School News NZ - Term 1 - 2022

The essential industry guide

Issue 56 | Term 1, 2022 | NZD $12 incl GST | schoolnews.co.nz

PRINCIPAL SPEAKS

Napier Girls’ High School ka mua, ka muri

PROFILE

Henry Hill School grows

Essential Reading for Principals • Department Heads • Teachers • Professionals

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Inside our term one issue Front Desk Editor's Note: Learners come first as Omicron fears grow......................... 05

Education Principal Speaks: The importance of tradition in challenging times – Te Kura Tuarua mō ngā Kōhine o Ahuriri............................................................................................................ 06

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Special Report: ‘At home learning’ points to pandemic positives....................................................................................................... 10 Locked down but not knocked out............................................ 12

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Support all learner needs: Knowing & teaching the reading brain............................................................................................. 15 Trading Places: Career path guidance for teens............... 16

Administration Fundraising 101: Mobilise the troops......................................... 18

Profile Case Study: Watts & Hughes construct flagship school for the future............................................................................. 20 Henry Hill School: Working to grow things well................ 22

Teaching Resources Underwater STEAM dream on the world stage................ 25 Case Study: Key drivers behind STEM space designs.......................................................................................... 30

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Te reo, te aroha... love, learning & cultural capability............................................................................. 34

Health & Safety Indoor air quality plaguing our schools?................................ 37 AEDs at the heart of your school................................................ 40

Technology Amplify learning with video-assisted classrooms............ 42

Sport & Recreation 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 INDUSTRY REPORTERS Heather Barker Vermeer

Making your school sports day memorable......................... 44

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Property Upgrade school play time................................................................ 48 Case Study: Student re-designs school playground...... 51

Cover Image Image courtesy of Napier Girls’ High School

DESIGN & PRODUCTION Richard McGill, production@schoolnews.co.nz ADVERTISING Dee Dawson, advertising@schoolnews.co.nz CONTRIBUTORS Dawn Ackroyd and Carla McNeil KEY Commercially funded supplier profile or supplier case study 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!

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44 FRONT DESK

51 Term 1, 2022 | schoolnews.co.nz

Kia ora! Our first School News issue for 2022 has arrived!

As we go to print, news across the sector is Omicron-heavy: some schools in the South Island are even advertising for casual classroom supervisors to be on-call should teachers find themselves in home quarantine.

Meanwhile, anti-vaxxer protests have started up, targeting school pick-up times. In North Canterbury, Stuff reports that principals are “so concerned about the prevalence of the scaremongering they have raised it with the Ministry of Education”.

Knowing School News would head to print while the threat of Omicron looms over communities, we focused our attention on COVID-related solutions schools were likely to research and require.

For instance, with families increasingly aware of border restrictions and the fear of

and outline relevant Ministry guidelines for schools (page 40).

Video-assisted classrooms are all the rage since at-home-learning came on the scene, and we go in-depth on page 42 to brainstorm innovative ways schools can boost their pedagogy with video. We also have a bumper feature on STEAM classrooms beginning on page 25, with an exclusive look at how Hobsonville School students teamed up with Whenuapai Airbase to win an international bot competition.

Rosie Clarke,

Editor, SchoolNews editor@schoolnews.co.nz

being stuck overseas, we sought pandemic-specialised career guidance options for school leavers on page 16. On page 37, we talk to air ventilation specialists about problems schools have with poor indoor air quality – a concern that has intensified throughout the pandemic.

Also in our health and safety section, we encourage schools to consider the need for an AED

Good news gathered Our resident industry reporter, Heather Barker Vermeer has hit the ground running this year, penning her special report on some of the potential long-term benefits schools may have gained from their most challenging at-home-learning experiences (page 10). Heather also spent some time with the winner of the Prime Minister’s Excellence in Education Wellbeing Award,

Henry Hill School, to find out more about their stunning innovations. The school’s awardwinning Sensory Garden: Te Āhuru Mōwai took my breath away.

Don’t miss Principal Speaks this issue (page 8), where Napier Girls’ High School Principal Dawn Ackroyd talks us through developing culturally responsive and relational pedagogy at one of the oldest schools in Aotearo.

Ackroyd also celebrates the recent Gold Medal Olympic win by of one of her former students.

Finally, I’m especially excited to showcase some true innovation in school design: find out how Watts & Hughes construct flagship schools for the future on page 20 and find out what STEM space designs can do for your school by checking out Furnware’s collaboration with Rathkeale College on page 30.

Got plans for your school in 2022? Write in and let us know so we can feature you!

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FRONT DESK

05

EDITOR'S NOTE

Learners come first as Omicron fears grow

PRINCIPAL SPEAKS

The importance of tradition in challenging times Te Kura Tuarua mō ngā Kōhine o Ahuriri and helps us feel we are part of something unique and special.

Traditions offer both comfort and security in times of change. They also create lasting memories of which our alumni speak fondly.

The traditions remind us that we are part of history, it defines what our school is, shapes who we are today and helps towards who we are likely to become.

Dawn Ackroyd Principal, Napier Girls' High School

Napier Girls’ High School is one of the oldest schools in New Zealand.

Opening in 1881, we celebrate 138 years as we enter 2022. It is the inspiration from the past, acknowledging our Founders and honouring traditions that anchor us to something bigger than us; something that has stood the test of time. Our kuapapa is “inspiration from the past, learning, contributing, empowering for today and tomorrow”. Over the past two years, in the unsettling times of the pandemic, it has been even more important to honour, uphold, and celebrate these traditions.

Traditions bring about a sense of belonging--bringing people together, a source of identity.

They tell the story of our school and where we have come from, they connect the generations

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In the work that we are currently doing on Culturally Responsive and Relational Pedagogy (CRRP), ka mua, ka muri – walking backwards into the future, assists us in honouring the principles of Te Tiriti o Waitangi in all that we do.

Over the last five years, we have had a focus on holistic education, with developing a relational culture with an emphasis on hauora. We know if we get the wellbeing right the rest will follow.

Growing up in today’s world provides many opportunities but also many challenges for our youth--we are tasked with assisting and navigating these challenges with them.

Each year we have a theme, last year it was - mahi ngātahi – in its simplest form it is the unity of people working together towards a specific goal. Expanding on that, it is about engendering collaborating with collective responsibility, accountability, and commitment to support and

Dawn with Year 9 students during an open evening

care for each other throughout all endeavours. Our 2022 theme is – mana tangata – about the strength of the people.

Two of our core school values – whanaungatanga and manaakitanga – are about relationships and connections.

Deep in the heart of these relationships is reciprocity – enhancing the mana of each other. Manaakitanga transforms mana through acts of generosity that enhance all and lead to wellbeing of all, as well as nourishing one’s own mana and wellbeing. It is these two core values that have assisted us and continue to do so to get us through these challenging times.

A story of true inspiration from the past is that of Napier Girls’

EDUCATION

High School’s third Principal, Anna Elizabeth Jerome “Bessie” Spencer, 1901-1910, an Old Girl herself. Bessie became the first student to graduate with a degree. She was appointed Principal when she was 29 years old. The school at the time had 70 pupils. She became the first President of the Old Girls’ Association, which she founded, in 1908.

Bessie became the first woman on the school’s Board of Governors (Board of Trustees) from 1931 to 1945.

In 1916, just after the First World War broke out in 1914, Bessie went to England where she joined the Women’s Institute’s Street Patrol and nursed shell-shocked victims.

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Upon her return to New Zealand and Rissington, a seed was sown by Bessie, about setting up a group to support women. Bessie and her good friend Amy held a meeting at which the Rissington Women’s Institute was founded. She is nationally remembered for her founding of the Country Women’s Institute in rural New Zealand.

The New Zealand Federation of Women’s Institutes celebrated their centenary last year.

Today, our school, the city of Napier and the whole of New Zealand pays much gratitude to Bessie Spencer, an “inspiration from our past”. In Napier, if you walk down Shakespeare Road, opposite the Cathedral you will see a statue of Bessie Spencer.

Founders’ Service, one of our traditions that we hold here at school, was established by Miss Yvonne Walker, Principal 19891998. We hold a special Assembly where we acknowledge our early Founders – a cake is cut by the youngest student in the school together with the President of the Old Girls’ Association.

All students, as they leave the Assembly, receive an anniversary pen and chocolate. During the service the school hymn and school song are sung.

Over the last five years, with our focus on developing a relational culture, staff have undertaken professional learning and development around:

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Culturally Responsive and Relational Pedagogy

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Restorative Practices

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Growth Coaching

All of the mahi assists us on our journey to be more inclusive, culturally responsive and relational in all that we do.

In 2017, we became an accredited “Investors in People” school. This was affirmation of the mahi that we are doing with regards to empowering our people to be the best that they can be. “Investors in People” is a standard which consists of a framework against which an organisation is attested, including continuous improvement, leadership, employee recognition, development, and wellbeing.

One of our Old Girls who we are very proud of is Emma Twigg – a great success story, a story of perseverance, resilience, sweat and tears, and never giving up!

We came together as a school to support and to celebrate Emma rowing her way to Gold at the Tokyo Olympics. The cheer in the hall was deafening, there was a lot of yelling and a few tears of joy as Emma crossed the line to claim first place.

As reported by Gianina Schwanecke in HB Today: “It was an Olympic best with Twigg blitzing the field and taking an early 500m lead at the start.

Twigg has previously won Gold at the World Championships as

Olympic Gold Medal Winner and Napier Girls' alumna, Emma Twigg. Photo supplied by Emma Twigg

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Term 1, 2022 | schoolnews.co.nz

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EdCloud – Real time dashboard/reporting and enquiry functions. Software made specifically for New Zealand Schools. a single sculler in 2014 but this is her first Olympic medal. It was Twigg's fourth Olympic Games, with two previous fourth-place finishes.” Emma is an inspiration to all of us. She was our Head Prefect in 2004 and has remained connected to her school.

A value of traditions is that of benevolence – as a group we develop a predisposition to be helpful to others in need and to enhance the lives of others in our community, and an example of this is our annual Gift Service, which occurs at the end of the year, where we give thanks for the year and farewell our school leavers. Each student and staff member presents a gift to the Year 13 students which are then distributed to various community organisations. Feedback from one of our organisations this year: “Our parcels were delivered late last week to over 70 families, consisting of over 175 children and over 100 adults. The feedback from social workers, family team and budget advisors was that the people showed relief and expressed their gratitude at being able to provide something special to their families. Some were a bit emotional”.

On leadership I am into my 18th year as a principal, and my 6th year as Principal of Napier Girls’ High School. It is a privilege to be involved in the lives of young people. Being in education is one of the most rewarding careers to be involved in – yes, it has its challenges but the rewards far outweigh the tough times.

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leadership – in my privileged position, what can I do for our staff and students to enable them to do the best that they can, to encourage them to be the best that they can be?

The four leadership traits that we need to lead with, in these current times, are stability, trust, compassion and hope. It is about putting the needs of others at the forefront. That is what we do in education – we want to make a positive contribution to society. It is about working collectively: “My strength is not as an individual, but as a collective – E hara taku to, it te toa takitahi, he ta takatini”.

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I lived in Titahi Bay so to attend Wellington Girls’ College I caught a bus, then train and then walked up Piptea Street and then reverse at the end of the day. A particular science teacher was my inspiration to become a science teacher myself. This teacher was passionate about her subject, firm but fair, and took an interest in us – very relational. As educators we must never underestimate the impact that we have on those we teach. It is profound!

It is a privilege to be Principal of Napier Girls’ High School and with that comes a responsibility for me to be the best that I can, so I can do the best for our community.

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By Heather Barker Vermeer Industry Reporter

Previously viewed as a quirky lifestyle choice for liberal-leaning alternatives, COVID thrust home schooling into the mainstream conversation.

By March 2020, teachers worldwide had begun the ‘unprecedented’ job of delivering education to 1.4 billion students remotely. The term ‘home schooling’ re-entered public discourse, to the frustration of teachers who rightly felt it painted the wrong picture; teachers, not parents, were still doing the teaching with students ‘at home learning’.

The pandemic and its impact on the education sector threw lives into turmoil, illustrated social economic disparities, led to dropout and depression

and tragedy. The negative impacts of lockdown and subsequent ‘at home learning’ are already being explored and documented in global research, but what about the bright sides to the sudden necessity?

New research looks at how schools might use the challenges of COVID-era learning to improve education models. ‘The Covid-19 learning crisis as a challenge and an opportunity for schools: An evidence review and conceptual synthesis of research-based tools for sustainable change’, is a report, published by Cambridge University, which seeks to expand our understanding of “how schools can become change agents capable of transforming local practice to address the challenges arising from the Covid-19 pandemic”.

Authors, Hofmann et al, write: “The widespread educational disruption has led to growing acknowledgement that returning

Parents would email at all times of day and night… some of the outright demands they would make were bordering on offensive to what was before is neither viable nor desirable for many schools post-pandemic.”

This is, to my knowledge, the first study that “depicts how the blurring of school boundaries has impacted teachers’ work”, and it suggests that some of the offshoots from the pandemic may help enable change for better in our classrooms and schools, in that is has “revealed latent educational resources”. It makes for a thought-provoking read

that draws on “cultural-historical activity theory and Vygotsky’s notion of double stimulation as a conceptual mechanism of transformative agency”, if you find yourself wanting to go there...

Quality and quantity of parental engagement is a constant in assisting students’ success across the board.

Research has found a strong correlation between parental involvement and overall academic achievement,

© stock.adobe.com

SPECIAL REPORT

‘At home learning’ points to pandemic positives

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EDUCATION

Term 1, 2022 | schoolnews.co.nz

and at home learning has brought this wide-ranging spectrum into sharp focus.

“I found that parents would email at all times of day and night,” says one Kiwi high school teacher I spoke to, who didn’t wish to be named. “The questions that parents would ask and some of the outright demands they would make, were often unreasonable, bordering on offensive.” But it wasn’t all bad.

“I definitely developed a stronger rapport with the parents of several of my students during lockdown. I found some people just reached out to say thanks, or to check on their child’s progress and I wouldn’t necessarily have had contact

Term 1, 2022 | schoolnews.co.nz

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Achieving the optimum parental involvement is a tough balancing act rarely achieved, from the point of view of many teachers. During lockdown at home learning, did the fact that teaching staff were out of school, in their own homes, remove some of the perceived protection the school walls, and perhaps the school, principal provides? The answer is a definitive ‘yes’ for some. But it also had its gains.

with them otherwise, beyond a formal parent-teacher interview.

“A couple of parents really opened up to me about how hard they were finding things.

I learned a lot more about some of the parents than I ever would have and, likewise, more about the students too, through things they shared with me at those difficult times.

“The ‘Be Kind’ message really got through to some people, which was really heartening, and it helped, a lot. I know every teacher I’ve spoken to, appreciated the little things during that time.

found myself being more open, personally, to people when we were all in that unknown situation together, than I usually would have been, had I physically been in school.”

“And I definitely tried to practice this too. This may have meant responding with more understanding to some of the more ‘challenging’ emails I received, than I usually would! I

Shared understanding and mutual support in overcoming adversity can deepen relationships and is often a welcome silver lining to any challenging time.

EDUCATION

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© stock.adobe.com

Children in Aotearoa New Zealand have displayed great strength in the face of adversity… This is now backed up by the world’s largest survey looking at the impact of COVID-19 restrictions on children’s health, wellbeing, and education. The impacts of restrictions, lockdowns, and mandates – while good for building resilience – will be far-reaching, with only some so far being known. Cont'd p13

Working with Pause Breathe Smile – A teacher’s perspective Rebecca Lock works with the Horowhenua Kāhui Ako as an across schoolteacher.

She has been delivering the Pause Breathe Smile wellbeing programme since 2019 and did an inquiry into the impact on the students that same year.

We’ve asked Rebecca to share her thoughts on the training and delivery of this programme to help inform others.

“I remember the feeling after [training], of buzzing, and I guess it was refreshing to go to a professional development day that wasn’t just about academics. I remember being shocked by the statistics about flourishing and languishing in New Zealand. But mostly it was a feeling of fulfilment, and that I

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For example, we were reading a book about a family, and the mum in it got really angry, and in the story she thought about it and took a breath. One of the Year 4 learners said, “she dropped her anchor,” making the connection back to the idea of dropping anchor that they learned in PBS, way back in Term 1.

was so excited to implement the programme with children.

We weave Pause Breathe Smile (PBS) in with growth mindset concepts, especially when children are frustrated with something or if they are in conflict with each other. I retaught the full programme again this year (2021) in Term 1. It’s really good because Horowhenua is quite transient, with children moving around a

lot. That’s why we want to get heaps of schools doing the training, because there are new kids each year.

It’s about training the thoughts.

We use it to help children persevere with their learning.

You’ve got nothing to lose doing this training. Not every child is going to take the same things away but the important thing is that all of the children learn something, and it’s worth it.

PBS isn’t a magic potion, but if you’re giving them the tools, they may turn to use them down the track somewhere. You might also get some aspect from it for yourself.”

Pause Breathe Smile school-wide PLD is available free of charge to any primary and intermediate school in the country through the support of Southern Cross. Email coordinator@pausebreathesmile.nz for more information. Or visit www.pausebreathesmile.nz

EDUCATION

Term 1, 2022 | schoolnews.co.nz

By Heather Barker Vermeer Industry Reporter

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The Education Review Office report on the impact of COVID-19 on principals and teachers, released in December, included a look at how COVID-19 has impacted enjoyment in work and workload. The report also set out examples of how schools can prepare for 2022 and some of the supports needed for teachers and principals.

Highlighting how teachers and principals ‘innovated and adapted in response to COVID-19’, it revealed the ‘significant and worsening impacts of COVID-19 on teachers’ and principals’ wellbeing and workload’. It found: “Providing continuity of learning for students through repeated disruptions and supporting student and whānau wellbeing has taken a toll.”

more support for their wellbeing.

ERO found clear challenges to wellbeing across the country but said schools in Auckland that have been more impacted were ‘of special concern’.

report said. Just one of the many of these resulting challenges is staffing in secondary schools, says Kate Gainsford, Chair of PPTA Te Wehengarua Secondary Principals Council.

commissioned by the Secondary Principals Council earlier this year, which found the need for a new staffing model for secondary schools, to meet new and increasing needs.

There was evidence that teachers’ and principals’ wellbeing has declined, with impact particularly being felt by younger teachers, and principals of smaller schools. A quarter of principals reported needing

“Schools have, and continue to, adjust their practice to meet the challenges of COVID-19. As we move into 2022 further innovation will be required. Teachers and principals will need support to meet these challenges,” the

She said, “The increase in the demands and expectations in schools has outstripped what the old staffing formula provides to match the task.”

“Schools have been facing increased pressure points over the past ten years with greater pastoral care needs and greater expectations for more community and whānau liaison.

She drew attention to research

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EDUCATION

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“COVID-19 has added a whole new layer of urgency onto these existing pressures,” said Gainsford.

“Significant increases in workload have been shouldered in order to manage the implications for schools in a pandemic, whether it is for learning from home or in the classroom.”

The impact of COVID-19 on principals’ and teachers’ wellbeing is of particular concern, she said.

“These findings are consistent with other research carried out last year, by Deakin University (Melbourne), which found that Aotearoa New Zealand secondary school leaders experience very high demands at work particularly in situations where students, whānau and staff are experiencing heightened emotions.

“The issues outlined in this report show that the ways school are staffed need to change to reflect the changing needs of students, the workforces that they will be joining and the communities they live in.”

A survey was carried out as part of the country’s largest longitudinal study Growing Up in New Zealand, during COVID-19 restrictions in May 2020, in conjunction with the Ministry of Social Development and the Ministry of Education.

Growing Up in New Zealand research director, University of Auckland Professor Boyd Swinburn says nearly 2,500 10and 11-year-old children took part in the survey, making it one of the largest studies globally to look at the impact of COVID-19 lockdown restrictions on children.

What came through loud and clear was the remarkable resilience and adaptability of New Zealand children to adjust to the restricted lifestyle, social isolation, and uncertainty that COVID-19 restrictions imposed on them in 2020, says Prof Swinburn.

focus on better access to virtual mental health support and equitable access to devices for online learning,” he says.

Growing Up in New Zealand released two Life During Lockdown reports, one focused on health and wellbeing and the other focused on education. They offer a unique insight into the impact of COVID-19 restrictions on children’s lives because the study could draw on baseline data gathered from children when they were eight years of age.

Education domain leader of the Growing Up in New Zealand study, University of Auckland Senior Lecturer, Dr Kane Meissel says lockdown unsurprisingly resulted in increased screentime for most children, but two-thirds of children continued to feel connected to their school or kura.

Key findings from the Education Report include:

“However, it is clear that lockdowns are socially and emotionally challenging for some children and there is more that can be done to support them to weather the storm of any future restrictions. In particular, there should be a

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The Wellbeing Challenge A fun & social For Schools

way to reduce Students . Teachers . Employees stress and boost immune your system Based on the 5 ways to Wellbeing Resources for For more info call: 03 374 6465 students www.thewellbeingchallenge.co.nz ˪˪˪ʡ˪ˢ˥˞ˣ˟˔˖˘˪˘˟˟˕˘˜ˡ˚ʡ˖ˢʡˡ˭ Poster artwork

YouTube was the most popular app used by children and there was a high use of apps with 13+ restrictions, even though the children were aged 10 and 11.

•

More than 80 percent of children reported that people in their bubble were involved in their

iDeaL is a complete, comprehensive, and cost-effective approach that lifts literacy outcomes for ALL ākonga.

Assessments

Progress Monitoring

More than two-thirds of children used devices every day for school or homework, with the average time spent in front of screens on weekdays being nearly five hours.

•

Providing the knowledge and tools to implement a STRUCTURED LITERACY approach in your school.

Professional Learning

Nearly three-quarters of children reported a decrease in school satisfaction during the COVID-19 restriction compared with school satisfaction scores at eight-years of age.

Resources

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schoolwork several times a week or more.

•

Engagement with a range of activities, both schoolrelated and non-academic, were key to boosting children’s enjoyment of virtual schooling.

•

Most children stayed in virtual contact with others, with 86 percent saying they were moderately or more connected to those outside their bubbles.

Dr Meissel says the findings have implications for any future lockdowns and the way in which virtual home learning is delivered.

“Involvement in activities, such as baking, chores, and outdoor pursuits, whether schoolrelated or otherwise, were important predictors of school satisfaction. This demonstrates the importance of this kind of learning, together with family connectedness, in enhancing children’s wellbeing,” he says.

However, Dr Meissel says the research shows that education in lockdown was not a homogeneous experience, with lockdown learning exacerbating existing socioeconomic and digital divides.

“Furthermore, schools need to be supported to tailor approaches to address the gaps which may have opened up for children who did not have a positive school or home experience in lockdown," he says.

It seems strategies are needed to ensure equitable access to devices and online schooling options for those who may be missing out.

Our team has found the learning so far to be really useful about how the brain learns to read, and how we can best meet the needs of our learners in our classroom.” - Classroom Teacher

To find out more head to www.learningmatters.co.nz

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EDUCATION

Term 1, 2022 | schoolnews.co.nz

Support all learner needs:

Knowing & teaching the reading brain

By Carla McNeil, Managing Director, Learning Matters

Our brains are naturally wired to speak; they are not naturally wired to read and write.

We have to teach our brains to be literate brains by consciously teaching in a way that builds a reading network in the brain.

We now know all brains learn to read in the same way; however, this doesn't mean they learn at the same pace. When learning to read, our brain makes connections in our speech sound system (phonological awareness), our phonics chip (matching sounds to letters), our meaning processing (enabling us to comprehend what we read), and our letterbox (where we store words to our long-term memories).

We aren't born with the white matter to connect these areas.

These have to be taught and activated for word reading (and spelling) to take place. With a dyslexic brain, it is harder to get these processing systems to make these connections. This is most often (but not always) associated with difficulties with phonological awareness.

The 'Silent e' syllable type.

The letter 'e' at the end of a word does not represent a sound, but makes the vowel closest to it have a long vowel sound.

Bake

(base word)

Baking

(base word with a vowel suffix)

Grace

(base word)

Graceful

(base word with a consonant suffix)

teaching approach to spelling is fundamental to the development of the dyslexic brain. Let’s not give words in our classrooms (such as unrelated words on spelling lists). Let’s teach spelling in a systematic and cumulative way; one which builds on concepts previously learned by following a comprehensive scope (content) and sequence (teaching order) that is thorough, increases in

complexity and teaches syllable types and syllable division strategies as well as spelling rules. Given the English language is only four percent irregular, knowing how it works is doable.

Diagnostic assessment is crucial to identify teaching and learning needs in relation to the scope and sequence, to be able to adjust pacing in lessons and to measure retention of what has been previously taught.

It is our role as educators to support all ākonga. But how do we teach in a way that caters for the range of literacy levels that occur in a classroom? In the Dyslexia Kete, the Ministry of Education has identified Structured Literacy as the most effective method for teaching dyslexic ākonga.

But this is also an evidencebased approach that is effective and can be implemented with accommodations for all learners.

For example, if we were to teach the Silent e syllable type in a whole-class approach, the fundamentals of the concept are the same. Additional complexities can be layered, or more repetition and explicit

teaching may be required, depending on the ability of the student. The approach can be scaffolded to cater for all learners.

Within the classroom, every learner is following the same scope and sequence. They feel supported, can learn at their own pace, and apply the knowledge they have learned by using suitable resources such as decodable texts (to a certain point in the scope and sequence) and supporting material that is tailored to their learning pace. These can help them to transfer skills, sounds, and letters that have been taught in isolation, to word and sentence level, then taken to texts to assist the development of their reading fluency.

If we can strengthen our teaching approach and be more conscious in the explicit teaching of the reading brain, we can meet the needs of all and remove barriers so our learners can feel safe to engage, feel more confident and supported with their learning, and have the opportunity to flourish.

Understanding ‘why’ and having knowledge and tools that align with 'how' we learn to read is vital to be able to put in place the appropriate evidence-based action, strategies, and support.

We can support our dyslexic learners by ensuring they have the necessary foundation literacy skills to manage the demands of the curriculum. We can support them by understanding their pace or processing speed and cognitive profile. We can support them by going as fast as we can but as slow as we must and allowing lots of opportunities for repetition.

Teaching spelling systematically is a must in the primary years. A direct and explicit Term 1, 2022 | schoolnews.co.nz

Infographic supplied by Learning Matters

EDUCATION

15

:

es Trading plac

Career path guidance

for teens Image courtesy of Etco

By Heather Barker Vermeer Industry Reporter

Careers may look different in a postpandemic world.

How can you support students to build appropriate pathways for their future and maintain an informed, effective careers team?

An active, engaged careers department can help open young eyes to new worlds of opportunities and help steer students in the direction of their dream job. When accessing careers information, building links with employers and industries, and providing advice to students and whanau is delivered by enthusiastic, informed staff, the outcomes can be extraordinary.

Image courtesy of Etco

What’s new for ‘22?

Vocational pathways and apprenticeships are on the rise.

The recent promotional push – you may have seen the TV adverts featuring the perplexed financial services-employed dad stressing about his son’s choice to become a tradie – is encouraging growth in the trades, with demand higher than ever in construction and related areas.

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Reform of Vocational Education (RoVE) is underway, as many readers will be aware. This led to the formation of six Workforce Development Councils in October 2021, covering different industries, with Ohu Mahi being the overarching brand for these. The Ohu Mahi website has information on each WDC and the industries

they represent: ohumahi.nz The Tertiary Education Commission keeps an upto-date directory of the Transitional Industry Training Organisations (TITOs) which with schools and students can engage when considering apprenticeship options. From boat building to beauty therapy, seafood processing to sports

EDUCATION

turf management, students, and especially parents, may be amazed to discover the many options beyond the traditional mechanical or electrical engineering apprenticeships of old.

To become a New Zealand Apprentice, students must be over 16, but there is no upper age limit.

Term 1, 2022 | schoolnews.co.nz

© stock.adobe.com

Each industry has different entry requirements, so check with the relevant industry training organisation (ITO) to find out more. See: tec.govt.nz After almost two years of virtual meetings and online seminars, education and industry representatives will be looking forward to meeting again for real.

Now, they can look forward to the return of the Careers Expo across Aotearoa this autumn/winter.

Starting out in Wellington on May 13-14, the event will move to Christchurch, May 26-28, before being held in Dunedin June 2.

The expo will travel to Hamilton for June 12-13, Palmerston North on June 17, before heading to Auckland June 30 to July 2.

The popular expo is an opportunity for students to talk face-to-face with New Zealand’s widest range of employers, industry, government departments, and training providers, all in one place. As well as the event, this free expo provides teachers with valuable resources to educate and inform their students on vocational pathways, including online content and study resources.

‘Help ensure your students enter the workforce prepared,’ say organisers. To careers educators, from school leaders and whanau, this, beyond all else, remains the simple ask.

Resources also available at: careers.govt.nz/plan-yourcareer and nzqa.govt.nz, which has a 15-page downloadable ‘Where to from School’ guide.

Term 1, 2022 | schoolnews.co.nz

Industry Perspectives When guiding students along diverse industry pathways, The Electrical Training Company’s (Etco) chief executive Jeremy Sole recommends that schools focus on exposure: “There are so many different pathway options available now. The vocational route is a very viable option and there is massive demand and opportunity in the trades, including the electrical sector.”

He says schools should capitalise on these opportunities for students by exposing them to the trades and making sure they have access to relevant prerequisites.

“Remind them they won’t have a student loan with a trade, because they will earn while they learn. Ensure they are taking the right subjects required to enable them to go straight into an apprenticeship.”

Jeremy’s team works closely with schools throughout NZ and regularly attends CATE conferences. He tells us, “Our apprentice mentors around the country enjoy connecting with students and career advisors, and sharing with them the opportunities an electrical trade career offers.”

sector, for instance, and learn more about what is involved.

“I am excited about the opportunities with the reforms in vocational education that are happening. They will enable us to provide all students with the excellent service, expertise and care they need. Once students have a trade and their

qualification, they can always travel too – so, by making vocational education more attractive to students, it opens other possibilities up for them.

“Often, a student might travel once they have an initial qualification under their belt, and then come home to further study or gain higher qualifications.”

Why uni is not the only

smart choice

Now’s the time of the year when academically focused students start planning for their future. It’s worth remembering that university isn’t the only option. If students have an interest in maths and physics, they can earn while they learn as an Etco electrical apprentice.

Etco is New Zealand’s largest employer and trains over 50% of all electrical apprentices.

If a student doesn’t have the credits required to become an apprentice, Etco also delivers a Level 3 Foundation Programme, as a pathway into the industry.

The goal is to provide wraparound support to mentor a student apprentice right through, making it more likely they will succeed and achieve their qualification. School groups can visit training centres for interactive experiences to get a taste of the electrical

If students are planning a career in the electrical field, talk to us - we mentor them and get the best results in the industry.

0800 ASK ETCO

www.etco.co.nz

EDUCATION

17

Fundraising 101:

sell everyday products to your local community. Everyone needs sunblock and plasters, for example, and buying these as fundraising items to sell for your school is an ongoing, allyear-round option. Fundraising companies can source products in bulk, saving any outlay and wastage, produce and maintain a product-based website and sales communications.

By Heather Barker Vermeer Industry Reporter

Outsourcing your school fundraiser

Roll up, roll up! It’s time to figure out your school fundraising options.

Finding fresh, fun ways to generate funds for the school ‘nice to haves’ isn’t easy. And easy is exactly what busy parents and school communities need to stay engaged. Commercial fundraising is big business, and the benefits can far outweigh the costs. It can prevent fundraising burnout among your core of good sorts and can help get the wider school community involved, with ease.

For most schools, while there will be a core group of fundraising stalwarts readily available to brainstorm ideas or reinvent last year’s fundraising wheel, most parents (and staff) will run for the hills. Organising a school fundraiser can be a tough gig, which is why schools increasingly seem to opt for outsourced support.

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One way to keep your fundraising simple and relevant to all is to

The old classic bake sale isn’t going to buy you a new playground, but it’s a tried-andtrue element to add to a wider fundraising initiative. It’s easy, popular, and comes at no cost to the school. But beyond this, schools can make the most of fundraising opportunities offered by commercial food suppliers and drinks manufacturers. Food and drink items that families will already be buying are a good idea—fruits, veggies, snacks, lunches, etc. Wine sales, especially in the lead up to a holiday period or festive season can contribute a nice chunk to the bigger fundraising picture.

Think local and link up with nearby producers. Most schools

ADMINISTRATION

will have calendars, diaries, and greeting cards featuring designs produced by students as standard, but how about adding tote bags, reusable cups or beeswax food wraps to the mix?

Keeping fundraising costs low is important but ensuring the cost to the environment is low should also be a priority.

On the sustainable theme, quality preloved clothing and accessories and furniture grow in popularity all the time.

Term 1, 2022 | schoolnews.co.nz

People are always keen to have a clear out, running a wine and cheese clothing evening, for example, can be a nice little earner for the school. Shoe drives can also be popular, with people from the school community donating good quality footwear, or sports gear, which can then be on-sold either through an event or online.

If you have handy people in your midst, upcycling furniture can generate even more funds than clothing and footwear.

High energy, high reward events to come to the fundraising fore around Aotearoa of late include the colour run, where participants get doused in coloured powder paint at different stages of a race.

The mud run-type events are also popular with kids and adults alike.

Military style assault courses or wipe-out style water-based courses make for a great day out and a lot of fun – especially if teachers and the school principal are game for a laugh!

Golf days can generate significant income, especially if sponsorship is gained from businesses keen to support your school and enter a team. You can go past

Image courtesy of Annies

the purely skill-based theme and add something for everyone with fun challenges such as driving a marshmallow, chipping out of a paddling pool and more.

strict rules set out in law and schools need to be clear on the requirements from the Ministry of Education before planning a fundraising initiative or event.

If you decide to go with an external fundraising company, make sure that they align with your school’s culture, values, and fundraising strategy. Be clear on expectations and responsibilities.

It’s always powerful to involve students and running a competition with rewards for the best fundraising class, house or student can provide a great incentive to get stuck in. Be aware that all fundraising activities have to abide by the

Industry advice for organising your school fundraiser Melanie Madden from Annies Fruit Snacks is no stranger to school fundraising initiatives, having helped communities around the country stock theirs. She shares her top tips for organisers, noting that “a little bit of preparation ensures a smoother and stressfree fundraising campaign”.

“Set your goals: determine and

fundraising target and calculate how many items you need to sell to reach it. Plan a timeline: have start and finish dates, and consider key calendar events to boost sales. Recruit your sellers: get parents, teachers, coaches, and anyone who is involved with your cause, onboard. Clearly explain what you’re fundraising for, what the fundraising target is and what the timeline looks like. Advertise your fundraiser; track your team’s progress to encourage momentum; collect funds raised with accurate record-keeping; and don’t forget to celebrate your school’s fundraising success on social media or with rewards for your top sellers!”

The Heart of Snacking.

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The healthier choice for fundraising!

By choosing Annies Fundraising Fruit Bars, you're also helping communities in need.

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annies.co.nz

Term 1, 2022 | schoolnews.co.nz

ADMINISTRATION

19

CASE STUDY

Watts & Hughes construct

flagship school for the future high praise, from Prime Minister Jacinda Ardern no less, who opened the new school last year, but the process too. Onepoto School Principal Daniella Latoa-Levi was astounded by the outcome and overall.

Onepoto School - Images courtesy of Watts & Hughes Construction

It takes skill and balance to navigate the delicate line between design and construction.

Watts & Hughes make it look effortless, and they say it all comes down to building something more than bricks and mortar relationships.

Contracts manager Lance Doyle says that to create the big things, you have to get the little things right: “The big thing for us is being able to traverse the two divides design and execution.

We centre the fact that if we take on a project, we are very much a collaborator. We realise that schools welcome contractors on board and work in strong collaboration with them in order to complete a successful project.”

So, relationships are central: “You have to work with everyone involved equally well.”

Lance’s team has overseen many hugely successful school projects. Three schools illustrate the company’s commitment to quality across the entire design and build process. One

featured on the cover of School News last year: the stunning Onepoto School, shimmering on Auckland’s North Shore.

Onepoto School’s remarkable transformation

Ambitious new design for Auckland school Ngākōroa School is another current project to have Watts & Hughes at the helm. On a newly purchased site covering 3,400m² south of Auckland, design began in 2020, to create an entirely new school encompassing over 5000m² with an ambitious new design.

Working with architect Alastair from Ministry of Architecture + Interiors Ltd, Watts & Hughes oversaw the $19.5 million project to transform an ailing group of 1960s buildings into a flagship school for the future.

Organised around four learning studios, each with a variety of spaces for students to use, the new school is housed in one continuous building, designed to create a village atmosphere and reinforce the idea of the school as a community.

“The rebuilding of the school has brought with it the opportunity to create learning spaces that can respond to the methods of modern pedagogy, that are safe and healthy and that have the flexibility to adapt to changes over time,” says architect Alastair Kay. Not only did the results attract

“Students enjoyed seeing the building work progress and were included in the construction phase. Watts & Hughes facilitated appropriate access for the students to view the works along the way,” she smiles: “The whole project has been a huge team effort.”

Three new buildings plus a specialist needs building and pavilion centred around landscaped, shared outdoor space, included first and second floor teaching and learning locations, with multiple breakout spaces. A multi-purpose hall, new library and administration block were part of the overhaul. An official opening ceremony and celebrations are due to be held this year, COVID restrictions permitting.

A school designed to honour the kete and mahi raranga Watts & Hughes is also in charge of the development of nearby

Ngākōroa School - Illustration courtesy of Watts & Hughes Construction

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Mangapikopiko School. Currently operating as Park Estate School, Mangapikopiko will be the school’s new incarnation, complete with entirely new build on a new site adjacent to the Manukau Harbour, to meet the needs of the growing population of Papakura.

The heart of its design honours the kete and mahi raranga (woven pattern), as a metaphor to describe the school as a provider for the community and, most importantly, its tamariki. The school, named Mangapikopiko after the original term for Papakura’s wetlands, is scheduled for completion in Term 3 this year.

Having succesfully collaborated with Jasmax Architects' Callum Dowie on Ngākōroa, Mangapikopiko, and Stonefields Schools, Lance reiterates: “The success of our work comes from an understanding that we need to work well with everyone involved. We have done this to a point that we are now being consulted not only on new school builds, but on new sites being considered for development.”

With a stellar record of quality outcomes on past and current projects, Lance’s team has earned its reputation as one of the country’s most sought-after school construction collaborators.

Lance proudly says: “Our professional oversight across the entire design and build process in this space has proven schools can trust our team to deliver preferred outcomes.”

School tour for youngsters – Image courtesy of Watts & Hughes Construction

PROFILE

Term 1, 2022 | schoolnews.co.nz

Recently completed Onepoto School Rebuild Watts and Hughes Construction are well known and trusted for their outcomes.

Watts & Hughes Construction offer knowledge & experience with over 1000 projects completed

Onepoto School – Design & Build

Ngākōroa School – Design & Build- New School Campus

Stonefields School – Design & Build, New 24 Space Teaching Block

• • • •

Design and build (New Schools) Re-builds to existing Schools Stand Alone Classrooms Infrastructure Upgrades

Stonefields School – Bespoke Bleachers

From concept through to design, management and construction, Watts & Hughes Construction is committed to doing the job correctly first time – every time. Located in Auckland, Christchurch, and Tauranga, Watts & Hughes continues strengthening their presence in the construction industry throughout New Zealand.

Auckland 15B Vestey Drive Mount Wellington 1060 PO Box 1142 Auckland 1145 Ph: (09) 573 5750

Christchurch 69 Nazareth Avenue Middleton Christchurch 8024 Ph: (03) 423 9305

Tauranga 27 Owens Place Mount Maunganui 3116 PO Box 11-165 Papamoa 3151 Ph: (07) 547 4074

Hamilton 1B Maui Street Hamilton, Pukete Hamilton 3200 Ph: (07) 849 0097

Wellington 27 Jarden Mile Ngauranga Wellington 6035 Ph: (04) 801 7231

Operated by Tauranga

Operated by Tauranga

www.whconstruction.co.nz

Henry Hill School:

Working to grow things well

By Heather Barker Vermeer Industry Reporter

Henry Hill School is this year’s winner of the Prime Minister’s Excellence in Education Wellbeing Award.

Principal Jase Williams spoke to Heather Barker Vermeer about the Hawkes Bay school’s journey and what success looks like to its people…

For nine years, Jase Williams has been at the helm of Henry Hill School in Napier. A teacher

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since 2002, Williams taught at nearby Flaxmere School, Hastings Intermediate, Napier Intermediate and Camberley Schools, before being drawn to Henry Hill School, with buckets full of positive intent.

Williams says he was attracted to the position at Henry Hill School due to it being a low decile school with a large proportion of Māori and Pasifika students. He said: “I look like the kids and community here and I also live in this community.

I know that being who I am makes a huge difference to the kids and community. Here, I am able to be myself and I ‘get it’

and they ‘get me’.” His approach to leadership is intrinsically linked with wellbeing, and this has been his driving force.

“Being connected both physically and socially and emotionally with our school’s students, and community, has meant we are well aware that there is a whole lot of intergenerational trauma and hurt out there and also lots of overwhelmed parents.”

The ways in which Williams and his team have worked to help their community heal goes way beyond what would traditionally be expected from a school setting.

PROFILE

“When we lifted up the data for our kids who weren’t achieving academically and also for those transient kids who come to us, the picture was really depressing—poor attendance, poor punctuality, poor health, poor behaviour, and disengaged whānau, and the underlying factor was trauma. So, we made the conscious decision to learn more about trauma and the effects and impacts it has on child and brain development, but we learned so much more.

“Such as, we largely parent how we were parented. Taking the good memories from our own childhood, we pass similar

Term 1, 2022 | schoolnews.co.nz

experiences on through our parenting. Consciously there are some things we choose not to pass on because they weren’t pleasurable experiences for us, but we also subconsciously transmit other negative experiences and practices that we may not even know are negative.

“A quote I love from Matt and Sarah Brown’s book, She Is Not Your Rehab is, ‘You can’t be what you can’t see’, and I think that sums the aforementioned up really well.”

Through the enormous challenges of the past 18 months the school, and its community, has suffered and it has also strengthened. Williams says, “We’ve definitely seen a real feeling of uneasiness and anxiety as the year’s gone on.

After last year’s Covid lockdown and alert level changes, and also after severe flooding at school and in our community, our kids seemingly coped really well. We had very little issue in regard to dysregulated kids and community coming through our school’s gates.

“However, the second half of 2021 has been prett y tough. I’m talking dysregulated staff, kids and community. The effects of vaccinations, mandates, constant changes in keeping up with legislated rules or recommendations has really impacted everyone here.

“We also know that the effects of Covid will be long lasting and long reaching and have the potential to impact several future generations of our community, and that’s why the trauma informed kaupapa we have introduced here is even more important than ever.”

Term 1, 2022 | schoolnews.co.nz

Henry Hill School Principal Jase Williams

This kaupapa involves three essential elements: •

Focused professional development and creating richer relationships with whānau

•

Adding regulatory elements to classroom practice

•

Making physical changes to the school’s environment and establishing areas where students could regulate themselves in conjunction with nature

Williams says, “We’ve been immersed in Trauma Informed Practice through the world’s number one childhood trauma

expert, Dr Bruce Perry and his Neurosequential Model in Education. I’m one of only three certified trainers in this approach in New Zealand, and the only Māori certified in this approach in the world!”

Changing from the traditional student/parent conference approach to immersing whānau in learning experiences through a Community Day each term led to a 100% attendance rate.

A monthly ‘Dad’s and Mum’s Hui’ at school also gives staff a chance to share this kaupapa.

“We’re all about creating generational change,” says Williams. “We have this ‘privileged’ knowledge and understanding that we know

PROFILE

would help everyone, so we have a responsibility to share this with our whānau/ community. They then have a sense of responsibility towards continuing to share this kaupapa with everyone they know. We truly believe we can be instrumental in helping not only create generational change, but also in healing a community.”

Daily practices include starting each day with yoga in order to set a calm tone for the school day. It is studentled and facilitated in Te Reo Māori schoolwide. It is always followed by karakia.

Williams says the school has also added ‘strategic and planned regulatory breaks’.

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potentially triggering for both students and staff but we have an increased awareness now, so it means we won’t be one of those schools that continues to re-traumatise traumatised kids.”

“This is to reset our brains to intake more cognitive content and to aid in transitioning between activities. We share with our kids what’s happening and going on inside their brains when they’re upset, angry, frustrated, and anxious, and they know ways how to self-regulate.”

Williams and his team have also created a large quiet place in the school, where students can go during learning time or breaks ‘to regulate themselves’.

This is as well as their awardwinning Sensory Garden: Te Āhuru Mōwai. “It is a sensory experience that includes a large and winding sensation pathway filled with all kinds of textures and elements designed to stimulate the brain.”

The school worked alongside the Ministry of Education, namely Claire Taylor in Napier.

“Claire is also one of only a small handful of people in New Zealand trained in the Neurosequential Model in Education,” Williams explains.

“We were fortunate to engage with our school’s PHN Nic Laver and also the local DHB’s John Adams, who have both been incredibly supportive of our physical health and mental health focus over the years.

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The name of the school derives from educationalist and former Mayor of Napier, Henry Hill (1849-1933). Williams isn’t aware of any remaining links to the Hill family. His next ‘really big focus’ is on indigenising the school’s spaces and practices.

Principal Williams keeps morale up in the playground

“Carys Lloyd - local MOE - is the best in the business at crunching the numbers and she was able to find some crucial comparative data for us that we would have otherwise not been able to source. We were fortunate also to connect with NZ’s leading neuroscience educator, Nathan Wallis, who helped to share our story with an even larger audience via his social media networks.”

Prime Minister Jacinda Ardern has heaped praise on the school, sending a glowing message of support. This was

pleasing to receive, on being named this year’s Excellence in Education Wellbeing winner for Aotearoa. But, even more pleasing still, are the tangible outcomes of the school’s work.

“Personally, it’s changed my life,” says Williams. “And I know, for the majority of our staff, it’s really changed the way we talk to kids and talk about our kids because we have this whole new perspective and the science to back it up.

“There are elements that are quite confronting and

PROFILE

“This is something I’ve been wanting to do for a while now.

2022 is the year that we really look to create even further generational change in our community and perhaps the name of the school is something we will look at.

“Our goal is to give mana to and normalise what it means to live, breathe and celebrate as Māori.”

He adds, “People and relationships are the answer to basically everything within a school context. I’ve always found that being authentic and being your true self is what matters most in a school, rather than trying to be a teacher.

“Kids connect with real people, not labels. As Dr Bruce Perry says ‘...the best therapy is human love.’”

Term 1, 2022 | schoolnews.co.nz

By Heather Barker Vermeer Industry Reporter

in 2019 after his teacher put his name forward but admits he knew very little about what aquabots was about. His first year wasn’t the most successful and the team didn't go any further, then he and Aarav formed a new team with classmates Alex and Jamie that would go on to be a winner.

Hobsonville School student, Jamie Young was feeling “really confident” after competing in this year’s international aquabots competition but admits even he was surprised by the result.

Armed with just $20, the maximum amount they were allowed to spend based on the rules of the competition, they bought supplies to modify a prototype Aarav had created and their dream bot was born.

“I thought we would get around the top ten,” says the Year 8 student, one of four members of the Aqua Alphas who ended up placing third worldwide in one of the most challenging parts of the American-based competition: “I couldn’t believe it at all!”

Nor could his teammates, Aarav Sharma, Caleb Purcell and Alex Hipperson who all sacrificed countless hours – during and after school and even some of their weekends and school holidays – practising to make sure they were well prepared for the International SeaPerch Competition, which was held online this year due to COVID restrictions.

Rewind four years and none of the boys or their teachers had even heard of aquabots – a Ministry of Inspiration underwater robotics programme where students have to build a bot that they can remotely navigate through obstacles at the bottom of a pool.

Hobsonville Deputy Principal Brad Hill says the school didn’t Term 1, 2022 | schoolnews.co.nz

“It was a prototype, then we made it our actual bot and then we started doing tests, like who was our best driver,” says Caleb.

hesitate when Principal Anne Leitch was contacted by the father of a student at a nearby school in 2018 to see if they were interested in participating in an Auckland challenge.

“We said, 'that sounds fantastic'.

We are always trying to develop technology and digital technology and aquabots fell into that quite perfectly. It all started from there.”

The school teamed up with Whenuapai Airbase where the students received mentoring from the avionics squadron as they designed and built their own bots. That inaugural team (which Aarav, Caleb, Alex and Jamie weren't part of) did well, winning

the 2018 nationals before heading to America for the SeaPerch Champs in 2019 held at Maryland University in Washington.

Last year, the boys' team - the Aqua Alphas - were quick to pick up the mantle at the 2020 nationals in Masterton with Aarav leading them to victory.

Now at high school, Aarav says he started aquabots in Year 7 after being selected from about 30 other classmates who had also wanted to be involved.

“I thought it was pretty cool to make a vehicle that could go underwater and then compete using it,” he recalls.

Caleb was also selected for a team

TEACHING RESOURCES

Alex, who was already interested in robotics, jumped at the chance to join the team saying he loved the challenge of designing the bot. “I liked the process of making the aquabot and practising. I didn’t mind about the competition so much, I just liked the process and practice.”

There were hurdles along the way, propellers fell off and motor problems turned out to be an issue with a tether cable. But, the boys persevered and practised at every opportunity they could.

On competition day, the team came face to face with more than 20 other teams from around the country, each having to compete in a series of challenges, including an obstacle course.

P28

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© stock.adobe.com

Underwater STEAM dream on the world stage

The smarter, electronic way to run key-based access control eCliq is a wireless access control system which enables schools to regain and maintain control of their locking system.

For those who need to monitor and control access to their facilities, the reality of navigating streams of different people at any given time and ensuring that those who are authorised to have access to premises can easily do so, and those who don’t are prevented from entering, can be a huge challenge.

Key to Success More durable, more secure and more efficient than conventional locking systems

nzeducation@assaabloy.com Assaabloy.co.nz/ecliq

It may be surprising that one of the most sophisticated, up-todate access and security devices looks, at first glance, like one of the oldest. Based on the traditional lock and key, eCLIQ retrofits seamlessly into existing locking systems; cylinders are made to the same dimensions, and all electronics are selfcontained, powered by a battery within the key.

Without the need for wiring, eCLIQ electronic keys offer features like programmable access rights, time scheduling, audit trails and blocking of lost keys. Simply put, if one of these

is mislaid or taken away (either inadvertently or intentionally) the facility manager isn’t landed with the onerous task of rekeying the entire facility. See who opened what door and when, easily change a person’s access rights by sending information to their key and control the time periods when keys are operational.

• Lost keys – Block or eliminate any lost or stolen keys to maintain the integrity of your system without having to replace the locks

Installation is simple and straightforward, both for new school construction or retrofitting to existing doors at established schools.

• Change access – Easily change a person’s access rights by sending information to their key

• No wiring – Gain the functionality of access control without the hassle and expense • Audit trails – See who opened what door and when

• Schedule access – Control the time periods when keys are operational

on the cards: “I’m already thinking about if I was going to make teleportation, how would I do it.”

P25 The judges unanimously awarded first place overall to the Aqua Alphas, along with a special sportsmanship acknowledgement after they helped another team out. Fellow Kiwi competitors, Team Tahi from Rotorua, also managed to place, coming fourth in the high school division of the international challenge.

STEAM: Encouraging creativity and critical thinking We all know that rather than teaching Science, Technology, Engineering, Arts and Mathematics as separate subjects, STEAM integrates them into interdependent learning units, based on real-world applications.

“We were all very excited because we knew we’d go to America,” says Caleb. “We were so excited that we jumped into the pool.”

Unfortunately, Covid had other plans and the trip was replaced with a virtual version.

Aqua Alphas Alex Hipperson, Jamie Young, Aarav Sharma and Caleb Purcell. Image courtesy of Hobsonville School.

Despite being disappointed, the boys refocused and put all their effort into preparing for global competition. They further developed the design concept of their metal ruler and expanding foam bot, incorporating ideas like hydro-foiling that they had seen during the America’s Cup.

because us four kids came third in aquabots in the entire world. Us, in a tiny corner of the world, coming third out of tonnes of university and high school students.”

When the competition day came, the boys took out third place.

Caleb says the win was a big achievement. “I was very happy

“It was just so cool seeing their faces and watching their reactions to it,” says Hill. “I was immensely proud to see a small group of

Deputy Principal Brad Hill, who watched the live judging online, had the privilege of telling the boys about the great result afterwards.

students from Hobsonville put themselves on a global scale.”

With several of the team now moving to high school, the boys are looking forward to putting some of their new skills into new subjects, like engineering.

And, if Alex has his way, an awardwinning aquabot won’t be the last thing he creates - when asked what he wants to be later in life he says something in the field of science and engineering might be

And the global skills shortage in STEAM-related fields have redefined educational priorities over the past decade.

As well as helping to produce tomorrow's designers and engineers, STEAM programmes help develop innovative mindsets, critical thinking, and problemsolving abilities to ensure that our students become creators, not just consumers, regardless of their chosen field. Providing for a range of STEAM-based teaching and learning will enrich your curriculum and popular current choices include coding and laser cutting, as well as the

Creating a cohesive STEAM curriculum Developing an engaging STEAM curriculum requires a strategic approach.

Science Focused Laws of Physics: Bricks in Motion Hands on experiments with LEGO® BricQ Motion

Programmes should include a crossover of curriculum objects and STEAM principles.

Technology Focused Robotics & Coding LEGO® WeDo & Scratch Coding (Advanced) nced)

Engineering Focused Motorised Model Building Bringing models to life with power functions

Arts Focused LEGO® Club 3D Virtual Design

Architecture Around the World Stop Motion Animation

Mathematics Focused Solving XYZ

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LEGOmetry

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analytical skills, and provide them with the vocabulary to communicate their problem-solving solutions.

These are the foundational skills which inspire innovation.

Science, Technology, Engineering, Art and Mathematics should not be taught in isolation of each other.

When students are provided with the tools and space required to apply what they’ve learned through hands-on projects, the learnings become tangible and creativity is born.

While programmes may approach a key STEAM concept, the most effective programmes use a combination of intentionally developed curriculum components to teach students observational and

Concepts such as simple machines, vehicles, architecture and geometry, teach students that most real-world problemsolving is approached with a combination of STEAM principles.

Bricks 4 Kidz uses LEGO® within its STEAM curriculum to deliver high quality programmes in school across New Zealand, for more information contact nz@bricks4kidz.com or visit www.bricks4kidz.co.nz

TEACHING RESOURCES

Term 1, 2022 | schoolnews.co.nz

robotics (of an underwater nature) mentioned above. Adding the arts into the mix transformed STEM into STEAM, in the 2010s.

“Integrating arts activities can decidedly enliven the curriculum content, make lesson outcomes more successful and interesting to both teachers and students, and introduce powerful and inspired creative thinking into the teaching-learning process,” note Sousa and Pilecki in From STEM to STEAM: Using Brain-Compatible Strategies to Integrate the Arts.

What might this mean for your classroom?

Building a STEAM classroom requires flexible, adaptable furniture design that can cater to digital learning as well as hands-on activities required for arts and engineering projects. Modular tables and desks are useful for this reason and can even come with whiteboard surfaces that students may use to flex their creativity and brainstorm in groups. It's even possible to take a STEAM approach in the design process by engaging 3D design apps that allow you to virtually configure and

reconfigure your teaching spaces for different learning activities.

These solutions mean teachers are encouraged to link the learning environment to their pedagogy, building a STEAM classroom that is both artful and practical.

International expert in the field of STEAM, Professor Georgette Yakman told Associate Professor Zhao Hui Chen and Master Lu Xiaoting from Henan University, in a 2016 interview on the development of information technology research, that schools should take steps to increase the quality and depth of their STEAM outcomes: “To help STEAM achieve better results, I recommend: Each school should have a STEAM certified coordinator.

“As a course specialist, application writer and community liaison, these coordinators should be familiar with the interrelationships of education, science, technology, engineering, art, mathematics, and other disciplines, such as career planning, problem-based learning and curriculum integration.

“Purchasing equipment and design courses should have the vision of

Curious about Caxton Educational CaxEd publishes the popular NZ Curriculum Mathematics – Stages numeracy series and the award-winning NZ Curriculum Mathematics – Connecting All Strands series, which weaves all the NZ Curriculum strands into one Student Text per year (Years 3-8) establishing a solid backbone for your maths programme.

CaxEd offers Online Teacher Support via their website to complement the Connecting All Strands texts.

Printable masters, interactive games, teaching strategies, and extra tasks for every Term 1, 2022 | schoolnews.co.nz

sustainable development, both based on the actual situation of STEAM education, but also to meet the future needs of STEAM education. In order to meet the needs of STEAM education, to achieve the deep integration of information technology and STEAM education, teaching methods such as the use of flipclass activities should be used.”

For those unfamiliar with flipclass, the ‘Flipped Classroom’ is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or "flipped." In this model, instructors have students interact with new material for homework first. It can provide a blank canvas for students to stimulate creativity and encourage unique innovation, perfectly STEAM-appropriate.

There are many modern myths that stand in the way of schools delivering their STEAM learning potential. A common complaint is how expensive the STEAM equipment can be to purchase.

US-based STEAM trainer, Mark Herring writes in a post titled “5 Myths about STEAM Learning” on

usingtechnologybetter.com that for many people, “the way to get STEAM humming in classrooms is to buy the flashiest, shiniest new toys and tools”. He adds: “The danger with this approach is that teachers disregard the learning pedagogy that STEAM relies on. The best way to get the most out of STEAM is to have students collaborating and seeking to solve realworld, authentic problems.”

A top tip he says he has learned over the years is the tendency for schools to neglect the ‘E’ in STEAM. He suggests teachers refresh their understanding of what engineering is, taking into consideration the four main forms: chemical, civil, electrical, mechanical.

“All of these disciplines have a body of knowledge that teachers can plan for and enable their students to explore and discover.

Having this understanding as a teacher is why professional development and teacher experience is crucial to successful STEAM learning in your school.”

AWARD WINNING

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chapter add more excellent activities for extension or extra practice to the highquality tasks in the books.

Schools that have purchased this series can access these online resources at no cost.

The Ministry of Education’s latest study shows that textbooks outperform computer or tablet-based learning.

Email mel@caxed.co.nz or visit www.caxed.co.nz.

Give your students the best advantage to excel at maths. They use our textbooks, while you have all our free online teacher support.

YOUR STUDENTS DESERVE THIS! mel@caxed.co.nz www.caxed.co.nz

TEACHING RESOURCES

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CASE STUDY

Key drivers behind STEM space designs

By Rosie Clarke, Editor

Wonder, investigate, problem solve! Schools explore how core principles of STEM-based learning now extend beyond programme pedagogy and into physical learning environments…

School curricula now widely incorporates STEM-based learning, affecting our youngest learners all the way through to our young adults. While this shift has generated countless positive experiences for teachers and students alike, it involves an ever-evolving education landscape that presents big challenges for schools. Learning environments must adapt to changing student demographics, teaching techniques, and technology requirements but things can change year-to-year. So, how do schools navigate STEM trends?

Image courtesy of Furnware - Devonport Christian School

Principal O’Grady notes: “The sort of things that come to mind when you wander through the makerspace are things like engaged, and quiet, and purposeful - and it’s comfortable.”

How are Australian schools creating STEM spaces?

Image courtesy of Furnware - Rathkeale College

suitable for STEM activities – consider that many schools don’t have the luxury of a dedicated STEM studio.

Challenges schools expect when implementing a STEM makerspace and programme: •

•

•

Need to develop clearer understanding of how STEM differs from current practice.

Translate your school’s values, pedagogy, and ideals into practical solutions.

Need to know where and how to start. Ask, ‘what is a STEM space?’ and what might it offer your school.

Need a space. Locate somewhere at your school

•

•

Need to budget. What are your school’s funding options? While some schools may have 3D printers, laser cutters, drones, robots, and television studios, budgets are always finite, and few schools have access to the ultimate STEM kit list.

Need to avoid pitfalls. How can you learn from the false starts of early adopters?

A successful STEM programme goes beyond installing the latest 3D printer or purchasing the latest robotics. Learning spaces developed for STEM-related activities should not only be informed by sound research but also in partnership with learning space consultants so they can meet the diverse and variable needs of learners.

The following two schools used Furnware’s expertise to transform their existing learning spaces into STEM centres. Both principals share how they feel their STEM design success transformed student engagement and learning.

How are New Zealand schools creating STEM spaces?

Image courtesy of Furnware - Devonport Christian School

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Rathkeale was extremely fortunate to have a classroom allocated for a dedicated makerspace, expertly overseen by STEM education specialist, Lee Macri. Classroom activities involve making robots and 3D printing rockets, as well as real-life applications of electronic equipment. The furniture is constantly being moved around, and students at Rathkeale can have an interactive and immersive experience with endless opportunities in their STEM space.

Rathkeale College in Masterton is a prestigious school with traditional values and high-performing students. As school design trends transitioned from modern, to innovative, to responsive learning environments, Principal Martin O’Grady sharply pre-empted a need for learning spaces supporting BYOD and STEM. TEACHING RESOURCES

Devonport Christian School in Tasmania transformed an empty classroom used for afterschool STEM activities into the dedicated, creative hub of its new STEM centre. Devonport’s innovative programme is filled with imagination and possibility for students of all ages.

The centre boasts open collaborative spaces, plus dedicated green screen areas for filmmaking, LEGO building and presentation rooms. Principal Chad Smith prioritised the need for purpose-built spaces to facilitate his school’s STEM programme. He recalls: “We started to get more specific with the design because one of the ways schools can go wrong [is by having] too many flexi spaces and not specifically built spaces”.

Another priority for Devonport was integrating tech equipment it had purchased in previous years, while using furniture and space to design something awe-inspiring for students.

“It has to have fun, has to be fun, has to live fun, it has to speak fun, and so we threw in bright colours.”

Term 1, 2022 | schoolnews.co.nz

more than just school furniture...

Furnware creates the most inspiring spaces imaginable where learning and well-being go hand in hand.

For over 60 years, we have been involved in education and transformed physical learning spaces the world over with innovative furniture solutions.

We work in close partnership to create an imaginative and functional environment that gives learners and educators the space to be their very best.

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STEM programme works

wonders for engagement The Wonder Project Rocket Challenge continues to get Kiwi kids excited about STEM, and it’s set to blast off again in 2022.

Since launching in 2019, the Rocket Challenge has seen over 50,000 Kiwi kids design, build and launch their own water rockets. The free schools programme seamlessly blends the thrill of launching rockets with STEM learning and has worked wonders for student engagement with STEM during a turbulent year.

The Wonder Project Rocket Challenge, powered by Callaghan Innovation, will run in Term 2, 2022, with enough free kits to support 1000 classes to inspire the next generation of STEM superstars . This follows another successful year running the challenge to overwhelmingly positive feedback, reaching almost 20,000 students in 623 classes across Aotearoa.

By connecting classes with volunteer STEM industry professionals, as well as supplying teaching resources, student resources, and a challenge kit for free, the Wonder Project was able to remove some of the uncertainty from the 2021 school year – supporting schools to teach STEM with confidence.

Challenge participants reported that the opportunity to be

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for kids from all backgrounds to help bridge the gap of women, Māori and Pasifika working in STEM fields. Everyone that signs up for the Rocket Challenge in 2022 will have the option of using student activities in English, or te reo Māori, so all schools across Aotearoa can have a blast.

Each year, the Rocket Challenge has a proven impact, with statistics that speak for themselves: •

91% of teachers increased their confidence in teaching STEM

•

90% of teachers and 86% of students said they would do it again

•

85% of students were fairly or completely engaged in the learning

•

54% of students were more interested in STEM jobs after the challenge.

involved in a fun and dynamic hands-on learning challenge, during a hands-off pandemic, has been hugely beneficial for student wellbeing. “[The Rocket Challenge is] a fantastic project that my kids enjoyed. 7 students now want to be engineers and 2 want

to be rocket engineers.” says a Wonder Project teacher.

“It’s truly inspiring, seeing our future generation engaged in STEM and thrilled to be Wonder Project kids!” says a Wonder Project Ambassador.

Wonder Project programmes are designed to be accessible

TEACHING RESOURCES

For continued STEM learning throughout the year, the Power Challenge, energised by Transpower, is being released for the first time nationwide in Term 3. The Power Challenge tasks students with lighting up a town of the future using renewable energy sources. In Term 4, there’s the Plant Challenge, where students grow microgreens hydroponically and explore sustainable food practices.

Don’t miss out on this year’s line up •

Rocket Challenge, Level 3, Year 5–6: available in Term 2 2022 to the first 1000 classes that sign up

•

Power Challenge, Level 4, Year 7–8: available in Term 3 2022 to the first 200 classes that sign up

•

Plant Challenge, Level 4, Year 7–8: available to the first 400 classes that sign up

Sign up now at wonderproject.nz Term 1, 2022 | schoolnews.co.nz

STEM teaching made simple

Spark wonder in your students with hands-on learning experiences available at Level 3 and 4 of the curriculum.

We supply everything you need, free – student modules, detailed lesson plans, challenge kit, and an industry professional to help you build confidence and teach STEM the easy way.

Wonder Project programmes for 2022 are live now for teacher registrations.

Rocket Challenge Term 2

Power Challenge Term 3

Plant Challenge Term 4

Be part of the wonder today at wonderproject.nz POWERED BY

@WonderProjectNZ

By Heather Barker Vermeer Industry Reporter

As teachers well know, cultural capability is one of the three main PLD focuses for 2022 in Aotearoa New Zealand.

© stock.adobe.com

Teachers and kaiako are required to recognise diversity of identities and take action to amplify voices from within communities that have been marginalised. Cultural capability is about putting cultural responsiveness at the forefront of your teaching practice.

Te reo, te aroha... love, learning & cultural capability A fun and easy way to teach and learn te reo Māori Te Reo Singalong is a fun and engaging Māori language resource for New Zealand primary school and early childhood teachers.

Each book uses simple, repetitive sentences and lively, catchy songs in order to make learning te reo Māori fun for our younger learners.

The books are available in print as well as digital format with comprehensive online teacher support through the annual school subscription offer.

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+

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Māori Language Week will this year take place from September 12 this year. More than a chance for focused celebration of our indigenous language and culture, the week is an opportunity to discuss, engage in learning. Many speakers, readers and writers fluent in our native tongue and immersed in Māori cultural practices maintain

The Ministry is keen to support school leaders, kaiako and support staff to grow their capability and confidence in using and integrating te reo Māori into the learning of all ākonga, creating pathways to increase understanding of a Māori worldview, encourage engagement in cultural practices, narratives, and histories relevant

Te reo Māori resources at your fingertips!

Teachers in primary schools and early learning centres love Te Reo Singalong Online!

It’s is a resource of choice for teachers who need support to integrate te reo Māori into their daily teaching.

The annual subscription is available to schools or individual teachers, with the online content supporting and extending each Te Reo Singalong book through:

4

FIND OUT MORE:

www.tereosingalong.co.nz

Teaching learners effectively means building a greater understanding of where they come from and what they value – and language learning competency is an important part of this.

•

new books coming 2022!

www.tereosingalong.online

Kia tiakina te mātauranga ki te reo Māori - Fostering education in te reo Māori has become a priority in education sector leadership in Aotearoa.

Te Ahu o te Reo Māori means the future pathway of te reo Māori.

“A pathway that seeks to inspire and aspire for improved te reo Māori proficiency, acquisition and use across the education sector.

It also provides opportunities for te reo Māori to be normalised, and Māori identity and culture, to be shared and embraced,” says the Ministry of Education.

•

books in the series

likely hope that, like many national and international awareness weeks, soon become, less about awareness and more about celebration, as larger numbers of Kiwis grow to adopt te reo as their own.

•

Access to digital versions of Te Reo Singalong books with songs Original games to extend the learning (video demonstration and game component downloads) Printable classroom activities and decorations

•

Activity suggestions to extend the books

•

Videos focusing on pronunciation, words and phrases

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An audio version read by the author

•

Printable vocabulary cards

•

Māori language teaching and learning recommendations

•

Professional development suggestions.

View samples at www.tereosingalong.online or contact us at sales@tereosingalong.co.nz for more information.

TEACHING RESOURCES

Term 1, 2022 | schoolnews.co.nz

Taken from a te Reo Māori competency framework known as Ngā Taumata o Te Ahu o te Reo Māori, the main focuses of any te Reo programme should be as follows: •

Local dialect – local words, phrases, karakia, waiata and sayings.

•

Use – practise of reo use appropriate for a classroom setting.

•

Grammar – foundations of grammar and writing conventions.

•

Curriculum – development of learning content for regular activity.

•

Revitalisation – language planning for the school/ early learning services/ classroom.

Never have there been as many resources and support more widely available to all teachers / Kaiako for te Reo learning in the school environment.

From Te Taura Whiri i te Reo Māori / Māori Language Commission,

the Organisation Survey of Support for Te Reo Māori is designed to identify where your organisation is at on its journey to support te reo Māori. It is assessed against five proven elements known to support language revitalisation: •

Status – the position of te reo Māori within your organisation and the value accorded it

•

Critical Awareness – the understanding within your organisation of the issues that encourage bilingual speakers to choose to speak te Reo Māori

•

Acquisition – how your organisation supports the learning of the language and improvement in proficiency

•

Use – how your organisation creates opportunities for bilingual speakers to speak te reo Māori by association with meaningful relevant activities

•

Corpus – the body of written and oral material that your organisation uses and creates

This survey is available at: tetaurawhiri.govt.nz/assets/ Language-Planning-Templates

© stock.adobe.com

to Aotearoa, all of which extends way beyond language.

Learn more about

cultural capability

Explore resources and professional learning solutions

core-ed.org Term 1, 2022 | schoolnews.co.nz

TEACHING RESOURCES

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Never have there been as many resources and support more widely available to all teachers respect towards Māori beliefs, language and culture.

Tātaiako: cultural competencies for teachers of Māori learners is a guide for teachers, schools, Initial Teacher Education providers and providers of on-going teacher professional learning, on how to successfully teach Māori learners, available from the Teaching Council of Aotearoa New Zealand.

Teaching Council of NZ says: “A culturally responsive teacher will recognise during their journey towards demonstrating cultural competence that is important to see themselves as learners alongside whānau and all decisions are made in partnership.”

It is a framework that helps

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teachers understand and value a Māori worldview ahead of teaching te Reo. It highlights five essential values needed to be present when engaging Māori learners.

1.

2.

3.

Wānanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.

Whanaungatanga: actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community.

Manaakitanga: showing integrity, sincerity and

4.

Tangata Whenuatanga: affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed.

5.

Ako: taking responsibility for their own learning and that of Māori learners.

While the Teaching Council stresses these competencies are not formal criteria, they are linked to the Graduating Teacher Standards and Practising Teacher Criteria developed by the Education Council.

Schools can support their learners further by taking a holistic approach to cultural competency that extends beyond improving

TEACHING RESOURCES

te Reo Māori competency. It benefits all students for teachers and school staff to have in-depth awareness and understanding of Te Tiriti o Waitangi and New Zealand histories, as well as culturally significant local landmarks and histories. Opening a dialogue with families and your school community is an important step to make sure you only introduce welcome initiatives for whānau, mana whenua and your community as a whole.

He kākano ahau i ruia mai i Rangiātea Ahakoa iti taku iti Ka tūria e ahau ngā iwi o te ao I am a seed, sown in Rangiātea Although I am small I will lead my people to the heights of greatness

Term 1, 2022 | schoolnews.co.nz

By Heather Barker Vermeer Industry Reporter

Effective ventilation has never been more of a necessity in schools.

While it is widely known that crowded, poorly aired classrooms are a breeding ground for germs that can cause many common illnesses, the advent of the soeasily transmissible Delta and Omicron variant of COVID-19 added a new layer of seriousness to the ventilate debate.

Schools quickly became a common sight on contact tracing lists around the world where these variants have dominated. In Aotearoa, children (0-19 years) in the 2021-22 Delta outbreak represented the largest proportion of COVID-19 cases at 37 percent. Large outbreaks have affected school communities, with the Marist College cluster generating 96 cases.

Now, more than ever, to safeguard the health of your students and staff schools must pay strict attention to the air quality indoors.

“School aged children have greater susceptibility to some environmental pollutants than adults because they breathe higher volumes of air relative to their body weight, and their body tissue and organs are actively growing,” according to a recent research paper from the Ministry of Health titled, “Indoor Air Quality and Thermal Comfort”.

“Children also spend more time in school than in any other environment except home.

Indoor air quality is dependent on the concentrations of CO2 and other respiration derived pollutants, volatile organic compounds (VOC), particulate matter and other pollutants such as formaldehyde.”

Levels of carbon dioxide (CO2) rise as people breathe, where spaces are poorly ventilated, and research has linked CO2 levels to educational outcomes.

‘Indoor air quality and thermal comfort have a direct impact on the usability of the space and on learning outcomes.’

Prolonged exposure to poor air quality, wherein the CO2 levels exceed these levels can result in headaches, poor concentration, restlessness, nausea and sleepiness.

Term 1, 2022 | schoolnews.co.nz

HEALTH & SAFETY

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© stock.adobe.com

Research from the Ministry of Health suggests that normal urban atmospheric concentrations range from 450600 ppm. In most New Zealand classrooms, CO2 levels fluctuate.

The MoH paper further notes: “It is expected that the summer range of CO2 levels will vary from approximately 400 ppm to 1,000 ppm over the course of a day.”

Ventilation, when needed, can be provided naturally or mechanically. “Wherever practical, natural (passive) or semi-natural (passive) ventilation is preferred by the Ministry, provided minimum requirements in terms of pollutant

control, and temperature level stability and control, are met.”

What ventilation is suitable for each school will vary depending on a school’s size, occupancy, acoustics and more. Solely mechanical ventilation is suited to internal rooms or where acoustic requirements don’t allow for natural ventilation.

Not only can you maintain good indoor air quality by providing suitable ventilation but selecting low VOC building materials, ensuring a hygienic cleaning regime, and using entry/exit mats to capture dust and dirt before they are brought into the building.

It’s time to think about indoor air quality.

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“School aged children have greater susceptibility to some environmental pollutants than adults

Industry Interview: School News talks to Air Climate Evolution representative, Simon Wilkinson Simon spoke with us about the increased emphasis COVID concerns have caused schools to place on air quality solutions.

Q: What are some pros and cons to new air care technologies and/or systems for schools?

A: The cons are that, due to COVID, the market is flooded with products making claims of removing viruses from the air. However, buyer beware that many of the claims are unproven or tested only in a laboratory and not in a realworld application. Many of these products produce secondary harmful contaminants, or in the case of independently tested HEPA-filter units, their efficiency on capturing particulates the size of aerosolised COVID-19 droplet nuclei or larger is significantly less than the manufactures claims.

The pros are that new generation high output UVC technology is scientifically proven to inactivate virus, bacteria, and mould and available for retrofitting into air conditioning systems or standalone options.

HEALTH & SAFETY

Q: What is the recommended safe level of CO2 in the classroom and how can this be measured using technology?

A: Typical guidelines look for 1000ppm or less. CO2 can be measured and monitored by a CO2 meter fitted within the classroom.

When levels increase, the only way is to purge the classroom air by introducing outside air through the air conditioning system, ventilation fans or opening windows. This can bring in outdoor air pollutants such as mould, bacteria, or VOCs. The introduced air can be treated by installing a high output UVC in the air conditioning system.

Q: Are there scaled design options that can offer schools strength, safety and comfort year-round?

A: Most school classrooms are air conditioned so the most cost-effective and performance proven solution is fitting it with UVC technology to improve indoor air quality. This also has the potential to provide maintenance and energy savings, providing a genuine return on investment. If the classroom does not have air conditioning, then portable air purifiers are available with high output UVC and high efficiency filters. Due diligence is a must in all cases.”

Term 1, 2022 | schoolnews.co.nz

Aranet4

– Simple indoor air quality monitor

Having fresh air indoors has always been a challenge but now with COVID-19 this task has become more critical than ever.

Thanks to Prof. Jose-Luis Jimenez, who is a Professor of Chemistry at the University of Colorado and other prominent scientists we now know that COVID-19 is an airborne virus and it can remain in the air for several hours unless we ensure proper ventilation. Schools, kindergartens and universities are especially difficult to tackle as you have a closed room with multiple people talking thus releasing plenty of aerosols right into the air. If any of the students or the teacher has COVID-19, these aerosols become a highly probable vector transmitting the virus. The single most effective means to decrease this risk is

proper ventilation. How to do that? While your average school might not have enough funds to invest in a high-quality ventilation system, procuring cost effective CO2 meters indicating when to open a window will greatly help with minimising the infection risk.

A good example is Ventspils, a city on the western coast of Latvia.

Its city council wanted to protect their children’s health and decided to install a networked CO2 meter solution in 19 of its schools and

by sharing materials on the importance of indoor air quality and how to use the CO2 meters to ensure timely ventilation.

kindergartens. Aranet installed the equipment and integrated the Aranet Cloud data stream into their own system. They built a centralised view of all the schools and their maps as well as put up screens with animations in the classrooms alerting teachers when they need to open a window.

In addition, they coached the school and kindergarten staff

The impact of this initiative was immediate. After seeing Aranet4 PRO device indicator turning red (i.e. CO2 concentration exceeded 1400ppm), the staff were able to quickly react and open the windows thus bringing the CO2 levels back to normal and ensuring a healthy environment for the children.

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Term 1, 2022 | schoolnews.co.nz

HEALTH & SAFETY

Sensing the Future 39

By Heather Barker Vermeer Industry Reporter

An AED is not compulsory, but perhaps it would be wise to consider installing one of these life-saving devices as a staple first aid measure on school grounds.

They should be activated in step three of a cardiac arrest response procedure:

When someone experiences cardiac arrest, their heart suddenly stops beating and unless a heartbeat is restored, they will die.

The chance of survival reduces 10 percent for every minute someone goes without cardiopulmonary resuscitation (CPR) and a defibrillating shock. Whangārei Primary School increased that chance of survival for anyone experiencing cardiac arrest in, or near, its school by installing a donated automated external defibrillator (AED) last year.

AEDs, also known as defibrillators, deliver a safe electric shock to restart the heart. CPR can temporarily maintain blood and oxygen circulation until a defibrillating shock is administered. They are designed so that anyone can use them, even without much training. The device itself will talk you through the life-saving process. According to the OHCA Aotearoa New Zealand, National Report 2019/20, New Zealand reported 2212 out-of-hospital cardiac arrests: three percent occurred in children (aged under 15), 97 percent in adults (aged 15 and up), and community members were fundamental in the early defibrillation of 112

40

1.

Call 111 for an ambulance

2.

Start CPR

3.

Use an AED as soon as possible

There are significantly fewer AEDs available in rural areas and coupled with the fact that rural residents have a disproportionately higher incidence of cardiac arrest, AEDs outside of urban areas are crucial if lives are to be saved.

Schools are often the heartbeat of rural communities and are therefore an ideal location for an AED to be situated. Providing services to the community such as hall hire, sports events, and meetings, increases the potential need for life-saving emergency equipment further.

Image courtesy of FactCo

adult patients in cardiac arrest.

Forty percent survived compared with just 10 percent of those who did not receive community defibrillation prior to help arriving.

Ministry of Health guidelines state that under the Health and

Safety at Work Act 2015, “all schools must have staff trained in first aid, which generally includes how to perform CPR and use an AED”. The government body notes: “Possessing AEDs and having CPR-trained staff is highly recommended.”

HEALTH & SAFETY

A clear and simple plan should be in place for all staff to be able to administer a defibrillating shock, from an AED situated in a central, accessible location.

It is essential to ensure all first aid officers having up-to-date adequate training in all first aid matters, including CPR. Local ambulance crews are often able to provide schoolwide talks or staff sessions.

Term 1, 2022 | schoolnews.co.nz

© pixelaway – stock.adobe.com

AEDs at the heart of your school

Image courtesy of FactCo

Including AED-use and CPR training to students too, can provide a lesson of immeasurable value.

The MoH advises schools have discussions with its board and health and safety committee if it does not already have access to this equipment. Schools may choose to prioritise fundraising efforts to install one. Maintenance of your AED should also be considered in any cost-scoping exercise.

AED expertise from a specialist supplier: “When buying an AED consider your initial cost of purchase, but also ongoing costs,” warns AED specialist and representative from FACT, Donevon Viljoen: “Batteries and/or pads need replacing every few years and usually after each use, depending on the brand and manufacturer.

“Some AEDs are cheaper to purchase but more expensive to maintain. There is also an option to lease an AED instead of purchasing one, which may be more feasible for some schools.”

AEDs are often kept in the office – unfortunately cardiac arrest doesn’t always happen during office/school hours.

Publicly accessible AEDs are listed on www.aedlocations. co.nz. If a company/organisation/ school buys an AED they do not have to list it the site but as soon as they do, they are making it publicly accessible.

Donevon adds: “It is a good idea to keep your AED on the Term 1, 2022 | schoolnews.co.nz

outside of a school building in a lockable box. The code to unlock the box can be made available to emergency services – when someone rings 111 they can give you the code to unlock the box over the phone while also sending help.

“Every workplace obviously has a responsibility to make first aiders and first aid equipment available to their staff. Schools also have a ‘duty of care’ – a legal obligation to take reasonable steps to reduce the risk of reasonably foreseeable harm. It is important to get training relevant to your industry – most schools provide different levels of training to their teachers and staff.

“If teachers and staff are taking the students off school grounds (on a camp or tours) or teaching outdoor education it is recommended to hold an advanced first aid certificate, which is normally a 12-hour course. For most teachers and staff, a four-hour School Environment First Aid course is recommended. Students as young as 14 can learn how to do CPR effectively. Normally, when students are younger, they aren’t physically strong enough to do effective CPR. It is always a good idea for a handful of the team, staff and teachers, to hold a workplace first aid certificate, which is usually an eight-hour course.

Image courtesy of FactCo

factco.nz

0800 322 826

“In all of the above courses, CPR & AED training should come standard but it’s worth checking first.”

HEALTH & SAFETY

41

Amplify learning with video-assisted classrooms

By Heather Barker Vermeer Industry Reporter

How do you use video content in your classroom?

A video-assisted learning (VAL) approach can drive competency across the board but requires some strategy.

Schools that benefit from VAL enable teachers to use video directly in the classroom.

Teachers now have greater access to free and paid video content than ever before, with educational videos and digital video libraries a readily available resource to facilitate learning. Making video for the classroom is easier than ever too, and teachers wondering how to integrate instructional video into their lesson plans should check in with their nearest school or local librarian, who is likely already doing this to show students how to operate their digital library resources.

Video can be used in the physical classroom – whether teachers screen a full feature or documentary as part of an English or History unit, show brief clips introducing a topic or play choice videos to help students

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task switch between subjects or activities. This can be particularly helpful for neurodiverse students who often struggle to transition between activities. Video is a flexible, useful tool that schools can use in a variety of ways inside the classroom to complement existing curricula.

Here are some VAL considerations:

Classroom design It is important to weigh up how videos can be used effectively and how your classroom functions. If you are using a flipped classroom model, then videos may not actually be played in-class but instead, they’ll be played at home.

In hybrid classrooms, where the need for a combination of face-to-face and distance learning models exists, VAL can be useful in bridging the divides and bringing physically separate students together.

Consider seating and classroom layout – your teaching space is set up for small groups, video played on small devices may function better than a single large screen.

Devices set the stage Simple video-assisted learning is

easy to integrate with a monitor display, a computer, TV, projector or even just a smartphone to begin with. The technology is out there to raise the bar higher, of course, depending on classroom needs, learner preferences, and budget.

Smart projectors, interactive displays, touch screens, surround sound and immersive tech will give your classroom the VAL edge. Virtual and augmented reality are classroom realities available to make video really come alive! Tech suppliers can often provide initial (or even ongoing) training, helpful for teachers and teacher aides.

When should it be used?

One of the best times to introduce VAL is to engage students in a new topic of learning, or to provide background before the learning objective is shared. Conversely, it can be a powerful cementing tool to bring together strands of learning once an objective has reached its conclusion.

Inviting students to share video presentations on projects or topics works across most learning areas, and video can also be integrated as a tool for

TECHNOLOGY

self-reflection. In this way, there are few subjects that cannot benefit from VAL. Even the most practical of subjects, such as hard tech, physical education, visual or performance art, can benefit from the power of well-chosen video footage – allowing students to record themselves and critically reflect to improve their own performances, or submit and share time-lapse videos as part of their assessment in food technology or wood work, all help to develop new skills across a plethora of industries.

Screen record is another useful feature for learning – teachers can record a short instructional video for students rather than having to spend half a lesson showing each individually.

Engaging students in at home learning can often be aided with the use of VAL, as can creating an inclusive classroom that accommodates different paces of learning, without the need for teacher repetition or delay.

Used creatively within a wellstructured pedagogy, VAL can create some of the most memorable classroom moments for your students, facilitating an elevated learning experience.

Term 1, 2022 | schoolnews.co.nz

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TECHNOLOGY

All sorts of sports:

Making your school sports day memorable

By Heather Barker Vermeer Industry Reporter

Creating an inclusive Sports Day to remember for all the right reasons isn’t easy, but preparation and purchasing the right equipment makes it easier.

Make your event more accessible by considering sound and visuals—how big is your venue? What accommodations might families or learners with mobility challenges or physical disabilities need to get involved in the action? Add games to the roster that aren’t competitive,

44

so more kids participate without nerves. Choose activities that can be played by house teams or classes, to foster a culture of support and camaraderie that will likely extend way beyond the sports field.

Other game activities for your schedule Challenge games create the classic team building environment, developing problem-solving skills, helping students manage risk, effectively communicate, work as a team, and help create a sense of belonging.

Target games demand concentration, hand-eye co-

Image courtesy of JPro

ordination and accuracy, yet not necessarily athleticism. They can be opposed (where the opposition’s play affects the next move, think bowls or curling) or

SPORTS & RECREATION

unopposed, such as darts or golf, where an individual’s play is not affected by opposition moves.

Striking and fielding games, such as rounders or cricket,

Term 1, 2022 | schoolnews.co.nz

Image courtesy of JPro

involve strategy, speed, strength, accuracy and require a team approach.

Net/wall games also involve strategy in attack or defence of an area, with an aim of making it difficult for an opponent to score.

Tag games and invasion games prioritise reading the opposition.

Aiming to invade an opponent’s territory or tag players, these games are typically fast paced and require good teamwork, building strong camaraderie

among team players. While the goal of cooperative games is to reduce emphasis on competition and increase onus on social aspects of working together.

Having an equipment inventory is a given, as is providing shaded areas for participants, officials and spectators on hot days, and water should always be on hand. And if you want to build the atmosphere, a PA system for music, as well as announcements, and a digital scoreboard or video

Image courtesy of Sports Distributors

screen can give your sports day a professional edge.

Teaching staff and school leaders will often gain in popularity by getting stuck in.

The teacher’s race, after all, is sports day’s blue-ribbon event.

It’s the race everyone wants to see, and some staff will bust a gut (or possibly a hamstring) in their attempt to win.

Here are some helpful hot tips from suppliers geared to boost your school’s sports day preparedness…

JPRO representative Andrew Sorrill vividly recalls making do with screeching horn speakers when he was in school, “the convenience of portable sound systems wasn’t user-friendly back then!”

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Term 1, 2022 | schoolnews.co.nz

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SPORTS & RECREATION

45

Image courtesy of Sports Distributors

purchase much more for the dollar is to place more emphasis on group games, so that the apparatus being used is not exclusively for individual use.

Equipment for games like spike or swat ball allow groups of four to play on the one frame, and I’ve noticed them becoming increasingly popular.

Image courtesy of Edwards Sound Systems

“Portable battery-powered systems have become more powerful, easier to carry with a longer battery life (typically 6-12 hours at full volume) and built-in digital mixers. They can be carried with one hand and easily set up in under a minute.

“In 2022, these systems provide high performance for speech, music, and a person can control the sound via an app. The technology of portable sound systems for sports days, team building or hui has improved so much that battery powered systems can be ‘daisy chained’ together to cover a larger area.

Column array speakers generally carry sound over a greater distance than conventional point source or horn speakers, without the sound having to be too loud or annoying in the front. Convenient portable battery powered systems allow the user to use a sound system wherever they need it – indoors or outdoors.”

Research is key: “A welldesigned sound system needs to reproduce the original sound

Image courtesy of Edwards Sound Systems

source accurately and with good coverage (and distance).

Poor quality systems are not able to do this, often resulting in mental-and-ear-fatigue due to psychoacoustics. Upgrading a sound system should always be considered as an investment.”

Sports Distributors’ Gene Coates-Reid wants every school in NZ to have the ability to help students become the next All Black, Black Stick, Black Fern, or simply have the opportunity to be active, fit, and healthy.

“Cost is sometimes an inhibiting factor in this goal,” he says, “one way to help school budgets

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“While schools will also need individual sporting equipment to facilitate activities like badminton, tennis, etc., my foremost advice is to prioritise team activities and groupfocused games – one soccer ball can keep 22 kids busy for a period. Plus, on wet days, well-placed group-focussed equipment can keep lots of students busy and active even in small indoor spaces.

“My small tip for schools upgrading sports equipment is to ensure that you do some due diligence. Especially when using a school budget and wanting quality products. Look to tried and trusted local suppliers, who have been supplying the NZ school market long-term.”

Edwards Sound representative, Jonathan Neil suggests schools keep it simple when upgrading their sound system. He advises: “Don’t get something too

“

complicated to use. You have a variety of users with varied levels of technical ability, and they don’t want to be intimidated just trying to switch it on. Look for something you can use for a variety of purposes, good quality and a bit rugged. A built-in trolley and wheels are handy. Ask around--what do other schools use and like? You could also ask what local prosound rental companies use for portable PA systems – they will generally use something that is a good investment and stands up to life on the road. It won’t usually be the cheapest ones.

“Portable PAs are beneficial because they can be locked away to prevent theft. Schools also find a multitude of uses for them, as the systems tend to be feature-packed with Bluetooth receivers, audio mixers built in for extra microphones and music playback to connect, MP3 recorders, etc. I’ve seen schools using them for outdoor assemblies, jump jams, outdoor classrooms, staff training, or even the school production.

“My top tip is to designate someone responsible for charging the built-in batteries – PAs have batteries built in, which may be damaged if stored without charging first.”

Our team has found the learning so far to be really useful about how the brain learns to read, and how we can best meet the needs of our learners in our classroom.” - Classroom Teacher

To find out more head to www.learningmatters.co.nz

46

SPORTS & RECREATION

Term 1, 2022 | schoolnews.co.nz

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SPORTS & RECREATION

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Upgrade school play time Orewa Primary School – Image courtesy of Park Supplies

By Heather Barker Vermeer Industry Reporter

by evaluating features and additions they’d like to include.

Revamping your school playground has many benefits beyond aesthetic.

However, a good place to start is getting an independent playground audit. These audits are carried out by a level 3 inspector who identifies and reports hazards in any play area.

We all know the wellbeing wonders that come from outdoor play experiences and what better focus than the school playground for injecting more wellbeing-improving goodness to your environment.

Not sure where to begin?

Getting your students involved in playground upgrades – or an entirely new design when the time is right – must be one of the most fun projects that extends beyond the classroom!

Let their imaginations run wild

The report provides verification and assurance that all hazards and non-compliance’s are identified to the NZS5828:2015 standards. Once you have this report, you can break down what hazards need to be replaced, repaired, or upgraded.

Here are some additions you could consider, to give your playground an upgrade…

Game markings An easy and affordable way to breathe new life into your playground is to add floor

Orewa Primary School – Image courtesy of Park Supplies

markings. You could go old school with this one, by adding hopscotch or snakes and ladders, to tempt kids to get moving. Or create sports court markings for some football or basketball fun. Exercise suggestions like ‘squat’ or ‘hop’ or observational ideas, such as ‘How many birds can you see?’ can add a new dimension to play time, in an age-appropriate context.

Surface upgrades Tarmac and asphalt are no longer the go-to material for playground surfacing--a hard landing for any fall, these surfaces are unattractive as well as expensive to maintain and can create slip and trip hazards as they wear over time.

Orewa Primary School – Image courtesy of Park Supplies

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More modern options that can give your playground a PROPERTY

new look, a new level of safety and a better play experience.

Wood mulch and organic mulch is a popular soft-landing option that also adds an aesthetic lift to a play space—some mulch surfacing is made from recycled materials too, which is particularly popular with sustainability focussed schools.

Wheelchair-friendly and quick-draining, specialist woodchip mulch for schools can also be treated so that it's splinter-free and wind-proof.

Another modern option is wet pour surfacing that can come in many customised colours and patterns.

Artificial turf can add a different textural dimension, often used in specific high traffic areas of your playground.

Term 1, 2022 | schoolnews.co.nz

Paving can add a fresh feature and encourage children to go on journeys around the playground and its surrounds, while resin-bound gravel is robust and can provide a good mid-way option between hard and soft surfacing.

New places to sit and shelter The social benefits of play cannot be overstated.

A crucial aspect of child development, effective communication and social skills can be learned and encouraged through the provision of appropriate spaces for easy socialisation to take place.

Create new covered areas with seating where children can sit, chat, eat, and play and it will bring new life to the school.

Hero play equipment Adding a wow to your playground with a new piece of play equipment is an option if an entirely new playground isn’t on your school’s radar.

A multi-purpose piece such as a climbing structure with

Orewa Primary School – Image courtesy of Park Supplies

various ascent and descent options will provide not only hours of fun, but stimulating challenges, confidence, and strength building opportunities.

Industry play perspectives Different schools gravitate towards different playground designs, according to Park Supplies’ representative Leroy Brown: “A lot of design work comes from engaging with the children to prioritise activities

they want in their playgrounds.”

“The usual staple items like slides, monkey bars and swings are always high up on the list for primary age, whereas senior students prefer height and climbing. We also take the opportunity to educate the children on what equipment is beneficial to developing strong bodies. For example, we teach children to see monkey bars as a way to develop posture, grip and upper body strength, which can then be carried over into

multiple life skills like opening a jar, carrying their school bags, or climbing a ladder.

“A good thing to focus on with climbing structures is offering a variety of grips. We want the children to develop not only grip strength but also agility, co-ordination, and problemsolving skills. For example, a rock wall has a large open hand grip whereas a cargo net has a smaller 16mm rope diameter grip recruiting different muscles of the body.

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Term 1, 2022 | schoolnews.co.nz

PROPERTY

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Image courtesy of Reharvest Timber Products Limited

“This works much the same way with body placement, typically the body is placed up close to a rock wall, stacking your weight, recruiting a lot of the smaller stabiliser muscles and using problem solving to scale. Climbing a cargo net allows a bit more freedom of movement and engaging more of the big prime movers.

Both are highly important to overall development.”

“Playgrounds have changed dramatically over the last ten years, becoming more like assault courses that challenge kids of all ages and

dumped in the yard can be completely re-engineered into premium mulch we see cushioning the fall for children across the North Island.

Mangere East School - Image courtesy of Reharvest Timber Products Limited

A mulch playground surfacing specialist, Michael says: “It never ceases to amaze me that a discarded waste product

make the whole experience more fun,” explains Michael Klaja from Reharvest Timber Products Limited.

Keith Park Playground, Manurewa - Image courtesy of Reharvest Timber Products Limited

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PROPERTY

“There is a feel-good component for everyone involved in the process, installing surfacing material made from recycling pallets that would have ended up in landfill, in round figures 100,000m3 that didn’t go it to the ground every year, that in itself is good news and resonates with schools passionate about sustainability.”

Image courtesy of Reharvest Timber Products Limited

Term 1, 2022 | schoolnews.co.nz

CASE STUDY

Sunnyhills School

Sunnyhills had a unique idea for the design, bringing student Chloe on-board. Image courtesy of Park Supplies and Playgrounds.

Student re-designs school playground By early 2020 Sunnyhills School’s 25-year-old playground had a frustrating raised bed, messy woodchip ground covering, and safety concerns abounded.

To demolish and replace it would require significant investment so fundraising goals were set but thankfully, the school was able to secure a School Improvement Project (SIP’s) grant through the Ministry of Education.

This sped up the process considerably! The school got in touch with Jenny Mullins from Park Supplies & Playgrounds, a business partner of the Auckland Primary Principals’ Association, to get started.

Sunnyhills had a unique idea for the design: A student named Chloe won a competition to be ‘Principal for a day’ and one of Term 1, 2022 | schoolnews.co.nz

Sunnyhills Principal Justine Driver wanted the playground to re-iterate school values of Growth, Empathy, Mana and Self-Belief

the key tasks for her short tenure was to consult with the wider student body on the elements of the new playground and put together a design. Jenny from Park Supplies & Playgrounds came in to meet with Chloe and show her all the options, together they came up with an ideas board which Chloe could

take around all the classrooms.

Sunnyhills Principal Justine Driver wanted the playground to re-iterate school values of Growth, Empathy, Mana and Self-Belief (GEMs). Students were extremely excited about the Orex Spinner; they loved the fact that you could get so many

PROPERTY

kids on it at once and climb up high. They chose elements such as the Mega Cube, Spiders Web and Overhead Ladder as climbing was key and it was very important that they could move from one space to another without touching the ground.

Jenny took the ideas and came back to Sunnyhills with a draft design, then Justine and Chloe made some small change requests. The final design included custom printing of the Sunnyhills GEMs along the side of the Mega Cube and a Shine Clubhouse sign which were unique features that really anchored the playground as part of the school.

“It was great to be able to get the kids involved in deciding all the elements as they are ultimately the ones who will be using and enjoying it. It was amazing that Jenny came in and met Chloe, she was very flexible with coming in and really listened to the kids’ feedback when formulating the design,” says Justine.

“The Park Supplies & Playgrounds staff were amazing when on-site!

Even when it was pouring with rain they just got on and did it, they were super impressive.”

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