ideas, to have the skills to evaluate them, the courage to implement them, and the confidence to reject or adoptthem. We need to keep on learning. The Mind Lab is about learning. Learning how to learn so that we can teach how to learn in today’s world, in preparation for tomorrow’s world- all in accordance with our unique skills and values. Teaching with a master’s degree can open up a new world of advantages and rewards for teachers: more pedagogical skills, personal

development, and better student learning outcomes. The Mind Lab’s Master of Contemporary Education is just that, contemporary. It supports teachers to find the tools, knowledge, networks and confidence to equip us and our students with the skills we need to thrive in the classroom and in the future. It redefines the concept of a master’s degree by researchbased content that empowers us to bring about real change in real time. It is not hypothetical academic discourse, it is a living, breathing, dynamic entity that is teaching. You and your classroom is the project of your Master of Contemporary Education; your courage, your barriers, your fears, your collaboration, your inspiration, your transformation. That’s what makes it different, that’s what makes The Mind Lab the Institute for Innovation. The Mind Lab is committed to

preparing us teachers (and thus our students) for The Future of Education. This is inextricably linked with The Future of Work, and it unashamedly relies on educators who are committed to embracing change.

strategies and solutions. You don’t have to know everything, you don’t have to do everything, you just need to know where to go to share support, inspiration and resources; and you need a growth mindset.

It shouldn’t be that much of an ask, the fact is, educators are by definition fierce change agents and influencers. We not only have the ability to change the world one student at a time, we also have to adapt teaching practice as the curriculum changes to suit the needs of children, both currently and in the future. And this is just part of our current job description.

At The Mind Lab, they work hard to ensure that their Master of Contemporary Education is as innovative, agile, collaborative and technically advanced as the skills that we are required to impart to our students. Whether you’re wanting to change the world, you’re looking for personal growth, you’d like to challenge your pedagogy, or you simply feel you’re losing touch, you will thrive doing the Master of Contemporary Education at The Mind Lab. It’s quite simply transformational - exactly what you would expect from education.

One of the most challenging parts of being a teacher is that there are only so many hours in a day. We all wish we had more time! The beauty of the Master of Contemporary Education from The Mind Lab is that it connects teachers from all over the country in a vast network of shared ideas,

TEACHER'S DESK

For more information, please contact and register interest at mce@themindlab.com.au. www.themindlab.com or call 0800 MIND LAB (646 3522) Term 4, 2019 | schoolnews.co.nz

Term 4, 2019 | schoolnews.co.nz

TEACHER'S DESK

NOVEMBER 28-30

DECEMBER 15

New Zealand Association for Research in Education Conference, Christchurch

CONTACT: r.gilbert@tbc.school.nz

CONTACT: Victoria University of Wellington

WEBSITE:

www.tbc.school.nz/etickets/bay-plenty-assistant-deputy-principalsconference

This conference aims to connects those interested in educational research, tertiary institutions, schools and early childhood centres, government agencies such as the Ministry of Education, and the New Zealand Council for Research in Education.

ABOUT:

This leadership conference targets deputy principals and school leaders. Rugby World Cup final referee Craig Joubert is the keynote speaker and will talk about decision-making, wellbeing and more.

Talking Teaching 2019 - Diverse Learners: Inclusive Teaching, Auckland

WEBSITE: www.10times.com/nzare ABOUT:

28-30

BOP Secondary Assistant and Deputy Principals' Conference 2019, Tauranga

JANUARY Educators Conference, Napier

CONTACT: Longworth Education

CONTACT: nicky@eventit.co.nz.

WEBSITE:

https://10times.com/educators-conference

WEBSITE: www.akoacademy.ac.nz/ako-academy/talking-teaching-2019

ABOUT:

Spectrum

ABOUT:

Teachers Matter Conference, Christchurch

The annual conference will house speaker presentations, panel discussions and debates, learning cafes and workshop sessions. Presenters have yet to be announced but organisers have said they are looking for speakers who can share their unique stories and experiences around â&#x20AC;&#x153;inspirational and engaging tertiary teaching practice and scholarshipâ&#x20AC;?.

CONTACT: karen@spectrumeducation.com WEBSITE:

www.spectrumeducation.com/teachers-matter-conference-2

ABOUT:

This is designed for primary and ECE teachers and other educators with an interest in play as a pedagogical tool for learning.

TEACHER'S DESK

Term 4, 2019 | schoolnews.co.nz

Securing your school

perimeter against vandals Quality perimeter fencing is an essential part of a school’s security. Image supplied by Hampden

By Rosie Clarke, Editor

Theft and vandalism plagues schools around the country. Just last month, hundreds of dollars’ worth of damage was caused during break-ins at multiple schools around the Motueka area. Tasman School told Stuff that its potting shed was kicked in and a water tank was damaged using a garden tool. St Peter Chanel Catholic School reported smashed glass and wrecked outdoor furniture. While school trustee boards receive vandalism funding for repairs on a per-student basis calculated by risk, it can only be used to repair buildings and facilities that the Ministry owns. Preventing a break-in comes down to security procedure and protocol. Particularly as schools invest in digital technologies, outdoor learning aids and furniture designs, security needs should be reassessed regularly. The first step is risk assessment: the Ministry can even provide a security assessment that is tailored to your school if your school is in vandalism risk category E, or has applied for vandalism top-up funding for three consecutive years. Alternatively, if your school has suffered property damage in the past, the Ministry may pay for a formal security audit. For schools that don’t meet those criteria, you can undertake your own audit by following the Risk Management Planning Tool provided by the Ministry online or use a licensed security consultant who is a member of a professional body, such as the New Term 4, 2019 | schoolnews.co.nz

Insights from an industry insider:

Kristian Baldwin, managing director from perimeter security specialist Hampden, spoke to us about keeping schools safe and secure with perimeter security and vehicle access… Every day, schools strive to keep their students and staff safe and secure. Good perimeter security and proper vehicle access management should be part of a school’s strategy in achieving this. It’s about keeping students safe and secure and intruders out. But it’s also about visitor management. Look for a professional company that has the expertise to guide a school through the security process.

The right organisation will work alongside the school to develop a scope of works around an individual school’s needs, designing a solution that is fit-for-purpose and is within budget. You also want it to last. Do it once, do it right. Aim for durable, robust construction, with quality materials and components, as this is essential to achieving a reliable solution. Physical security can be aesthetically pleasing! Colour and individual touches can be added to make a statement about a school. I recommend that schools ask for an elevation drawing, as this lets them see what the security solution will look like before it’s built. It’s easy to make any modifications at this stage. Schools should make sure they get a perimeter security and vehicle access control solution that fits their needs, is made from quality materials and is provided by a reliable company with expertise in educational institutions.

Zealand Institute of Architects or the Institute of Professional Engineers New Zealand.

signs behind a see-through fence, or somewhere clearly visible but difficult to deface or hide behind.

Once risk areas have been identified, there are a multitude of ways to strengthen security: clearly signposting alarm systems, CCTV and security patrols is a great way to help deter vandals and thieves. The Ministry suggests placing your

Security lighting is also important as it will prevent blind spots or dark shadows in CCTV footage and strong visibility will act as a deterrent if would-be vandals know they could easily be seen. Security lighting and infra-red lights have

HEALTH & SAFETY

the added benefit of surprising trespassers, discouraging them from entering. The sudden bright lights may also trigger neighbours to keep an eye out or call police. Professionals should be brought in to install the lights in places that will be most impactful and most difficult to deface or disarm. One of the most effective ways to secure a school is to establish a strong perimeter. With a solid boundary fence, onlookers will note that the school is secure and students, parents and teachers can feel safe during term time. Fencing is popular, as trees or landscaping can be scaled and walls feel too imposing. There are a variety of available fence materials and even anti-climb designs ideal for preventing school break-ins. Customisable high security fencing designs are also available to schools concerned about appearance. Access control systems offer a high level of security and can integrate well with secure fencing. Security systems combine electric locks with CCTV control, alarms and boundary fences, plus additional functions like automated door locking, pin code access, keycards and fobs. Before you install a new system, check out what works for other schools and plan on-site visits. It’s a good idea to plan an alarm response strategy that alerts a designated security guard about a possible break-in. If a staff member is scheduled to respond they could be put atrisk, or may not respond quickly enough to head-off vandals.

New to the bookshelf this term... My First Words in Maori For new readers By Stacey Morrison, Ali Teo Penguin Random House The perfect book for the littlest te reo learners. Māori language champion and broadcaster Stacey Morrison has written this book for parents and tamariki to read together. Pictures are labelled in Māori and English, so children can point and match concepts with words. primary schools prioritising STEAM learning areas.

Bumblebees Have Smelly Feet

For age 7+ By Peter Millett Scholastic Themes include: rugby, teamwork, superpowers, friendship. Young readers will enjoy the ‘super-sports’ storyline but the most awesome part of this book is its unmistakable kiwi spirit, from setting to dialogue.

Te Rataka a Tama Hungoingoi

For age 5+ By Rachel Weston Weston Books Young readers will love ﬂipping through this factfinding books. Filled with quirky facts and surprising information, kids can learn about the important jobs bumblebees have and even test a UV light experiment. chipper: primary school children will love it

The Adventures of Tupaia

For age 7+ By Jeﬀ Kinney Penguin Random House A brilliant te reo Māori translation to kick oﬀ 2020 learning for younger readers. Middle grade learners new to te reo next year will enjoy the familiar story.

Words on Fire

For age 9+ By Courtney Sina Meredith Allen & Unwin With stunning prose and verse, and graphic-style illustrations by Mat Tait this historical adventure will engage reluctant readers. It is the incredible story of Tupaia, Tahitian priest navigator, who sailed on board the Endeavour with Captain Cook on his first voyage to Aotearoa.

For age 11+ By Jennifer A. Nielsen Scholastic Historical fiction that feels extremely timely! This novel is set during the Russian occupation of Lithuania in the 1890s, this story follows a young girl delivering a mysterious package on behalf of her parents. She fights to restore her culture after Russian invaders ban Lithuanian books and language.

Dinosaur Hunter

The Glimme

For age 6+ By Phoebe Morris, David Hill Penguin Random House

For age 8+ By Emily Rodda Scholastic

Dinosaur fans will love this true story about a heroic kiwi and self-taught paleontologist who went hunting for fossils to prove that dinos once roamed New Zealand.

The Invincibles

TEACHING RESOURCES

Revolutionary for middle-grade readers, this book is a 50/50 collaboration between author Emily Rodda and illustrator Marc McBride. The pictures move the story along in surprising ways that will thrill readers and make this a refreshingly accessible high fantasy middle grade novel.

Term 4, 2019 | schoolnews.co.nz

RECYCLING - Are you confused? Are we supposed to wash out peanut butter jars? Should we squash our milk bottles?

phrase can help us get the basics right and keep nasties out of the recycling system (like batteries which start fires, or scrap metals which can’t be processed with kerbside material).

It can be a bit confusing, figuring out what to recycle and how. But here’s a great little short-cut for eliminating many items people aren’t sure about: Kerbside recycling is generally rigid grocery packaging, and paper/ cardboard.

As for those commonly asked questions above – Yes, we do need to wash out peanut butter jars. The sorting facility is not able to wash items, and they can’t be sent for reprocessing if contaminated with food.

This means Soup pouches are out, because they’re not rigid. Coat hangers are out, because they’re not packaging, or made from paper/ cardboard. Books are in, because they’re paper/cardboard. The box from a new fridge is in, because even though it’s not grocery packaging, it is paper/ cardboard. An empty CRC can is out, because it’s not grocery

packaging. It’s a hardware store

You get the drift…

product.

Now, there will be some items that are rigid grocery packaging, that still aren’t recyclable, like items made of Polystyrene, or mixed materials like a potato chip tube. But recalling this

Shoes, clothing, umbrellas – none of these are grocery packaging, or made from paper/ cardboard.

No, please don’t squash bottles or containers. Squashing changes the item’s physical properties (shape and size), making it very difficult for machinery to detect what the item is. For anything else you’re not sure about (in Auckland), take a look at makethmostofwaste.co.nz Binny: Your Auckland recycling buddy – Available on the app stores or play the game at recycleright.co.nz

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Term 4, 2019 | schoolnews.co.nz

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PETER MILLETT Photo: Michelle Simms

In our ‘Facts behind the fiction’ series, School News invites published authors to analyse their own texts specifically for the classroom. This term, children’s author Peter Millett lifts the veil on superhero storytelling for middle grade readers. He explains why stories about power are so important for young people to read and offers some discussion points

that can elevate a library or classroom book club. He writes…

shattering. However, we rarely see stories about superheroes under the age of 12 who live at home with their families and lead pretty ordinary lives that revolve around school, friends, homework, hobbies and their favourite sports. We also hardly ever see superhero stories featuring flying sheep! I created my Scholastic series The Invincibles to give Australian and New Zealand children superhero characters they could better relate to. My characters Tana, Scotty, Zinnia, Muzza and Andrea look, act and talk like they’ve stepped off a farm in Tobruk, NSW or jogged across a cricket pitch in Waikato, NZ. I’ve shaped the world they live in to represent what life is like down under. There are no sprawling metropolises or castles surrounded by steaming lava flows, there’s just paddocks, cow pats, flies, picnics, skate boarding and Saturday sports games. The five plucky heroes in my series inherit their super powers while struck by lightning playing on a disused footy field in the middle of nowhere. Mysteriously, the powers they receive are governed by the old stadium clock which was also struck by the mega blast. Their new powers only last as long as the playing time of a game of footy – 80 minutes! I used this plot device to appeal to reluctant readers who are familiar with ball sports like NRL, AFL and rugby, and also to provide a good, quick read that has a sense of completion once the final buzzer sounds. Adding to the ticking time deadline hook, I’ve centred each adventure

around the dynamics of a group of kids who couldn’t be more different from each other. Zinnia and Andrea have their own strong views on how their unexpected powers should be utilised, while Tana tries to coerce his best mate Scotty and new found mate Muzza into siding with him as to how things should roll. The constant friction amongst the group propels the series along, but ultimately the only workable solution is for them to have a shared common goal. The Invincibles are also surprised to discover that their powers will permanently expire unless they make a long-term commitment to using them collectively. Despite their laid-back pre-teen approach to superhero life, the new heroes have to deal with adult-size problems and often these problems put them under considerable pressure. These high-stake scenes will resonate with primary age readers, and I’ve deliberately made sure that a few of the decisions taken by the Invincibles aren’t the right ones. Any newbie mistakes they make can provide valuable learning experiences

Most superhero movies we see on the big screen feature characters who look and sound totally epic, and the battles they fight are even more totally awesome and earth-

TEACHING RESOURCES

Term 4, 2019 | schoolnews.co.nz

and help them grow stronger in the world of superherodom where there are no teachers or coaches to guide them. Also, to help keep readers on their toes, sometimes the villains they are up against get away with things they shouldn’t! The Invincibles aren’t perfect and often their solutions are more than a little messy and ad hoc. The universe the Invincibles occupy is youthful, unpredictable, quirky and always laugh out loud funny. The graphic novel-like illustrations by Myles Lawford help draw in reluctant readers and allow them to easily develop connections with each of the diverse characters in the series.

Discussion points Modern adult superheroes aren’t faced with the dilemma about whether they should cheat at team sports or not. The Invincibles can run faster, jump higher and easily fly above their opponents. But should they use their amazing abilities for the purpose of beating normally-abled opponents on the sports field? Is that what sport is all about – winning by whatever means you can with whatever resources you have at hand, without doing the hard yards of training or making sacrifices? Is everybody cut out to be a superhero? What if you inherited phenomenal powers but you doubted your ability to defeat supervillains?

The Invincibles aren’t give time to decide about their future careers as crime-fighters, because they’re still experimenting with them when a national emergency arises. Would every primary school student volunteer to save the world without entirely understanding how to do it? Flying through the sky might sound crazy, cool fun, but what if your power’s time limit expires and you’re 500m above the ground? Do two wrongs make a right? Tana’s older brother is a bully and a cheat. In book two ‘Short Circuit’ Tana is given the opportunity to teach his older brother a lesson. However, in order to teach his brother a lesson, he’s going to have to turn a blind eye to his own firm set of rules about fair play, honesty and not being a bully. His decision will also potentially alter his relationships with his friends forever, so he has to choose wisely. The baddie Tricky Ricky was made to feel stupid by lots of people after a very public misfortune live on prime-time television. Does that give him the right to seek revenge on those who laughed at him? Was his misfortune his own fault, or was he unfairly made to look the scapegoat? Is he right to force others to suffer his same misfortune just to make himself feel better? Tricky Ricky is now a very successful individual, shouldn’t he be using his great success and wealth for more positive purposes other than petty revenge?

The Invincibles by Peter Millett is out now, published by Scholastic.

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Teaching Recycling? There’s a resource for that! Visy Recycling operates Auckland’s Material Recovery Facility, responsible for sorting all of Auckland’s kerbside recycling. We know recycling, so if you’re looking for information about how it works, try our free download before you look anywhere else.

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The perks of outsourcing school accounting

By Rosie Clarke, Editor

Let’s face it, finances are hard. As a principal, it’s too easy to take on too much and where the Board of Trustees is concerned, nailing down a budget can feel like a tug o’ war. Yep, when it comes to the administration side of running a school, there’s no shortage of jobs.

Image: © pogonici, stock.adobe.com

Educators don’t like to think of schools as businesses but they certainly are bound by budgets. School leaders often want to focus on education and creating a rich culture within their schools, not stress about money. There is something to be said for separating bookkeeping and school books. Worrying about the finances can keep principals and school leaders from investing in the passions of their learners and learning facilitators.

ADMINISTRATION

This is where the benefits of outsourcing come in. First things first, School News always recommends schools carry out an audit to open a discussion with the school board or other decision-makers about financial efficiency. It can be a tricky subject to broach, particularly if you are new to the school and worried about rocking the boat. However, audits exist to break the ice and get the ball rolling. If there’s an issue with quality or consistency in the financial reports, or the budgets don’t seem to add up – an audit will give you an opening to discuss solutions. Making sure you have a system that provides clear, easy-to-understand reports and transparent budget management is critical. At the very least, outsourcing will minimise your internal administration tasks, freeing up school staff to focus on other things. Like learning.

Term 4, 2019 | schoolnews.co.nz

Finance isn’t everyone’s forte and with something as important as money, it’s critical that schools have the right system in place. There are many internal systems that work incredibly well but the problem is that upgrading from one to another or switching system entirely can be a massive headache. The initial benefit of outsourcing is that your new accounting provider will deal with the changeover for you and school leaders can be as involved (or not!) in the process as they like. To explore what outsourcing school accounting is and find out what schools can benefit from, we interviewed two industry specialists.

Accounting insights from the industry: How can outsourcing help schools calculate their budgets? Peter McBreen from Education services said: “Most accounting service providers assist their clients in preparing their budgets by sending easy-to-use tools and spreadsheets with historical information to assist in setting budgets. They are also available to help prepare the budget and

discuss how this fits in with a school’s financial position. In the current environment, schools are required to set an income and expenditure budget, a balance sheet budget and a cashflow budget. It can be quite complex.” Accounting for Schools’ Ben Duﬂou said: “An external service provider can provide valuable insight around how to stretch those funding dollars as far as possible. An external service provider will provide a comprehensive budget template, that will contain detailed calculators for key items, such as staffing entitlements and detailed teacher aide costs. External service providers are also more than prepared to meet face to face with Principals and Boards to talk through the budget and process in detail. How can external providers support a school with monthly and annual reporting? Outsourcing accounting takes the pressure off already busy schools and their staff. Ben explained: “While different external service providers operate different models, a school should be able to access a solution that suits their

individual needs. The external service provider should be able to articulate the key financial issues a school is facing and provide accurate guidance around financial position to assist with making sound decisions around new spending initiatives.” “The annual reporting requirements for schools have become particularly complex; there are also statutory deadlines that must be met. External service providers have greater experience preparing annual reports, given they generally assist a number of schools, and can manage the audit to ensure a stress-free process. Collaborative tools such as google drive can assist with this process, as documents and workpapers can be uploaded for auditors to access. Peter noted that schools may not realise how ineffective their budgeting has been. “Credible school accounting providers can provide specialist reports as well as monthly and annual reports that meet all the requirements of the Financial Information School Handbook (FISH). But more importantly, they will make sure it is correct and reconciled. There have been

many instances where a school thinks their internal reporting is of good quality – and it is not.” Is training and support oﬀered to school staﬀ? Schools can receive more support when outsourcing than when accounting in-house, according to Peter. “Accounting providers can provide training seminars, as do the Ministry and STA for school finances. Additionally, if there are principal or admin staff changes, most accounting service providers will assist the new personnel so they understand the school’s finances. If a school does their own accounting, there is limited outside help to upskill school personnel on their financial performance and position.” Ben said that external providers can offer a wealth of support to school staff. “Group training sessions are provided by some external service providers for school support staff, principals and Boards of Trustees. These free-of-charge training sessions focus on areas that significantly impact the school.”

For a no-obligation quote please CONTACT Pete on 06 757 5489 or email to pete@educationservices.co.nz EDUCATION SERVICES has seven offices that service Schools anywhere in the North Island.

Financial Reporting There is a reason why we are the biggest provider of school accounting solutions in New Zealand “Peace of mind”. Everything done on time - Every time by school accounting experts - leaving you more time to provide education solutions to your pupils - not having to spend valuable time on administration. EdCloud – Real time dashboard/reporting and enquiry functions. Software made specifically for New Zealand Schools. Reduce the risk of misappropriation and fraud by using our creditor payment service which includes a third party bank account verification. Don’t leave your self to the risk of misappropriation & fraud. We are the School Financial Reporting Specialists our software is school specific not off the shelf. Software that was developed for small business.

We would be delighted to provide you with a peace of mind solution to all of your Financial Reporting needs. No software needed at the School, all reports, ledger, queries, creditor schedules etc through the cloud 24/7 and we train your staff. Let us take all the worry out of your Financial Management. Partner with us - over the last two years we have logged over 3000 client visits. We walk the walk and you will see us at your school.

Property Service We provide long term maintenance plans and project supervision in the Taranaki, Wanganui and Manawatu regions.For more information CONTACT Mel on 06 349 0902

www.educationservices.co.nz Term 4, 2019 | schoolnews.co.nz

ADMINISTRATION

Innovative storage for flexible tech teaching as electronic teaching aids and flexible learning environments become the norm. As with ILEs, school technology storage prioritises multifunctionality but is there a closer relationship between the two?

By Rosie Clarke, Editor

There was a time when people thought ‘paperless schools’ would usher in the end of filing. Au contraire! Technology-focused schools require more storage than ever. Whether it’s student laptops or classroom smart devices, charging facilities or robotics equipment, there’s a lot of new ‘stuff ’ to secure and store. The growth of outdoor learning and modern learning environments also mean that schools have to get more creative about how to store all this technology and how to charge devices between uses. Here are some options we found that are available to New Zealand schools....

Laptop lockers and trolleys

Image courtesy of Distinction Furniture

usually with a perforated back or side, and offer fast-charging so that students using them later in the day don’t miss out. Laptop trolleys offer a similar functionality but can be transported around the school. Handy and secure, they are ideal for use in a modern learning environment or during outside activities. Many of these trolleys have power settings to

avoid overloading laptops as overcharged batteries weaken over time. They also require just one outlet to power all of the devices; standard trolleys will hold between 20 and 35.

Technology storage for teachers There are some flashy and exciting storage options for classroom technology in 2019

Students use laptops in almost all learning areas, so fast charging capabilities are essential. There’s a reason everybody scans the room for a power outlet before choosing their seat: most buildings were not designed to have 30+ devices plugged in at the same time. Times have changed and enabling students to top-up devices, without creating a spider web of cords strewn around the floor, is key. Laptop lockers and device trolleys can help achieve this. They allow you to plug laptops and devices into individual, lockable slots where they will charge during breaks. Laptop lockers are ideal for classrooms and libraries where devices do not need to be shared around the school and can live in their designated rooms. Tagging devices to their slots can assist IT, should any go missing or become faulty. Permanent lockers are designed not to overheat,

Dr Terry Byers recently wrote about research published in The British Journal of Education Technology Technology. He details a study of the relationship between classroom layout and technology use, where teachers in ILEs were better at integrating technology into their practice. In traditional forward-facing classrooms, on the other hand, teachers were more likely to use technology as a content delivery tool. Flexible technology storage takes many forms. There are huge wall units that combine whiteboards with device storage, charging capability and even mood lighting. These are great for locking away TVs and larger tools like printers. Mobile or floating storage options work well where wall space is limited and can be customised to store a variety of items; including projectors and special teaching aids, or fitted with pigeon holes and lockable drawers for BYOD schools or those implementing a phone ban.

Sector viewpoints Distinction Furniture’s Suzanne Roxburgh-Blair took us through some exciting new trends and options for schools.

Image courtesy of Lundia

ADMINISTRATION

Flexible device management is available with adjustable slot designs in some carts, allowing schools the ability to customise their carts to best support their classroom technology. They need to be confident in a flexible, robust mobile charging unit with more than a 10-year structural warranty and a five-year electrical warranty. Term 4, 2019 | schoolnews.co.nz

Where school spaces have lots of windows, space for storage can be limited. Whiteboard units are ideal for storage if wall space is available, as they can be designed for all uses, i.e., storing portable devices, resources and student workbooks. Mobile storage, including cupboards and pigeon holes, are also used in open spaces for storage, should wall space be limited For schools concerned about implementing a phone ban, teachers can store them in lockable solutions underdesk, or storage can be customised to suit with power boards for charging. Where flexible learning environments are concerned, depending on school needs, mobile storage can be customised in a wide variety of ways. Lundia representative Gina Quensell spoke with us about maximising storage functionality. Incorporating multifunctional options such as lighting, work surfaces, seating, charging ports, displays and discussion boards into your storage and shelving provides additional

efficiencies by having items in closer proximity. It also strikes a balance, allowing student movement but keeping them engaged and energised in the environment. The type of secure charging facility options that work well in schools with BYOD is independently accessible charging lockers. These are compact modules that can be stacked, banked or wall mounted and can charge smartphones, laptops and tablets. A great way to encourage phones to be left out of the classrooms is to incorporate USB charging ports into student lockers. Having moveable charging pods in a learning space provides flexible and open access to power. Secure mobile or static charging cabinets provide transporting, storing and charging of devices all-in-one. Charging modules built into multifunctional units such as a secure centralised teaching modules, cube walls and shelving systems can seamlessly integrate into the space.

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Term 4, 2019 | schoolnews.co.nz

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ADMINISTRATION

Image: © Wladimir Bulgar, stock.adobe.com

Cutting edge technology

preps for life By Rosie Clarke, Editor

Amid a huge technological shakeup, NZ schools are responding to the world’s rapidly changing workforce landscape. Educators agree that students must be equipped with a variety of adaptable skills that will allow them to thrive within the unpredictable throws of future working life. New technologies are consistent disruptors to once ‘safe’ career choices. It is crucial that young people can effectively adapt to change. According to the 2017 edition of The Good Careers Guide, the top jobs of the future will be shaped by technology with many current jobs totally eradicated, emerging jobs will creatively use technology combined with human interaction. The NZ curriculum has been updated to include digital technologies with an investment in technological teaching tools. Hopefully, while there are such clever technologies available for innovative educators to

Image: © JacZia, stock.adobe.com

introduce in their classrooms kiwis should not be left behind the rest of the world. A teacher’s time is precious: laser cutters and CNC routers that are fast and easy-to-use are at the cutting edge of education technology. Teaching students (and teachers!) how to create all manner of astonishing works with tact, planning and precision. It’s a lot of fun, too!

What is a CNC router? Quite simply, it’s a machine that cuts hard materials like wood, stone and metal. It can also be used on softer materials like plastic and foam. CNC stands for ‘computer numerical control’, so the machine is controlled by a computer: users can input their design into some soft ware and watch the router carry out those specific

TECHNOLOGY

functions to cut into material. CNC routers do not utilise a laser beam and instead cut directly through the material. They tend to be more affordable than laser cutters, more energy efficient and can slice through much higher thickness but they also tend to be slower and designs may lack the precision of a laser. Term 4, 2019 | schoolnews.co.nz

Have you heard of water jet cutting?

Image: © Scanrail, stock.adobe.com

What is a laser cutter? Laser cutters are actually CNC lasers that can carry out precise cuts and engravings on a wide variety of materials including timber, textiles, plastics, rubber and even small objects like apples and book covers. The laser beam can also etch metals and wood. There are different laser sources that are used for different applications: the main two are CO2 lasers, which are widely used on non-metals, and fibre lasers, which are higher intensity and work well on metal. Designs are created in a graphics program and sent to the laser cutter. These machines tend to carry out designs much faster than CNC routers with incredible intricacy and accuracy, though without the ability to create 3D cuts and engravings. While metal cutting fibre lasers are generally outside the reach of education providers, CO2 laser cutters/ engravers can be affordable and are comparable in price to entry level ‘school sized’ CNC routers. The beauty of this technology is that a whole group of students can work through the process of design, fabrication and assembly relatively quickly. Input from the teacher is mainly around the design meaning that

it does not take long for them to go from the designing stage to presenting their end product. When students have grasped the basics there is no stopping their imagination and they can use the technology to create innovative products across the whole curriculum. Imagine using a CNC router/ laser to design a game as part of a mathematics assignment or a diorama as part of a geography or science project. This technology promotes cross-collaboration between learning areas, which has been a huge driving force for the flexible learning movement. Aspects of learning that were previously inaccessible are now accessible, allowing students to tackle real life problems in authentic and creative ways. Qualities of flexibility and innovation are absolutely key to the future success of the workforce and highlight the importance of a responsive and evolving curriculum.

A: Machinery suppliers that are geared up for supplying to schools will provide introductory training for their equipment when it is installed, this will enable the teaching staff to gain a base level skill on which to build their experience and get adventurous. Advanced training should also be available from the equipment supplier in addition to good ol’ YouTube sourced tips and tricks. Additionally, many teachers gain support (and inspiration) from being members of online forums and industry groups. Q: What has been the most interesting product you have seen produced by a student so far? A: Where do I start? It could be the plastic robotic crab or maybe the two person side

by side ‘old school’ gaming console or even the Bluetooth speakers that have been made in all manner of shapes and sizes. I’m continually blown away by both students and teachers imagination with CNC laser and router fabrication! Q: Tell us about any future trends. A: Other CNC technology that we are looking forward to seeing used in an education setting is water jet cutting. This is anticipated to be a great addition to the metalwork shops, enabling precise cutting of metals, such as steel and aluminium with a mixture of water and abrasive at very high pressure. Compact water jet cutters are starting to become available.

Industry opinion: School News asked Marcus Lund from Makerspace NZ to share some tips and suggestions. Q: What training and support should teachers consider when using this technology?

Image: © Вячеслав Козырев, stock.adobe.com

Term 4, 2019 | schoolnews.co.nz

TECHNOLOGY

By Mandy Clarke, Industry Reporter

students reach the realisation that something has gone wrong when they assemble their product.”

The innovative and inventive Auroa School, Hawera successfully introduced Makerspace NZ laser cutter technology to their primary students. This school is busy providing amazing opportunities for younger students to participate in specialist technology classes with a focus on a project based, problem solving approach, and boundless creativity. Auroa School Principal, Jarad Chittenden explained that they have been teaching their students a technology program that was previously implemented by the high school. He said: “Our aim is to provide our primary students with a unique experience where they can be creative and innovative with how they plan and build their projects.” The laser cutter technology is mainly used in the year 7/8 DPE program. Jarad told us: “The focus this year has been on creating Bluetooth speakers and is a great example of how we have successfully implemented the laser cutter. This new technology enables our students to design their own speaker cases and add components. “Our DPE program is based around the concept of reverse engineering, where we provide students with a variety of projects and they are required

Furthermore, Jarad reported that it wasn't long before the students operated the cutter without relying on teacher instruction. The speedy cutting process also allows multiple students at any time of the day to review their designs, create multiple prototypes, and troubleshoot each design. He said: “Students become extremely efficient on the software (Google Sketchup and Inkscape), so much so, they are creating designs and products that reflect their individuality, and we very rarely find two products that are alike. Every year our students seem to be more capable and more creative, having learnt from previous students.”

All images courtesy of Auroa School

to break down products into key components. Then, they use this information to construct their own products adding their own individuality to the outcome. “Students work through the process of design and assembly with input from their teacher when using the cutter as a tool, but it doesn’t take long for students to be able to do this with only minimal teacher input. This is important because we want our students to be in as much control of their designs as possible and free teachers to discuss design elements and construction ideas, rather than having to help with the process.”

According to Jarad the process was immediately found to be heavy on design with students having to visualise what the 2d shapes they were constructing in the software would look like in 3d space. He admitted there were lots of mistakes! However, this was a positive learning opportunity. He stated: “The key was that the laser cutter allowed for these mistakes to happen. Students weren't constricted by teacher availability to cut their designs or check their work and in fact, we didn't want to be the gatekeeper who checked their work before they processed it. Our aim is that

TECHNOLOGY

The improved standard of products created over the past couple of years, highlights how positively received the introduction of this laser cutting technology has been. “Without doubt, the laser cutter is a great return on our initial investment and a pivotal part of our plan is to push this into our junior school. The technology makes previously inaccessible aspects of learning accessible, allowing students to tackle real life problems in authentic ways and is a key element in how we structure our curriculum for future years” Jarad concluded. What’s next? “We want to push this learning model to younger students, allowing more junior students to use the cutter. We also want more involvement in our ‘Innovators Group’, creating products for our school, or even for businesses outside the school.”

Term 4, 2019 | schoolnews.co.nz

Going full matrix or scoring a digital scoreboard? By Rosie Clarke, Editor

Scoreboards have become the norm for school sporting events around New Zealand but what are your options? There are two categories of electronic scoreboards: digital and full matrix. Schools that intend on using their scoreboard for one sport with specific scoring requirements, or a small group of sports with similar scoring requirements, may find the digital option efficient. These scoreboards have more limited functionality than their full matrix counterpart and have a more traditional appearance. As standard, they display scores as individual digits and are customised with static background printing to reflect the team logo or school branding. Digital scoreboards tend to be the cheaper option and are more limited in terms of scoring but boast ease-of-use and provide a traditional aesthetic that complements school sports. Full matrix scoreboards, on the other hand, look more like huge video monitors. These are the scoreboards that are installed professionally, in most cases, with oversized versions present in stadiums around the world. Their bread and butter involves live-action replays and playing sponsored adverts or other video messaging. Schools could play video adverts from their arts or hospitality students as part of a project, for example. They are also wholly flexible when it comes to scoring. These scoreboards are the most efficient option for schools that intend to use the same device to score a variety of sports or want to encourage creative use. In terms of daily operation, full matrix scoreboards work similarly to digital signage and there are apps are available to assist staff in controlling them real-time and customising playable content. Industry inspirations Craig Meldrum, managing director at WiPath Communications, told Term 4, 2019 | schoolnews.co.nz

Image: © Monkey Business, stock.adobe.com

Examples of computer controlled scoring, courtesy of WiPath Communications

School News took us through some of the trickier elements… All electronic scoreboards fall into two basic categories, digital-only and full matrix. While a full matrix display can essentially act as a computer monitor, there are a number of differences in set-up and operation. A digital display is generally specifically set up for a particular sport and shows only information specific to that sport (e.g. fouls in basketball) while a full matrix display is capable of showing almost anything you can put on a computer display and it is possible to set one up to switch between scores and video replay, for example. A full matrix scoreboard/video display often needs to have input from a number of different sources so they generally have a sophisticated controller between the computer and display. This can be quite complicated to set-up and operate compared to a digital scoreboard, which usually has a very intuitive, easy to use controller.

In full matrix scoreboards, the higher the resolution the higher cost but the better the display especially for video replay. Digital scoreboards, on the other hand, tend to be categorised more by digit size, which should be selected based on the viewing distances required. Any quality scoreboard will allow automatic or manual control of things like brightness but live replay is a

sophisticated function that is only available with full matrix highend control systems. Operation from a mobile device is generally available, using either dedicated wireless controllers (for digital scoreboards) or wifi for full matrix. Smartphone-type control is also available on some scoreboards although not generally as desirable due to a number of limitations.

CO M M U N I C AT I O N S LT D EL ECTRONI C SCOREBOAR DS ENTRANCE SI GNS I ND OOR V I D EO WAL L S FULL SERVIC E PROVIDER – NATIONWIDE

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PHONE 09 302 1142 EMAIL info@wipath.co.nz WWW.LEDSIGNS.CO.NZ

Get your gym

flooring into shape Image: © Monkey Business, stock.adobe.com

By Mandy Clarke, Industry Reporter

Educators recognise that physical activity in childhood extends well beyond the physical realm. The development and practice of physical skills improves mental, social and emotional abilities. Teamwork, perseverance, strategy: these are all powerful tools that learners exercise in a school gymnasium. Considering all this, the recommended 60 minutes of vigorous exercise a day doesn’t quite seem enough!

of investment or refurbishment for their buildings, classrooms tend to take priority in the budget, but often that money is better spent money on communal areas like the gymnasium. Leaving a gym to deteriorate is a huge mistake because the floor space here tends to be vast and refurbishment/replacement costs of the floor can skyrocket over time, especially if it is wooden. Not to mention that

gym space is valuable real estate that your school may be able to capitalise on. To inform your purchasing and refurbishment options ahead of a gym upgrade, you should list activities you want to use the space for and build-up knowledge of latest fitness education best practice and safety regulations. That last one in particular can be a tricky beast to master.

Especially when injuries can lead to legal action and worse. According to the New Zealand Government, “In 2016, the overall rate of injury claims was 107 claims per 1000 fulltime equivalent employees”. Worksafe New Zealand lists “slips, trips and falls” as “examples of some of the key health and safety risks with wet or badly cleaned floors cited as some of the ways common injuries happen.

Therefore, it is vital to have an indoor area (school gymnasium) where students can safely exercise or play sport, despite the risk of inclement weather making the modern, safe and inspiring school gym an essential part of your educational environment. Not only is this a space for sport and exercise but it can be an ideal spot for the whole school to gather for assemblies, drama productions, music practice and other non-sporting events. Image: © shock, stock.adobe.com

When older schools are in need

SPORTS & RECREATION

Term 4, 2019 | schoolnews.co.nz

Which circles us back to your gym floor... If you look closely enough, even a modern and well-maintained gym can have potential dangers lurking beneath and without a risk assessment, proper refurbishment, planning and maintenance, can lead to serious injuries. Your first step should be to identify hazards. Once a risk has been established, assess what action needs to be taken, how soon and what preventative measures should be put in place. If the risk can be removed completely – remove it. If you identify a floor that poses a risk, you should replace those floors but if you can’t replace the hazard, you must minimise the risk in some other way. Perhaps refurbish or replace sections of floor or seek advice on other options like mats. Of course, your solution must always meet New Zealand industry standards. Common flooring materials include rubber, which can be

60 minutes of vigorous exercise per day just isn’t enough an inexpensive choice but, depending on the material, may wear and require constant assessment and replacement of worn sections. Timber floors can be expensive, depending on the type of wood selected, but are incredibly long-lasting if wellmaintained. If badly maintained, you will have a storm coming when you eventually need to pull up the boards. Other types of flooring are point elastic floors, that can be laid over the top of existing wood or concrete. In gyms, shock absorption is a very important consideration, with timber providing more efficient shock absorption for heavier bodies. Point elastic flooring tends to be better at breaking falls for smaller bodies and cushioned vinyl is an

Wood is a versatile option that can be used for different needs. For example, where a wooden basketball court would benefit from closer battens, a dancefloor can benefit from a springy underlay. There are also multi-purpose materials that seek to balance the needs of most commonly played sports. Ask your supplier about different options for different

If your floor looks dull, is slippery, and your court lines are wearing you need to call us for a re-coat.

If you require any new sports equipment, we can oﬀer you great gear at an aﬀordable price. We supply safe, reliable, high quality New Zealand made products at an affordable price backed up by local support.

Currently we are running an offer on fixed height netball posts for $200.00+gst.

Term 4, 2019 | schoolnews.co.nz

In high schools, where professional-standard sports training is undertaken, it is vital to seek recommendations from the appropriate international sports body as to what type of floor is best for that sport.

Final tip: remember the horrific sound of chairs being dragged across the school gym? You can avoid that altogether if you factor seating into your choice. Ask your supplier to advise on how you can prevent earache, scratching and floor damage. Rubbertype flooring can dampen the sound of chairs being dragged, while wood provides more stability for permanent or semi-permanent seating.

S P O R T S U R FA C E S

keeping unnecessary waste down.

All of our equipment can be customised to suit your venue. Gecko sports equipment is happy refurbish old worn out equipment when possible, to help reduce cost for your venue and assist in

alternative option that provides resilience against injury and promotes noise reduction.

Vinyl and rubber-type point elastic flooring can come in all colours and designs, customised for the need and preference of each school while wooden floors vary in type and finish but offer a more classic feel. Court lines are usually painted over wood and poured into the construction of rubber or polyurethane floor designs. Think about what style of flooring will best promote your school and also inspire your students to get active.

I N T E R N AT I O N A L

SPORTS EQUIPMENT YOU CAN TRUST

Basketball, netball, badminton, volleyball, futsal, equipment trollies, combination posts and much more.

sports, non-sport activities as well as age groups and of course consider how it will look...

Gecko Sports equipment offers New Zealand wide safety checks on sports equipment to make sure your basketball units, curtains and any other gear is up to safety standards.

For more information email info@geckosportsequipment.co.nz or call 09 813 2980 or visit www.geckosportsequipment.co.nz

International Sport Surfaces can update your space with a re-sand and change the whole area bringing your old floor back to life. Regular recoats prevents your floors coating systems get thinner and thinner over time from use. If we keep a protective layer on the floor this prevents damage to the bare wood underneath, long term protecting your floor with re-coats are

cheaper than repairing damage to the bare wood. International Sport Surfaces can use their professional cleaning scrubber machine to help remove unwanted marks, residue, gum and any other unwelcome substances on your floor. Regular professional maintenance helps increase the life of your floor, and keep your floor to a healthy standard. International Sport Surfaces supplies and installs sprung floors, dance floors, squash courts and much more.

CALL US NOW 09 813 2980 iss@intsportsurfaces.co.nz

SPORTS & RECREATION

CREATE – A – SPACE BENCHES AND POSTURA® STOOLS HUB CHAIR Meet the Hub Chair, Hub is a versatile chair suitable for classrooms, libraries and meeting rooms. The Hub can be easily nested away when not in use to save space in a flexible learning environment. Not only is the Hub a space saver, but you can also opt for an optional linking system and connect your Hub together in a line for conference style seating.

Stand at it, sit at it, move it around, or lock it down – Create – A – Space Benches are perfect for tiered, interactive and collaborative learning environments, they allow for easy movement and enhance sightlines between students and teachers. Ideal for maker spaces, informal and formal learning areas including classrooms, common rooms, meeting rooms and libraries. The all-welded steel frame offers stability without crossbars, reducing interference with stools and also allows for space to store trolleys or other products underneath the bench. Combine with either a Postura Plus stool or Focus stool for a durable, comfortable seat in the height you need. Stools now also available at 750mmH.

C Scholar Furniture P 0800 453 730 E sales@scholarfurniture.co.nz W www.scholarfurniture.co.nz

C Distinction Furniture P 09 523 4092 E sales@distinction.net.nz W https://www.distinction.net.nz/term-flyers/

COLLAB MOBILE WHITEBOARD A cost-effective and stylish way to add a whiteboard to any space, being easily moved between classrooms. Fitted with a high quality porcelain on steel whiteboard, specifically designed to hold up well against heavy use and backed by our 25 year surface guarantee. The Collab Board has a robust A frame and heavy duty caster wheels. Available in a standard size of 1900x 980mm with a small pinboard or single sided Meltecca to the base. C Potter Interior Systems P 0800 POTTERS W www.potters.co.nz

WHAT’S HOT

Term 4, 2019 | schoolnews.co.nz

BBC MICRO:BIT The fantastic BBC Micro:bit is bringing learning to life around the world and you can too! The micro:bit is a small, affordable, programable computer designed for education. It is easily accessible and highly extendable. Suitable for year three and up, it is even in use in universities! Empower your students with hundreds of free online resources designed to teach real-world skills through project-based learning. Use the discount code: School News when purchasing a classroom pack of 10 micro:bits to get yours for $249.95 inc GST. Available until December 18th 2019. C Learning Developments P 0274 877 040 W www.learningdevelopments.co.nz

ELECTRONIC CUSTOM BUILT SCHOOL SIGNAGE

MAKING I.L.E. SPACES EASY

Great communication with your school community and the wider local community is important for every school and increasingly schools are turning to electronic signage to make this easy and efficient. Whether it is to advise on upcoming events, promote the school or celebrate student's success, school's all over the country are using electronic signage as the best way to achieve these goals.

Have a nook that youâ&#x20AC;&#x2122;d like to have some seating but still need the storage space? Want to create a Reading Pocket but it needs to be modular and compact? Need to be able to easily reconfigure your layout within minutes? Lundias Mobile Cube Seating can incorporate all kinds of functionality. Shelves, Doors, Seat Pads, Modularity, Manoeuvrability, Acoustic Panels, Displays, Discussion Boards. Choose from all kinds of pine colours with 0% VOCs adhering to the European Standards for Air Quality and Toy Safety. Designed with You.

C WiPath Communications Ltd P 09 302 1142

C Lundia P 0800 860 460 E info@lundia.co.nz W www.lundia.co.nz

E schools@wipath.co.nz W www.ledsigns.co.nz

VOLLEYBALL POSTS Gecko Sports Equipment are the preferred supplier for volleyball posts, nets and umpire stands across many clubs in New Zealand. Our posts are easy to install with high quality nets that sit dead straight once tightened. Our umpire stands have wheels near the base for simple, fast mobility. Visit our website for more information and to view affordable quality New Zealand made gear. C Gecko Sports Equipment P 09 813 2980 E info@geckosportsequipment.co.nz W www.geckosportsequipment.co.nz

Term 4, 2019 | schoolnews.co.nz

WHATâ&#x20AC;&#x2122;S HOT

Future-proofing new leaders:

Overseas

tour magic

Images courtesy of Tour Time

By Rosie Clarke, Editor

International travel is a gamechanger for students. Not only do overseas trips instil self-sufficiency, responsibility and leadership in students; they also create once-in-a-lifetime real-world context for lessons across all learning areas.

Trips can be incredibly focused, like a music tour to visit a world-famous orchestra or a language tour to immerse French students in Parisian culture. They can also cross subject lines and present intricate opportunities for project-based learning. Overseas tours are big investments made by schools, teachers and parents; they

require lots of planning, forethought and build up lots of excitement among students. To avoid the disappointment experienced by schools in Britain earlier this year during the Thomas Cook collapse, itâ&#x20AC;&#x2122;s vital that schools engage with TAANZ-bonded travel operators. TAANZ is the Travel Agents Association of New Zealand and full travel bonding will protect your schoolâ&#x20AC;&#x2122;s booking in the event of a company collapse. A British dance school lost more than $24,000 when its one-in-

E.O.T.C.

a-lifetime visit to Broadway in New York City was cancelled because of the Thomas Cook collapse. According to experts, New Zealand schools should avoid this type of loss by checking that their chosen operator is TAANZ-bonded and by verifying that funds are held in separate trust accounts. A truly once-in-a-lifetime overseas tour is one that is specific to your students. Allow their interests and learning focus to guide your decisionmaking and structure a tour

Term 4, 2019 | schoolnews.co.nz

Educational Tour Specialists Proudly NZ Owned and Operated

Image courtesy of Tour Time

that is engaging and unique. To explore what tours are now possible and uncover how far ahead schools should plan, we interviewed two tour operators that specialise in planning learner-centric overseas tours with schools.

Tour tips from industry insiders: How can budgetrestricted schools oﬀer these experiences? Tour Time director, Brent Imrie explained: “The best possible advice we can give for budgetrestricted schools is to start

the planning process early. The longer you have to get the tour off the ground, the less financial burden you’ll be placing on the group by spreading the tour costs over a longer period of time. Seek early commitment from the group and, wherever possible, form a student/parent lead fund-raising committee. A tour is much more likely to succeed with buy-in from all parties, not just the teachers.

TO DISCUSS YOUR NEXT TOUR

email: hope.harrison@hot.co.nz phone: 0800 304 382

“Wherever possible, look for big ticket items for fundraisers! Sausage sizzles will soon wear thin, so try to arrange a couple of bigger events like quiz nights, performances and shows.”

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tourtime.co.nz info@tourtime.co.nz 0800 86 87 84 Term 4, 2019 | schoolnews.co.nz

E.O.T.C.

Stephen Gillingham, from Defining Moments, advised: “Any overseas group tour experience is a significant investment and one that presents a financial challenge to many families. It is important for teachers and schools to give good consideration to the affordability of the trip they are proposing as it relates to their school community and associated families. There are some remarkable and inspiring examples of families and individuals whom have fundraised completely for trips and displayed true resolve in order to take up the overseas tour opportunity. The biggest enabler a teacher or school can provide to assist families plan and save for a trip is time. Two years’ advance notice is not uncommon!” What styles are available for schools looking to organise a unique tour? From whole-trip concepts to individual activities, the possibilities are endless, according to Stephen. “Things like homestays and immersion studies work well for languages,” he said. Then there are “community projects in Vietnam, the ‘laying of wreath’ at the Menin Gate, pizza and pasta making, space camp, learning how to be on the technical crew or an actor on an actual film set, seeing Broadway shows and taking classes for Drama and music, etc.” Sports tours can incorporate famous locations and real competition, Brent shared. “Kobe Bryant’s Mamba Sports Academy is an incredible facility in Los Angeles that offers elite

Image courtesy of Deﬁning Moments

high performance training for schools and clubs across all sporting codes. Not only are there basketball courts, indoor beach volleyball courts and batting cages, but also a biomechanics lab, cryogenic recovery chambers and cognitive training centre to train young athletes.” He revealed one tour group has been using the cognitive training tools they received overseas to help them with exam prep: “An unexpected but amazing outcome for the players and parents!”

students the chance to see the practical execution of learnt theory up-close. For instance on a tour to CERN, students participate in a Data Analysing Masterclass, which gives them the opportunity to take live data recorded in the Large Hadron Collider, review it as a group, then form their own theories on what the data proves based on what they have studied in class. This truly brings learning to life, sparking wonder while embedding knowledge they already have.

What is the biggest learning experience students can gain from an overseas tour?

“Students can debate global warming solutions at the WMO (World Meteorological Organisation) with scientists and learn about what is being developed right now.”

Real-world context is a powerful learning aid, according to Brent. He said: “From an on-theground learning perspective, overseas touring allows

For Stephen, personal growth and leadership skills take

top billing. He said: “While overseas travel offers learning opportunities relevant to various topics of study and immersion in local food, language and cultures, the biggest learning students do is about themselves. With careful planning and risk minimisation, students are positively challenged to learn how to manage themselves: they learn to budget their spending money, be timely and keep to a schedule, even take care of their own laundry needs. (often a first for some). Small challenges like crossing a busy road in Hanoi, trying unfamiliar foods and looking out for a struggling group member is a test of their individual leadership and can lead to considerable character development.”

Images courtesy of Deﬁning Moments

E.O.T.C.

Term 4, 2019 | schoolnews.co.nz

Taking Climate Action While Travelling When you book YHA New Zealand for group stays, you take climate action by choosing a carboNZeroCertTM certified organisation.

Green Footprint Project. YHA staff and volunteers use these donations to plant native trees and shrubs in Canterbury every year. Over the last 15 years, we’ve planted over 15,000 trees!

We’ve been building sustainable practices into our operations for over 25 years. Since becoming carboNZeroCertTM certified in 2016 we’ve reduced our carbon emissions by 21% - that’s 195 tons of carbon over three years! Our carbon offsets support native tree planting and habitat restoration in our very own backyard, Banks Peninsula. And we won’t stop there; we’re continuing to invest in improvements that reduce our emissions and environmental impact.

What’s more, we’re challenging the whole travel industry to do better too - if we can have these sustainability successes as a budget accommodation provider, then anyone can do it! We want to see more accommodation and travel providers not just asking you to offset your travel, but offsetting and lowering their own carbon emissions as well.

So far, five of our thirteen YHAmanaged hostels are using renewable energy sources. We’ve installed solar energy including photovoltaic panels and efficient

Travel and climate action don’t sound compatible. But they can be. hot water systems in Franz Josef, Wellington, Aoraki Mt Cook and Lake Tekapo. YHA Rotorua harnesses geothermal energy to power the hostel’s hot water system. This year we partnered with Meridian Energy, using an Energy Efficiency and Conservation Authority grant, to install EV

chargers at YHA Franz Josef, YHA Aoraki Mt Cook, and YHA Te Anau. These are three of our most remote locations, helping make these amazing places more accessible to those in more environmentally friendly vehicles. Over and above our carbon offsets and reductions, our travellers can also donate to the

We’re proud to live in such a beautiful country. And we want to keep it that way. That’s why we’re doing the right thing and helping you take climate action. YHA New Zealand is a network of 35+ quality Youth Hostels. Find how you can travel responsibly at www.yha.co.nz/sustainability.

Taking a group away? Plan ahead with YHA. • Great accommodation, excellent locations • Bed & Breakfast options • All bedding provided • RAMs information supplied Start with an online estimate today www.yha.co.nz/estimate

Term 4, 2019 | schoolnews.co.nz

E.O.T.C.

All images courtesy of the Heart Foundation

Food technology curriculum By Branko Cvjetan, Manager, North Island Nutrition Advisors, Heart Foundation

Did you know there is a link between a young adult’s confidence in their own cooking skills and their future health and wellbeing? The way schools teach food technology has come a long way from just following a recipe, to having a positive impact on students’ lives and health outside of the classroom. Food and nutrition classes at schools throughout New

Zealand are being offered contemporary, visually appealing online tools, following the launch of the Heart Foundation and vegetables.co.nz's new Food Curriculum Project resources. Aimed at food teachers of Year 7 and 8 students, the resources are the result of a collaborative project involving the Heart Foundation, vegetables.co.nz and more than 50 teachers from around New Zealand. They look to enhance some of the great work that is already being done by teachers. Heart Foundation Food and Nutrition Manager Dave Monro says, “Massey University research

in 2017 looked at what was being taught in food classrooms across 120 schools in New Zealand”.

the need for a central pool of current resources and ongoing professional development.”

“The results showed that there were opportunities to provide updated educational resources that would better equip children with fundamental life skills to enable them to cook healthy meals within their budget, cultural and time requirements.”

Using the study results, the Heart Foundation and vegetables.co.nz took a ‘by teachers, for teachers’ approach in developing the materials to meet curriculum requirements. Industry associations Home Economics and Technology Teachers Association NZ [HETTANZ] and the New Zealand Association of Intermediate and Middle Schools [NZAIMS] have also been involved and the project is funded by the Ministry of Health.

“Among the key findings were the need for lesson plans and resources to teach kids food skills, and promote nutrition and well-being using digital technologies. Also identified by the teachers as priorities, were

FOOD & BEVERAGE

The result is a comprehensive

Term 4, 2019 | schoolnews.co.nz

from one another,” Dave says.

suite of free downloadable resources that include a unit plan of 8-10 lessons with supporting resources and activities that can be used by teachers.

The resources are also being strongly promoted and supported by HETTANZ and NZAIMS. The resources are available in the Educators section of the Heart Foundation website.

“Each lesson includes a healthy recipe and an important food skill. Many of the activities are interactive allowing the students to use digital technologies, tablets or smart devices. The teachers can pick and choose what resources they want to use.”

How can we help? The Heart Foundation has Nutrition Advisors around the country that can support your school on all matters related to nutrition. You can contact your local Nutrition Advisor via the Contact Us page of learnbyheart. org.nz, ring 0800 863 375 or send a message to LBHSupport@ heartfoundation.org.nz

A series of ‘Easy Meals with Vegetables’ skill cards and videos have also been created by The Heart Foundation, vegetables.co.nz and the Health Promotion Agency, to add to the suite of resources. Vegetables.co.nz Chairman Andre de Bruin says: “We are proud to be a partner in this project teaching kids how to cook a healthy meal and look forward to supporting teachers in the ongoing use of these valuable resources.” Dave and Andre agree that they expect the resources will bring a stronger focus on students preparing a main meal which includes plenty of vegetables

and hope the kids take them home and use them together with parents and whānau. The Heart Foundation and vegetables. co.nz will continue to work closely with teachers on the ongoing use of the resources. A series of professional

development seminars are being held throughout the country to support teachers. “These seminars include presentations, a food demonstration, masterclass and nutrition on hot topics which provide a fantastic platform for teachers to network and learn

Branko Cvjetan works for the Heart Foundation as a Manager for Nutrition Advisors in the North Island. His team support schools and early learning services to encourage healthy eating and physical activity. He is a New Zealand Registered Dietitian and father of two who is passionate about helping children to eat well.

ruNning a SchooL canTeen iSn’T easY – We caN helP you. We offer FREE advice on menus, recipes, finances, management & policies. Sign up today at www.fuelled4life.org.nz to receive our many free resources.

wWw.FuellEd4liFe.oRg.nZ Term 4, 2019 | schoolnews.co.nz

FOOD & BEVERAGE

Is your heat pump hindering national energy goals?

Images courtesy of Temperzone Climate Innovations

By Kate Jackson, Industry Reporter

Experts have also pointed out the importance of room temperature to learning; anywhere higher than 28°C is often cited as detrimental to concentration.

Did you know… If we all help drive the use of energy efficient technology, such as LED lighting and heat pumps, we could seriously contribute to New Zealand realising its ambitious renewable electricity goals, according to new modelling. The Energy Efficiency and Conservation Authority (EECA) has investigated the role energy efficiency can play in the move towards 100 percent renewable electricity by 2035. The study found that “widespread uptake of energy efficient technology in factories, businesses and homes would mean a lot less new renewable generation would need to be built, to supply New Zealand with very high levels of renewable electricity. This would require less capital investment and reduce national electricity costs”. EECA’s chief executive Andrew

Caseley said the usual mind set is to build a more renewable generation, but investment in energy efficient technology is often overlooked. Savings from a system-wide uptake of modern technologies like heat pumps could provide the equivalent of 4000 GWh of extra capacity, before any new renewable generation would be required. While there are upfront costs when introducing more energy efficient technology, the benefit is less expense long-term. Without a doubt,

introducing more energy efficient technology can reduce school electricity emissions and costs but don’t we also need to recognise the importance of our role as student role models when it comes to energy efficiency? We are also aware that temperature control is vital to create a quality learning environment. According to the Post Primary Teachers’ Association, 10°C is the lowest acceptable temperature for a teaching classroom.

PROPERTY

In a nation such as ours, temperature control is no easy feat, with freezing cold temperatures, seasonal change and the impact of global warming. Therefore, schools need to ensure they have energy efficient heat pumps that are well maintained and closely monitored. There are different types of heat pumps, including wall mounts, floor mounts, cassettes, under ceiling, in-ceiling ducted, rooftop, single or multi-zone types, basically an array of heat pumps to suit different applications and occupancy levels. The environment and use of the space will determine the choice of technology, its size, noise level and what sensors should be installed. Term 4, 2019 | schoolnews.co.nz

Industry suppliers are keen to customise your system based on school needs with the aim of maximising your building’s overall energy efficiency. They can maintain and replace parts of your existing heat pumps if possible. But if your heat pumps are old it may be more cost effective to replace them with advanced technologies that are more cost-efficient and better for the environment.

Industry points to remember: Resident air conditioning expert at Temperzone Climate Innovations, Jamie Nankivell discussed installation and maintenance. The installation or service company should ideally present the school with a regular maintenance contract. Ideally, units should be serviced every three months for filter cleaning and an annual service on both the indoor and outdoor units. Check sheets should be completed, signed by the serviceperson and a copy forwarded to the school for records and WOF. Generally,

and, if so, at what height? Is there a ceiling cavity? Is the building insulated? Is the floor concrete or wooden; does it have windows and in what direction are they facing? Is there a practical wall space to mount a Hi Wall unit, access to install pipe work and a condensate drains?

I would think settings should be 19⁰ in the summer and 22⁰ in the winter. Teachers need to understand how a system operates to minimise power usage, know not to run the unit with open windows and doors, etc. Some schools will operate their room air conditioner with a simple one-hour push-button timer. Another option is to turn the system on with either a remote control or wall controller when in the room and off when leaving. The more expensive option is to have a central management system where individual room time and boundaries can be

set. This may not always be the best system as there may be variances in the use of individual rooms. Every school or room is different so what may suit one may not suit another.

Schools should also think about where to position indoor and outdoor units as outdoor units are generally on the roof or at ground level with a protection cage.

Key points to consider include: the school budget, how many students will be in the room, whether the room has a ceiling

Decide how you want to be able to control the units: simple remote control, wall control or a central management system.

Ȃ*- ' я - ($0( **'$)" С /$)" Keeping kids comfortable year round

WARRANTY

Request a quote or find your nearest Installer

222ю#$/ #$ $- *)ю *ю)5 Term 4, 2019 | schoolnews.co.nz

PROPERTY

Image courtesy of Fresco Shades

Have you done a shade audit lately? By Mandy Clarke, Industry Reporter

will likely require very different solutions, for instance the ‘active’ playground areas used for ball games requires different shade to ‘passive’ playground areas where students sit, banter and eat lunch.

Despite being inundated with campaigns about skin cancer prevention, young people are still lax with sun protection. Even with adequate sun screen and even when students are wearing hats outside, all learning environments have a duty to provide adequate, clever and effective shade solutions. Shade is an important health and safety issue that all schools have to address but it can be hard to know whether existing grounds are adequate. A thorough shade audit is the place to start so that an effective plan can be implemented. Different areas of your school

Areas where students may gather for long periods, like bus stops or pedestrian link zones must offer effective all-round cover and, similarly, swimming pools and tennis courts have their own particular shade requirements. However, your shade project should also be planned in terms of the whole site: the sun direction at certain times, your school’s long-term plans and of course the natural environment need to be considered. Ideally, your shade plan should be a team approach that includes board members, staff, gardeners,

caretakers, architects or suppliers and parents. When working within a budget, it is always wise to optimise existing shade solutions before purchasing additional installations. Schools can make the most of treelines and natural shade, seating arrangements, and can review how students use the grounds. For a noticeable refresh, bring in a specialist team to repair any damage to existing shade, sails or coverings. Beware! In New Zealand, blocking out UV rays may also block out the warm sun, making students so cold that they will avoid the shaded areas. For this reason, schools should carefully consider which areas they would like students to be able to use, and what shade structures will work year-round. Specifying the amount of shade

that schools should aim to provide, the Cancer Society of NZ publication, Undercover, recommends a minimum of 2.5m2 per student. Well planned shading has the added bonus of creating shelter, reducing glare and also providing relief from the heat of the sun during summer. Depending on the type of shade structure, it can also help protect from rain or snow during winter. According to Sunsmart Schools, an initiative of the Cancer Society of NZ, high protective shade used outdoors “must use an excellent UVR barrier shading material and be placed to shade the users as the sun-path moves across the sky”. Basically, the view of the open sky should be restricted, which “can be done by keeping the edges low”.

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WELCOME TO THE

SHADE HOUSE Image courtesy of Fresco Shades

Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this 'sky view'. Shade sails can offer a colourful solution to the problem and are frequently used in recreational areas. However, the Ministry advises that schools carefully consider whether an open-sided structure will serve school requirements. Depending on location, sails can be prone to damage in harsh weather conditions. Canopies, permanent awnings, walkways and veranda-style structures focus on building fixed, durable shelter from various weather types. Some suppliers offer a lifetime warranty on these

structures, which have a roof rather than an umbrella-style shade. Attached to a school’s main building, they can also be used as shaded external learning spaces. Umbrellas can be a nifty solution for portability, where shade or shelter might be required as part of a school trip or brought onto a sports field as a ‘cool down zone’ and can be moved out of direct sunlight when not in use. Schools may also decide to build a permanent shade structure, such as a veranda attached it to the main building structure.

Big or small, we are your shade specialists. Not only are we your one stop shop for shade sails , but we have a range of products from commercial grade umbrellas through to drop screens & pergola overhead shade products along with internal sunscreen rollerblinds…..

Just mention SCHOOL NEWS to receive 10% DISCOUNT VALID for 90 days from day of quote.

Feel confident you can leave it to us.

Most structures can be custombuilt to suit a particular building, campus or need and your supplier is happy to come and give you advice before giving you a quote.

PH 03 6849000 SHOWROOM 61 CHURCH STREET, TIMARU SALES@THESHADEHOUSE.CO.NZ WWW.THESHADEHOUSE.CO.NZ

Pinehurst School

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St John’s School Mairangi Bay

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Key benefits:

Outdoor Living Solutions

No need for sun hats under our canopies! 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.

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 UV rays v Modern curved shape enhances any environment v Great for pools, walkways, entrances and school shops 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)

Term 4, 2019 | schoolnews.co.nz

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Maintaining school grounds

shouldn’t be this hard Image courtesy of Massey Ferguson

0.99% FINANCE

By Mandy Clarke, Industry Reporter

A stellar school mower might not be the first thing parents consider halfway through a campus tour… But an unkempt sports field sure diminishes confidence in a school’s prowess. FROM

$14,995

PLUS GST

MF GC1700 SERIES 23-25 HP • Optional quick attach chassis mounted backhoe & loader and mid-mount mower deck • The option of Turf, Industrial or Ag tyres • 2 range hydrostatic transmission for ease of use • High flow hydraulics for quick and easy loader / backhoe work

Good mower versus bad mower

CONTACT YOUR LOCAL MASSEY FERGUSON DEALER TODAY ~Pricing based on MF GC1723E tractor. Finance with an interest rate of 0.99% p.a. available on Hire Purchase agreement based on minimum 30% deposit, the GST component repaid after 4 months and monthly repayments in arrears over a 36 month term. Fees and lending conditions apply to approved GST number holders who use the equipment for business purposes. Finance is approved by AGCO Finance Pty Ltd, GST number 88-831-861. Prices do not include dealer delivery charges. Offer ends December 15, 2019. Contact your local Massey Ferguson dealer for full terms and conditions.

MASSEYFERGUSON.CO.NZ | FREECALL 0800 825 872 A world of experience. Working with you.

School leaders should take as much care when choosing school mowing equipment as they would when buying a new car. Perhaps more so! These are complex machines that will see plenty of use on campus.

What’s the difference? A great mower will have low maintenance requirements for schools, longevity on the job, beautiful cuts, adaptability and will be, above all, best suited to your particular landscaping needs. Do you have entirely flat terrain or are you sloped? Is your school grounds something of a mixed bag? Do you need to mow roadside or exclusively on

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the school field? These are all questions a machinery supplier will likely ask you so that they can point you in the direction of what will best suit your needs. But what are the options?

Ride-on mowers Cutting width is the key factor here: ride-ons can slice through at least 110cm of grass at a time, making them a good option for mid-to-large areas over half-anacre. Just like a car, they come in manual and automatic, with some even boasting a cruise control option. Critically, you should ask about machines that have an automated blade switchoff when you enter reverse or stop. In a school environment this is a great safety feature. Generally speaking, these beauties are heavy, weighing in over 150kg and aren’t always a great choice for sloped environments. However, that depends on the machine as wider ride-ons, like zero-turn models, have a lower centre of gravity and can handle steeper slopes. Best to enquire about this with a supplier, but they generally are not advised for slopes much greater than 10 degrees. Term 4, 2019 | schoolnews.co.nz

Zero-turns and smaller rearengine machines have tiny turning circles and work well in intricate spaces. Ride-ons can also come equipped with side-discharge mulching attachments, making life a little easier for maintenance staff.

Small tractors These machines have a lot of the same benefits as a ride-on but due to their larger size they have a lot more customisability. Tractors are much faster, so they are great for large and multiple fields. They can also be used for more things; spreading fertiliser or aerating soil. They also have a plethora of great attachments, making them handy for schools that want to dig up a field for a garden or tow large items like rubbish. They are more expensive to buy and maintain though, so you want to make sure you will take advantage of their many uses.

Push mowers If your school has more of a vegetable garden than a field, and doesn’t require much machinery to keep it nice and trim; a reel mower might do the trick. These environmentally friendly mowers don’t use any gas or electricity and rely solely on elbow grease. Probably the cheapest option, they require a lot of hard work but certainly do the job, although they aren’t advised for use in wet weather as they work best on bone dry blades of grass. Walk behind mowers are the traditional option most commonly seen at home. Self-propelled models make light work of small-to-mid-sized lawns, while push mowers require a little more effort but can get similarly great results. Term 4, 2019 | schoolnews.co.nz

The key with push mowers is to find something that’s ergonomic and manoeuvrable. Look for handles that lessen vibration to save on shoulder aches and pains. Maintenance should also be fairly low, depending on usage. How many blades? Enquire about this with your supplier of choice and ask whether the cutting deck is in one-piece or welded. Onepiece can offer more stability in motion but a welded option may give you the strength you need when caring for a high-use lawn.

Leasing or financing Options are available to schools, so it is well worth enquiring about lease and financing options with your local suppliers. Leasing new equipment can prevent large upfront costs and mitigate maintenance fees with new machines and monthly payments. Many companies will also provide training and ongoing support, which can be handy as maintenance staff otherwise have to keep up with new technology advancements.

FROM

$30,300 PLUS GST

Industry comment: “When it comes to school grounds care and sports field maintenance, there’s a lot to consider when choosing the right machine to get the job done. Conditions and tasks can change rapidly and your machine should have the capability to change with it. A reliable machine offering professional quality cuts and finishes is a priority, but doubling as a powerful maintenance workhorse is too. After all, the jobs and conditions change, so why shouldn’t the machine change along with them,” said Massey Ferguson representative Simon van Kruining.

BUY THE TRACTOR, GET A BONUS LOADER.* MF 2600 TRACTOR RANGE 48 - 74 HP The MF 2600 Series is a rugged and versatile range of utility tractors that are built to get the job done. And right now you can get even more jobs done, as they come with a bonus loader.* Hurry into your local Massey Ferguson dealer before this great offer ends on December 15.

CONTACT YOUR LOCAL MASSEY FERGUSON DEALER TODAY *Offer ends 15 December 2019, while stocks last. ~Pricing based on MF2615 4WD tractor with MF916 Loader. Prices do not include dealer delivery charges. Contact your local Massey Ferguson dealer for full terms and conditions.

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MASSEYFERGUSON.CO.NZ | FREECALL 0800 825 872 A world of experience. Working with you.

The great outdoors

And how to furnish it... +64 6 323 4181 sales@mckeeplastics.co.nz www.mckeeplastics.co.nz

Desiged and built in the manawatu by three generations of kiwis. McKee Bench Seats are rotationally moulded from high impact, ultra violet light resistant polyethylene. Special grooves moulded into the seat panel drain water and add strength, making this unit capable of seating four average sized adults comfortably. McKee Bench Seats are available as a two piece park bench with a heavy duty long life galvanised frame, Stackable units for school and panels only for grandstand seating, all virtually indestructible, resistant to the effects of weather and the high impact hard knocks associated with day to day use.

By Mandy Clarke, Industry Reporter

From complex playhouses and simple play tables to buddy benches, outdoor cushions, seating and picnic tables; outdoor furniture creates a living classroom. Strategy is your school’s friend: choose furniture that facilitates learning. It’s easy to forget that students learn vital skills during lunch and play time. They socialise, eat and drink, play, relax and are

learning to practice self-care. Smart furniture choices can encourage smaller groups, breaking up the outdoor space. Seating cubbies, benches and smaller areas for students to set up camp with their friends will manage noise and regulate behaviour. Consider introducing zones for students to explore: ball games, nature play, quiet spaces, etc. When children are immersed in nature, embracing exciting adventures, experiences and communities they grow and develop creatively, imaginatively and intelligently. Older students too!

McKee Plastics is a family owned and operated business

Colours Available Blue, Yellow, Red, Light Green, Dark Green, Orange.

At McKee Plastics we have our own in-house designer who takes ideas from the conception stage right through to the manufacture of award winning products, all at competitive prices equalling excellent value for money. Image: © Brian, stock.adobe.com

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Term 4, 2019 | schoolnews.co.nz

In Ken Robinson’s famous talk, Do Schools Kill Creativity? he states: “We know three things about intelligence: One, it’s diverse… We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinaesthetically. We think in abstract terms, we think in movement.” A change of scenery can work wonders when you’re working. Whether a student is stuck on a maths problem or trying to think of a pithy title for their short story, stepping outside tricks them into using different senses, thinking differently, and it just might spark the idea they’ve been reaching for. Design a rough layout and bring it with you to discuss with your supplier.

Ask students to vote on what they would use the most. Here are some suggestions:

with checkers and other game designs students can play with.

Create comfy meeting points to encourage smaller groups and help students build relationships. Combine a variety of benches, seats and tables for flexible spaces to learn, play or relax. Students like to find secluded areas to eat lunch with their friends but staff still need to monitor everyone, so look for creative options like modular seating that moves around. Consider which materials will work best for your space and look for specialised seating arrangements that include items like bike racks. Consider furniture that has multi-purpose. Experiment with ‘buddy benches’ and sheltered seating or tables

Remember to provide a variety of shapes and sizes of outdoor seating: do you have space to create outdoor dining areas, art galleries, amphitheatres or something else? You can do it all with smart, creative outdoor furniture choices. Creativity flourishes in creative spaces: dare to be different. Safety is always a priority. Outdoor furniture must be sturdy and durable so consider usage, weather, and ask about long-term warranties. How much maintenance is required? Does your new furniture need to be cemented into the ground or bracketed to a wall? Will it be possible to remove graffiti or minor damage?

Materials and configurations: Industry opinion McKee Plastics spokesman, Logan McKee suggested: “At lunch, students want to hang out with their mates and by co-ordinating furniture with club/house/team colours, schools can encourage them to congregate in supervised areas. “The best thing about medium density plastic is that it lasts a lifetime, so schools don’t have to worry about replacing planks due to rotting or paint fading/peeling over time. Plus, there are no dents or sharp edging like you might see with aluminium can have. “I recommend both fixed and modular seating configurations; the seats are made of a relatively lightweight plastic, even fixed seating can be unbolted and moved if need be.”

Image courtesy of McKee Plastics

Term 4, 2019 | schoolnews.co.nz

PROPERTY

HOW IS HAMPDEN MAKING OUR SCHOOL PERIMETERS SAFER FOR STAFF AND STUDENTS?

Not that long ago, open access to New Zealand schools was the norm. But today, schools need secure perimeters and managed access control WR NHHS VWXGHQWV VWDÎ? DQG YLVLWRUV VDIH ZKLOH SURWHFWLQJ ZKDW LV LPSRUWDQW IURP YDQGDOV DQG LQWUXGHUV +DPSGHQ LV 1=Č&#x2021;V OHDGLQJ school perimeter security and vehicle access management VSHFLDOLVW FUHDWLQJ safe and secure HQYLURQPHQWV 7R GDWH ZH KDYH GHVLJQHG DQG LQVWDOOHG tailored security solutions IRU PRUH WKDQ VFKRROV +HUH DUH MXVW VRPH RI RXU PRVW SRSXODU DSSOLFDWLRQV WKDW FDQ KHOS PDNH \RXU VFKRRO VDIHU DQG more secure:

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Custom Vitex panel fencing at Hobsonville Point Primary School keeps grounds safe and secure.

Automated barrier arm at Royal Road School effectively restricts vehicle access.

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www.hampden.co.nz

3 Heb Place, Takanini, Auckland 2105

09 274 7557

PO Box 202-287, Southgate, Takanini 2246

sales@hampden.co.nz