School News NZ - Term 4 - 2023

The essential industry guide

Issue 63 | Term 4, 2023 | NZD $12 incl GST | schoolnews.co.nz

SPECIAL REPORT

Civics education in Aotearoa

PROFILE

Te Kura: not just a correspondence school Essential Reading for Principals • Department Heads • Teachers • Professionals

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School News is distributed to primary, secondary and intermediate schools throughout New Zealand by Multimedia Publishing Limited.

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Inside our term four issue

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Front Desk

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05 Editor's Note: Happy Holidays … almost!

Education 06 Special Report: Civics education in Aotearoa 10

Principal Speaks: Responding to our young people’s needs

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Profile: Te Kura: not just a correspondence school

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uLearn23: Stand together like kahikatea

22 Literacy: a skill for life

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Administration 26 The many functions of modern staffrooms

Teacher’s Desk 28 Demonstrating lifelong learning: PLD opportunities in 2024

E.O.T.C. 30 Expanding horizons with education abroad

Food & Beverage 32 Making healthy food fun

Health & Safety PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 mail@schoolnews.co.nz www.schoolnews.co.nz ISSN 1178-9964 (Print) ISSN 1179-2124 (Digital)

EDITOR Gemma Easton, editor@schoolnews.co.nz INDUSTRY REPORTERS Naomii Seah & Sarah Davison

34 First aid training and equipment essentials

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Sports & Recreation 36 Balanced hall acoustics for a winning sports performance 38 Keeping schools in the game with electronic scoreboards

DESIGN & PRODUCTION

Property

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40 Effective shade solutions

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42 Putting landfill in the bin

Dee Dawson, advertising@schoolnews.co.nz CONTRIBUTORS

Front Cover: Image courtesy of Te Kura

Soana Pamaka 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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36 FRONT DESK

42 Term 4, 2023 | schoolnews.co.nz

EDITOR’S NOTE

Happy Holidays … almost!

It’s that time of the year, when we all look at each other and wonder, where has the year gone?

all year levels, group sizes and learning outcomes.

We also take a look at Professional Learning Development opportunities for school staff. Planning and organising some PLD now can help ensure it remains a priority, and does not get pushed aside when things get busy in the new year.

It feels like August has only just happened, but now, suddenly we are in the middle of October.

The end of the school year is rapidly approaching.

And while the holidays feel close enough to touch, there is still, I am sure, a lot happening at your school or kura this term.

The final few weeks of learning, followed, for older students, by exams and assessments can be a busy and stressful time for both ākonga and kaiako. The reward that follows though, is the end of year celebrations, award presentations and break-up parties.

As this year draws to a close, attention shifts to planning for next year’s activities. In this

Gemma Easton Editor, SchoolNews editor@schoolnews.co.nz

edition, we have included a supplement, rounding up some of the best Education Outside the Classroom experiences for students in 2024. From surfing lessons, to exploring STEAM learning in museums, and conquering the great outdoors in adventure activities, there is an EOTC experience to suit

Our reporter Naomii was welcomed to Te Kura, formerly The Correspondence School, to see first hand how students are benefiting from this innovative education model. The school has a long history, and under its current leadership, is an important link in the education for many disadvantaged, displaced and disengaged students. Naomii spoke with students and staff to compile our Profile this term.

With a national election recently held, our Special Report looks at Civics Education. Should the voting age be lowered to 16, and what responsibility does the school system have in ensuring young people are equipped with knowledge of the voting process, and our political system?

From the School News team, I would like to wish everyone a safe, happy, and restful holiday period. Whether you are relaxing at home with family, visiting an exotic location or taking on a new project, I hope the time away gives you the opportunity to unwind. And while you are relaxing, we hope you find time to truly enjoy the Term 4 edition of School News!

Ngā mihi, Gemma

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SPECIAL REPORT

Civics education in Aotearoa

Image courtesy of Make-it-16

By Naomii Seah, Industry Reporter

Our 16- and 17-year-olds could be voting in local elections in the very near future. But how is the education system supporting their citizenship, and could we be doing more?

In New Zealand, rangatahi bear a lot of responsibility by the time they are sixteen. At that age, young adults are legally able to drive, move out of home, be employed, consent, get married and consume alcohol (with the permission of a legal guardian).

They are also able to consent to medical procedures, leave school, get a name change, apply for a passport and bear arms. But despite all these responsibilities and rights given to sixteen-year-olds, as of 2023, they’re still unable to vote. Some think this should change.

Make-it-16 is a youth-led campaign to lower the voting age to 16. Formed from the Youth Parliament caucus in 2019, it is a non-partisan effort to lower the voting age to include 16-

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And what responsibility should our education system bear in preparing these students to vote?

Hallways are full of political discussion that we should be bringing to class

and 17-year-olds. In the years since, the movement has gained significant support not just among young people, but from prominent political leaders.

The Make-it-16 campaign has brought three court cases on the voting age since its inception. They were rebuffed by lower courts, only to win in the Supreme Court, which in 2022 ruled that a voting age of 18 was unjustified agediscrimination, setting a legal precedent for parliament.

But lowering the voting age is not a straightforward exercise.

Any changes to electoral law, the basis of our democracy, will require a 75 percent vote in parliament, also known as

Civics and citizenship in New Zealand

a “super-majority”. However, allowing 16- and 17-year-olds to vote in council elections would only require the usual majority (51 percent). Such a bill has now been introduced to the House ahead of the general election, sparking hope that the next local body elections could see 16- and 17-year-olds have their say at the ballot.

But even if the voting age is lowered, are our young people equipped to make informed decisions in elections? Is the process of enrolling and then casting a vote well known? Are young people adequately engaged with the policies of major parties, and aware of current issues in news and current affairs?

EDUCATION

In 2019, Seed Waikato conducted a digital survey which showed 40 percent of young people did not know how to cast a vote in the 2019 local body elections, and 80 percent felt disconnected from their local council.

According to the “Civics and Citizenship Education, Teaching and Learning Guide” released by the Ministry of Education in 2020, civics and citizenship education in New Zealand varies widely and we have the highest variability of civics and citizenship knowledge among young people in the OECD. But that doesn’t mean that 16- and 17-year-olds are disengaged from politics – just the electoral process, says Make-it-16 co-chair Sage Garret.

He said he wished there was more opportunities to learn about civics and citizenship in schools, especially as young people are interested in the system.

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which helps students connect with their wider community; working with other people to make change, how to pay taxes, and access healthcare.”

For educators looking to engage their young people in the processes of citizenship and democracy, Hayward suggests climate change as a point of entry. Young people have high levels of climate anxiety, and Hayward suggests this could be helped by an education in social agency.

“A lot of children take strong individual responsibility. We want to encourage people to take action together rather than feeling alone,” said Hayward.

That’s where giving young people the vote could really help.

Although Hayward cautions it’s “not a silver bullet,” she believes young people having a say in local services is good for both local government and the robustness of our democracy.

Images courtesy of Make-it-16

“16- and 17-year-olds are capable and willing to engage in politics, and we’re involved in political spaces outside of the voting booth,” said Garret.

As a young person themselves, Garret said that he came to be involved with Make-it-16 through other advocacy spaces such as climate change and LGBTQIA+ organisations, where he saw other young passionate people doing work on issues they cared about, and affected their lives immensely. Public transport and council services such as libraries and parks were just some examples. Yet, despite all the work these rangatahi were doing in politics, none of them could vote.

In Garret’s experience, young people were getting involved in politics through necessity – the decisions being made by voting adults were impacting teens.

Organising often happened through social media, where young people could connect with and mobilise other young people in the same position.

“Hallways are full of political discussion that we should be bringing to class,” said Garret.

Professor Bronwyn Hayward of the University of Canterbury’s Political Science department agrees, though she says we need

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to be careful in our approach to civics and citizenship in the New Zealand Curriculum.

“We were concerned that in the last eight years there was a growing rhetoric around focusing on civics at the expense of citizenship. There’s a focus on the facts and figures young people need to understand democracy, but not on their sense of belonging and participation or democracy as a process.”

Garret agrees, saying a local youth vote could be a “catalyst” both for young peoples’ civics and citizenship education, and for a more robust democracy.

He points to the extremely low voter turnout in the Auckland local elections, and notes that supporting young people into voting is more likely to create lifelong voters.

“As people can see [rangatahi] are fighting for things that matter.

All people should be giving our voices a platform,” said Garret.

Lessons from overseas If New Zealand lowers the voting age to 16 for local-body elections, it would not be the first country to do so. Brazil lowered its voting age to 16 in 1988. In Germany, some states lowered their voting age to 16 in the 1990s, and there are now calls for the national voting age to be lowered as well. In 2007, Austria allowed 16- and 17-year-olds to vote in their national elections. Scotland and Wales have also set their voting age to 16 in recent years.

When Scotland lowered their voting age, it came into effect for the May 2016 Scottish Parliamentary election. A report released by the Scottish Electoral Commission stated that this election attracted more than 2.2 million votes, which was the highest number ever recorded for a general election in Scotland.

Although younger people remained less likely to vote than older citizens, approximately 80,000 or almost 70 percent of eligible 16- and 17-year-olds registered to vote in that first national election. However, despite what is generally considered a successful and high turn-out of young voters, 16- and 17-year-olds reported having less knowledge about the election, including how to vote.

Despite this, 16- and 17-yearolds recorded a higher turnout than 18 – 24-year-olds.

Follow-up studies of the 2021 Scottish election showed a lasting positive effect.

Hayward notes that civics is a compulsory subject in the United States, but it hasn’t resulted in a more robust democracy.

“If you teach civics in that way, you tend to advantage the already advantaged child,” she said. Instead, Hayward would like to see a focus on giving young people a sense of social agency, especially for those who might come from marginalised backgrounds.

To that end, Hayward points to the recently developed School Leaver’s Toolkit, which she says is a starting point or a blueprint for a more comprehensive citizenship programme. These digital resources, compiled by the NZ government, are aimed at helping young peoples’ sense of belonging.

“It focuses on information EDUCATION

Term 4, 2023 | schoolnews.co.nz

Those who were eligible to vote at 16-and-17 were more likely to vote in the 2021 election compared to older cohorts who were first eligible at 18.

understand the ‘voter journey’ to the ballot box, with many having little understanding of how to get on the electoral register or how to vote,” wrote the authors.

Another recent example is Wales, where the lowered voting age came into effect for the May 2021 election. In contrast to the high turnout of young voters in Scotland, the 2021 Welsh election saw only 40 – 45 percent of 16- and 17-year-olds registering to vote. However, there were a few important contextual factors at play. Firstly, the 2021 election occurred during the COVID-19 pandemic and was a “lockdown” election. Second, according to a blogpost from the London School of Economics and Political Science by electoral and political experts Thomas Loughran, Andrew Mycock and Jonathan Tonge, the Welsh elections are frequently viewed as “secondrate” and young voters stated they weren’t clear on the role and function of the Senedd and its impact on everyday citizens.

“This lack of awareness is a barrier to younger voters, who often disengage due to anxieties about the process of voting.”

Loughran, Mycock and Tonge added that it was important that any attempt to enfranchise youth vote was accompanied by adequate resourcing, ideally a registration programme for young people in schools and other places frequented by the youth.

Overseas examples, and evidence from within Aotearoa New Zealand, then, shows that work needs to be done to enfranchise 16- and 17-yearolds beyond simply giving them the vote. Discussion, though, is sure to continue around the best way to educate all young people around civics and citizenship. Investing in this type of education will ensure all within our nation feel confident to vote, and participate fully in our democratic system. And that will surely, be beneficial for all.

“We have found that the lack of comprehensive democratic education also impacts on the ability of young people to

Image courtesy of Make-it-16

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EDUCATION

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PRINCIPAL SPEAKS

Responding to our young people’s needs

By Soana Pamaka, Principal, Tāmaki College

In this edition of School News, Principal Soana Pamaka is our columnist, on creating tailor-made solutions for their rangatahi and the wider community at Tāmaki College.

In June this year, I did an interview together with Principal Kiri Turketo for 1News. We were speaking on some of the measures our respective schools had implemented to provide support for our young people and our communities both here at Tāmaki College, and at Sir Edmund Hillary Collegiate.

Since then, we’ve gotten many requests for interviews.

I would like to share our story with the wider community in Aotearoa, however, be warned, we don’t have any silver bullets except doing what we need to do: finding local solutions.

I want to be careful and note that our methods aren’t prescriptive solutions for people in other communities, who may have different needs. But we are about finding solutions for our young people and our community’s needs here in Glen Innes, Auckland.

I also don’t want readers, or the community to feel that I’m portraying these whānau as deficient. At our school, we are very fortunate to have a

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Image courtesy of Tāmaki College

high degree of trust between ourselves and the community, which we have worked very hard to build and maintain.

This trust is a privilege which allows us to work together with the community to find ways of creating the best outcomes for our young people. After all, that’s why we’re here both as educators and as members of the wider community.

Trust between the school and the community is vital when it comes to responding to young people’s needs – because we can’t help rangatahi with the issues they face if they don’t trust us enough to reach out.

These young people tell us about the things that are happening in their lives. So, we handle these matters sensitively as a school, because we appreciate the trust they have in us.

Our families often need help whether it’s with their power bill, food access, housing advice etc, and because we are in a very safe relational space, they let us know that they need help.

That takes a lot of courage when there is fakamā (shame) and stigma around asking for assistance. When whānau come to us with these issues, we offer immediate solutions but also offer opportunities for financial literacy workshops.

This ensures that the help we give them is sustainable. These matters impact on equity and access to learning – if families are at risk of having their power disconnected, learning is disrupted. That means that if we as a school want to help provide our young people with equity and access, we cannot just sit in our teaching and learning square.

As a school, the Ministry of Education provides teaching and learning resourcing. But after 32 years in the Tāmaki College community I know that meeting the learning needs of our community needs a wider scope. Ideally, solutioning will be more efficient and effective through a collaboration of the Te Tahuhu o te Matauranga (Ministry of Education), MSD

EDUCATION

and Te Whatu Ora. But that’s not happening tomorrow, so we must try our best around this.

I’ve been at this school and in this community for 32 years.

In that time, I have seen many success stories in the academic and sporting fields and when I think about what has changed and what has not, I’m mostly struck by what has not changed.

Social issues like drugs and alcohol, domestic violence and poverty have not changed in my 32 years in the community.

And after all this time, we are now teaching the children of students that have been through this school decades ago – these issues are intergenerational.

At the same time, young people’s aspirations have not changed either – children will always aspire to do well. In my time, I’ve seen children who have risen above these social issues. But that kind of resilience is not and should not be the norm.

As a school, our business is teaching and learning. There are many success stories and many Term 4, 2023 | schoolnews.co.nz

Images courtesy of Tāmaki College

of our students have become (to name a few) engineers, lawyers, builders, mechanics, IT engineers, nurses and teachers (we have seven on our staff!).

We cannot do this on our own. We formed a partnership with Pacific Futures Limited, to resource our students by way of removing barriers to their learning. This partnership then extended to whanau, catalysed by COVID, to support and enrich with families with opportunities that would have otherwise remained dormant.

This partnership opened the door to our realities and thus the establishment of the RISE Group Trust, because we had to find the resources to enable us to address the intergenerational barriers plaguing some of our families.

In 2019, we founded the Tereora Academy under the auspices of the Tamaki College Education Trust. In 2020, we began Project RISE with the RISE Group Trust, which is comprised of myself and senior members of the school board. We were lucky to have Ina Michael on secondment (from Tamaki Regeneration Company) as our Executive Director. He has a background in community work, so he was the ideal person to help us develop our vision and seek partnerships and funding to support it.

Term 4, 2023 | schoolnews.co.nz

Project RISE is a realisation of dreams that we’ve had for over a decade. At Tāmaki College, we’ve always wanted to be able to support our families with food access, financial literacy healthcare access, literacy and help to build an environment conducive to success at school and in the home. We want to support our community and our young people so that when they arrive at Tāmaki College, they’re learning ready. What I mean by ‘learning ready’ is that these young people have access to food when they need it; that their literacy and numeracy is where it should be; that they’re happy and their wellbeing is the best it can be.

We’re also a part of the Ka Ora, Ka Ako | Healthy School Lunches programme. For that, we decided not to go with an external provider, instead employing students in our catering and hospitality programme to run it out of our school marae Wharekai. It’s not ideal, (it is not an industrial kitchen and it is taking away the Wharekai from our Marae learning area) but we make it work, and while it is not perfect yet we’ve been successful because we are making food that our community wants to eat, which means less waste and we are on the right path to full

stomachs and better learners.

With Soul, Food and Friends starting up, we’re looking to move our lunch facilities over to the more suitable, industrialised kitchen space that we are renting with that programme.

Project RISE also has a threeyear partnership with MSD to support 100 young people disengaged from education, employment and training.

This allows us to continue to support the young people in our community who are disengaged for varying reasons and needing help.

One of the projects we’re doing through RISE is called Soul, Food and Friends. Through the programme, we are trying to create the opportunity for apprenticeships and training for our young people. We have a Trades Academy that teaches catering and hospitality, and we’d like to link that up with this new programme. We have community partners who we connect to students. They provide training opportunities which may in future link up with MIT or another tertiary provider so they’re training on the job and gaining micro-credentials which can be put toward a qualification.

EDUCATION

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Images courtesy of Tāmaki College

We’ve just had our first intake of nine girls, who are completing 40 days wrap around service to get them refocused, work ready or re-entry into education or training. It started with seven days at Kokako Lodge for selfdetermination and identity, self-efficacy and resilience.

This is followed by workshops which are theme based.

These themes are Dressed in Confidence (at NORA Swann Fashion Warehouse), focusing on self-care, resilience, work culture. Then Fusion Network (at FUSION NETWORKS) delivering digital literacy and job seeking, and finally Gateway (at Fletchers building) delivering on CV writing, Interviews and Career Goals. Finally, there is a literacy workshop at St Marys Church, Glen Innes and a ‘tidy-up’ session at Te Oro, Glen Innes.

The desired outcome is that each cadet realises their pathway and a way forward through this personalised programme.

Again, projects like these are where trust comes in. That first meeting with the girls going through the programme, only two showed up. And the camp was happening in a few days.

So, we thought moving forward, we’ll just have to pick them up.

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skills. It has provided our Senior students with real life experience of managing their time, their schoolwork and themselves away from the classroom.

The jury is still out with our Hybrid learning model but considering the huge disruption that COVID has been and continues to be, I believe that we should be creating as many opportunities as possible for our young people, even if we have to step outside the square.

That’s what we did, and in the end all nine girls came to camp.

That’s the kind of engagement we want with Project RISE and the RISE Group Trust. If we don’t have these communityled interventions, we’re just going to continue having really disengaged young people.

Additionally, we have a youth consultancy group called the WayFYnders. They came up with this name themselves – the captial FY stands for “for youth”.

It’s a group of 16- to 25-yearolds, employed by Project RISE,

working as problem-solvers for the community. They are currently mentoring students in a local primary school who have attendance challenges. Hopefully this will improve attendance.

All of these community solutions sit alongside what the school itself can do for our young people. Our senior students, for example, are learning from home every Monday. It helps those students who need to work to help their families, and it gives them an opportunity to build their time-management

EDUCATION

Our Health Science pathway in partnership with Pasifika Futures Limited is another example of the school’s effort to collaborate with external partners to give a ‘hand up’ to our students and their families. As a school we are doing our level best to create equity and access for our rangatahi, both inside and outside of the teaching and learning domain. As educators, our job is to figure out how to deliver self-efficacy and self-belief to these young people as well as literacy and numeracy.

We want to ensure our young people can have access to all the things they need to enable them to be successful in whatever they want to do – because they can.

Term 4, 2023 | schoolnews.co.nz

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PROFILE

not just a : a r u Te K

l o o h c s e c n e d n o p s e r r o c

By Naomii Seah, Industry Reporter

Every Wednesday, 18-year-old Kayla Johnson walks half-anhour to her only in-person class. In this small classroom of around fifteen, hosted in a public library, students of Te Kura – previously known as The Correspondence School – meet for two hours at a time with their teachers and advisors.

These sessions are known as Huinga Ako or learning advisories.

Despite the walking time, Kayla looks forward to her Huinga Ako each week.

“It’s fun because you meet so many people,” she said. And while meeting people may not be the first association people make with a correspondence school, for Kayla, the people at Te Kura are among the highlights of her experience.

In Kayla’s Huinga Ako, each session begins with a weekly whakataukī (proverb). The week I am invited to attend is Tongan language week, so the whakataukī is of Tongan origin: “holo pe tu’u, ko e naglu e fasi.” Its translation: “stand firm and the waves will break”.

Te Rina Leonard. Image courtesy of Te Kura

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After a brief discussion, the group begins a structured learning session. Today, they are given some information on available practical courses with Te Kura. These include hospitality and construction, among others.

In previous weeks, this Huinga Ako has taken tours of the local museum, and even hosted offsite activities like going to the zoo.

EDUCATION

Afterwards, the group breaks for some kai (food). Then the students are offered one-to-one support with their Kaimanaaki (Learning Advisor). The session ends with a mindfulness session, incorporating movement and stretching. The class follows a Qigong video, this week, a system of mindful movement similar to Taichi.

For the students of this Auckland catchment, Thursdays are reserved for specialised subject help. Kayla sometimes attends for extra support with maths and other subjects.

Kayla is one of the 28,000 students currently enrolled with Te Kura. Many of ākonga enrolled with the school are dual students, enrolled with both a local school and Te Kura so they can take a subject that would otherwise be inaccessible. A good proportion are fulltime students, though, who complete their earlychildhood, primary or secondary education with Te Kura.

A long history Founded in 1922, the Correspondence School originally had only one teacher: Janet MacKenzie. She was employed by the Ministry of Education to carry out “a doubtful experiment,” as it was once called in parliament.

The school was founded out of a need to educate remote children and fulfil the promise made by the 1877 Education Act: free education for all children in New Zealand.

From its early years, The Correspondence School established a tradition of individualised learning, with each teacher developing a personal connection to their students and designing lessons geared towards their interests.

Term 4, 2023 | schoolnews.co.nz

“support[ing] the kids in what they want to do, to think about how their mana and self-esteem is being enhanced”.

Authur Butchers, who was appointed Headmaster of Te Kura in 1935, chaired an international research committee on correspondence education. Its reports found that correspondence education had numerous benefits, including allowing students to set their own pace of work, encouraging learner agency, and developing self-confidence and self-motivation in students.

Hollings also placed an emphasis on student wellbeing, with He Oranga Mahuru being the counterpart and complement to Te Ara Pounamu, the localised curriculum.

These strategies and focus have worked. A 2018 report by the ERO found that these changes to Te Kura resulted in an uptick in wellbeing and achievement, with disengaged students achieving twice as well as those in a control group.

These characteristics meant Te Kura was positioned to meet the needs of not just rural students, but also students with disabilities, the education of prisoners, older students looking to further their education and opportunities, and students who couldn’t otherwise continue their studies at a traditional school, like young parents and those who had been excluded.

Despite early successes, the urbanisation of the wider New Zealand population in the 70s and 80s and the Tomorrow’s Schools reforms of 1989 brought challenges. The school roll was no longer composed of rural children, and changing needs meant The Correspondence School’s old model of education was not meeting student needs.

The school was also grappling with funding challenges and implementing new technologies.

When Chief Executive Mike Hollings was appointed in 2006, it was clear that significant reform was needed. Hollings was tasked with addressing “the significant Māori role of the school” and digitising the curriculum. Although Te Kura remains the largest Māori school in New Zealand, in 2006, there was little engagement with Māori iwi and other communities. One of Hollings’ first acts was to commission a

Term 4, 2023 | schoolnews.co.nz

Te Kura today Kayla is one of the thousands of Te Kura students who are benefiting from this new model.

She first came to Te Kura in Year 7 because of her depression and anxiety. When she reached high school age, Kayla tried to enrol in a local school, but came back to Te Kura when the rigid structure of regular school caused an anxiety attack.

Jazmin Paget-Knebel. Images courtesy of Te Kura

teach kids, I taught English.”

report in consultation with the community and the teachers.

He concluded Te Kura should be regionalised to maximise positive student outcomes.

Current Chief Executive Te Rina Leonard says that before the regionalisation of Te Kura, the teachers at the school were in “chicken coops”.

“All the teachers were in Wellington. There’d be a building full of science teachers, another full of Maths and English. No one would talk to each other.

You stayed in your subject, so no one knew the whole picture of our ākonga. I was an English teacher. I didn’t

Under Hollings’ leadership, Te Kura implemented the practice of Huinga Ako, where students are afforded weekly connection with their Kaimanaaki. There was a shift in values, to engaging the whole learner. Now, there are twelve regional offices, and Te Kura is still expanding.

Leonard said this model has vastly improved engagement and community presence of Te Kura.

Hollings also entrenched te ao Māori into the framework of Te Kura, introducing Māori titles for students and staff. Teachers were reframed as “advisors”, emphasising their role as

EDUCATION

Kayla has had the same Kaimanaaki throughout her time at Te Kura, and says that made it “really easy” to come back after her time at high school. She said her Kaimanaaki has been instrumental to her success and progress at Te Kura, as she helps Kayla plan and structure learning, and provides essential guidance and pastoral care.

Kayla describes Huinga Ako as one of the highlights of her week.

As well as being fun, she finds the support and structure essential for her study. As Kayla has four siblings who are under five-yearsold, Huinga Ako is not only a session for personal support and socialisation with peers, but a quiet space to complete lessons.

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Although it can be chaotic with so many siblings, Kayla credits them with helping her find her feet. During the pandemic, Kayla said she “couldn’t see a future” for herself. That changed as her parents had more children and she discovered a love for babysitting. Recently, she began an Early Childhood assignment with Te Kura, and says she’s looking forward to pursuing an Early Childhood certificate after graduation.

“They always push you to find out what job you want to do.

I’ve taken so many different courses – there’s hundreds – and I’ve taken every language. I did art, media studies, classics.”

For Kayla, being at Te Kura means “you can do more work because you’re less distracted,” and the flexibility and personalised learning of Te Kura is unbeatable.

In her spare time, Kayla loves to read and listen to music – interests which are reflected in the courses she’s taken with Te Kura.

Kayla’s experience with Te Kura exemplifies some of the core values of the school, said Leonard.

Image courtesy of Te Kura

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Their curriculum, Te Ara Pounamu, builds on five pou (pillars/principles) grounded in te ao Māori, acknowledging our context in Aotearoa. They are: whakamana (learner and whānau agency), kotahitanga (wellbeing), whaitake (relevance), whakawhanaungatanga (relationships) and māramatonutanga (rigour).

Leonard recognises that Te Kura is the largest education provider for vulnerable young people and says their founding values are geared toward showing them a path forward. “We’re not just dealing with the brain, we’re dealing with the whole person,” said Leonard.

These pillars are becoming especially important in the current climate. The pandemic saw a marked uptick in disengaged students. In 2020, the percentage of non-enrolled students coming to Te Kura rose by a massive 66 percent compared to 2019 numbers.

To support the engagement of these vulnerable rangatahi, Leonard is leading an expansion and continuation of the work Hollings began during his term at

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.

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EDUCATION

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.

Term 4, 2023 | schoolnews.co.nz

Still, Leonard says there’s more to be done. Ideally, she wants Te Kura to one day be a more integrated part of the education landscape in Aotearoa, working in partnership with local schools to improve student retention and engagement. ”I would love the [education] gateways to be more fluid and responsive to ākonga need without undermining face-to-face providers.”

Te Kura. One of the programmes she points to is the new He Whai Taumaru programme, or “Leaving to Learn”. These programmes encourage ākonga to gain experience in their community in their fields of interest. Some lead to part-time employment.

Leonard gives an example of a student who was connected with their local pharmacy through He Whai Taumaru and now holds a part-time position there. It’s an example of relevant, personalised learning that empowers the learner and creates relationships and connectedness between the individual and their community.

Currently, most students – except for older ākonga (16- to 19-year-olds) – can only come to Te Kura through referral pathways. There are many who’d like to see that changed, including Dame Karen Sewell, former Secretary of Education and Chief Review Officer at the Education Review Office.

“There are no good valid reasons for saying [Te Kura] shouldn’t be a school of choice.... For some kids, the learning offered at Te Kura will be what saves them.”

References: Woods, Gael. Going the Distance: 100 years of Te Aho o Te Kura Pounamu – The Correspondence School. Wellington: Te Aho o Te Kura Pounamu, 2022.

How to create an inclusive classroom environment

The typical classroom environment is noisy, and sensory processing can be too much for some students, so a space to find solace from meltdowns, and tools to ‘calm’ can help walk them back from the ‘cliffs edge’. As a Teacher, spotting the warning signals pre meltdown and having an actionable solution is invaluable.

Imagine a space for an overstimulated child to self regulate away from their peers then re engage; or continue their work without further distraction; or using a variety of sensory resources in that environment- like silent fidget toys-to help the student after an event or meltdown.

Embrace the value of sensory spaces and watch your classroom environment transform!

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17

ULEARN23 POST COVERAGE

uLearn23:

Stand together like kahikatea

By Naomii Seah, Industry Reporter

Image: School News

School News was thrilled to attend the first in-person uLearn since the beginning of the pandemic.

Now in its sixteenth year, uLearn is an annual event for educators looking to build community and learn the latest in the industry.

This October saw the return to in-person events, following three years of online hosting due to the pandemic. More than 600 delegates from across the country attended the event

Image courtesy of House of Science

O F S CI E

E

HO

SE

NC

U

Growing Science Whakatipu Pūtaiao IA

ARE PŪT

A

TE W

H

O

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House of Science is an approved MOE PLD provider, servicing primary and intermediate schools in many regions, offering:

• A highly experienced primary science teacher/ facilitator to work with you the teacher, in your classroom.

• A PLD programme that is co-constructed and tailored to the unique needs of you, your school and your community.

• Assistance with the application process for MOE regionally allocated free PLD hours.

This year’s theme ‘Kia tū kahikatea – Stand together like kahikatea’ reflects an ethos of all boats being lifted on the rising tide.

Dr Hana O’Regan, Chief Executive of Tātai Aho Rau said uLearn23 was a call to action for leaders in the wider education ecosystem to challenge educational inequity in Aotearoa. “The aim is for a whole-of-sector change, and collective growth.

Whakatipu Pūtaiao:

Igniting Science Education Excellence Whakatipu Pūtaiao is an exciting PLD initiative from House of Science NZ. As an approved Ministry of Education (MoE) PLD provider, this means that schools, kura, kāhui ako and clusters of schools can access the MoE’s regionally allocated professional development funded support.

Our PLD programme sits alongside the House of Science resource library and

”The House of Science PLD has completely changed my teaching and how our tamariki view science.

Having a facilitator not only come in and work on a whole school approach but also give tips on how to best implement the HoS kits into our classroom setting has been extremely valuable.”

Tokirima School, Ruapehu

Contact pld@houseofscience.nz for more info

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at Due Drop Events centre in Tāmaki Makaurau Auckland, ready to advance their knowledge, networks and skills.

EDUCATION

serves to further empower teachers to make primary science teaching engaging and equitable for all their students. Rooted in extensive research on effective science teaching practices, Whakatipu Pūtaiao champions hands-on science inquiry and delivers against the Ministry’s National Priorities of local curriculum design and assessment for learning. Facilitators can further support you with practical ways to increase readiness for the implementation of Te Mātaiaho and the Common Practice Model.

For more information contact pld@houseofscience.nz or visit https://houseofscience.nz/pld-facilitators/.

Term 4, 2023 | schoolnews.co.nz

Image: School News

“The themes are around mahi tahi, what we can do to identify the inequities that our tamariki and mokopuna are experiencing within learning and education, and then how we might be able to identify positive solutions and approaches,” said O’Regan.

Speakers addressed longstanding issues of equity in the education system such as accessibility, meeting varied learning needs, and creating culturally safe spaces for a diverse Aotearoa.

A keynote speech was delivered in NZSL – an official, yet

underrepresented, language of Aoteaora – by Cha’nel Kaa-Luke from Ko Taku Reo Deaf Education New Zealand.

Kaa-Luke is an advocate for accessibility and equity in Turi and Māori communities based in Ōtautahi Christchurch. A spoken English translation was provided at her presentation.

Writing on the event, KaaLuke said “being amongst so many different educators has reminded me just how valuable and impactful some of my teachers have been on me. The atmosphere and energy of the conference was

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really inspiring to be around and to just take it all in.”

Other attendees agreed.

Susan from Moawhango School in Taihape said that one of the best parts of uLearn was “reconnecting with people from the past and making new connections.”

Her colleague Maggie said that being from a small rural school, “it’s important to come here [to events like uLearn] and see what’s going on in the education space.”

Another strong theme was a spirit of cultural inquiry,

with the audience keen to address educational inequities witnessed in their own schools and with their own mahi. There was a drive to change our dire statistical outcomes for rangatahi Māori and young Pacific students.

In 2018, New Zealand was crowned one of the most unequal education systems in the world for our gaps in attainment, which were exacerbated by poverty. In its Innocenti Report Card, UNICEF found New Zealand to be 33rd out of 38 OECD countries for unequal education outcomes.

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Our rates of bullying were the worst in the OECD, with almost 60 percent of students experiencing bullying weekly and monthly. Māori and Pacific ākonga are disporpotionately burdened with mental and financial hardship, and the education system did not meet their needs.

It’s grim realities like that which have pushed many of the speakers and educators to strive for change in their own schools and classrooms. Among the breakout sessions on offer were guides on destreaming for a more equitable pedagogy.

Other sessions focused on hauora or wellbeing among our young people, which has been depleted in the past few years.

Kaiako at Sir Edmund Hillary Collegiate in Otara, New Zealand, said that being a

teacher could quickly lead to feelings of burnout. But it was events like uLearn which would enable them to “regain our interest in teaching and get excited to take new ideas home to our kids and inspire them as we are being inspired today.”

Eruera from Te Kura o Whakarewarewa in Rotorua similarly said he would bring back “a new mindset” to his students. A first timer at uLearn, Eruera said “everything is new for me, I totally enjoyed everything that I’ve seen so far... it’s like a walking library of history.”

We are excited to see how educators implement what they have learned at uLearn into their own classrooms, and are looking forward with anticipation to next year’s event.

All images courtesy of Focal Point Photos

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EDUCATION

Term 4, 2023 | schoolnews.co.nz

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Image courtesy of Better Start Literacy Approach

Literacy: a skill for life

By Gemma Easton, Editor

a student’s performance in literacy, including their educational background to date, the language or languages spoken at home, and whether English is an additional language.

Different learning needs should also be considered, for example dyslexia, vision or hearing impairment or ADHD or ASD which can make concentration more difficult.

Literacy is a fundamental building block for children’s educational achievement, their future employment prospects, and their engagement with society outside of school.

More than the ability to read and write, literacy in the New Zealand Curriculum focusses on interpreting texts which are communicated orally, visually and in writing. Tamariki also learn how to communicate increasingly complex ideas by creating oral, written and visual texts. This will ensure students become skilled speakers and listeners, writers and readers, and presenters and viewers.

Not all students in Aotearoa New Zealand, though, are meeting literary standards. A 2020 UNICEF report found that only 64.6 percent of 15-yearolds across the country had basic proficiency in reading and maths. This means that around 35 percent, or more than one third of 15-year-olds, struggle with reading and writing.

These findings were echoed by a report conducted by not-for-profit Education Hub, an organisation which aims to bridge the gap between research and teaching

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Image courtesy of Sunshine Publishing

practice. Its 2022 report found that the performance of both primary and secondary students has been declining in most reliable measures of achievement, particularly since 2009. In recent years, reading achievement declined faster than in comparable countries, and the proportion of students achieving at the highest levels in reading also decreased.

Poor literacy levels can broadly impact a person’s life. The World Literacy Foundation (WLF) said that people with below average literacy rates are more likely to experience poorer employment opportunities and outcomes, and lower wages.

This can lead to a dependency on welfare, low self-esteem, and higher rates of crime.

Further to this, parents with poor literacy are more likely to prioritise work over education, and have lower expectations with regard to schooling. This can lead to a cycle of disadvantage through generations. Conversely, strong literacy skills in parents will positively impact a child’s education, as they will be able to help and support their child with their learning, and effectively communicate with teachers about their child’s progress at school.

Supporting students, teachers and families Helping all students in your classroom to meet literacy requirements can be complex.

A range of factors will impact

EDUCATION

While literacy is not just about a student’s ability to read and write, these skills form the cornerstone of literacy more broadly. Students who struggle with literacy, may not have the tools to enjoy reading.

Disappointment, frustration, and a feeling that it is too hard will hinder progress. Capturing a student’s interest before you read with them, and sharing their favourite books can help foster a love of reading. In some instances, using audio books may help bridge the gap and help student’s access texts.

Improving literacy for students is a collaborative effort, involving the student, educators and families. A whole-of-school literacy framework may be useful to ensure literacy is taught uniformly across the school.

This is particularly important for younger students who are developing these key skills.

Term 4, 2023 | schoolnews.co.nz

languages spoken are Te reo Māori (186,000 speakers), Samoan (102,000 speakers), Northern Chinese including Mandarin (95,000 speakers), and Hindi (69,500 speakers).

At home, families can be encouraged to read often with their children. Simply sharing books each day at home can have a positive impact on a children’s literacy development.

Families may like to read reference or fact books on a topic they enjoy a shared interest in. Magazines, newspapers, community newsletters and anything else that can be read to tamariki can all be used as at home reading sources.

Ongoing professional development is essential to ensure educators can deploy evidence based, best practice models for supporting all students’ literacy needs. This could be undertaken in small groups across subject areas or year levels, or as a wholeof-school opportunity. Your school may wish to engage an external provider to assist in delivering PLD specific to literacy education.

Software solutions can at times prove useful in aiding student’s literacy development, and assist in reinforcing explicit teaching. It is important, though, to ensure that programs work towards New Zealand Curriculum achievements, and do not replace the classroom teacher.

What the experts say Carla McNeil from Learning Matters said educators should start by using assessment tools that help determine ākonga capabilities and immediate teaching needs. “Schools implementing a Structured Literacy approach will have a suite of assessments that identify learning needs in foundation skills. Identifying these skills and then teaching them systematically and explicitly using age-appropriate resources and texts is crucial.

Professor Gail Gillon from the Better Start Literacy Approach (BSLA) said that given this diversity in language, understanding how young children who enter school learning English as their second, or other language, succeed in their early literacy development is critical. “We also need to understand how English literacy teaching practices reflect our improved understanding of the cultural and social importance of bilingualism and indigenous languages such as Te reo Māori.”

Image courtesy of Learning Matters

When it comes to selecting teaching resources to aid in improving and maintaining literacy standards, Ms McNeil highlighted some key considerations. “First and foremost, resources should be tailored to student needs based on diagnostic assessments. Resources should be age appropriate and build in complexity from simple to complex.

“Remember computers don’t teach students, teachers do.

Don’t mistake this and think that a computer software programme will be the silver bullet. Prioritise a structured literacy approach, and ensure it has a thorough scope and sequence, it builds through word - sentence - text level so students can be successful.”

According to the 2018 Census, approximately 190 languages are spoken in New Zealand (Stats NZ 2018). Although English is spoken by 95 percent of the population, the next common

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John Kennedy from ITECNZ said encouraging independent reading is important as it allows students to explore areas of interest in depth. “Students can read a variety of information from different sources, and develop critical thinking skills.”

As a first step in helping students who may be falling behind in literacy, Mr Kennedy recommends comparing oral/ listening comprehension with reading comprehension to identify gaps and where structural interventions and support are needed. “Very lowlevel readers, for example, may need to develop fundamental oral literacy and vocabulary before they can develop their reading comprehension further.

“It’s also important to have a range of suitable decodable texts to build fluency skills.

These texts enable students to develop self-belief in their ability as readers. Motivation to read stems from success.

“Explicitly teaching vocabulary and comprehension is crucial for building comprehension skills. Identify subject specific language and be sure to teach the word structure, meaning and syllables or morphemes within the word as this ensures greater understanding.”

Professor Gillon said that “research conducted by BSLA suggests that when our junior school teachers are well supported to implement research based and culturally responsive early literacy teaching, children in their class who are ELL can quickly develop foundational literacy skills in English.”

“To experience the joy of reading the barriers to reading need to be initially addressed. Engaging students in high interest oral comprehension activities, and addressing student foundational reading skills such as decoding/contextual guessing, will free up the students mind to enjoy the content material,” Mr Kennedy said.

Image courtesy of Sunshine Publishing

EDUCATION

“Literacy software solutions should be appropriately levelled to allow students to engage in their zone of proximal Term 4, 2023 | schoolnews.co.nz

Poor literacy levels can broadly impact a person’s life development. Programs should include scaffolds that adjust the learning experience based on individual progress, and provide meaningful data for teachers that help drive appropriate skills development.”

Dame Wendy Pye from Wendy Pye Publishing (Sunshine Books) said we are amid a literacy crisis for large numbers of primary and secondary students. “With many schools moving to using a structured literacy approach for the teaching of English, the hope is there that this is an effective change that will help our struggling students.

“The early, short decodable readers are ideal for teaching grapheme-phoneme correspondences. Longer texts with more complex structures and concepts, while hard to write, are vital for giving all students opportunities to

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engage with longer texts and apply critical thought.”

Dame Wendy said there is a lack of age-appropriate decodable stories for older primary school students who are struggling with literacy. “Some of these older students will never have followed a synthetic phonics sequenced literacy programme.

This is a key element of getting them on track with learning.

“Reading and literacy teaching can be brought into the ‘real world’ with modern relatable texts, featuring children that look like the children reading them, doing the things the children do. Author visits and trips to the library may also help struggling children to see that books have a place in the real world. Book clubs and discussion groups give children a chance to voice their views and develop critical thinking about texts.”

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The many functions of modern staffrooms

Image courtesy of Sebel Furniture

By Gemma Easton, Editor

Can you think of one area of your school that is used by all staff almost daily?

Apart from the bathroom, the school staffroom is the busiest, most high-traffic facility in your school.

From relaxing between classes, grabbing a snack to eat on the go, making a coffee to help get you through to the end of the day, to collaborating with other staff in team meetings, the modern staffroom has many functions. Designing a space that can accommodate a multitude of uses is paramount to the area being a wellloved and well used hub.

A place to eat The primary, and most important function of the staffroom is to provide a space for all school staff to enjoy a meal, snack or drink. This makes tables and chairs, and bench space for food prep a must. A sink, large fridge and freezer, microwave and dishwasher are also essential.

Adequate storage is necessary to house cutlery and crockery.

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The modern staffroom has many functions

These items should be easily accessible, allowing staff to take out and put items away safely.

Consideration should be given to safe access for people with additional mobility requirements.

workspaces. Some people may wish to store specialist tea or snacks in the staffroom, which may alleviate the risk of rodents or bugs infiltrating work areas in search of a meal.

Other components of the staffroom eating facilities may include a sandwich press or toaster oven, and coffee machine. Adequate bench space must be available so that several staff can be preparing or cleaning up from lunch at the same time.

Solutions are available for quick access to hot and cold water, which can prove invaluable when many people require this at once. Some systems integrate directly into sinks, while other systems can be wall mounted.

A place to meet

Storage space for some staff personal items is also useful.

Coffee cups, for example, may be best stored in the staff room rather than individual

Beyond gathering for meals, staffrooms can also serve as important places for meetings and team collaboration. To facilitate this, furniture needs to be easy to reconfigure.

Tables and chairs that are on castors make moving furniture easier. Similarly, whiteboards on wheels can be brought out when necessary, and stacked out of the way when not in use. Modular furniture that can be quickly rearranged to suit requirements may also be useful.

Portable furniture could be incorporated into the staffroom to increase functionality.

ADMINISTRATION

Items like trestle tables and folding chairs can be stored in cupboards and brought out as necessary. This is useful for social events like large group lunches or morning teas, as well as planning sessions and meetings. Additional tables and chairs could make the staffroom a suitable venue for hosting guest speakers and professional development sessions.

A variety of seating can help the staffroom cater for multiple uses. Couches and armchairs can be added, providing staff a place to rest and relax in their downtime. High tables with stools can allow staff working from the space to sit or stand depending on their preference.

In any large space, noise can be a challenge. This is particularly true when many different groups are working in the one area.

Acoustics, then, need to be considered. Soft furnishings can help to absorb noise and decrease reverberation. Acoustic panels can also be implemented, to section of different areas. This can also help to create distinct zones, segmenting groups or teams. Portable panels which can be easily set up and then stored out of the way would work well.

Term 4, 2023 | schoolnews.co.nz

a break and where they can feel welcomed and refreshed.

Schools are opting for flexible furniture in staff spaces, just like they do with classrooms.”

In new buildings or major refurbishments, Mr Hellyer said staffrooms are being designed as more generous open plan spaces with furniture used to create zones within these, and often opening out onto outdoor courtyards or balconies where feasible.

Image courtesy of Sebel Furniture

As it is a common meeting area, staffrooms often house staff pigeonholes. Again, these should be easily accessible to all staff, and a suitable size to neatly fit papers.

Like all areas of a school, access to technology is important in the staffroom. Enough power points should be available so that staff can plug in computers, phones and other devices to charge. Interactive panels can

make a great addition to the space. These can be used to display staff-wide messages and photos, improve communication with presentations during meetings, or even for staff to watch the news or other TV programs during breaks.

The latest trends

for staff rooms. “Mixed seating types at different height levels are being used, which generally include a combination of cafe-style tables and chairs, couches, lounges, and high leaner tables with stools. We’re also seeing a lot of outdoor courtyards or spaces where staff can get some fresh air.

Michael Hellyer from Sebel said there has been a shift to a more corporate style of furnishings

“Staffrooms are now much more considered when it comes to creating a space for staff to take

Back to school guide out now

Term 4, 2023 | schoolnews.co.nz

ADMINISTRATION

“Soft furnishings with castors in the staffroom allow for modularity in the space and give staff the option to create different zones depending on the types of activities they are carrying out. Having different areas or setting options is important to staff based on whether they are having smaller or larger group discussions or even working individually.

“Soft surfaces can absorb noise so incorporating soft furnishings into staffrooms not only provides comfort but also provides improved acoustics.”

Get your copy

27

Demonstrating lifelong learning:

PLD opportunities in 2024

By Naomii Seah, Industry Reporter

As the Ministry of Education notes on Te Kete Ipurangi, “PLD is a major lever for raising and accelerating student achievement. To be effective it must be well targeted, reach the areas of greatest need and recognise that strength in identity, language and culture, together with strong literacy and numeracy skills, are the foundation for continuing learning and achievement for all students in the wider school curriculum.”

There are a wide range of PLD opportunities available, no matter what your role and which skills you wish to pursue. Teacher aides may be aware of the new pilot fund from the Ministry of Education (MoE) geared toward helping teacher aides into PLD opportunities. The fund can cover course fees, the time taken to attend the course and travel and accommodation costs.

local curriculum design, and assessment for learning. For Māori medium kura, priorities include mātauranga Māori and te reo Māori, marau ā-kura and aromatawai. For both English and Māori medium schools, digital skills are also a PLD priority.

Should the course of your choice fall under any of these PLD priorities, educators may be eligible for regionally allocated PLD funding. More information on the funding priorities and regionally allocated funding is available on the Ministry of Education’s website.

School leaders will be aware that MoE funded PLD hours can be organised for whole-of-school delivery; some programmes can also be organised together in school clusters or Kāhui Ako. PLD experiences can range from dedicated Post-Graduate and Masters courses to microcredentials. Bite sized PLD opportunities mean PLD doesn’t have to be intimidating or difficult.

With the structure of available

development opportunities, educators are empowered to incorporate new techniques, pedagogies or theories at their own pace, strengthening and improving upon their existing teaching practice.

One natural starting point could be the MoE’s Te Kete Ipurangi enabling e-Learning website.

On the site, resources are packaged into easy-to-follow online resources that can be implemented individually or among groups of colleagues.

School leaders can support their staff to develop goals and record their progress and learning using the e-Learning resources as a guide.

Educators can also start a learning community or join an existing one, relying on one another as professional resources to access support, feedback and diverse perspectives and knowledge.

To build digital skills, educators can begin by accessing publicly funded resources

© Adobe Stock, stock.adobe.com

Similarly, the classroom continues to evolve. New research on best teaching practices, technological advancements, and the different ways students consume and apply content present challenges. Educators can both role model life-long learning, and take notes from ākonga regarding attitudes to learning and exploring knowledge.

Regular, ongoing Professional Learning Development (PLD) is essential to keep skills up to date, foster new ideas, and demonstrate to students that our learning journey is never over.

© Adobe Stock, stock.adobe.com

Tamariki are changing constantly. Each week, they are learning new skills, making new memories and having new experiences.

For non-teacher-aide educators looking for funding to pursue PLD, the Ministry of Education has outlined seven PLD priorities.

For English-language schools these are cultural capability,

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TEACHER’S DESK

such as Kauwhata Reo, a site being developed to support teachers and learners of te reo Māori. Technology online is another site that supports schools to implement digital technologies in the classroom.

Other free-to-access online resources and short courses include the Science Learning website, which has a range of courses to support teachers in explaining science concepts, curating collections, explaining knowledge systems and more.

More hands on and face-to-face experiences can be found through myriad local providers who deliver PLD in specialised fields such as literacy and numeracy support.

These short credentials and oneoff workshops can make a lasting difference in teaching practice if continually followed through and refreshed through practise and review. Although a common complaint is that PLD of this sort is not effective, school leadership and interpersonal support with other school staff ensures that educators continue to review “what works” in the classroom.

For educators keen on more comprehensive PLD, tertiary providers have a range of postgraduate opportunities available, including postgraduate diplomas, Masters and Doctoral courses. Some providers even offer short PLD courses that can later be credited toward further postgraduate study.

The options are endless for educators looking to improve their skills and knowledge, ensuring that their ākonga have the best guidance and support possible for effective learning.

PLD should not be reserved exclusively for educators – all school staff can benefit from learning opportunities. Encourage staff to actively seek out and attend PLD to enhance and develop their skills. Continued PLD will ensure everyone at your school continues to learn, grow and develop alongside your students.

Term 4, 2023 | schoolnews.co.nz

Your project, your passion.

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Term 4, 2023 | schoolnews.co.nz

TEACHER’S DESK

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with education abroad School tours are a rite of passage for many teens. An educational tour overseas can leave a lasting impression on a young person and may even inspire future careers in any number of areas – diplomacy and foreign relations, languages, sports and music.

With New Zealand recently dropping the last of its COVID restrictions, it seems the chapter is finally closing on the pandemic era. During the pandemic years, many students worlds shrunk to the four walls of their bedroom or home, and their immediate neighbourhood. Getting out of their comfort zone might be just the ticket for some students who are finding themselves aimless and unsure about the future.

for learning on an educational tour, on any number of subjects.

For students in tourism, a little adrenaline may get ākonga excited about the opportunities the industry can present.

Adventure tours can incorporate other curriculum areas as well, such as biology, ecology, and geography. Learn about the importance of natural water sources and systems as the class cruises down rapids. Discover the geological formation of cliffs and other natural phenomena as one rock-climbs. Explore mountain ranges and the forest ecosystem while hiking along trails. With so much of the world to explore, the opportunities are endless.

Another inescapable component of an overseas stint is the

© Adobe Stock, stock.adobe.com

There are many opportunities

Educational tours can help develop real-world skills

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EOTC

opportunity to be immersed in a different culture. From local museums to historical sites to cultural performances and villages, there are many opportunities to absorb the distinct culture of an international destination.

Strengthening language fluency and comprehension is a popular goal of educational tours. Immersion is a proven effective way to accelerate language acquisition. Why not make it a challenge for the students to speak only in the language they are learning for the day? With signage, public announcements and more, the opportunities to read, write, speak and listen to and practise language are endless on an international educational tour.

Sporting and musical opportunities are also exciting and varied overseas. On the international stage, sporting and musical achievements can reach heights that young people could only dream of. Why not take your team or troupe to see an international football pitch, or a historic amphitheatre?

The site of a famous game or performance might help to inspire your students. You could also enter your students in an international competition, or look for collaboration opportunities with schools or organisations close to where you are visiting.

Among both sports teams and music groups, an overseas tour can also improve teamwork and team bonding, both of which can improve performance.

Beyond the experiences, memory making and curriculum links, educational tours can also help students develop real-world skills. Away from the comforts of home and family, students will need to take responsibility for themselves.

© Adobe Stock, stock.adobe.com

By Naomii Seah, Industry Reporter

Term 4, 2023 | schoolnews.co.nz

© Adobe Stock, stock.adobe.com

Expanding horizons

Adjusting to living and travelling with new people, managing their own finances and ensuring they have clean clothes are just some of the everyday tasks travelling students will need to take care of. Ākonga will also need to respect cultural differences, and abide by the rules and laws of the country they are visiting and sites they are touring.

An operator can help with creating itineraries tailored to your school group and learning outcomes, as well as visa applications and the logistics of managing a group of young people. Operators can help find host schools and families for students, and may have contacts with local guides, who have special knowledge of the culture. This can help

© Adobe Stock, stock.adobe.com

Organising an international trip can be a daunting task. There are permission slips to sign off, budgets to sort, suitable accommodation providers to be sourced, itineraries to organise, money to exchange, health and safety concerns and so much more. An educational tour with a specialised operator might be right for your school.

instructions on how to respond in case of emergencies.

Everyone should have the same information and understand the protocols and processes in place.

make trips a lot smoother, especially in a country where there is a language difference.

Jo McCauley, CEO of Southern Cross Travel Insurance, shared some tips for planning an educational tour abroad.

“Travel is often designed to open young minds to other ways of living, languages, traditions, and history – so it’s all about encouraging students and their chaperones to engage with the people and the destination, safely.”

McCauley said safety is one of the most important considerations. As well as staff and student safety, this should include cultural safety, ensuring students and guardians are aware of local traditions and social mores. She recommends being prepared with a comprehensive emergency plan including protocols for various scenarios such as medical emergencies, lost students, or natural disasters.

“It’s important to brief in person and provide students and chaperones with clear

“Organise travel insurance or check if your students are insured if something should happen like flight changes, unexpected illnesses, or lost possessions. Remind all parties to read their insurance policy to ensure they are covered should something go wrong. Make sure to get in touch with your travel insurer to inquire about cover for your school group.”

McCauley said that clear communication is important.

“Ensure students, parents, guardians, and staff are well informed and are across all the details of the tour including activities, itinerary, and expectations of both students and the people accompanying them around behaviour including things like use of money, phones, eating out and the consumption of drugs and alcohol. Always be prepared for the unexpected but enjoy the experience and treasure the moments.”

Trusted by Travellers

Issued and underwritten by Southern Cross Benefits Limited.

Term 4, 2023 | schoolnews.co.nz

EOTC

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© Adobe Stock, stock.adobe.com

Making healthy food fun

By Gemma Easton, Editor

When we eat, we are doing more than fuelling our bodies; we’re also feeding our mind and our mood.

The food we put into our bodies, then, is important. Nutrient dense choices that are low in sugar but big on long-lasting energy should be the heroes of everyone’s diet. And while we all know this, even as adults, it can hard to stick to a healthy diet.

For children and young adults, eating a variety of nutritious foods is even more important.

Concentration, the ability to retain and process information, and behaviour can all be affected by poor food choices.

at school to have a lasting impact. Hands on learning can help to cement these messages, and can be done across many curriculum areas.

Looking for some fun ways to encourage your students to eat well and feel great? Try some of these activities.

A simple starting point to help students identify a range of different fruits and vegetables is a fruit and veg guessing bag.

Place fresh or toy fruits and vegetables in a bag or pillow slip.

Ask students to feel and smell the bag to try and work out what food items are inside. You could also blindfold children, and then give them a vegetable to identify.

vegetables, and one which is not, for example, pineapple, potato, hat, tomato. This can help students build literacy skills, and identify food and non-food words. To increase the challenge, use three foods which are from the same food group, and one which is not, for example broccoli, apple, celery, milk.

Twenty questions can help students learn to describe food, and form relevant questions to identify different food. A celebrity heads style game can be created by sticking different foods to students’ heads and having them ask questions to find out what they are.

New Zealand Government guidelines recommend that ākonga between the ages of four and nine consume 4.5 serves of vegetables, and 1.5 serves of fruit each day. For children between the ages of nine and 12, that number increases to two serves of fruit and five of vegetables each day. Lean meats and fish, breads and cereals, and dairy products should constitute the bulk of the remaining diet.

A letter of the week activity involving food can help build literacy skills and vocabulary.

Choose a letter, and then spend the week identifying different foods that start with that letter.

You can record these on a whiteboard or large sheet of paper. Students could also be tasked with drawing the foods, or cutting out pictures from supermarket catalogues.

Focus the activity around the five food groups, and organise foods into their categories.

Growing a vegetable garden has become popular in many schools. Herbs are an easy and effective way to add some extra flavour to meals, so make sure you include some popular herbs like parsley, basil and rosemary. Watching the plants grow, and harvesting them to be eaten will allow students to spend time outdoors and work together to nurture their garden. Science could be incorporated into gardening, with experiments to test the ideal growing conditions for different fruits and vegetables.

Much of the work to encourage healthy eating will inevitably be done at home. These messages, though, need to be reinforced

Problem solving skills can be developed with an ‘odd one out’ game. Write four words, three of which are fruits and

And once your students have harvested their crop, you can get creative in the kitchen!

Students could be tasked

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FOOD & BEVERAGE

with presenting a cooking demonstration to the class, or sharing their favourite recipe.

This can help build confidence and communication skills, as students talk in front of a group.

You could build excitement around food by taking your class on a foody excursion. Many farms offer tours for school groups, and can educate your students around the process of growing, harvesting, packing and then distributing food.

Seeing how cows are milked, colleting chicken eggs, and feeding animals are other fun, hands on activities your ākonga could explore.

If an offsite visit is not possible, consider inviting a guest to your classroom to talk about healthy eating and to prepare some simple snacks. This could be someone from your parent community or a local restaurant.

As with many things, one of the easiest ways to encourage healthy eating is to model the behaviour. Take a look in your own lunchbox – are you eating the recommended servings of fruits, vegetables, wholegrains and protein each day? Remember, what you eat impacts both your mind and your body, so fill your day with healthy foods and enjoy the benefits.

Term 4, 2023 | schoolnews.co.nz

BêÃŚȎɊȎ(ÃŚ ßąĬĬĞ XŠĥßąêŒ ¬ĿŞƎŕĚɈ ēĚŕĿČĿūƭƙɈ îŠē îIJIJūƑēîċŕĚ ĺĚîƥ ʨ Ěîƥ ŞĚîŕƙɈ ŞîēĚ ƙƎĚČĿIJĿČîŕŕNj IJūƑ ČĺĿŕēƑĚŠ îƥ ƙČĺūūŕɍ ȇ ɨHƑĚîƥĚƙƥ OĿƥƙɩ ƥū ČĺūūƙĚ IJƑūŞ /îƙNj îŠē ČūŠDŽĚŠĿĚŠƥ ¡ƭƑČĺîƙĚ IJƑūŞ î ƥĚîŞ Džĺū ĺîƙ ĚNJƎĚƑĿĚŠČĚ IJĚĚēĿŠij ƥîŞîƑĿŒĿ /IJIJūƑƥŕĚƙƙ ĺūƥ IJūūē ēîNjƙ ūŠƙĿƙƥĚŠƥ ʨ ƑĚŕĿîċŕĚ ƭēijĚƥĿŠij IJƑĿĚŠēŕNj ×ĿƙĿƥ DžDžDžɍŕƭŠČĺċNjŕĿċĚŕŕĚɍČūɍŠǕɓĺĚîƥîŠēĚîƥ

^ÃåêȎÿĬĞĞĬŷĉĥĀȎVà fŋÃǣȎVÃȎ ěĬȎ=ŠĉåêĞĉĥêŒ FOOD & BEVERAGE

(ĥĘĬŽêåȎÞŽȎĬŶêŋȎƓƖěȎȎ FĥåĉŶĉåŠÃĞȎ ŚŠåêĥŚŒ

First aid training and equipment essentials

Images courtesy of MediTrain

By Naomii Seah, Industry Reporter

In an emergency, having well-trained first responders is crucial for preventing injuries worsening, and in serious incidents, improving chances of survival.

First aid is an essential life-skill.

As many of us learned during the Auckland Anniversary Floods, Cyclone Gabrielle and the Christchurch earthquakes, an emergency can happen at any time. In schools and other community spaces, firstresponders can be the most crucial element to ensuring survival in an emergency event.

For example, during a cardiac arrest, every minute without CPR or defibrillation causes a patient’s chances of survival to fall by 10 to 15 percent.

First aid is an essential skill that saves lives

be avoided. Your school must have the necessary equipment, and staff with sufficient training to quickly respond to unexpected medical events.

Under the Health and Safety Work Act 2015, all schools must have staff who are trained in first aid, including CPR and AED training. For EOTC, guidelines state that boards must ensure an NZQA qualified first-aider is present, and there are adequate supplies.

At a minimum, first aid kits should contain equipment to

treat basic injuries like cuts and grazes, sprains, minor burns, fractures, eye-injuries and shock.

Gauze, bandages, emergency or space blankets, disinfectant, gloves and tweezers are a good starting point. Additional equipment in the first aid kit might depend on the risks of the activities involved and can be tailored for the occasion, especially for EOTC excursions.

First aid is usually offered in schools and workplaces as part of health and safety training.

There are many different levels,

Every school trip or sporting event will carry some inherent risk, meaning well trained first responders are crucial. These are usually staff, though students or children having some basic first aid knowledge is also beneficial.

Even when students are on school grounds, the risk of accidents and injuries is inescapable. While best efforts are always made to keep all spaces within a school safe, illness, trips and falls and sporting accidents cannot

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though, and types of first aid training. Most of us will have received basic half-day courses, but more comprehensive training can range from days-long to weeks. For tamariki, courses can be a little as a few hours long.

There are many community providers that offer NZQA certified first aid courses ranging from half- to full- and multi-day sessions that teach essential skills. The course which is suitable for your school and staff depends on the level of risk involved and the skills taught in the course.

First aid courses can also be offered to ākonga as part of their health education.

According to the World Health Organisation (WHO) and the New Zealand Resuscitation Council, teaching CPR to children over 12 years of age for two-hours a year would theoretically improve cardiac arrest survival rates.

In New Zealand, 2000 out-ofhospital cardiac arrests occur per annum, and only 15 percent of those survive. First aid training is an essential skill that saves lives. Even basic training without certification for ākonga can equip them with knowledge that they may carry into adulthood.

Schools should also factor into their first aid plans information and awareness around students or staff members who have special medical considerations.

HEALTH & SAFETY

Term 4, 2023 | schoolnews.co.nz

Allergies and individual student treatment plans, for example, should be well known to all staff who may have contact with an affected student. Asthma sufferers should also be able to easily access their medication as needed. Information around escalation processes and first aid measures to be employed while waiting for a medical event to resolve, or more help to arrive, should be clearly communicated.

First aid training is important to help keep school staff and students safe. First respondents should remember, though, that when necessary, paramedics or other trained medical professionals should be notified.

Adrian Brown, General Manager of MediTrain, outlined some basic requirements for first aid training.

“WorkSafe recommends workers be trained in first aid by an organisation accredited by the New Zealand Qualifications Authority. First aid certificates are generally valid for two years.

First Aid certificates need to be renewed every two years, and this can be done with a shorter refresher course. There is also a

three-month grace period after a person’s certificate expires.”

Mr Brown said there are a variety of different first aid kits available from different suppliers, many of whom are happy to customise kits to your school’s requirements. “The standard kits provide a good starting point, and people can add additional supplies based on common first aid injuries or conditions and any specific risks identified for the school.”

A first aider travelling with a sports team should have a current first aid certificate, Mr Brown said, and access to a first aid kit. “It is also important to be aware of any medical conditions the team members have. Begin with a standard first aid kit and add extra supplies relevant to a sporting context, for example, ice packs and compression bandages. The size of the group should also be considered.

“Schools may also wish to consider investing in an AED to have onsite, as this has the potential to make a major difference in the event of a cardiac arrest.”

First aid training for teachers & students

MediTrain Ltd is one of the leading First Aid training providers in New Zealand with 10 regional offices across the country.

Our First Aid courses are recognised by the Ministry of Education and exceed the minimum workplace requirements specified by WorkSafe NZ. We are NZQA registered as PTE since 1995 and offer flexible training options to suit your needs. You can opt for on-site training at your school or choose from our public courses even if booking for just one person.

This adaptability ensures Term 4, 2023 | schoolnews.co.nz

that everyone can access essential First Aid education.

Teachers: Join one of our public courses or book an onsite training for groups of 8+. Either way, it is easy to book online!

Students: We support training students with reduced rates so MediTrain for Schools programme is popular with Year 12 students. Contact our head office to sign a Memorandum of Understanding (MoU).

FIRST AID TRAINING

for Teachers & Students Nationwide JOIN OUR FUN, INFORMATIVE AND HANDS-ON CLASSES

Over 30 years’ experience in First First Aid Aid training s kits & AED le Certificate with NZQA unit b a il a av standards provided online Interactive classes with experienced and passionate instructors Flexible dates for your convenience

We can tailor courses for your convenience and will come to your school.

Contact us on 0800 084 543 or enquiry@meditrain.co.nz HEALTH & SAFETY

35

Balanced hall acoustics for a winning sports performance Image courtesy of Autex

By Naomii Seah, Industry Reporter

important for team performance, but health and safety, too.

Whether it’s basketball, netball, badminton, squash or volleyball, school sports games can be exciting events which bring together coaches, educators, students and whānau.

Excessive noise levels can also be problematic for PE lessons, training sessions, and other activities undertaken in the hall. If more than one team or class is using the space, listening to and following instructions can be difficult for students, and educators may struggle to maintain attention.

The atmosphere can be electric – the crowd roaring as players score and defend against one another. Coaches yell encouragement and advice from the sidelines, music sets the mood, balls may bounce and echo, sports shoes squeak against court surfaces and commentators give play-byplays. Scoreboards display countdowns, and buzzers keep time for the cheering crowds.

But on the flipside, all this noise can be distracting, and detrimental to players and observers. In team sports, communication within teams is crucial, and when the crowd gets excited, instructions can be missed and signals between teammates can be lost. Communication may not only become difficult for teammates and coaches, but supporting staff such as security, light and sound operators, commentators and all manner of other volunteers and workers required to put on a sports game. That means optimal acoustics is not only

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In some schools, the sports hall doubles as a meeting space for large groups, including assemblies, and award presentations, and may also be used as a safe space for students to enjoy break times when the weather makes sitting in the school grounds difficult.

Generally, sports halls are acoustically poor by design.

Specialised indoor sports surfaces are often loud and create squeaks and echoes.

Of course, the advantages such as improved grip, easy cleaning, durability and marking maintenance are unparalleled, but how can the noise they create be reduced?

Additionally, ceilings are often high to accommodate tall structures like basketball hoops, as well as for natural temperature control – useful when sports halls are packed with fans from the community.

Hard, impact-resistant materials are often used for other structures in sports halls, such as in the roofs, walls

and seating. These materials can withstand knocks and hard wear, but are not sound absorbent, which increases the reverberation time in sports halls. When reverberation time is too high, echoes are louder and last longer, creating a noisy atmosphere.

A common cost-effective remedy is to install acoustic wall and ceiling panels. With proper care and due diligence, the correct number and placement of panels minimises hard surface areas which reflect noise, thus bringing down reverberation times and trapping excess noise. A skilled installer may be able to reduce up to 90 percent of background noise in a sports hall through these panel installations.

If ceilings are particularly high, acoustic banners may be a more efficient method of sound absorption as opposed to panels.

Another easy, common fix is to hang heavy curtains on opposing walls and windows.

This option can be limiting, as curtains cannot be installed in some areas, can be unattractive, and are less efficient sound absorbers than the panels.

Acoustic panels have many designs available, and they can be wall-mounted with adhesive tape or other mountings to ensure ease of removal. Panels come in a variety of colours and finishes including woodlook finishes, paint or textured plastic and foam. When done

SPORTS & RECREATION

in the same colour as the walls, panels can be discreet. They can also be done in a contrast colour to maximise wow-factor.

Ben Hutter, Sales Manager at Autex Acoustics said balancing of sports hall acoustics can be a difficult task. “These spaces are known to be noisy, with this often accepted as a part of these environments. However, that doesn’t have to be the case.

“The nature of these spaces mean that they are designed with hard surfaces and are high foot traffic environments. This makes them a common place where communication can be difficult, occupants are uncomfortable and there are increased levels of echo,” Mr Hutter said.

“To effectively make these more comfortable environments to be in, your acoustic solutions need to be strategically positioned.

High performance acoustic products will need to be used to help reduce what will be a larger amount of noise being created at a range of frequencies.

“According to the most recent Designing Quality Learning Spaces standard, there is a need for different types of absorption for different sound frequencies with the positioning of these materials being crucial. An acoustics professional can direct you towards a solution fit specifically to your needs.”

Term 4, 2023 | schoolnews.co.nz

Scan the QR code to learn more about our additions to our colour palette.

Designed for the classroom Creating well balanced educational spaces has been a passion of ours for decades. Our range of acoustic solutions help to reduce excess noise and echo, helping to improve speech intelligibility through visually stimulating designs and bold colours. Our recent addition of four nature inspired colours, lets you add a sense of calm to your environment and all those within it.

SPORTS & RECREATION

Keeping schools in the game with electronic scoreboards Images courtesy of WiPath Communications

By Sarah Davison, Industry Reporter

Electronic scoreboards are becoming essential for all school sports halls, fields and courts.

These high-tech, professional looking devices not only enhance the overall sporting experience but also serve various vital functions that contribute to the development of young athletes, the engagement of spectators, and the efficient management of sports events.

While the importance of school sport has long been recognised, a recent study led

by University of Queensland researchers has found children who regularly participate in sports from an early age have better long-term mental health.

“Consistent participation in sports from childhood is associated with better mental wellbeing amongst adolescents,” Dr Khan said. “We found there was a positive impact on mental health regardless of the type of sport, however children who played in a team experienced greater benefit.

powerful motivational tool. The visibility of scores and statistics on a large, well-lit screen can inspire players to perform at their best. Knowing that their achievements are being proudly displayed for teammates, coaches, and fans can boost confidence and encourage young athletes to excel.

“This could be due to the social aspects involved such as being surrounded by supportive peers, opportunities to form friendships, and working towards a collaborative goal.”

Electronic scoreboards can also play a pivotal role in enhancing spectator engagement during school sports events. These digital displays help captivate the audience, allowing them to stay informed and engaged throughout the game. This heightened engagement not only boosts school spirit but could also encourage increased attendance at

Electronic scoreboards can reinvigorate and encourage a love of sport for students.

For student-athletes, electronic scoreboards could serve as a

Associate Professor Asad Khan from UQ’s School of Health and Rehabilitation Sciences led the study, which analysed the data of more than 4200 Australian children over an eight-year period from the Longitudinal Study of Australian Children.

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SPORTS & RECREATION

sporting events, generating vital support for student-athletes.

Installation of an electronic scoreboard can enhance the desirability and usability of your school sports hall or court. A professional looking scoreboard demonstrates to students the school’s commitment to their sporting endeavours, and its willingness to invest in the tools to ensure students can excel. An electronic scoreboard may also make your school a desirable venue for interschool sporting events, and as a place for training or games for local sporting teams.

Inclusivity and accessibility are also facilitated by electronic scoreboards. They can help cater to visually impaired individuals through the use of customisable font sizes and colours. For those with hearing impairments, the need to listen for announcements on game play is removed when a digital scoreboard displays progress reports. Scoreboards may also prove useful in communicating a message in a variety of languages to cater for your school’s distinct community.

Term 4, 2023 | schoolnews.co.nz

Modern scorekeeping solutions can be easily adapted to various sporting codes, ensuring they are suitable for a wide range of sporting activities within the school. Electronic scoreboards on portable stands further enhance this adaptability. With these stands, schools can effortlessly relocate electronic scoreboards between different sporting grounds, or indoor and outdoor venues as required.

This flexibility is particularly valuable for schools with limited resources or multiple sports facilities. It ensures that the benefits of electronic scoreboards can be maximised across various athletic events and sporting codes, contributing to a more dynamic and engaging sports environment within the school community.

While the benefits of electronic scoreboards for school sport are clear, they can also prove useful during class PE lessons.

Score can be kept during friendly in-class competitions, or countdown timers could be used during activities requiring timed intervals.

Incorporating school logos and colours into the design of scoreboards can provide a constant visual reminder to students of the school’s mottos or values. This can help instil a sense of pride, and engagement in school activities. The adaptability and versatility of modern scoreboard solutions mean that displayed images and messages can be customised to suit a school’s requirements.

School sponsors, outstanding individual achievements, or reminders to leave the school grounds safely at the conclusion of an event can all be displayed on an electronic scoreboard.

Walid Hadi, Managing Director at WiPath Communications said the most important consideration when purchasing an electronic scoreboard is selecting the right supplier. “Find out how long have they been in business, what warranties they supply, and what technical expertise they have. Electronic signage, like scoreboards, are highly technical, requiring multiple engineering skills.

Sales and marketing skills may get a company going but will not sustain it when the technical problems arise.

“The trend in electronic scoreboards is towards full matrix digital displays which use the same technology as the latest electronic school signs, stadium displays and electronic billboards. Higher resolutions provide very crisp high-definition graphical capabilities including, with the right controllers, video playback, and provide additional opportunities for messaging, advertising, and sponsor messages,” Mr Hadi said.

“Layouts are controlled by software and customisable, allowing them to be used for different sports. All displays are full colour and very high brightness allowing them to be viewed in full sunlight.

“Scoreboard design is modular so size is generally a factor of viewing distance and budget.

Because viewing distances can be long, for example 100m or more on a cricket oval, we always recommend that the largest scoreboard be chose to fit the budget.

“There are no real restrictions on what can be displayed on the electronic scoreboard or display itself.”

Upgrade your school's electronic signs & scoreboards with our state-of-the-art, super high resolution LED digital signage.

WiPath LED signs are perfect for displaying a very high quality images, important announcements, upcoming events, and more! With their bright and clear displays, your messages will be visible from long distance and clear and un pixelated close up.

WiPath outdoor LED displays are also perfect for scoreboards. Unlike the old style single digit displays, the new full matrix scoreboards are totally controlled by software and can be customised for many different sports. This allows the same scoreboard/display to be used for multiple sports as well as for messaging and sponsor advertising. With appropriate controls they can also be used for video playback and training.

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Image courtesy of WiPath Communications

Term 4, 2023 | schoolnews.co.nz

SPORTS & RECREATION

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Effective shade solutions Image courtesy of Shade Systems

By Naomii Seah, Industry Reporter

It’s almost summertime once again – how will your kura protect against our harsh New Zealand sun?

New Zealand has one of the highest and most dangerous UV levels in the world. In summer, our UV Index tops out at around 12, though some areas in the far North reach 13. A UV index above 10 is generally considered “extreme”. According to NIWA, New Zealand’s geographical position, as well as differences in ozone and pollution levels means that our peak UVI is up to 40 percent greater than Northern Hemisphere countries at similar latitudes.

When UVI is high, as it tends to be in summer, sunburn for fair-skinned individuals can occur in less than 15 minutes.

New Zealand also has the highest incidence rate of melanoma in the world.

Because New Zealanders tend to be at higher risk of sunburns and skin conditions due to our strong sun, it’s mandatory for all schools to provide shade for students and staff year-round. There have also been extensive sun safety campaigns in New Zealand, including SunSmart Schools.

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A well-designed shade structure can reduce UV exposure by up to 75 percent

how many people are required to help set up the structure and pack it down? Is the structure durable and able to withstand multiple transports? Schools looking for a portable shade solution should consider these factors, among others. More fun considerations include colour and logo design and placement.

For more on shade solutions for all scenarios, School News spoke to some industry experts.

According to SunSmart’s website, a well-designed shade structure can reduce UV exposure by up to 75 percent.

Shade is one of the best ways to reduce risk of skin cancers and sunburn. Dense tree cover can provide effective shade and sun protection. Other alternatives are built shade such as buildings, high Ultraviolet Protection Factor (UPF) shade sails and awnings. Portable shade – useful for sports carnivals, beach days, PE and all other manner of school excursions, events and fairs – include tents, umbrellas and marquees.

One increasingly popular option for schools are shade sails. Many schools are choosing to go with shade sails for their shade needs as they are endlessly customisable and offer an attractive solution to design needs. Shade sails can also offer

“warm shade”, which is important in New Zealand winters when some shaded spaces can be too cold to be functional. However, not all shade sails are created equal, and it’s important to check the UV protection of shade sails, as well as consult with an expert on optimal positioning.

Another popular and costeffective solution is using shade structures and canopies to cover spaces between buildings. Such a design could seamlessly extend usable classroom spaces to include outdoor areas, as well as making use of existing built shade.

For schools looking for more portable solutions, marquees, umbrellas and gazebos now offer design options for any occasion. How many people will the shelter hold? How effective against UV is it, and

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Katrina Evans from Archgola said when planning for long lasting shade solutions, it is important to select a company who can offer certification by a structural engineer for both its design and materials. “This is essential to ensure that the canopy can withstand the wide range of weather conditions we are now more regularly experiencing in New Zealand. UV Protection is usually inbuilt in the roofing solution, and eliminates 99 percent of harmful rays.

“Second, consider the design of the structure carefully. Is the location warm, sheltered or low light and windy? Is there an opportunity for good indoor-outdoor flow? This will ensure you get lots of use and benefit from the investment.

Adding outdoor blinds means you can gain further protection from wind and rain.

Term 4, 2023 | schoolnews.co.nz

“Third, use a company that is both experienced in providing a quote and design in the format that is required for funding approval.

“Often schools prefer to have canopies installed in the school holidays. Make sure you allow plenty of time to complete planning and approval process to achieve this. Typically, once a quote is accepted, and council permits received, it will take eight to 12 weeks to manufacture the canopy. The installation time at the school takes two to four days depending on the size of the structure.”

Nick Suckling from Shade Systems said the primary considerations for most schools looking at shade and shelter are how much shelter will it provide, how long will it last, and what is the investment cost.

“The effectiveness of your shade structure all comes down to the design. The best materials and the best workmanship will only be any good if it has been designed properly,” Mr Suckling said.

Image courtesy of Archgola

“Important factors in the design phase include the sun angle, north orientation, wind direction, shade or waterproof requirements, pole and column placement, heights and space beneath underground services, maximum spans, and strength of structure, to name a few.

“Post-COVID we have seen a

distinct trend toward covering larger sports courts with permanent all-weather canopies.

With the rising construction costs, building a gymnasium or hall is out of the question for many schools. Building a large canopy on existing courts that can shelter your entire school is an excellent solution,

as it can be used year-round for multiple events such as assemblies, sports, outdoor classes, or after-hours events.

“It is highly recommended to get an expert supplier who you can trust for advice as this is an investment that will enhance your school and provide shelter for generations.”

shelter for generations.

“

the benefits to our children and their learning are huge

Find projects like yours here: www.shadesystems.co.nz

Term 4, 2023 | schoolnews.co.nz

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By Sarah Davison, Industry Reporter

Recycling Bins Recycling bins are the frontline in diverting waste from landfills.

To encourage use, place recycling bins in high-traffic areas such as hallways or play areas, as well as near the canteen or tuck shop.

Reducing and recycling waste is everyone’s responsibility.

Education at school on reducing, reusing and recycling can help young people understand their role in protecting the environment. To model this, and reduce your schools

You can further encourage eco-conscious behaviours through recycling drives, reward programs and collaborations with local businesses.

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Food Waste Bins Minimising food waste is paramount to reducing landfill.

Love Food Hate Waste New Zealand, an organisation committed to reducing food waste in Aotearoa, reports that several New Zealand schools have conducted food waste audits. In one primary school, the children from one class threw away 3.7 kg of food waste a day.

This amounts to 18 kilograms a week or 180 kilograms a term.

Encourage students to place any food scraps or leftovers in a designated food waste bin and work alongside staff and tuck shop employees to ensure continuity throughout the school. Teaching students about composting and using food scraps for educational purposes, such as in school gardens, compost or worm farms, can turn food waste into a valuable learning opportunity.

Paper Bins Unsurprisingly, schools are hotbeds of paper consumption, from worksheets and notebooks to administrative forms. Paper waste bins ensure that paper is collected and sorted for effective recycling, and should be accessible in all classrooms and staffrooms, as well, for example, beside photocopiers.

Available in a range of colors:

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© Adobe Stock

waste generation, a strong waste management plan is essential. Strategic selection and placement of bins will ensure the plan succeeds.

In New Zealand, we generate 17.49 million tonnes of waste a year.

Around 72 percent of that, or 12.59 million tonnes goes to landfill.

Only

© Adobe Stock, stock.adobe.com

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Students and staff should be encouraged to find multiple uses for paper, such as using

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both sides of the sheet or repurposing used paper for craft activities. Moving to digital documents where possible can also help alleviate paper waste.

General Waste Bins Despite best efforts, there will always be some materials that cannot be reused or recycled and must be disposed of in general waste. To help ensure that the correct waste is placed in these bins, consider creating infographics that clearly show what can be placed in each bin.

General waste bins should be strategically located to discourage contamination of recycling, paper, and food waste bins.

Beyond the bins A great way to decrease your school’s waste generation is to stop rubbish from entering the school grounds. Encouraging students and families to not individually wrap food items, but instead opt for reuseable containers is a great first step.

Students could also discuss with their parents and caregivers the types of food they enjoy in their lunchbox, to ensure food is eaten and not thrown away.

Taking a collective approach to waste management will help students, staff and the community think more carefully about where they put their rubbish. In time, this will translate to less waste in landfill, and better environmental outcomes.

Term 4, 2023 | schoolnews.co.nz

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Term 4, 2023 | schoolnews.co.nz