School News, NZ - Term 1, 2024 by Multimedia AU/NZ

The essential industry guide

Issue 64 | Term 1, 2024 | NZD $12 incl GST | schoolnews.co.nz

The benefits of music mentors Essential Reading for Principals • Department Heads • Teachers • Professionals

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Front Desk 05 Editor's Note: Welcome to 2024

Education

06 Special Report: NCEA Change 101 10

Principal Speaks: Stories, not statistics

Profile: Marlborough Girls’ College

Unlocking potential: Navigating dyslexia in the classroom

PISA 2022: An analysis

Teaching Resources 20 Case Study: Transformative music education with mentoring

22 Case Study: Supporting children who are ELL with early literacy development 26 A STEAM powered future

Administration 32 Can Tamariki recognise themselves in a worksheet? 34 Learning space design 38 School fundraising ideas

Teacher’s Desk 40 Lifting school wellbeing

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 DESIGN & PRODUCTION Richard McGill, production@schoolnews.co.nz

Technology 46 Encouraging creativity and collaboration with AV

EOTC 50 Immersing students in the wonders of EOTC

Health & Safety 56 Is your school prepared? The necessity of AEDs

Property

ADVERTISING Dee Dawson, advertising@schoolnews.co.nz

58 Outdoor spaces for all ages 62 Case Study: TeamTurf playground restoration

CONTRIBUTORS Paul McDowall, Gail Gillon, Wayne Erb and Lara Campbell

Front Cover Image: The New Zealand Music Commission

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!

26 FRONT DESK

Term 1, 2024 | schoolnews.co.nz

EDITOR’S NOTE

Welcome to 2024 An extra warm welcome to our new readers!

care for new students staring at the school; we should extend that same care to new staff.

The start of a new school year is always exciting. New students to meet and classes to teach, fresh faces in the staff room, as well as some old favourites. If you’re a stationery lover, the brand new diary, pens and notebooks might bring some extra joy to your days. It can also, though, be a tricky time. We associate overwhelm and burnout with the end of the year, but it can creep up on us at any time. Adjusting to a new teaching timetable, curriculum changes and different lesson plans, as well as the usual pressures that come with any job, can affect your mood. So, as we embark on the teaching and learning journey for 2024, remember to look after

And with wellbeing a constant focus for the community, in this edition we investigate positive wellbeing tools for schools. We speak to some industry providers to find out how they are working with schools to support students, staff and families to feel good. Gemma Easton Editor, SchoolNews editor@schoolnews.co.nz

yourself, and look out for your colleagues. New team members may need some extra support as they work out how to navigate the school, and try to remember everyone’s name, both staff and students! Schools often put many measures in place to

In our Special Report, we give you a reminder of the NCEA changes coming into effect this year. We also look back at the reform process, and why the changes are being implemented. Creative ideas, innovative problem solving, and interdisciplinary thinking are critical 21st century skills, and are highly sought by employers. STEAM education, then, continues to be

important in today’s classrooms. We share some ideas for implementing STEAM learning into your classroom, as well as resources and experiences that can enhance and reinforce classroom activities. If you would like to hear more from us in between magazines, visit our website and sign up for the weekly newsletter. Each week we bring you the latest news, opinion and topical content in the education sector from around Aotearoa. Positivity and optimism abound at the start of any new venture, and a new school year is filled with it. I hope you all have a tremendous Term 1, and enjoy this edition of School News. Ngā mihi, Gemma

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Term 1, 2024 | schoolnews.co.nz

FRONT DESK

SPECIAL REPORT

Change 101 By Naomii Seah, Industry Reporter

It can be hard to keep track of all the NCEA changes and standards. Here’s a refresher on the changes happening this year. In 2018, a national review of the National Certificate of Educational Achievement (NCEA) was launched as part of the Education Conversation | Kōrero Mātauranga by then-Minister for Education, Chris Hipkins.1 Thousands participated in the research, with most respondents favouring changes to NCEA.

The 2018 NCEA Review: What needs to change? As background to the 2018 review, the advisory group received a briefing on the five principles of a strong qualification: wellbeing, inclusion and equity, coherence, pathways and credibility. From the review, it was clear that NCEA was not meeting all five of these criteria. Only 51 percent of respondents to the quick survey believed NCEA was a valuable

qualification, and only 33 percent thought NCEA enabled good teaching and learning. Similarly, 37 percent thought that NCEA “worked well”. 1 Additional challenges were reported by Māori and Pacific ākonga. Māori students and stakeholders noted that te reo Māori, tikanga, identity and mātauranga Māori were not valued in NCEA. Both Māori and Pacific students reported being encouraged into less academically demanding pathways by teachers in English-medium contexts, even when that pathway would serve them well. NCEA does have advantages. Respondents believed that NCEA was a flexible qualification, and the internal/external

system enabled different ways for students to achieve. The flexibility of NCEA was found to lie in its standards-based approach, which enabled success for students who might not have other experience in systems like School Certificate and Bursary. The standardsbased approach allowed diversity of curriculum and a “personalised portfolio of learning” which the student designs themselves, raising learner agency. However, NCEA also has drawbacks. At the forefront of these is that assessment often drives the focus of senior schools. Teachers create courses for assessment rather than following the curriculum, in some cases inhibiting meaningful learning and resulting in gaps of knowledge.

From here, the NCEA Change Programme was confirmed

in February 2020, and began shortly after despite pandemicrelated disruptions. It represents the biggest change to NCEA since the qualification was introduced in 2002. Changes will be phased in over the next few years, completed by 2027.

EDUCATION

Term 1, 2024 | schoolnews.co.nz

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as “carry-over” credits. There’s also a pressure for teachers to allow multiple resubmissions.

The credit system also resulted in many students “gamifying” NCEA, where accumulating credits is the focus.

The review also included some key recommendations for strengthening NCEA. These included encouraging students to engage in richer learning; changing NCEA assessment; changing NCEA structure and; increasing support.

The big seven The rollout of NCEA changes are structured around seven key outcomes.

1. Improve the accessibility of NCEA Previously, those with unpaid NCEA fees did not achieve formal recognition of their success. Many assessment standards, teaching and learning guides, exemplars and assessment resources were not equitably or inclusively designed. This inadvertently privileged certain learners due to cultural assumptions, disadvantaged others with disabilities, and excluded others. The process for applying for Special Assessment Conditions (SAC) was also complicated and prevented some learners from accessing support. In 2019, all NCEA fees were removed. Assessment design and associated resources are being designed to be inclusive and accessible, reducing the need for SACs. Existing SACs like large-text papers will be made available for anyone who needs them, and the application and evaluation process for SACs has been simplified.

2. Equal status for mātauranga Māori Māori respondents to the 2018 NCEA review flagged te ao Māori pathways were limited, and disadvantaged ākonga Māori. Te ao Māori and mātauranga Māori will be integrated into

NCEA also resulted in overassessment, creating workload issues for both students and teachers. The qualification can also be disjointed due to the siloed and atomised nature of assessment, leading to inadequately prepared students. Additionally, NCEA wasn’t always seen as credible due to its implementation. the new ‘graduate profiles’ in NCEA and in the design of achievement standards.

option to reach the literacy and numeracy requirement through internally-assessed standards.

Achievement standards and resources will now have Māori centred contexts and associated exemplars. Standards and assessment resources will also be designed with inclusion in mind, allowing for diverse cultural perspectives. More subjects are being developed to ensure te ao Māori pathways are available and acknowledged and supported in NCEA.

4. Fewer, larger standards

Teachers will also be supported to improve cultural competency and inclusiveness in NCEA and assessment.

3. Strengthen literacy and numeracy | te reo matatini me te pāngarau requirements and assessments Not every NCEA learner achieves literacy and numeracy essential for work and later life. These new literacy and numeracy standards are co-requisite to NCEA. They will become mandatory this year. The new standards made headlines late last year when the trial assessments became overloaded, resulting in a crash that disadvantaged some students. In response the Ministry of Education said “student achievement rates are expected to improve as students and teachers become more familiar with the requirements of the standards, and targeted teaching and learning develops.” Students will be allowed to attempt the tests twice a year, and are allowed multiple attempts over their senior years. For the first cohort in 2024 and 2025, students will also be given the

Each standard for each subject will be rebuilt, covering a broader range of knowledge, capabilities and skills. There will be a total of 20 credits per subject and each standard will be worth four to six credits. External assessments will be expanded beyond exams to include portfolios, reports, investigations, performances and common assessment tasks. This will help balance the available credits from internal and external assessments. Different knowledge systems will be acknowledged where appropriate within new and existing subjects, including but not limited to mātauranga Māori, vocational education and Pacific people’s knowledge. Vocational courses with “fewer, larger standards” are still being developed in collaboration with industry partners. Industryderived standards will support the development of coherent vocational courses in NCEA. Endorsements will include Achieved as well as Merit and Excellence. Registered courses will be required to describe their focus, and how they can be used to further learning for students in the future.

Now, only 60 credits will be required to pass each NCEA level, and they cannot be carried over. Resubmissions will only be allowed when they might take a student from Not Achieved, to Achieved.

6. Clearer pathways Each level of NCEA will have a “graduate profile” which describes what the student can do, and their knowledge gained. NCEA Level 1 will prepare students with basic skills for success later in life, equipping them with functional literacy and numeracy skills. NCEA Level 2 and 3 will build on Level 1, specialising students’ knowledge and skills. Graduate profiles will also include competencies in te ao Māori and mātauranga Māori. A Vocational Entrance Award will also be developed, similar to UE qualification. This will demonstrate to industry employers that a student has done necessary learning required and is ready for direct entry to higher-level vocational education or training. Vocational Pathways will also be enhanced, improving its usefulness for navigating and planning. The Record of Achievement will be refined, outlining what the student knows and can do. Certificate endorsements and their NCEA achievements will be recorded, as well as the brief course descriptions.

7. NCEA Level 1 becomes optional One of the suggestions from the 2018 NCEA Review was to condense NCEA. Some suggested that removing Level 1 would allow deeper learning, and remove the focus on assessment.

5. Simplify NCEA structure

Currently, NCEA Level 1 is intended to introduce students to the format of NCEA and prepare them. Māori and Pacific students also indicated they highly valued Level 1.

Because of the current complex structure, teachers and students are struggling with high workloads and can be confused about features such

Additionally, 10 percent of students will receive NCEA Level 1 as their highest qualification. Removing it completely would disadvantage these students.

These changes aim to improve depth and quality of learning per the feedback in the 2018 NCEA Review.

EDUCATION

Term 1, 2024 | schoolnews.co.nz

Level 1 is now optional, leaving leaders to decide whether the model best serves their students, and enabling innovation for those that choose not to adopt the standard.

In 2024 The NCEA Change programme is still being implemented. This year, the new NCEA Level 1 achievement standards will replace existing ones. All Levels will now require 60-credits. The new te reo matatini, pāngarau, literacy and numeracy co-requisite will now become mandatory, with learners only awarded the NCEA qualification once they meet the 20-credit corequisite. The co-requisite credits cannot be used toward the 60-credit NCEA qualification. In 2024 and 2025, learners will have the option to meet the 20-credit co-requisite through either the new standards, or existing “literacy and numeracy-rich” standards. These standards can be found on the NCEA website. Learners will only need to complete the co-requisite once. Credits from the level below will no longer be able to

Term 1, 2024 | schoolnews.co.nz

be “carried over”. Any credits learners already have can be used toward their 60-credit NCEA qualifications.

Create your classroom

Course and certificate endorsement requirements remain the same, with 14 or more credits at Achieved, Merit or Excellence (including three internal and three external) to gain a course endorsement. Certificate endorsement requires 50 or more credits at Merit or Excellence. All NCEA subjects and wāhanga ako are being re-developed with four achievement standards: two internal and two external, worth 20 credits. Teachers can design NCEA courses using achievement standards from two or more NCEA subjects. New materials and support can be accessed from the NCEA website. Kaiako can also contact their local Te Mahau office for support. Resources: New Zealand Council for Educational Research. 2018. The NCEA Review: Findings from the public engagement on the future of NCEA. Wellington, New Zealand.

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PRINCIPAL SPEAKS

Principal Speaks: Stories, not statistics gain University Entrance (UE). For one student, success might be UE. But at a rural school like Roxburgh Area School, we often have students who leave at Year 12 and go into jobs or apprenticeships. For the teaching team that’s a success, because for the students it’s a success. By Paul McDowall, Principal, Roxburgh Area School

In this month’s Principal Speaks column, Roxburgh Area School Principal and English teacher Paul McDowall writes on people-centred learning.

Success comes in many forms Last year, some research came out that said rural schools achieve less highly than urban schools because a higher percentage of urban students

That doesn’t mean rural schools don’t have academic success — quite the opposite. This year we’ve got three Year 13s, all of whom are going on to the University of Otago to do Health Sciences. They’ve all got UE and they’ve all got scholarships. They’ve done really well academically because that was their goal. But it’s not a universal one. I believe that teaching is about knowing the people in front of you. What motivates them, and what interests them? Getting to know people better is exactly where teaching is headed in Aotearoa. The

whole local curriculum push is about knowing what your students bring, what their interests are, what their needs are and how you can draw on your community.

Individual stories; individual learning; individual success People’s stories get lost in the statistics of student retention rates, UE attainment, and NCEA attainment. For some young people who have never been outside of the small community, success looks like the job that mum, dad, uncle or someone else does. To be able to follow in the footsteps of their whānau is a great success. For other people, it’s breaking away from those long-standing traditions. Someone might come from generations of shearers. For that young person to see themselves as a mechanic, a painter or a plumber, is a

success. And for other students, just getting to school every day is a success. It’s not all about getting everyone to achieve UE. At Roxburgh Area School we see these stories and these different measures of success all the time. Some young people don’t have a great time at school. At Roxburgh Area School, when they get to Level One NCEA we might not let them go on study leave near the end of the year. We might keep them behind to do some extra work, with the support of their whānau. Suddenly, they’ve got 80 credits, and we see the look of pure joy on their face from the first time they’ve really had success in a school setting. Others may come from a family where no one has gone past NCEA Level One. For them to stay until Year 13 is a big achievement. Ultimately, success is defined by an individual. Success for me isn’t going to be the same as it is for you.

Image courtesy of Roxburgh Area School

EDUCATION

Term 1, 2024 | schoolnews.co.nz

Images courtesy of Roxburgh Area School

It’s our job as teachers to know what success looks like for our young people. Often there are too many assumptions made about a young person as to what pathway they might take, perhaps because of their background or their personality. We’ve got to put those assumptions and prejudices aside and genuinely talk to young people and find out what they’re interested in, and who they are as people.

Level One says they want to be a surgeon, you’ve got to have those realistic conversations and outline the pathways and potential barriers and hurdles. But at the same time, educators aren’t here to squash dreams – we need to embrace the students dreams and help them try and achieve them.

at new entrance all the way through to Year 13. We get to know the students and we get to know the whānau well. We know the idiosyncrasies of the students, their strengths and their needs. That means we’re able to cater individual programs in a structured way for every individual.

Connection and community

Near the end of the year, we have a morning tea with the Year 13s and the staff, and we have a recollection about their time with us. Teachers that have been there for a while have some beautiful stories about students they’ve seen come in as new entrants, and their growth over thirteen years. For

At Roxburgh Area School we have 130 pupils. The real advantage of a smaller school, particularly for area schools, is that we can see the growth of our students from when they come into the school

That means as educators we must have an open mind. It’s about giving our kids a go. Of course, there needs to be a degree of reality: if a student who is struggling to pass the NCEA

our students, if they’ve been here the whole time, it’s a long journey in one school and they form these incredibly close relationships. Many students will remember a teacher that has had a big impact on their life, who potentially taught them for one or two years in a specific subject. When you’re in a school for 13 years, teachers have more of a chance to make that impact. I have a particularly stunning teacher that is working with some kids with mental health issues, and she knows what’s going on with them because she’s right along beside them. If we didn’t know about those issues these kids could get lost.

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EDUCATION

Teaching is about knowing the people in front of you

I had an interesting comment from a parent the other day who said they think they’re going to get a better quality of teacher in a city school. I would vehemently disagree with that. In a smaller school, you have to be so much more flexible. There is no robust middle management structure, so teachers take on many different roles, and they become more flexible. There’s still that great range of academic ability, but there’s no one else to pass those students on to. You can’t say ‘I’m not going to do that because someone else will’. That means our teachers become adaptable. They change the programs, they change teaching style, they try different things, and they go out of their way, because they’ve got that close relationship with the kid, with the parents, and they want to do the best for them. I’ve taught in a few bigger, city schools, and there are teachers that have been doing the same thing for 20 years. They’ll carry on doing the same thing because it results in that one form of success: those statistics around university entrance and endorsements and so forth. But at the same time because they’re not changing, students get left behind.

Small schools, big hearts If you’re interested in remaining in the classroom, dealing with kids, and dealing with people, you should go to a small school. Big schools can get bogged down in policies and managing parents, but in a small school, it’s about the people. You don’t have hierarchy to fall back on, and there’s no middle management to delegate jobs. At the end of the day, when a new job comes across your desk, there’s usually only one or two or three people that can do it. If you don’t, kids miss out. You have to put your hand up and volunteer to do stuff.

Area school staff become a close team because you have to rely on each other so much. And you know that if you don’t, there’s no one else to do it. The kids know it too, and they acknowledge the work staff put in. Young people need an adult, or adults that know that child really well. They need someone to understand their idiosyncrasies, know their family, and know how to advise other teachers on what works and what doesn’t with that young person. When they have an adult like that, the young person feels as if they belong, as if someone cares about what’s happening to them. And once they feel like they are cared about, they’re far more likely to care about themselves. That’s what those trusting relationships come down to.

Images courtesy of Roxburgh Area School

For any school, even bigger schools, we need to create systems that allow students to build those relationships with an adult in the school. Some schools have form time, or some schools have Deans that follow year groups right through their journey at school. It’s important to know which systems work to support young people — what systems can we put in place to track them academically, socially, emotionally? Without feeling like they belong, without having that wellbeing taken care of, then whatever success looks like for a young person isn’t as likely to happen. Every school has its pros and cons, but I believe that a real pro for small schools is that we know people really well. We form great relationships, and we strive to help ākonga individually achieve their goals by figuring out what success looks like for them. University Entrance is only one measure. While it’s important to some, it’s not the be all and end all. EDUCATION

Term 1, 2024 | schoolnews.co.nz

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PROFILE

A new vision for learning at Marlborough Girls’ College By Naomii Seah, Industry Reporter

Now, students meet for extended periods in their whānau classes, helping them to form strong bonds with an adult teacher and set goals around their learning.

Marlborough Girls’ College in Blenheim has more than 60 years of history, and long-standing traditions. Taking the helm of such an established institution and ensuring it remained relevant for the next 60 years is no mean feat. But when Mary-Jeanne Lynch was appointed in 2017, that’s the task she was given.

A new vision When Lynch first came to Marlborough Girls’ College, the school values were ‘Respect, Responsibility and Achievement,’ which was, in her words, “quite traditional”. But with a more diverse population than ever before, and a growing community, Lynch said that the motto no longer felt appropriate for Marlborough Girls’.

Each Wednesday, an extended whānau time allows for weekly sessions covering each pou of Te Whare Tapa Whā: wairua (spriritual); hinengaro (mental and emotional); whānau (social) and tinana (physical).

Mary-Jeanne Lynch

To Lynch, these values underpin learning in a significant way: “positive relationships are the foundation for powerful learning.” It’s her hope that the relationships fostered at Marlborough Girls’ College will create lifelong learners who actively contribute to their community.

Prioritising wellbeing Part of this vision for learning included uplifting wellbeing for the whole school community. That meant implementing a strong Hauora programme for the students following the Te Whare Tapa Whā model.

Another vital component of improving whole school wellbeing is the Star programme. The programme is a tuakana/teina model, where Year 13s are paired with Year 9s. Year 12s and 13s are given specific training to be Stars mentors. They follow a structured programme which teaches students essential skills like goal setting, time management, communication skills and relationship building. At the end of the year, students plan and organise themselves to go into the community and give back.

the programme was introduced. Lynch said she believes Stars was a major contributor to these positive changes.

Connected curriculum With a new vision for learning came a new junior curriculum, geared toward connected learning. The staff, working alongside Dr Peter Meihana and Dr Liana MacDonald, have been trialling this new curriculum for the past few years. According to the MGC Charter, Strategic & Annual Plan 2019 – 2023, the new curriculum is focused on “place-based learning, exploring difficult pedagogies and the new Aoteaora NZ Histories curriculum”. “Students engage and explore learner capabilities as well as interesting contexts for learning across a range of subjects,” said Lynch.

From this discussion a new whakataukī (motto) was adopted: Ma te kahukara ka rere te manu | adorn the bird with feathers so that it may fly.

“We don’t necessarily teach English, Math, Science, Social Studies, Health and PE and all the rest of it. Instead, we have designed courses that work to embed matauranga Māori, are connected with place and space, with businesses and not-for-profits in our community, and provide students with the opportunity to learn new knowledge and skills, in particular developing the capabilities that are outlined in our vision for learning: connections and community, relationships and deep learning.”

Along with this new motto were new school values: whanaungatanga, manaakitanga and kohtahitanga. These values are intertwined with the school’s new vision for learning. Whanaungatanga emphasises the sense of belonging and community. Manaakitanga encompasses values of “integrity, trust and sincerity [to] support an environment of care.” Finally, kohtahitanga is about unity and solidarity.

In Years 9 and 10, students at Marlborough Girls’ College can choose from “semester courses” that are context-based. These are built around the eight leaning areas in the NZC: English, Arts, Health and Physical Education, Languages, Mathematics and Statistics, Science, Social Sciences and Technology. Some courses cover more than one learning area of the NZC. For example, “Nature’s Fury”, available in Year 9, examines natural

“We had a lot of discussion with our staff and students around what’s really needed to equip young people to be successful in quite a different future. We landed on a new vision of learning, one where relationships come first and learning is deep, enriching, connected to the community and to real life in a way that is relevant for young people.”

A 2019 school review into wellbeing found that reform and strengthening was required.

Lynch said the programme “is some of the best leadership training we have seen and is quite remarkable.” The school reported a sharp drop in disciplinary actions like suspensions and stand-downs in 2020 shortly after

Images courtesy of Marlborough Girls’ College

EDUCATION

Term 1, 2024 | schoolnews.co.nz

disasters and their human impact, covering both Science and Social Science aspects. Similarly, “Body as Art” covers both Science and Visual Art. Additionally, Marlborough Girls’ College has moved away from streaming. Lynch said some courses are designed for those students who need more support, but all other courses are mixed ability, using principles of Universal Design for Learning. These courses are aimed at creating personalised learning pathways for each student, though their choices are constrained within NZC guidelines. In combination, Lynch describes the junior school as having a “broad, balanced, connected curriculum.” Marlborough Girls’ College is also currently undergoing a co-location project with Marlborough Boys’ College that began in 2015. The Te Tātoru o Wairau project has been codesigned with four of the eight local iwi: Ngāti Kuia, Ngāti Tārua, Rangitāne and Ngāti Toa. They’ve outlined their vision for learning and curriculum, which Marlborough Girls’ College have included in their redesign of the junior school. With codesign and a commitment to Te Tiriti in mind, Lynch has noted that the “broad, balanced and connected” curriculum weaves elements of the new Aotearoa NZ Histories curriculum throughout their semester courses. The aim is to create a curriculum “reflective of the history and environment of the Wairau,” interweaving opportunities for “teaching

and learning about resistance and adaptation strategies.” The curriculum also aims to “tackle the challenges of climate change, environmental degradation, loss of freshwater, and support the matauranga of the iwi.” Other priorities include providing localised Māori context for learning, understanding the history of the school land and using marae as spaces for teaching and learning. In 2024, Marlborough Girls’ College will roll-out an extended version of its junior curriculum to include Year 11s, replacing the existing Level One NCEA programme. Lynch said that when staff first presented the idea to the Board of Trustees, the student representatives on the board – who were in Years 11 and 12 – were very excited at the prospect. “They described – quite brilliantly, actually – the difference between the breadth and depth of the learning they could do in Year 9 and 10, compared to the way they were drilled to learn and regurgitate knowledge [in Year 11] so they could pass the test and move on. They also described the stress and pressure of assessment driven learning... none of which was relevant to their lives.” By replacing the current Year 11 course with an extended version of the junior curriculum, Lynch said the school will “continue to develop students’ emotional capabilities – their own sense of self and emotional wellbeing through to the end of Year 11. When they hit high stakes

assessment in Years 12 and 13, they are purposeful, they know where they want to go, they know how to learn, and they know what their strengths are and how to achieve successfully.” The extended curriculum will enable more “connected learning” from Year 9 to Year 11, which she believes will give the new cohort “an edge”. The new Year 11 course will offer more time on “rich, deep learning”, improving wellbeing and preparing students for NCEA Level Two.

Changing assessment By moving away from assessment-based learning, Marlborough Girls’ College has opened itself up to new measures of success. The academic awards in the junior

Photo: Meg Cuddon-Corbet Photography

Term 1, 2024 | schoolnews.co.nz

EDUCATION

school have evolved into the Kairangi awards, celebrating excellence and innovation. “We’re looking at how to acknowledge students’ capabilities,” said Lynch. As part of that journey, Marlborough Girls’ College has joined the New Metrics project with the University of Melbourne’s Assessment project. It’s a project that recognises the need to evaluate a young person’s capabilities: their values, attributes and skills. It aims to broaden the definition of educational successes beyond academic metrics. Ultimately, the extensive changes that have happened in the past few years at Marlborough Girls’ College, although at times running into teething issues, are about future-proofing the education that students receive. As Lynch puts it: “Our education needs to be focused on relationships, because people make the world go around. He tangata, he tangata, he tangata. We need young people to be intellectually curious. We need them to be creative. We need them to think deeply about things and solve problems. That requires grit and perseverance. “It’s nothing new that we need everybody to be able to be literate and numerate. But then what are we going to do with it beyond there? Then we get into this cool space where you can equip young people with these foundational skills and capabilities and let them go – they’ll achieve something remarkable.”

Unlocking potential:

Navigating dyslexia in the classroom By Gemma Easton, Editor

Dyslexia is an alternative way of thinking that aﬀects an estimated one in ten New Zealanders, including 70,000 school children.

Dyslexia is often understood as difficulties with reading and writing, which can extend to numeracy and musical notation. Students with dyslexia tend to think in pictures rather than words, and process information in a different part of the brain to word-based, neurotypical thinkers. It occurs across a range of intellectual abilities, and affects each individual differently. Rather than understanding specifics first, dyslexic thinkers learn by developing a big picture or the overall idea of a concept, and then filling in the details. This means dyslexics are often credited as out-of-the-box thinkers, with the ability to come up with new strategies and solutions to problems. Much more than trouble with reading and writing, then, dyslexia can impact skills including planning and organising, short-term memory and concentration, and information processing. This can make the classroom a particularly challenging environment. All students with different learning needs, including dyslexia, must be supported to achieve their potential, and identifying dyslexia early is crucial. Schools should be equipped with the necessary screening tools and equipment, as well as trained staff, who can assess children for dyslexia, and provide

It is almost inevitable, then, that every teacher will work with at least one student with dyslexia during their career.

ongoing screening, support, and feedback as required. It is also important to provide accurate information to parents about what dyslexia is and how their child can be supported. With some learning adjustments and supports, dyslexic students can thrive in the classroom and will achieve on par with their classmates. The Ministry of Education notes that for dyslexia, as with all different learning needs, the student should be seen as a whole person, rather than a specific challenge. Work with the student to build an understanding of their specific needs, and identify supports for learning and wellbeing. Including a range of different activities in a learning program, including creative activities, group work, written and oral contributions, and tactile and sensory elements can help cater to the learning preferences of all ākonga. A range of assistive learning technologies are available to support dyslexic students. Speech recognition software, writing assistance software, reading focus tools, and text to speech readers can all be

used in the classroom and at home. A simple first step may be letting students experiment with different font style, colour and size when reading texts online to determine their optimal settings for learning. Ongoing, regular PLD around dyslexia is important for all educators. Spotting early indicators, and providing sustained support for students as needed will ensure all students reach their potential. External providers can be engaged to deliver whole of school sessions to teaching staff. Learning Support Coordinators, and teachers who work closely with dyslexic students may benefit from short courses or workshops. A kete of free dyslexia resources for educators and parents, designed to help students learn in ways that work best for them, is available from the Ministry of Education. External providers also offer a range of training, support, and equipment for navigating dyslexia in the classroom. DTSL Assistive Technology has been working in the education sector for more than 25 years, providing solutions to overcome barriers and enhance lives.

EDUCATION

During this time, the team has worked closely with MOE, schools, RTLB and parents to provide tools for dyslexic learners. Many of the tools DTSL provides are now becoming commonplace within schools, which creates a more inclusive environment for those students living with dyslexia and enables them to feel part of the class, rather than on their own. Word prediction, speech-totext, word-banks, and phonic assistance are fundamental parts of the toolkit, and DTSL provide several software packages that bring these together. Another key tool is the reading pen, which allows users to scan text and have it read aloud, have words defined using the built in dictionary, and record thoughts or reminders using their voice. DTSL offers trials of a wide range of the tools it supplies, which gives students and schools a chance to test in “real-world” settings and get important feedback. The DTSL team feel incredibly lucky to be able to support students in their literacy journey and are always happy to give advice. Term 1, 2024 | schoolnews.co.nz

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PISA 2022: © Adobe Stock, stock.adobe.com

An analysis

By Naomii Seah, Industry Reporter

Last year, PISA 2022 results were released, and New Zealand scored its worst ever ranking despite the Ministry of Education stating results are likely to be skewed upwards due to sampling bias. The results were accompanied by an onslaught of analysis by the education community – are the PISA results still relevant? And what do they say about our education system, if anything? Results for the 2022 cohort were released in early December 2023, and showed a global decline in performance. In New Zealand, average scores dropped 15 points in maths and science and reading scores fell 4 to 5 points. The gaps in achievement between wealthier and lower-socioeconomic students also grew wider. Despite the drop in performance, New Zealand still scored above the OECD average in all three subjects. We ranked 10th in reading performance, 11th in science and 23rd in math.

Are the PISA results still relevant?

Globally, scores dropped by an average of 15 points for maths, and 10 points for reading. Twenty points is cited as equivalent to approximately a year of learning.

Why the slump? The accompanying PISA report stated that the drop in performance could be in-part attributed to COVID-19, yet performance was already trending downward for many countries, including New Zealand. It also stated that length of school-closures did not seem to directly impact performance of students. However, the report does note that teacher support is vital in times of learning disruption. In New Zealand, the education system has been facing widespread staffing shortages. In the

secondary context, specialised teachers are proving hard to recruit, with many schools turning to overseas applicants. The gap between rich and poor students also widened – the average score for the richest quarter of New Zealand students was 102 points higher than the average score for the poorest quarter of New Zealand students. Socioeconomic difference accounted for 16 percent of variation in New Zealand performance. Māori and Pacific student performance showed a larger decline than the New Zealand average. Almost half (47 percent) of Māori students performed below the baseline PISA level in maths. Pacific students also showed lower than average reading level attainment.

EDUCATION

PPTA Te Wehengarua acting president Chris Abercrombie said “The main result PISA consistently shows is that if you are fortunate enough to be born into a financially comfortable family, you will do better academically. “I hope the Government reads the writing on the PISA wall and realises that if it is serious about improving educational achievement, the most important thing it can do is address the widening gap between the haves and havenots in Aotearoa New Zealand.”

New Zealand on the world stage The Programme for International Student Assessment (PISA) is a two-hour test administered to 15-year-olds across the globe. It assesses literacy, numeracy and science literacy. In 2022 it also tested creative thinking. It is administered every three years and is used to compare international student achievement. It has been administered since 2000, gathering data and building a picture of trends in educational performance between and within countries. Term 1, 2024 | schoolnews.co.nz

In the New Zealand context, educators have also flagged that students are not taught to PISA standards, instead using the New Zealand curriculum. There have been reports that some participating students circled ‘c’ for every answer as there is no personal gain or benefit to be had from the test. Scott Haines, vice-president of the Secondary Principals’ Association of New Zealand (SPANZ) is among the New Zealand educators who say that PISA is “no longer fit for purpose”.

“vendor”-made lessons, and less autonomy for teachers.” Other concerns include the overemphasis of economy at the expense of civic duty in education and the creation of many public-private partnerships that incentivise for-profit uses of PISA. The letter also notes that education policy can be unjustly driven by PISA, creating “shortterm fixes” despite research showing that education change requires “decades”. Another criticism is that PISA encourages a narrow view of education, focused on achievement.

Last year, the Ministry of Education flagged that our PISA testing may not meet sampling standards as many schools refused to participate due to pandemic pressures. However, New Zealand joined Australia, Canada, Denmark, Hong Kong, Ireland, Jamaica, Latvia, the Netherlands, Panama, the United Kingdom and the United States in failing to meet sampling standards. That means this year, PISA scores must be interpreted with caution.

Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas, wrote that PISA is a “masterful magician”. “It has successfully created an illusion of education quality and marketed it to the world. “First, there is no evidence to justify, let alone prove, the claim that PISA indeed measures skills that are essential for life in modern economies. Second, the claim is an imposition of a monolithic and West-centric view of societies on the rest of the

world. Third, the claim distorts the purpose of education.” In New Zealand, the Education system is now responding to our PISA results. National has promised that more standardised testing, removing distractions like phones from classrooms and a stronger focus on “basics” like literacy and numeracy will lift our educational attainment. But as some critics like Jonathon Milne say: “however much you weigh the pig, it doesn’t fatten it up.”

“A number of schools see no value in it,” said Haines.

The problem with PISA

Haines and his New Zealand colleagues are not the only educators to raise the flag on PISA. In 2014, more than 100 academics called for a pause in PISA testing. They expressed concerns about the impact it has on education systems globally, and the “negative consequences” of PISA in an open letter. “The new PISA regime, with its continuous cycle of global testing, harms our children and impoverishes our classrooms, as it inevitably involves more and longer batteries of multiplechoice testing, more scripted Term 1, 2024 | schoolnews.co.nz

EDUCATION

CASE STUDY

Transformative music education with mentoring By Naomii Seah, Industry Reporter

The Musicians Mentoring in Schools Programme, pioneered by Te Reo Reka O Aotearoa | The New Zealand Music Commission (NZMC), provides a transformative and adaptive learning experience for educators seeking to engage students in the world of music.

with teachers’ expertise, reinforcing existing knowledge and supporting their ongoing professional development. Little strategically selects mentors to complement her existing skills, ensuring a wellrounded music education for her students. Recent mentors, including Mazbou Q, MC Tali, and Jazmine Mary, exemplify the program’s commitment to representation and diversity.

Mazbou Q was selected specifically because Little wanted someone who would be a great role model for some of the young men in the music department. “I watched him take a couple of kids who were in danger of not getting any credits in NCEA and show them a couple of production techniques. Three of them ended up getting composition credits. If he hadn’t come

Mentors with technical expertise have played a pivotal role in introducing students to the intricacies of music production, a facet that wasn’t part of Little’s own education. The team at the Music Commission works closely with teachers to match the “right” mentor to the school. This strategic mentor selection significantly impacts students’ academic success. The ripple effect of mentorship, though, extends far beyond the immediate learning environment.

“One of the things I really liked about the scheme is you get to see the list of mentors, and you can request someone who fits either your kids’ needs or the way your music department is, which is really useful,” Little shared. “This level of customisation empowers educators to align mentoring experiences with their students’ requirements and the specific nuances of their music departments.”

The Teacher Feedback Report reinforces the programme’s holistic benefits, with teachers reporting improvements in students’ confidence, motivation, and cultural connection. The straightforward sign-up process and commendable communication from the Music Commission makes participation accessible for educators.

A distinct benefit of the programme is its impact on students, and also its profound influence on teachers. “It’s as much for the teachers as the students, to be honest. It’s awesome to stand in a room and look over someone’s shoulder as they mentor the students,” Little said. “There is something to be said about the joy of making new connections and witnessing students thrive under expert guidance. This has a lasting impact on educators, breathing new energy into their teaching practices.”

“I really wanted to make sure that young women could see themselves represented as well, so we had MC Tali come in. She very much attracted the sort of young woman who had a bit of a technical interest. She also did some really wonderful songwriting workshops which I’ve used again with my own classes, because they were really effective. “Jazmine Mary supported young women to get songwriting credits just from that interaction and mentoring. Another outcome of this is one of these young women became quite technically savvy and became the go-to person in the music department when something wasn’t working. It was brilliant for her self-esteem.”

For more than a decade, Jeni Little has been an advocate of the programme. Her journey spans multiple schools, including Green Bay High School and, most recently, Hobsonville Point Secondary. She said that the programme has been flexible to her cohort’s changing needs, and each school’s resources.

The programme’s range extends beyond conventional music education, collaborating

through that probably wouldn’t have happened for them.

Images courtesy of The New Zealand Music Commission

TEACHING RESOURCES

The programme prioritises lower decile schools, priority learners, and those located outside main urban centres. This aligns with the Music Commission’s commitment to fostering inclusivity and ensuring equitable access to transformative music education experiences. Term 1, 2024 | schoolnews.co.nz

DISCOVER THE POWER OF GIG STARTERS IN YOUR SCHOOL! Open doors to possibilities! Gig Starters nurtures the dreams of budding musicians, event managers, and innovators. Let your students dream big and reach for the stars. Build Vibrant Music Communities: Cultivate an environment where students forge connections through music. Gig Starters isn't just a program; it's a community-building experience that fosters collaboration, creativity, and lifelong connection. Why Gig Starters? t 7JBCMF 1BUIXBZT JO .VTJD 4IPX TUVEFOUT UIF EJWFSTF BWFOVFT XJUIJO UIF NVTJD JOEVTUSZ from performing on stage to behind-the-scenes roles. Gig Starters paves the way for exciting career paths. t 8FMMCFJOH 5ISPVHI .VTJD $PNNVOJUJFT .VTJD JTOhU KVTU BCPVU OPUFT JUhT BCPVU CVJMEJOH support systems. Gig Starters emphasises the positive impact of music on mental health, promoting wellbeing through shared passions. t $VMUJWBUF 'VUVSF -FBEFST #F BU UIF GPSFGSPOU PG OVSUVSJOH UIF OFYU HFOFSBUJPO PG musicians, event managers, and innovative minds, guiding your students toward success. Join the Gig Starters Movement Today!

CASE STUDY

Supporting children who are ELL with early literacy development By Gail Gillon, Director of the Child Well-being Research Institute, University of Canterbury

in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers.

It is estimated that 190 languages are spoken in New Zealand (Stats NZ 2018).

This data suggests 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. With additional Tier 2 support we can expect many ELL to show accelerated progress, catching up to their peers in some areas of oral language and phoneme awareness during their first year at school.

Although English is spoken by 95 percent of the population, the next common 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). The 2018 census data indicated 23,000 people use New Zealand Sign Language. The languages spoken by five to nine-year-old children in Aotearoa New Zealand reflect this pattern with Te reo Māori, Samoan and Northern Chinese the most common languages other than English. Understanding how our 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. We developed the Better Start Literacy Approach specifically for our New Zealand education context. It is based on the “science of reading”, and promotes a strengths-based and culturally responsive approach to early literacy teaching. It is set within a Multi-Tiered System of Support framework, where Tier 1 (universal or class level teaching) and Tier 2 (small group targeted teaching for learners with greater needs)

Kathryn Sears has worked as a facilitator for Better Start Literacy Approach across various schools in Ngā Hau e Whā Cluster 13. Image courtesy of Better Start Literacy Approach

are aligned. This maximises Better Start Literacy Approach teaching intensity for children who need more support in acquiring foundational skills in phonic, phoneme awareness, morphology, word decoding, spelling oral narrative and vocabulary skills. The purpose-built assessment tool used in Better Start Literacy Approach offers teachers a precise and detailed understanding of each student’s progress. Research conducted by Better Start Literacy Approach indicates that ELL respond very well to Better Start Literacy Approach teaching. They showed similar positive-growth rates following 10 weeks of Tier 1 (class level) to their non-ELL peers. Despite demonstrating lower phoneme awareness skills at baseline, the ELL performed

similarly to non-ELL in word decoding and spelling tasks after 10 weeks of Better Start Literacy Approach. Predictors of growth analyses indicated that ELL from areas of low socio-economic deprivation, who used a greater number of different words in their English story retells at school entry/ baseline assessment, and females made the most growth in their phonic and phoneme awareness development. The data showed 11 percent of the ELL and 13 percent of the non-ELL cohorts received approximately 10 weeks of supplementary Better Start Literacy Approach Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth

TEACHING RESOURCES

“My experience with the Better Start Literacy Approach in diverse school settings has consistently demonstrated its effectiveness in fostering positive student outcomes, irrespective of socioeconomic background. From boosting confidence and foundational knowledge to providing targeted instructional guidance and emphasising the importance of familial support, Better Start Literacy Approach proves to be a comprehensive and impactful approach to literacy learning,” Ms Sears said. “It is noteworthy that the impact of this approach transcends the school’s decile rating, and consistently with positive results. Over ten weeks, the transformation in student performance is remarkable, with graphs transitioning from a bottom-heavy distribution to a top-heavy one.” Term 1, 2024 | schoolnews.co.nz

Empowering Kiwi schools with transformative STEM learning Registrations are now open for the STEM programme that engages the disengaged, empowers kaiako and supports schools with $300 of teaching equipment, free – the Wonder Project. With its project-based, handson STEM learning experiences, the Wonder Project is on a mission to reinvent perceptions of STEM in Aotearoa schools. By supplying kaiako with NZ Curriculum-aligned lesson plans and ākonga learning material, detailed support notes, and a challenge kit, completely free, the schools programme empowers kaiako and ākonga alike to find the joy in STEM. Driven by strengths-based teamwork, Wonder Project challenges seamlessly blend awe-inspiring activities like launching rockets with STEM learning – increasing the amount of knowledge ākonga absorb and comprehend, and helping typically disengaged rangatahi thrive.

“One of the best moments was when one of my students who struggled with reading and maths, always took the lead in the group work. The confidence it gave him was awesome” says Joanne Firth from Orewa College. Part of the programme’s magic is the relationship between ākonga and the volunteer industry role models that support their class, Wonder Project Ambassadors. Alongside increasing kaiako confidence, ambassadors provide a source of meaningful representation for rangatahi, and support them to see their potential to achieve remarkable things.

“I really enjoyed the opportunity to work alongside the younger generation of the community I was born and raised in. There are some really bright kids out there who just need some guidance to help them realise their potential and this project highlighted it” says Wonder Project Ambassador, Lukan Paitai-Tuiatua. Feedback on last year’s programmes not only highlighted high levels of ākonga engagement, but also the confidence kaiako got out of their experience – providing

them with the tools and support they need to make STEM teaching easier now, and into the future. •

96% of kaiako increased their confidence in teaching STEM

•

92% of ākonga were engaged with the programme

•

96% of kaiako and 74% of ākonga said they would do it again

time’” says Andy Swan from Waikōwhai Intermediate School. To help bridge the gap of women, Māori and Pacific Peoples working in STEM fields, Wonder Project Challenges are designed to be accessible for ākonga from all backgrounds. Everyone that signs up for the Rocket Challenge in 2024 will have the option of using ākonga activities in English, or te reo Māori, so all schools across Aotearoa can have a blast learning STEM.

“The Wonder Project has reinvigorated me into thinking of more tangible and practical ways to teach STEM, as well as integrate it across the curriculum rather than just having ‘inquiry

Visit wonderproject.nz to ﬁnd out more.

Sign up now for 2024 The Wonder Project’s 2024 programmes are now live for registrations. Register to be part of the wonder today at wonderproject.nz or contact hello@wonderproject.nz for a kōrero with our advisors.

TEACHING RESOURCES

•

Rocket Challenge, Term 2 2024, Level 3

•

Power Challenge, Term 3, 2024, Level 4

Term 1, 2024 | schoolnews.co.nz

The Wonder Project’s got you covered. The Wonder Project is a hands-on schools programme designed to inspire young Kiwis with the wonders of STEM. We supply everything you need, free. Curriculum-aligned ākonga modules, detailed lesson plans, challenge kit, and where possible, an industry professional to make your experience teaching STEM everything you’ve ever imagined.

@WonderProjectNZ

A STEAM powered future By Naomii Seah, Industry Reporter

benefits many learning areas for all ākonga, lifting overall achievement both individually, and for the cohort.

In today’s changing world, STEAM and the interdisciplinary, collaborative approach it promotes is crucial. STEAM approaches Science, Technology, Engineering, Arts and Math in an interconnected way that helps students make links between learning areas. The approach develops students’ problem-solving skills, critical thinking and analytical abilities, enabling them to connect their learning and theories to real-world issues.

The benefits of STEAM learning In an increasingly global world, with technology and innovation at the forefront, 21st century skills are highly valued by employers. As well as a grasp of literacy, maths and science, school leavers need the critical thinking skills to approach tasks differently, across all areas of the workplace. Social, economic and technological change is reshaping the kind of jobs available in the future; this in turn

Images courtesy of MOTAT

is impacting the skills required by business and industry. Building on the early 2000s concept of STEM, STEAM includes arts education, encompassing visual and performing arts, manual arts, music, dance and more. The inclusion of arts recognises that technology alone is not enough. STEAM aims to spark students’ imagination and creativity through the arts in ways that naturally align with STEM learning. Through engagement with the arts, students can develop creativity, communication and performance skills

which will benefit their education as well as future employment opportunities. One study, conducted in elementary schools in New York City, found that “rigorous interdisciplinary instruction that links visual arts, literacy and math skills, and supports cognitive skill development, can increase students’ literacy and math learning while nurturing their art making skills and enhancing their ability to meaningfully reflect on their own work and that of their peers.” 1 In other words, an interdisciplinary approach

TEACHING RESOURCES

At the higher levels, Science, Technology, Engineering, Arts and Maths themselves are becoming increasingly interdisciplinary, and the big challenges of today’s world – climate change, food insecurity, widespread changes to natural habitats – all require innovative, big-picture approaches and solutions. In the primary and secondary levels, a STEAM education more closely mimics real-world applications of learning, improving students’ future employability and setting them up with the skills needed to be successful later in life. STEAM isn’t only the foundation for our future engineers, computer information technicians and scientists, it can also inspire our future creative and visual artists and designers. In the real-world, technology and arts have been integrated for some time as people utilise technology to make art and as a creative outlet. An art-centred approach to STEAM may benefit educators looking to engage Term 1, 2024 | schoolnews.co.nz

ākonga who may be disengaged with maths or science. STEAM is a way to equip children and students with flexible skill sets that will serve them well in a variety of contexts.

STEAM in the classroom For educators looking to implement STEAM education, there are many ways to do so: project-based learning is a popular, accessible and relatively simple way to incorporate STEAM into a classroom. Due to its interdisciplinary nature, educators looking to implement STEAM into their classroom must undertake careful project design. Connections and learning outcomes must be intentional and carefully thought through and should incorporate at least two subjects from each field. Assessment should also be based on more than one field. Placing students into groups can develop their team-building skills. Whatever topic is at hand – whether that’s exploring our rich ecosystem; designing and

Image courtesy of the Wonder Project

implementing a webpage or other technology; making and marketing a product – educators can refer to the following six steps for creating lesson plans. Question: what is the problem you’d like your students to investigate? Background information should make it clear for students what they’re investigating and why, and how it relates to certain subjects and fields of learning. Context: what factors represent barriers to a solution? Seeking

Curious about Caxton Educational CaxEd publishes the popular NZ Curriculum Mathematics – Stages numeracy series and the award-winning NZ Curriculum Mathematics – Connecting All Strands series, which weaves all the NZ Curriculum strands into one Student Text per year (Years 3-8) establishing a solid backbone for your maths programme. CaxEd offers Online Teacher Support via their website to complement the Connecting All Strands texts. Printable masters, interactive games, teaching strategies, and extra tasks for every Term 1, 2024 | schoolnews.co.nz

contextual knowledge is key and gives students a chance to use skills learned from other areas of the curriculum. Can students use appropriate research resources, perhaps learned from social studies subjects? What about technology skills to sift through information? Identifying: educators may wish to work with their students on understanding what solutions are already available and identifying gaps and potential new solutions. Educators can

monitor students to understand their strengths and what they require extra support with. Application: Students can try their own hands-on solutions and analyse what works and doesn’t. Presentation: Students take charge of learning by presenting findings and evaluating outcomes. It’s an opportunity for feedback. Reﬂection: After the project is completed, a period of reflection encourages deeper learning.

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chapter add more excellent activities for extension or extra practice to the highquality tasks in the books. Schools that have purchased this series can access these online resources at no cost. The Ministry of Education’s latest study shows that textbooks outperform computer or tablet-based learning. Email mel@caxed.co.nz or visit www.caxed.co.nz.

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

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

TEACHING RESOURCES

Images courtesy of The Ministry of Inspiration

Educators looking for resources to plan their own STEAM lessons can access a variety of free, online resources to help create lesson plans, and even fully formed lessons for educators to use in classrooms on the Ministry of Education’s Te Kete Ipurangi website under the Future-focused learning, STEM/STEAM tab. Educators of all levels may also wish to consider how existing school resources could promote hands-on engagement for ākonga. Using the latest educational tools available across technology, art and computer rooms as part of student project design can bring lessons alive for students. The possibilities are endless, whether that’s utilising robotics equipment, lasercutting, 3D printing, coding and other computer programmes, students can try their hand at the many disciplines that STEM encompasses.

Engaging the experts For specialist STEAM education opportunities, schools can engage experts in the field. Incursions, excursions, and learning resources can all be provided by external suppliers, helping to reinforce and enrich your classroom teaching. School News spoke to some of these STEAM education experts to find out how they can enhance student learning.

The Ministry of Inspiration (MOI) actively engages students in Science, Technology, Engineering, Arts, and Mathematics (STEAM) through three main opportunities, with a particular focus on fostering innovation and hands-on learning experiences. At the forefront is the flagship initiative, Aquabots, an underwater robotics program designed to engage students’ interest in science and engineering. Through a complimentary build day, students have the opportunity to construct a fully operational underwater robot. Teams are then supported to prepare for their annual regional competition. Additionally, MOI collaborates with schools through the STEAMS kit, specifically tailored for students in Year 5 to Year 13. This kit, intended for both individual and pair work, serves as a catalyst for electronic learning. The kit takes them from novice to expert via easy-to-follow lessons based on empowering students to explore the realms of coding and electronics. Complementing these initiatives is the Professional Learning and Development (PLD) program, focusing on enhancing digital fluency and literacy. Developed in collaboration with schools, the PLD is uniquely structured to address each school’s specific gaps and needs. By co-designing

with educational institutions, Ministry of Inspiration ensures that their PLD offerings align with the evolving landscape of digital education, providing valuable insights and skills to both educators and students alike. Making STEM learning inspiring, impactful and accessible is what the Wonder Project does best. Its hands-on, curriculumaligned, free STEM programmes have reached more than 100,000 young Kiwis since 2018, engaging typically disengaged ākonga and empowering kaiako to teach STEM with confidence. Programmes are carefully curated to deliver sustained engagement with STEM across the most impressionable years of Kiwi kids’ school experience, reinventing their perceptions when it matters most. Across a school term, rangatahi take on awe-inspiring challenges like building and launching rockets, effortlessly linking their mahi back to STEM concepts along the way. Alongside teaching guides and scaffolded ākonga learning material, the Wonder Project supplies kaiako with free STEM teaching equipment. Where possible, each class is also paired with an industry professional who provides a source of meaningful representation and builds confidence along the learning journey, so ākonga can achieve remarkable things at school, in their hapori, and in their future careers.

TEACHING RESOURCES

Discover a world of STEM learning at MOTAT. Book a visit for your class or let MOTAT bring hands-on fun and educational experiences to you via school visits, online workshops and learning kits. From Design Thinking to Science and Engineering, MOTAT’s programmes challenge students with problem solving and collaborative activities. With a range of programmes to choose from, MOTAT can tailor an experience specific to your class based on your learning goals. MOTAT’s mobile STEAM Cells visit thousands of students in schools across Auckland every year. Experienced educators will encourage your students to think strategically and inspire them to become the young innovators of tomorrow. Delivered direct to your door, Learnable kits offer affordable access to STEM resources, designed to develop critical soft skills such as student agency, collaboration, communication and resilience. These kits enable teachers to use learning resources at a fraction of the cost of buying the materials and are perfect for classroom-sized groups. References: 1. Cunnington, M., A. Kantrowitz, S. Harnett & A. Hill-Ries. 2014. Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in HighPoverty Urban Classrooms. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities 10(1).

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E D U C AT I O N

ONSITE SCHOOL GROUP AT MOTAT VISITS

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Find your learning fit with MOTAT Whether you are looking for an out-of-school visit including rich experiences and inspirational activities or a customised education programme delivered at your school, MOTAT can provide tailored learning opportunities for you and your students. Visit to explore our unique museum and participate in one of our education programmes, or let us bring our hands-on education experiences to you in a STEAM Cell visit to your school. Book an online workshop for an exciting in-class lesson or borrow a Learnables STEM kit to use in class.

Discover more at MOTAT.NZ/LEARNING

Unlocking the world of STEAM education NZ Aquabots: Dive into Marine Science and Engineering

At the Ministry of Inspiration (MOI), we’ve been on a mission since 2013 – a mission to bring the excitement and relevance of science and technology education to schools nationwide. Under the visionary leadership of Amy Cornelisen, MOI has developed two groundbreaking programs to engage and ignite a passion for STEAM (Science, Technology, Engineering, Arts, and Mathematics) in students.

Launched in 2013, NZ Aquabots has become a national programme, captivating hundreds of teams and thousands of students with its underwater robotics competition. Teams of three build PVC pipe robots, customize them with attachments matching yearly events, and compete in regional and national competitions. Winners earn the chance to represent New Zealand in the prestigious International Seaperch competition held in the USA.

surprising resilience. The comprehensive teacher handbook provided invaluable support, allowing Antonio to guide students effectively and troubleshoot with confidence.

Vince Fox – Tapawera School STEAMS Kit: Empowering Teachers, Inspiring Students In 2016, fuelled by a shared commitment to educational innovation, Amy Cornelisen and Alan York joined forces to create the STEAMS kit. Born out of Alan’s engineering and IT expertise and Amy’s frustration with the lack of resources for basic electronics, this kit aims to guide teachers and students from circuit novices to Arduino microcontroller coders. Schools across the nation have embraced the STEAMS kit, and here are the stories of two educators who witnessed its transformative power.

In Term 2, 2023, Vince Fox introduced STEAMS kits to his Year 9 Materials Technology class at Tapawera School. Overcoming challenges like limited class time, students embraced the interactive lessons, self-managing through activities and exercises. The kits fostered collaboration as students sought assistance from peers in moments of uncertainty. The sense of achievement in successfully assembling components emphasized the importance of following pre-learned knowledge.

Antonio Sardella – St Joseph’s School

Helen Ramsdale’s journey with NZ Aquabots at Malfroy Primary School began in 2019. Despite initial unfamiliarity with robotics, she enrolled students who, under MOI’s guidance, honed skills in soldering, circuit building, and more. The program, emphasising practical problem-solving, critical thinking, and creativity, propelled the team to victory at the national level. Helen highlights the transformative impact on introverted students, boosting their confidence and resilience. The collaborative culture fostered by MOI, focusing on learning over competition, has made NZ Aquabots an educational standout. As MOI continues to inspire, innovate, and transform STEAM education across New Zealand, we invite schools to join us on this exciting journey. The STEAMS kit and NZ Aquabots programs are not just educational tools – they are gateways to a future where students are empowered to explore, create, and excel in the world of science, technology, engineering, arts, and mathematics. Unlock the potential of your students with Ministry of Inspiration.

Antonio Sardella from St Joseph’s School in Nelson introduced the STEAMS kit to his gifted and talented students in 2020. Year 4 to year 8 students immersed themselves in the world of creativity, coding, and electronics, displaying remarkable engagement. The hands-on nature of the kits, coupled with opportunities for exploration, sparked enthusiasm and curiosity. Despite encountering challenges, students exhibited

Helen Ramsdale – Malfroy Primary School (Montessori)

TEACHING RESOURCES

Term 1, 2024 | schoolnews.co.nz

Can tamariki recognise themselves in a worksheet? A new collaboration is making ready-to-go road safety resources with meaningful contexts for students. and practicality. But there’s a whisper of merely occupying kids rather than enlightening them. Worksheets start life as a PDF. They print off real nice on the staff copier and turn into every teacher’s A4-sized friend. The potential for trouble comes in:

By Wayne Erb, Education Writer, NZTA I’ve been wrestling with that word ‘worksheet.’ At first glance, it’s straightforward. You know a worksheet when you see it. We love them for their readiness

shallow design

over-use

not aligning them with other tools in your effective teaching toolkit.

So when I learned that NZ Transport Agency Waka Kotahi (NZTA), to which I provide editorial support, was planning a series of road safety worksheets, I stumbled at the word.

Until I heard more about the plans. And listened to the resource writers from Tātai Aho Rau Core Education. And thought about all the good things we know about effective teaching practice here in Aotearoa. Then the concept flipped for me and made a lot of sense. Done well, a worksheet is a little morsel of engaged and relevant learning. Think of bite-sized learning resources that reflect our young people and their world, that draw from and strengthen connections with te ao Māori, and which give kaiako and ākonga a sequence of touchpoints to develop critical thinking skills around safe travel.

TEACHING RESOURCES

That last sentence packed in a lot. Let’s pull out its components for a better look. Firstly, what’s on offer. In Term 2, NZTA will publish a series of road safety worksheets in time for Road Safety Week (20-26 May). These will be free to download from the Education Portal: www.education.nzta.govt.nz. Half are written in te reo Māori. The other half are adapted from the first and published in English. All are linked to learning outcomes in Te Marautanga o Aotearoa or the NZ Curriculum. They will be age-appropriate for the following groups: Years 1-2, Years 3-4, Years 5-6, Years 7-8 and Years 9-10.

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The complete set are designed and written by educators at Tātai Aho Rau. As you read this, the team are collaborating with kaiako from rural and urban kura, to ensure that the resources developed meet the needs of the classroom and reflect the diverse transport modes within their communities. The worksheets include links to more in-depth curriculum resources by NZTA but are intended to be brief pedagogically-sound references to road safety learning, in and of themselves. In a written discussion about the resources, the Tātai Aho Rau team talk about the importance of creating resources that allow students to recognise their own social and cultural environment. “A kaupapa Māori approach to this project will be grounded in the realities of whānau, the real-life experiences of students/ ākonga, and how they approach safety in modern contexts – rural and urban, marae settings, within the culture of their kura, and evolving Māori culture

and language. We believe that these elements will make the resources more impactful. “We’re drawing from kaupapa Māori approaches to risk and safety that are grounded in te ao Māori. Māori history is rich in pūrākau about discovery, superhero adventures about making the world a better place, and calculated risk in different aspects of Māori history.” All this makes me think of the basics of effective teaching as outlined in the NZ Curriculum. These worksheets can’t do the job on their own, but with this level of design thinking behind their creation, they support teachers to make connections to prior learning and experience, enhance the relevance of learning and create a supportive, culturalattuned learning environment.

possible risk. Underpinning this safety approach are tools and information that support ākonga to identify and calculate risk, and the level of potential risk, in the contexts that they experience.” A brief learning activity, that happens to be printable on A4 paper, can prompt students to do some of this critical and reflective thinking stuff, especially when teachers ensure students understand what they’re doing and why. By stepping up through the age bands, the worksheets encourage frequent returns to road safety as a learning context. All to the good. NZTA guidelines for school road safety explain how research shows that “knowledge alone is insufficient to change behaviour.”

Again, encouraging reflective thought and action comes through here from Tātai Aho Rau: “The resources will encourage ākonga to choose safe responses in situations of

Instead, young people require ongoing opportunities to develop critical thinking and perspective. This lets them make meaning of their road safety knowledge, so they can put it into action when needed. Wrapped around that, the guidelines state that a school ethos centred on the well-being of young people is associated with reduced risk taking. So, these worksheets can plug into the other good work you’re doing. For young people, Māori and non-Māori, let this be a chance to grab a bite more often of the road safety thinking that can set them up for a safer future. Time now to check the photocopier is stocked with paper, before Road Safety Week rolls around next term.

Sign up to newsletter for updates Sign up to the NZTA education newsletter to get notiﬁed when the worksheets are published. www.education.nzta.govt.nz/signup

Ready-to-go learning that matters Road safety learning in quick bites – smart, engaging student worksheets in te reo Māori and English. Aligned with Te Marautanga o Aotearoa and the NZC. Available Term 2 with Road Safety Week 20-26 May. Years 1-10. Print and go. All free. Ka rawe!n education.nzta.govt.nzce

23-EX-138

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TEACHING RESOURCES

Learning space design By Sarah Davison, Industry Reporter

to curate their own learning environment to suit their needs.

A well designed and laid out classroom can have a signiﬁcant impact on learning and teaching.

Students love flexibility

But with trends and research changing constantly, it can be difficult to know what current best practice for the learning environment is. One trend that has continued to grow in recent years is the rise of flexible seating and flexible classrooms. In direct contrast to the standard classroom setup of yesteryear, flexible classrooms encourage students and teachers

Research shows three quarters of primary and secondary students in Australian and New Zealand schools learn in traditional classrooms. The majority of these classrooms have uniform desks and chairs facing the teacher at the front of the room. While some teachers can teach well in this traditional setting, evidence suggests more flexible learning environments are associated with deeper learning. Deep learning is when students go beyond learning facts. They

instead apply knowledge to their context, using critical and creative thinking skills to engage in learning they are curious about. Melbourne University researchers surveyed 300 students in 2020, to determine what the students themselves thought about flexible learning. About 93 percent said flexible furniture helped them learn better. The most popular types of furniture were high tables with height adjustable stools, round or triangular-shaped tables that promoted collaboration, and soft seating like ottomans. Students said having options meant they could choose furniture to meet their physical and other learning needs. More than half (54 percent) of students said comfort was the main reason for their furniture selection. They preferred furniture where they could adjust their position if working in one place for long periods of time.

Images courtesy of Learning Spaces Global

Students also chose furniture they said helped them learn better. They preferred furniture they could move to support concentration, and facilitate independent and collaborative ADMINISTRATION

work. Students said they made decisions about the arrangement of furniture to manage their behaviour in class. Seating options such as gym balls or wobble stools were also important for students who felt they had extra energy to burn. With this in mind, flexible furniture is clearly a popular choice for students, allowing them greater agency in selecting the best seating options for their learning.

Catering to everyone Traditional classroom setups may not always cater to the diverse needs of all students, who may require specific accommodations for physical, sensory, or attention-related challenges. Implementing flexible seating allows for classroom customisation based on individual requirements, promoting a more inclusive and comfortable environment. For instance, students with mobility issues may benefit from options such as adjustable desks or alternative seating like stability balls or cushions, providing them with greater flexibility and ease of movement. Term 1, 2024 | schoolnews.co.nz

Flexible learning spaces, designed for your school. Natural tones create a sense of comfort and well-being in a learning environment. This increases focus allowing students to fully engage.

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A variety of seating options can help promote flexibility in the classroom. Flexible seating provides tamariki with a variety of seating options in the learning space, allowing them freedom to choose where they sit and the way in which they feel most comfortable to learn.

Image courtesy of Sebel Furniture

Moreover, flexible seating can accommodate various sensory preferences, addressing the needs of students with sensory sensitivity. Incorporating sensoryfriendly seating options such as beanbags provides options for students who may be prone to overwhelm in the classroom. This approach fosters a supportive atmosphere that promotes participation, independence, and a positive attitude towards learning, ultimately contributing to the holistic development of every student. Through embracing lightweight

and easily movable pieces, educators can quickly reconfigure the learning environment. This flexibility empowers teachers to adapt the classroom layout to different activities and teaching methods, promoting dynamic and interactive learning experiences.

Breakout spaces For Māori and Pasifika students, a 2016 study of classroom design on Māori and Pasifika student outcomes found that breakout spaces allow greater peer support. This can make students feel more comfortable asking or answering questions when they’re learning in a large group.

This could look like chairs, stools or sofas, or kneeling cushions and beanbags. For all students, flexible seating allows them to choose seating options that best suit their needs, helping them to feel comfortable, and ready to engage in learning.

Colour and design trends When it comes to colour and overall aesthetics, the importance of a well-considered and designed learning space cannot be overstated. In a landmark 2015 study, researchers found that students are more frequently off task when visual clutter overwhelms “their still-developing and fragile ability to actively maintain task goals and ignore distractions.” Instead, research suggests educators should work towards

a ‘middle ground’, where the learning space is not overly cluttered but still embraces colour and materials that speak to the natural environment. A 2021 study found that classroom spaces that are conducive to learning should feel natural and fresh, not cramped and stuffy. “Students reported less stress and were more focused on a task in classrooms with more natural window views,” researchers noted. Orientating classroom design to embrace natural light also supports the importance of Tamanuiterā in Māori culture, and creates links between students and the natural environment outside the learning space. Greenery and natural views from windows are important for classrooms. A connection to nature can also be fostered by bringing in hanging plants, planters and other natural decorations. When researchers added potted plants to high school classrooms, older students expressed greater satisfaction in their surroundings, paid more

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new

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ADMINISTRATION

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attention in class, and rated the lessons and their teachers higher, a 2020 study found. Researchers noted, “students displayed stronger feelings of friendliness and comfort in the presence of these plants.” In addition to greenery and natural light, embracing materials such as timber and other natural fibres in furniture design can help to create a calm and inviting environment well-suited for learning.

From the industry experts Heinz Woodman from Learning Spaces Global recommends furniture on wheels to promote classroom flexibility. “Another great way to add flexibility is to ensure you have a range of desk and chair heights. Kneeling, sitting, high stools or standing desks are available, and we would recommend having a range of these throughout your open learning space. Providing options in where and how a student can sit gives them a sense of freedom and ownership of their learning, and can lead to greater focus.” For collaboration, Mr Woodman said campfire seating where

curved sofas and desks are set up in a c shape, focusing on the teacher at the front, is a powerful and engaging setup that sparks creativity. “Bringing colours from nature indoors is essential in today’s urbanised world. Biophilic design (bringing the outdoors in) has been proven to reduce stress, enhance creativity and clarity of thought and improve wellbeing. Incorporating these colours in your learning space means teachers and students alike gain headspace and therefore a place where creativity thrives.” Mr Woodman pointed to two key considerations when thinking about classroom storage — student bag storage and classroom resources storage. “Cubby lockers with doors or bag hook trolleys are a great tidy way to remove student’s bags from the clutter of a learning space. Tote Tray storage is an organised and effective way to store classroom resources. Having the tote tray storage units on wheels means you can reposition these.” Michael Hellyer from Sebel said when designing learning spaces, it is important to use

Image courtesy of Sebel Furniture

different colour combinations to create zones. “The colour theme should remain consistent within each zone, evoking a certain emotion when a student enters. This allows students to self-select a space that best suits their sensory, behavioural and wellbeing needs. “Students spend a significant portion of their day sitting, so chairs and desks should be tailored to support proper posture and reduce discomfort, contributing to physical wellbeing. When furnishing learning spaces, the first item to consider is the desk or table height, which is then matched with a corresponding sized chair or stool.”

Furniture solutions tailored to suit your learning space

Term 1, 2024 | schoolnews.co.nz

ADMINISTRATION

To facilitate ease of movement and accessibility, Mr Hellyer recommends accessways be kept clear and classrooms should be uncluttered. “Having a chair or stool that can be tucked away or stacked is hugely beneficial for accessibility.” Classroom clutter can be further decreased with furniture items that are dual purpose. “For example, a mobile tote seat offers both a place to sit and the practicality of storage. Desks with drawers are another example, where students can tidy away their books and supplies at the end of the day. “If your space requires a secure place to stow away important items, opt for lockable storage.”

Learn more

By Naomii Seah, Industry Reporter

Need some extra dough for that leaky roof, or that school trip? Fundraisers can help. School budgets are historically tight — it’s a sad fact that has remained unchanged for decades. Luckily, the ingenuity and passion of teachers, educators, admin staff and school communities have always met funding challenges with their own solutions. Over the course of many years, the list of possible fundraisers has been expanded upon by pioneering and innovative educators to meet all sorts of needs: property maintenance, school trips, classroom equipment, craft and technology supplies, uniforms, even basic school stationery. With fundraisers, schools can overcome existing budget constraints.

board and proprietors when undertaking fundraising campaigns. The school is required to comply with regulations stated in the Education and Training Act 2020 and the Crown Entities Act 2004. It’s important that the purpose of the fundraising and the beneficiary(ies) are clearly stated and communicated to participants of the fundraiser. Proper accounting and records should be kept, and different requirements are outlined depending on whether the funds are raised by the board or the proprietor of the school. Accountability and governance requirements should be

checked by any institution undertaking fundraising activity. Schools should work collaboratively with parent communities to facilitate fundraisers. Clear parameters should be established, including what the fundraiser is for, how and when details will be communicated with the school community and, if appropriate, wider community, and the monetary goal. These considerations feed into the question of efficiency and effectiveness of fundraisers. By their nature, some fundraising campaigns will be easy to administer and others more

First, a note on good practice. The Ministry of Education provides details on its website about the obligations of the

Whatever the fundraiser, successful events need buyin and commitment from both senior leadership and the fundraising committee. Timing will also play a role in the success of the fundraiser: check calendar dates for both the school year and the public. School fundraisers shouldn’t coincide with other school

But as with any endeavour, efficiency and effectiveness need to be considered — which types of fundraisers are the easiest to coordinate and implement? Which have low start-up costs and worthwhile profits to fund the required project?

complex. Ultimately, school fundraisers should weigh their costs against their gains. Longer campaigns may have more administration attached, but they may also result in a much larger funding pool. Consider the needs of your school, its capacity, and the purpose of the event.

ADMINISTRATION

Term 1, 2024 | schoolnews.co.nz

School fundraising ideas

events or extracurriculars that could interfere with participation in the event. School staff, as well, can support fundraising efforts. Helping to explain the benefits the fundraiser will have for the school community or specific links to learning opportunities may assist in validating the fundraiser, deeming it worthwhile to students, parents and their families. Engaging the school community is also integral to the success of any fundraising endeavour. Students who can see direct benefits for themselves may be more inclined to volunteer their time or services to assist with fundraising. Similarly, parents who can identify a need and recognise the benefit of a school fundraiser may be more likely to lend their support to the fundraiser. To encourage buy-in from the wider community, it’s important to get the students excited and involved. Depending on the school’s needs, short fundraisers of half-days, full-days or even a weekend can be sufficient for revenue raising. For larger

Term 1, 2024 | schoolnews.co.nz

Which types of fundraisers are the easiest to coordinate and implement? projects that need a bigger campaign, a timeline of weeks may be appropriate. However, it’s important to ensure that campaigns don’t drag on so long that the community becomes tired, and funds dry up.

A step up from this would be organising a fair or sporting event – these require more administration and oversight, including workplace health and safety checks and equipment hire.

Now that we have the basics out of the way, it’s time to consider exactly what fundraisers for your school or community may look like.

Your school could choose to team up with local businesses. This option has the bonus of minimising administrative burden by sharing resourcing and organisational responsibilities. Looking for businesses which supply household essentials like first aid kits, shopping bags or food containers are sure to result in a successful fundraiser.

First, easy, short and minimally administrative fundraisers could be as simple as an out-of-uniform day. For a gold-coin donation or similarly small cost, an out-ofuniform day could raise a small amount of money to meet a shortfall for maintenance costs or top up essential supplies without dipping into existing funding pools.

External providers can help provide your school with all you need for a fundraiser, including items for sale and the administrative support to collect

ADMINISTRATION

funds. Keepsakes can make excellent gifts for occasions such as Mother’s Day, Father’s Day and Christmas. Photo frames and photo keyrings, coffee mugs and pens all provide mementos the whole family can cherish. Fundraising around Easter could involve the sale of hot cross buns or chocolate; hand painted ornaments or specialist wrapping paper would serve well at Christmas time. Recent shifts in community consciousness towards caring for the planet make reusable items a great choice for fundraising. A variety of products are available to schools, including reusable coffee mugs, shopping bags and food containers. Other household items like hand sanitiser, sunscreen and band aids are also popular fundraising items. These products can include school-specific branding, thus serving the dual purpose of fundraising and marketing. Added incentives like prizes for the best sellers can also go a long way to improving fundraising outcomes.

Lifting school wellbeing Image courtesy of Barnardos

By Naomii Seah, Industry Reporter

Changes in curriculum and a new government may see the education sector, students and staﬀ face new challenges alongside old ones. One challenge that’s proved to be ongoing is supporting the wellbeing of students and the school community. Given a dearth of new systems, management and competing priorities, it can be easy to lose sight of ongoing wellbeing support. But when wellbeing breaks down, so does our ability to progress in other areas. Students who have poor wellbeing may find it difficult to learn, and teachers who have poor wellbeing are unable to teach effectively.

In the New Zealand context particularly, we have ongoing challenges with student wellbeing. As a country, we have one of the highest rates of school bullying in the OECD. Being bullied or bullying others is correlated with poor educational and health outcomes for young people, and being bullied contributes to suicide risk. It might not be surprising then, that New Zealand also has one of the highest rates of suicide in OECD countries. According to research done by New Zealand Centre for Educational Research (NZCER), Whole School Approaches are an effective method of addressing bullying. As part of the Wellbeing@Schools project, NZCER conducted a wellbeing survey across New Zealand schools. More than 58,000 students were surveyed, and so were 3416 teachers. The project found that

teachers who taught wellbeing strategies made a difference in students’ reported wellbeing. Suggested practices for teachers wanting to make a difference to the wellbeing of their students included actively teaching for wellbeing. This might look like recognising students for helpful and caring behaviour; working with students to create shared class values; teaching students non-confrontational emotional-management strategies; using classroom discussion as an opportunity for students to share concerns and resolve them; teaching students conflict intervention; and using role-play or drama to develop relational strategies. Lessons could be planned to support wellbeing, for example, tailoring teaching to students’ skills, needs and backgrounds; a focus on desired

Image courtesy of Barnardos

social and behavioural skills; creating a sense of community and trust in the classroom; encouraging students to goal-set relational skills. Teachers may also wish to teach mindfulness skills to their classes, as mindfulness approaches have been shown to enhance individual wellbeing. It also correlates to the “spiritual” pou in the Te Whare Tapa Wha model. Teachers could provide guided meditation opportunities, breathing exercises, listening activities, journaling or practising gratitude. Some schools may wish to community build during mindfulness practices too, such as setting aside time for group meditation during assemblies. Another possibility may be encouraging mindful movement during health and physical education lessons.

Image courtesy of Orah

TEACHER’S DESK

Term 1, 2024 | schoolnews.co.nz

An easy mindfulness exercise is the 54321 check. This wellknown grounding exercise could help to create a sense of calm and presence and set the tone for learning. Students identify five things they can see in the classroom, four things they can feel, three things they can hear, two things they can smell and one thing to taste, if available. As well as teacher-led classroom strategies to promote wellbeing, the NZCER survey found that some schools were more successful at deterring bullying. Students reported decreased aggression when their schools had policies and practices in place to promote social wellbeing. The variation between schools ranged from two to 42 percent of students reporting being bullied at least weekly. Examples of school-wide actions include school leaders promoting caring and culturally inclusive practises in the school community. Other actions included celebrating student success broadly, fostering a respectful staff culture, implementing a

Term 1, 2024 | schoolnews.co.nz

were also crucial. PLD and having a collaborative and supportive work environment for staff also contributed to whole-school wellbeing.

Image courtesy of Pause Breathe Smile

Teachers who have poor wellbeing are unable to teach effectively

collective vision and creating a sense of belonging. Schools that engaged with their wider communities, ensured students were treated as valued citizens, created collaborative working environments, addressed harassment, violence and bullying, and had a schoolwide behaviour management

policy that was applied consistently and fairly, also experienced better outcomes. Implementing effective support systems for students with learning needs, innovating in response to student need and strength, effective programmes and systems for referring students with additional behavioural or social needs

TEACHER’S DESK

While student wellbeing is paramount, the wellbeing of all staff must also be a priority. Checking in with colleagues, offering support when needed, and emphasising to all within the school community that help is available during periods of stress or overwhelm is essential. Staff should be encouraged to acknowledge when they are not okay, and supported to access help. And while schools may make their best efforts to lift staff, student and community wellbeing, at times, people may need specialist support. If you or someone in your community is struggling, reach out to your GP or other healthcare professional. For more on lifting wholeschool wellbeing, School News spoke to some industry experts who have been delivering wellbeing tools for schools in Aotearoa New Zealand.

Images courtesy of Furnware

Orah is an NZ-based EdTech company founded in 2014 with the intention of making student life easier to manage for schools. Their same mission, “Helping schools & families to maximise student potential” drives all that Orah does. Orah believes that a student’s wellbeing is contingent on a healthy synergy between a student’s home and school life, and have built a suite of products around this belief. The name Orah is derived from the Māori word for wellbeing. Orah helps New Zealand and Australian schools know where students are using pass systems, manual and automated roll checks, identify at-risk students who may need more support, and communicate quickly and effectively with families on matters relating to various aspects of student life. Using Orah, schools can also opt to notify parents when negative attendance, wellbeing or behavioural trends are identified, relieving the pressure on teachers and school staff to support that student beyond their reasonable means. Of course, schools can also opt to share positive trends with parents and students to encourage positive change! In 2023, Orah announced the general availability of its forever-free tools for schools. This includes a Free Absences Manager that is designed to make it easy for parents to report their child as absent – and just as easy for the school to triage incoming absences. Orah Notes is a free behaviour management tool for teachers, staff and counsellors where they can log notes on

the go about students, and in-turn generate progress reports using built-in AI. Mind health programme Pause Breathe Smile is helping to create calmer classrooms across Aotearoa by improving the wellbeing of our tamariki and rangatahi. With the support of Southern Cross, its expert facilitators provide teaching teams in schools with free training to deliver mind health initiatives for ages five to 12, helping tamariki regulate emotions, pay attention, build positive relationships, resilience, self-awareness and improve overall happiness. Pause Breathe Smile can reduce negative behaviour in the classroom and increase student wellbeing. Less aggression in the playground and more focus in class has also been reported as benefits of the program. Teachers have also reported a reduction in their own stress levels. The programme is accessible to all schools, regardless of location, and is designed to align with the New Zealand Education Curriculum (NZC).

Mindfulness brings an experiential element to learning, which fosters the key competencies of the NZC, and the learning areas for Health and Physical Education, Social Sciences and Science are all clearly linked with each lesson. The programme supports all four dimensions of Te Whare Tapa Whā and Pause Breathe Smile has recently evolved to include Whaiwāhi Mauri Tau, a hauora programme delivered by kaiako in te reo Māori. Barnardos’ 0800 What’s Up is a free helpline in Aotearoa for tamariki and rangatahi aged five to 19. It offers a confidential space for them to seek support through phone calls or online chats with trained counsellors. No issue is too big or small. In collaboration with schools, the helpline works closely with counsellors and deputy principals to ensure accessibility for children and young people. This partnership helps them navigate challenges and enhance their wellbeing. The helpline conducts drop-in sessions at schools, emphasising the importance

Image courtesy of Pause Breathe Smile

TEACHER’S DESK

of seeking help from trusted adults, friends, or What’s Up. 0800 What’s Up also works alongside Life Education to raise awareness and build resilience in schools across Aotearoa. Operating seven days a week from 11 am to 11 pm, 0800 What’s Up provides a safe space for children and young people to chat. They can call 0800 942 8787 or visit whatsup.co.nz to reach out. Furnware has partnered with a new local brand – Mindfull – which evolved from many conversations with schools, parents, and occupational therapists across Aotearoa. Mindfull is making learning spaces more personalised, by creating stimulation through movement and tactile materials, as well as sanctuary through visual and acoustic screening. This enables learners to find space within the classroom to interact and collaborate or seek refuge, achieving separation without isolation. Wesley Primary School in Auckland tested Mindfull products in their learning spaces. Teacher Heidi reported that students enjoyed the products, particularly the learning hut. Dubbed the cafe, the space is regularly occupied by a variety of different children, including neurodiverse students. Fostering friendships and togetherness, there is rarely a child alone in the space. With 2024 now here, Furnware is excited to collaborate with schools across Aotearoa to help more of our learners to ‘Find their happy space’. Term 1, 2024 | schoolnews.co.nz

Calmer classrooms across Aotearoa

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Pause Breathe Smile is a mind health programme that helps tamariki regulate emotions, pay attention and build positive relationships. Students develop resilience, increase selfawareness and improve overall happiness. The whole-school PLD provides everything you need to implement a robust, evidence-based wellbeing programme. We train educators to implement Pause Breathe Smile in their classroom – and it’s 100% free thanks to funding from Southern Cross.

Enrol today pausebreathsmile.nz

Why is a service like this so important? 0800 What’s Up can be a useful early intervention tool, before issues get too big. We help young people build strategies early on, so they become skills for them to use throughout life. We believe that children and young people are experts in their own life: •

Ban Al Gailani, team leader at 0800 What’s Up supported by Barnados, explained how the hotline is supporting young people. What is 0800 Whatsup? 0800 What’s Up is the only helpline and online chat service in Aotearoa for tamariki and rangatahi aged five to 19 years old. It’s free, confidential, and available seven days a week, from 11am to 11pm. 0800 What’s Up helpline seeks to nurture

emotional wellbeing in children and young people, aiding them in developing resilience and effectively managing life’s challenges. We endeavour to diminish feelings of isolation and anxiety while normalising their concerns. This contributes to enhancing young individuals’ mental health and self-worth, fostering positive outcomes in both their personal and academic lives. Young people can talk to the same counsellor if they wish, allowing them to build a trusted relationship over time and set goals and tasks aimed at progression and achievement.

When they reach out, we listen to them and normalise their feelings.

•

We then move through their challenges to find out what works best for them.

•

We focus on helping build resilience, empowering them to solve their own problems and providing tools and strategies to overcome these challenges.

The impact of COVID-19 on health, education, and employment uncertainty, as well as the rising costs of living, housing affordability, Cyclone Gabrielle and other weather events, and other global factors at play means that the world our children and young people are growing up in is full of distressing and diff icult challenges.

What can educators do to support young people? Active listening: Not filling the spaces; be comfortable with silences. See it through their eyes: reflect back what you’ve heard. This gives them a chance to correct you if they need to. They are the experts in their own lives.

Be present: Remain curious about what’s happening in their world- friends, interests, dreams. Make time for you all to enjoy being together – this sends the message that you care. Encourage them to reach out and speak to someone when things get tough. It’s hard dealing with things alone. It could be a friend, trusted adult, teacher, helpline, GP, or family member. Notice strength: young people are constantly putting themselves down so it can be useful to help them see their strengths and share those with them. This could look like noticing what the young person did to get out of a certain situation or how they managed their feelings.

When and how should educators refer young people to other sources of help? We know that young people don’t always have someone to talk to, so What’s Up is here when a young person wants to chat. Every school-aged child should know it’s always okay to reach out for help. The first step is always the hardest. Educators can support young people by providing a safe space for them to talk to a counsellor online or over the phone. They could support the young person while they reach out to one of our counsellors. For more information, please contact: 0800 942 8787 https://whatsup.co.nz/

Empowerment: Resist trying to fix or solve the problem. Ask first how they would like to be supported by you or what they need. And then discuss potential consequences of their decisions.

TEACHER’S DESK

Term 1, 2024 | schoolnews.co.nz

learn more

furnware.com 0800 655 155 nz.sales@furnware.com

Encouraging creativity and collaboration with AV

Image courtesy of NAS Solutions

By Gemma Easton, Editor

Appropriate audio-visual equipment in schools can help foster collaboration, interactivity, communication and creativity. A broad suite of AV equipment is available to schools, including audio systems, recording and streaming equipment, audio systems, AV control systems, as well as touchscreens, interactive projectors and whiteboards. Not all of these items will be necessary for every school, though some key items would prove useful.

with AV equipment. Interactive whiteboards and projectors make it easy to imbed links for students to explore videos or articles about the topic under investigation. Including graphics like graphs, tables and images provides visual aids which will help some students more easily grasp concepts. For students with different learning needs, AV equipment can help accommodate their learning. Sound amplification, large font, soothing sounds and gamified learning

can all make accessing classroom activities easier. Listening to background music while learning can help students relax, focus and improve their mood. This can mean students are more motivated to keep going with their schoolwork, and less likely to become distracted. There is some evidence to suggest that listening to music improves your memory, which would be beneficial when introducing students to new material. Installing speakers in classrooms or study spaces

like libraries will allow teachers to play music for students throughout the school day. Multimedia approaches to classroom projects and assessment are becoming increasingly common. Students are often encouraged to incorporate a range of media into their work, including video, images, and music, as well as a written script. Having a suite of audio-visual equipment available to students will ensure they have the necessary tools to produce an effective multimedia project.

Classroom In the classroom, audio visual aids are important tools for the learning process. Not everyone absorbs and processes information in the same way, so presenting information differently will help more students to understand and retain it. Visual aids such as PowerPoint slides and video clips can bring ideas to life and help students see things for themselves without leaving the classroom. Conventional ‘writing on the whiteboard’ style of lessons can become more engaging

Diagram courtesy of Edwards Sound, Lighting and AV

TECHNOLOGY

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local and remote classroom, for presentations, or for performing arts applications?” Mr Mackenzie said. “Schools can create, capture, and store educational content for on-demand access, fostering a culture of continuous learning. Live performances, guest lectures, and events can be recorded and streamed externally, reaching a wider audience and enhancing community engagement.”

Image courtesy of NAS Solutions

Microphones, video cameras and audio recorders can all help students create professional quality projects. Equipment should be easy to use and easily transportable so it can be used by different students in a range of spaces around the school.

year level or entire school via video link. Students could watch this all together, or at different times in smaller groups. Having the necessary equipment to record and distribute this content at the school will make this process simple.

Recording equipment is also useful for capturing student work for later review, or to be shared with other classes or the student’s family. Software solutions are available to help with editing and distributing recorded content.

Communication and creativity

Collaboration Students and teachers are no longer expected to work in silos, focussing on their own work alone. Audio visual solutions can facilitate collaboration, allowing students from different classrooms and year levels to work on a common project. Students can also access content from home, ensuring they do not miss out on key learning activities if they are unable to come to school.

Exciting opportunities with audio visual equipment may include student produced podcasts and video news bulletins, and professional quality support at school performances. For students hoping to pursue a career in the media, familiarity with producing, editing and distributing content could prove particularly useful. Conflicting schedules mean it is often difficult for parents to attend events during school hours, such as award

Having the necessary equipment to facilitate this onsite can be a substantial cost saving for schools, as external providers will not need to be hired to record the event. Tasking students with managing the livestream, or editing a recording, will help build their skills while working on a practical, real-world project. Adding a regular podcast or video newsletter to your communication suite could help foster stronger connections between schools and families. Delivering information in different formats can, in some instances, make it more accessible to members of your community.

Key considerations for AV solutions

For teachers, collaboration is becoming increasingly common. Sharing lesson plans and developing these as a team can help ease the workload for individual teachers, and ensure cohesion of learning activities across a cohort. Audio visual equipment can also help teachers meet virtually. Cameras and audio equipment make meeting from different parts of the campus, or while at home, possible, allowing for greater flexibility around meeting times. AV equipment can also allow guest presenters and speakers to virtually visit classrooms. A guest could address a class,

presentations and class performances. The ability to livestream events, or record and then distribute later means families can enjoy these events without having to be there in person. This can also help alleviate pressure on small venues – people who miss out on tickets to an event can watch a recording of the event.

Euan Mackenzie from NAS Solutions said audio visual systems in schools can encompass LED walls, microphones, amplification, and control systems. “By prioritising scalability, ease of use, and training for educators, schools can create immersive learning environments.

Image courtesy of Edwards Sound, Lighting and AV

“Defining the application of the system is key, to ensure that it meets the diverse needs of classrooms, auditoriums, and outdoor spaces. Will it be used as a creative learning tool,

TECHNOLOGY

An AV control system is an indispensable tool for schools seeking to create immersive and interactive learning environments. “These systems can seamlessly integrate audio-visual elements, allowing educators to deliver dynamic and engaging lessons. To maximise the potential of these systems, schools should invest in robust and intuitive systems, empowering them to harness the full capabilities of AV technology.” Jonathan Neil from Edwards Sound, Lighting and AV said while often regarded with trepidation, correctly implemented AV puts the fun back into school plays and assemblies, with crystal-clear audio and vibrant visuals that leave audiences spellbound, rather than feeling embarrassed for the AV person. “AV tech goes beyond amplifying voices and displaying images. From an “intelligent” wall plate that detects the device connected and automatically adjusts projector settings, rolls down the screen, and readies the room for presentations to a fully automatic and comprehensive touch-screen system controlling everything including the lighting.” And Mr Neil stressed that AV components are not just a nice-to-have convenience; they’re game-changers. “Presets for assemblies, plays, lessons and for outsiders using the hall ensure smooth transitions and consistent quality. A button labelled “START” resets everything to how the manufacturer intended it to be used. “Choosing a stable supplier with strong backup capabilities is crucial, and training is key. Yes, the systems can be easy to use, but ensuring staff are comfortable knowing where to start using the systems allows them to focus on what matters most - teaching and learning.” Term 1, 2024 | schoolnews.co.nz

SCHOOL CAMPS & EXCURSIONS 2024

Immersing students in the wonders of EOTC

Images courtesy of Christian Camping New Zealand

By Naomii Seah, Industry Reporter

critically, creatively and reflectively;

In Aotearoa New Zealand, we have a history of EOTC spanning more than a century, and it is still regarded as a cornerstone of our education system today. Since school children were first encouraged to explore the great outdoors all those years ago, a myriad of studies have shown that EOTC is vital for making links between theory in the classroom and the real world. EOTC helps ākonga see the relevance of their learning, and in turn imparts to them a deeper and more embedded understanding. The Ministry of Education’s EOTC guidelines say that education outside the classroom is important because it encourages young people to bring their love of learning outside the classroom environment. Through EOTC, educators are acknowledging that learning happens everywhere, and learning beyond the classroom is valuable and valid. By these means, children start to value life-long learning.

Although EOTC can happen anywhere, even within school grounds on schoolfields and within the school’s neighbourhood, particularly valuable learning can occur when ākonga are taken outside of their usual contexts. Exposure to adventure activities, overnight stays in unfamiliar environments, visits to museums and sites, and workshops that allow ākonga to explore new fields instils fresh confidence and curiosity. Overcoming challenges inspires students and creates new opportunities for personal and social growth. EOTC can be integrated into many aspects of the New Zealand Curriculum, including science, EOTC

technology, mathematics, visual arts, literacy, sustainability and health and physical education. Excursions can be tailored for all year-levels, ages and abilities. When designing an EOTC experience, it is important that any learning or physical support needs are met, as an inclusive experience benefits all ākonga.

EOTC in the NZC Looking to the New Zealand Curriculum, EOTC experiences align with these values: •

Excellence, aiming high and overcoming challenge;

•

Innovation, inquiry and curiosity by thinking

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Diversity, as found in our different cultures, languages and heritages;

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Equity, through fairness and social justice;

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Community and participation for the common good;

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Ecological sustainability and care for the environment;

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Integrity, which involves being honest, responsible and accountable and acting ethically;

•

Respect (for) themselves, others and human rights.

Most EOTC experiences will naturally encompass some if not all of these values, and educators designing curriculum can easily link learning areas to EOTC activities. Providers can also help tailor programmes that align with both school values and the NZC. These include activities that build teamwork and trust, as well as push ākonga outside of their comfort zones in a way that is safe and inclusive. Term 1, 2024 | schoolnews.co.nz

Waikato Museum’s interactive centre for discovery now includes “Exscite: Home”. This immersive and tactile space is designed for young learners, and showcases the way science is an integral part of our everyday lives.

www.waikatomuseum.co.nz/exscite

Bring the curriculum to life Nau mai, haere mai Bring your students to explore Waikato Museum’s engaging range of programmes covering visual arts, history, science, and tangata whenua. From hands-on interactives to tailored exhibition experiences, our Education team is here to take learning to the next level. www.waikatomuseum.co.nz/education

Images courtesy of Kokako Lodge

opportunities that meet EOTC curriculum requirements, and delivering enriching camping experiences for all students

Some providers also have accommodation that is suitable for a range of ākonga, and are experienced in administrating longer EOTC events such as camps. Simple one day excursions to museums or significant sties in your local area can also provide valuable links to curriculum. Experts in the field can be engaged to enrich and strengthen student learning.

EOTC opportunities and ideas School News spoke to several EOTC providers to find out how they can bring learning to life for your students.

Kokako Lodge (Ak) is fortunate to be based next to the Hunua Falls (water) on the edge of 17,000 hectare of bush (tramps).

Christian Camping New Zealand represents more than 60 member camps around the country. These camps provide a range of facilities, options, and activities, from self-catered spaces for teacher and parent led excursions, to fully facilitated programmes or even wilderness adventures.

Whatever the size, age, or level of your group, Christian Camping New Zealand has camps that can cater for you. Their camps are always working on providing a great experience for schools by making it as simple as possible for teachers and organisers, affording

Whether you’re having fun in a little “Tug of War” before your main programme starts, or using your Orientation skills to talk on the radio and find the “victim” before bringing them back to safety on the stretcher, EOTC at Kokako Lodge is powerful to build problem solving and perspective skills. We are all aware of the benefits of EOTC, and not just for the

TRICK ART GALLERY Art, not as you would expect it to be! A perfect place for memorable photos for your family and friends.

An hour-long guided tour, travelling over a farm environment on covered trailers. The farm is educational for all ages, as the Farm Tour does not only allow visitors to interact with the farm animals, they also can enjoy getting up close and personal with the animals by feeding and patting them.

BRING YOUR CLASSROOM TO THE GREAT OUTDOORS!

Being the only 3D Trick Art Gallery in New Zealand you will not be disappointed with the 53 pieces of artwork that you will find yourself a part of. Where else can you find yourself climbing mountains, riding Alpacas, standing stranded on an ice edge, trying to stop yourself becoming a crocodile’s dinner then flying away in a hot air balloon, all in one day? This indoor activity is great to visit in any weather, get out of the rain, or cool down on those hot days in our air-conditioned areas, the 3D Trick Art Gallery is the place to be.

Build confidence & team spirit in both staff & students. Meet your schools EOTC requirements in a safe & cost-effective way.

BOOK NOW TO EXPERIENCE CYC!

cyc.org.nz | 07 824 8495 | info@cyc.org.nz Christian Youth Camps Inc has a Premium Adventure Activities accreditation that has been audited and certified by Qualworx against the Safety Audit Standard for Adventure Activities.

148 Waingaro Road, Ngāruawāhia

For any enquiries or bookings email info@3dtrickart.co.nz or call Robyn Van den Hurk, Operations Manager on 027 215 8190

EOTC

Term 1, 2024 | schoolnews.co.nz

Images courtesy of Christian Youth Camps Ngāruawāhia

students that are not so suited to the traditional classroom environment. We all benefit from the distraction of doing something, and learning while we are. We can all still feel the impact of the COVID lockdowns but it is clear the rebuild back to independence and resilience is well under way. From April, Kokako is extending its programmes to include NCEA credits of Unit and Assessment Standards in multiple soft (and career pathway) skills (like Time Management, Conflict Resolution and Interview Skills). Using the outdoors, the tactile and

distraction advantages of EOTC could improve the learning ability of students on these programmes. Surfing is not just a sport, it’s something that will challenge, educate, inspire — getting students hooked for life! NZ Surf Academy offers a variety of programmes, from Beach Safety Days to NCEA Achievement standard courses, which cater for every age, starting with primary through to high school and adult hood. With 15 years of experience and more than 250 schools under their belt, the team pride

themselves on being one of NZ’s top surf education providers. Their philosophy is that learning is something to enjoy and have fun with. Soaking up information is always easier when there’s a mix of visual, vocal and kinaesthetic styles, which is why NZ Surf Academy combines land-based lessons with water sessions, providing students with a mix of all styles; a space to better themselves. Our moana is the greatest teacher after all! Experience the ripple effect as students become more confident,

School group activities at

Christian Youth Camps Ngāruawāhia offers an exceptional opportunity to enrich the lives of your students outside the classroom. School camps have emerged as a liberating gateway for students to connect with nature while honing life skills. As education shifts toward preparing students for an ever-changing world, school camps become a vital tool.

Surﬁng

Hanmer Springs Attractions

Education for Schools

Hanmer Springs Attractions operates a range of funﬁlled outdoor adventures perfect for school groups. Their action-packed jet boat rides offer plenty of thrills for those aged 3 years and over, and a river rafting adventure is an enjoyable group activity for participants 6 years and over: great fun for both primary and high school aged groups. The company also operates bungy jumping and paintballing for guests 10 years and over, as well as quad bike treks for customers 16 years and over. Their central hub allows groups to easily take part in multiple activities.

Year 3-13 | 14-140 Students per day Day or Multi-day Excursions Orewa | Matakana | Northland wide

Surﬁng is an amazing sport that will challenge, entertain, and educate! Let us take your students surfing on one of our ‘Beach Safety Days’ or NCEA Achievement Standard courses teaching students how to be safe at the beach through the enjoyment of learning how to surf.

The health and safety of customers and staff are at the heart of their operation, and Hanmer Springs Attractions has been awarded a Qualmark Gold award and AdventureMark for their top operating and safety procedures.

Our surf schools will be offering our popular Surfing Education

Contact the team for options for your school group visit to Hanmer Springs by email at info@ hanmerspringsattractions.nz or visit www.hanmerspringsattractions.nz. Term 1, 2024 | schoolnews.co.nz

safe, and self-assured in the water after just one session; and how this pertains to other aspects of their lives. You pick the beach, NZ Surf Academy does the rest!

programmes to Primary, Intermediate and High schools in Orewa, Matakana Coast & across Northland. All you have to do is get yourselves to the beach and we will do the rest! Over 250 schools have surfed with us over the last 14 years and the feedback is always AWESOME!! A great, safe, educational and fun activity that ALL your students, regardless of ability or experience, will love and remember!!

For more information please contact the NZ Surf Academy at surf@nzsurfacademy.co.nz, phone 027 734 4877 or visit www.nzsurfacademy.co.nz

EOTC

Images courtesy of Hamner Springs Attractions

As a school, you understand the value of well-rounded education. CYC provides a unique opportunity for students to develop character, strengthen social bonds, and cultivate leadership skills. Christian Youth Camps provides a wide range of activities and experiences beyond the classroom to give students the opportunity to interact with their teachers and peers in new environments. From rock climbing to team building, everything is on offer! The team at CYC, pride themselves on fostering a culture built on respect, integrity, and love. Their primary goal is to inspire and equip young individuals to lead purposeful lives and make positive, lasting contributions to their communities. In partnership with you, they can empower your students to realise their full potential. Hanmer Springs provides an ideal location for school trips and camps, with multiple accommodation and activity options. Activities facilitated by

quad biking. Multiple activities can be completed in one day. Hamner Springs is located within easy reach of Christchurch.

Images courtesy of NZ Surf Academy

Hammer Springs Attractions are offered from one central hub, within easy access of the village. The organisation has a strong focus on health and safety, and holds Qualmark Gold and

AdventureMark accreditation for top safety practices. Depending on the age of your students, and size of your group, students can enjoy jet boating, river rafting, bungy jumping, paintball and

Based in the heart of Kirikiriroa Hamilton city, Waikato Museum’s wide-ranging Education Programmes include classroombased sessions, exhibition tours, and gallery activities. Programmes are developed for tauira from primary to secondary, and are informed by the New Zealand Curriculum to ensure they align with your learning goals. This year Waikato Museum is looking forward to hosting the international exhibition ‘Six Extinctions’ (April to July 2024) where you can come face to face with the fossilised remains of some of history’s largest and deadliest predators. The Education team at Waikato Museum offers rich and engaging experiences to take learning to the next level, from school visits and community groups to professional development opportunities. The interactive centre for discovery, Exscite, has been recently refreshed and can be booked to complement your visit.

Images courtesy of Waikato Museum

EOTC

Term 1, 2024 | schoolnews.co.nz

Images courtesy of 3D Trick Art Gallery

Join the team in sharing narratives and unique perspectives on the Waikato region through visual arts, history, science, and tangata whenua. Step into a world of imagination at 3D Trick Art Gallery, an immersive experience tailored for schools. The gallery offers an educational adventure that combines art, technology, and learning. Students will marvel at mindbending optical illusions, fostering creativity and critical thinking. Exhibits are designed to ignite curiosity, making learning a

dynamic and engaging process. Teachers can enhance their curriculum with a visit to the gallery, where art meets education seamlessly. The knowledgeable staff ensure an informative and entertaining journey, aligning with various subjects to create a holistic learning experience. Spark the imaginations of your students as they explore the interactive wonders of the 3D Trick Art Gallery – a field trip that transcends traditional boundaries and leaves a lasting impression on young minds.

I am me I am worthwhile Funding available

Explore, Learn, Thrive!

Please ask us about funding for active recreation, well-being and leadership.

Kokako Lodge (Ak)

A time to refocus Help your students get back on track by a change of environment, EOTC and even team building to grow their support structures.

Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility, challenge (high ropes) and adventure. Spoken Word, Reflection Journals, team building games and personal challenge (by choice).

Tailored adventure experiences throughout the country. Let us host your school camp today! For more information please contact Kokako Lodge on 09 292 4349 or visit www.KokakoLodge.org.nz

www.christiancamping.org.nz Term 1, 2024 | schoolnews.co.nz

EOTC

Is your school prepared? The necessity of AEDs

bystander actions. Early CPR and defibrillation dramatically improves survival rates, and for every minute without these interventions, chances of survival fall by 10 to 15 percent.

By Naomii Seah, Industry Reporter

We teach people to save lives in a fun & interactive environment First Aid for the School Environment - 4 Hour course held at your premises at a time to suit you. This is a cost-effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on surburban trips. This fits with staff development and is based on Ministry of Education guidelines.

Get in touch for further information & pricing 0800 1ST AID first-training.co.nz

Sudden cardiac arrests can be deadly – is your school prepared to respond in an emergency? A sudden cardiac arrest occurs when the heart stops pumping blood around the body. When this happens, breathing stops and the person falls unconscious. It can happen at any time, anywhere and to anyone, including children. Without immediate treatment, a sudden cardiac arrest can lead to death, and survival rates can be as low as one in 10. Every year, more than 2000 people are treated for an out-of-hospital cardiac arrest in Aotearoa. That’s around five people a day. Between 2020 and 2021, only 11 percent of patients survived a sudden cardiac arrest in New Zealand. In the event of a sudden cardiac arrest, knowledge of CPR and access to a defibrillator, or AED, is crucial to a person’s chances of survival. During community cardiac arrest events, survival often hinges on

HEALTH & SAFETY

In Aotearoa, first aid is a requirement under the Health and Safety at Work Regulations 2016. This means that all boards have a requirement to provide first aid in the event of an emergency, such as a sudden cardiac arrest. Schools are also often the centre of their communities. Having an AED on site is therefore not only instrumental in fulfilling health and safety requirements, it’s also beneficial for the wider community. The Ministry of Education recommends school boards consider the following questions when creating health and safety protocols in the event of a cardiac arrest. If there is an emergency do staff and students know first aid including how to do CPR and how to use an AED, if we have one onsite? Do we have a clear and simple plan to access the AED? Is the AED accessible to groups using school grounds and facilities outside of operating hours? Is first aid, including CPR and AED use, being taught to students? Is adequate training around first aid provided to kaimahi? Does my school plan ahead for EOTC activities and emergencies that could happen? Have we recently invited the local ambulance crew to visit our school and to engage with students? One of the first considerations for an AED purchase is where to locate the device. It should be in a central location that is easily and rapidly accessible in Term 1, 2024 | schoolnews.co.nz

Next, there’s the question of model. All AEDs work similarly, and even untrained people can operate them. Schools should also consider portability of AEDs, and whether the unit will be taken offsite for camps, sporting activities and other excursions. When purchasing an AED, schools should note maintenance requirements, which are usually listed on the user manual. Batteries may need replacing, and some associated medical equipment of the AED may expire. Establishing a regular maintenance plan is essential. Remember, an AED is only the first component of being cardiacevent ready. First aid training is also crucial for emergency situations. Many schools choose to include CPR in their health and physical education curriculum. Carol Gardiner from Red Cross said schools should seek an AED that is easy to use, reliable, durable, and with advanced technology to help victims survive a sudden cardiac arrest.

“Whether an experienced first aider, or a first-time responder, having an AED that is intuitive and intelligent can assist to give confidence to the responder, by guiding the user through each critical step of the rescue,” Ms Gardiner said. “Having an AED that provides clear verbal instructions to the rescuer can help to ensure the device is used properly. Monitoring the quality of CPR feedback is an important advancement in some recent devices.

an emergency, and there should be a clearly outlined and defined process for accessing the device.

“Look for long-lasting consumables, (pads and battery life) to increase readiness in an emergency, and also reducing the frequency of maintenance. In a school environment having a device that is suitable for both adult and paediatric use may be an important factor.” When choosing a device for your school, Ms Gardiner recommends checking what ongoing maintenance is required. “Most modern devices don’t require a regular service, and some devices may conduct selftest on pads, battery, and internal circuits on a daily basis, alerting when a service may be needed,

Without immediate treatment, a sudden cardiac arrest can lead to death

and ensuring the device is ready when an emergency occurs. “A first aid course will include generic training on AEDs to ensure staff feel confident not just in AEDs and CPR, but in all First Aid events. If you would

like to provide a shorter training program specifically on AEDs and CPR, look for an AED provider who can also provide training to staff on how their AED works, the importance of CPR, and how to use this in an emergency.”

DESIGNED FOR UNEXPECTED HEROES When someone is the victim of sudden cardiac arrest (SCA), their survival depends on high-quality CPR and a rescuer with an AED. When there’s a call for help, will you be ready?

Call us on 0800 REDCROSS (0800 733276) or email sales@redcross.org.nz for more information or to order your device now.

Term 1, 2024 | schoolnews.co.nz

HEALTH & SAFETY

Outdoor spaces for all ages Image courtesy of Kamo Marsh

By Gemma Easton, Editor

Ask your students what their favourite space in the school is. For many it won’t be the library or classroom. It’s the playground and outdoor areas that ākonga love most!

The importance of play The State of Play Report, released by the Human Potential Centre at AUT University, said that the ‘new normal’ for many New Zealand children is to be sedentary, with more screentime, less movement and less time in the natural environment. The report also raised concerns that as our society becomes increasingly risk adverse, a generation of ‘bubble wrapped’ children is emerging, who have limited access to unstructured play. Children are given less opportunity to play creatively, engage with the environment around them, explore their physical capabilities, and learn to manage risks.

and joints, develop and maintain a healthy heart and lungs, move and balance with flexibility, and build confidence and social skills. The unstructured nature of playgrounds can also help students make new friends and interact with different people outside of their usual circle.

Being active has a range of benefits for young people, as outlined by the Ministry of Health. Physical activity can help tamariki develop strong muscles, bones

The MOH says children and young people should do at least one hour of moderate or vigorous physical activity spread over each day, at home, school and at play.

Image courtesy of Park Supplies

Vigorous physical activity and activities that strengthen muscles and bones should be included at least three days each week. Spending time outdoors can also improve mood and reduce feelings of stress and anger. Exposure to sunlight in the morning can promote better sleep, as it helps our body clocks to regulate. This in turn can help students focus, and concentrate better throughout the school day.

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Safety First Before purchasing new equipment or safety surfacing for outdoor areas, schools must ensure the product has been tested against specifications of NZS5828:2015, and that the manufacturer can supply a certificate of compliance for equipment. A certificate of compliance should show that equipment or safety surfacing has been installed according to manufacturer’s instructions. P58 Term 1, 2024 | schoolnews.co.nz

Unlocking the potential of school landscapes In the realm of educational landscapes, Kamo Marsh Landscape Architects stands out, celebrating over 40 years of excellence in designing captivating and functional school environments. Their commitment to creating fun, challenging, and stimulating learning spaces earned them the prestigious Learning Environment Award for Australasia in 2021. Kamo Marsh believes that every school landscape serves as a canvas for creating inclusive and accessible outdoor fun, exploration, and dynamic learning opportunities. Their team excels in designing spaces that prioritise both individual and group play, ensuring safety meets the highest standards while also sparking the creative imaginations of students.

also understand the importance of successfully engaging with council, and playground suppliers to ensure each project is a harmonious blend of creativity, safety and functionality. Working closely with the school, a cultural narrative and local iwi, acknowledges the whakapapa of the local landscape and is often an essential part of any school design. Kamo Marsh takes pride in its experience in cultural engagement, and by respecting relationships with tangata whenua, the designs not only reflect cultural practices but also the school values while instilling a sense of pride in the school grounds. Kamo Marsh Landscape Architects covers the North and South Islands, bringing its

expertise to both new school builds and the enhancement of existing landscapes. Always being committed to sustainable design principles Kamo Marsh always aims to utilise local materials and plants suited to the unique characteristics of each region. A member of the New Zealand Institute of Landscape Architects, Kamo Marsh boasts a friendly, experienced, and professional team of outstanding landscape architects. Their approach to each project is not just about delivering designs; it’s about creating spaces that resonate with the educational values of the school. In 2021 when Kamo Marsh Landscape Architects clinched the Learning Environment Award for Australasia for Rāwhiti Primary School in Christchurch. This recognition underscores their commitment to excellence and innovation in school landscape design. With a proven track record, a passion for innovation, and a commitment to sustainability and cultural engagement, Kamo Marsh stands ready to embark on new ventures, creating landscapes where learning is no longer just in the classroom.

The team is dedicated to collaborative designs and communicating with the school community throughout the design and build process. They

Creating the places we learn kamomarsh.co.nz

Term 1, 2024 | schoolnews.co.nz

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Images courtesy of Park Supplies

P56 All outdoor areas should provide adequate sun protection, to shield against Aotearoa New Zealand’s harsh sun. Shade structures can also make spaces useable when it is raining, and will help protect equipment from the weather, increasing its lifespan. Play areas should be assessed for any potential risks, such as falling from equipment. Sharp edges should be fitted with padding, and any damage to play structures should be promptly repaired. A cushion fall safety surface is an important consideration for mitigating injuries if children should trip or fall over while playing.

The right equipment When planning your playground, an obvious starting point may be to think about the size of the playground, and available space for equipment. The number of children expected to use the playground at any one time, and the age range of children should also be considered. Ensuring the space can be used by all students

Image courtesy of Learning Spaces Global

Images courtesy of Playscape

is important, so make sure the area can be accessed by people with different mobility needs, and that appropriate equipment is available for students with special needs and disabilities.

and improve their sensory responses. This is also important to ensure students using a playground are presented with manageable challenges, and can use equipment safely.

Choosing specifically designed age-appropriate equipment will ensure children develop their physical and cognitive abilities,

What the experts say Tim Scott, Landscape Architect at Kamo Marsh said longevity

of playgrounds is crucial. “Playgrounds are some of the most heavily used areas within a school, distinct in their consistent use by the same groups of children over an extended period. Day in and day out, these spaces withstand the demanding use by children of different ages, subjecting

Images courtesy of Reharvest Timber

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Term 1, 2024 | schoolnews.co.nz

Image courtesy of TeamTurf

the equipment to constant and sometimes unconventional use.

school’s culture and character within its broader environment.”

“The success of a school playground design hinges on its ability to adapt to the dynamic needs of children. Safety requirements, accounting for the high volume of use and catering to a diverse range of abilities and heights of the children are practical aspects to be considered. The design should also accommodate the high level of ongoing use by the same children, necessitating flexibility for a variety of activities and games within these play spaces. Non-prescriptive play opportunities create opportunities for children to invent their own games and encourages creativity,” Mr Scott said.

Larissa Rose from Park Supplies and Playgrounds said schools should consider if they are after a playground or playspace. “Playgrounds have traditional equipment, often bark surfacing, catering to physical challenges and large numbers of children. A playspace might have some traditional equipment, with other features like outdoor learning and social spaces.

“At their best, school playgrounds extend beyond mere recreation, functioning as an extension of the classroom. Integrated into the wider outdoor environment, well designed play spaces become an opportunity to promote and support learning that aligns with the school’s curriculum and expresses the

“If a playground is what a school needs, then the main consideration is play value, creating a space that is inclusive and caters to the right age range with age-appropriate challenges. Seeking a designer that will also consider a good flow, a range of play types, extending children’s engagement and reducing future maintenance is important,” Ms Rose said. “A good design will always consider inclusivity in equipment, surfacing and the facilities provided in and around the playspace.”

Images courtesy of TeamTurf

Term 1, 2024 | schoolnews.co.nz

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educational concepts, seamlessly integrating learning and play. “Artificial turf can be customised with various shades of green to mimic natural grass, or with bold and vibrant colours to create a playful and stimulating environment. Patterns, logos and games can be incorporated into the turf, adding a unique touch to the space.”

Image courtesy of Kamo Marsh

Ms Rose said natural looking playspaces and playgrounds are popular, as is encouraging unprescribed, imaginary play. “Unprescribed play is where an item of equipment can be used in multiple ways and doesn’t tell the user exactly how it needs to be used. This is featured in creating playspaces for schools that supplement their existing playgrounds and offer a wider range of play options.” Lara Campbell from TeamTurf highlighted several factors schools

should consider when installing a playground safety surface. “The material used should be impactabsorbent, reducing the risk of injuries from falls. It should also be highly durable, as it will be subjected to constant use, and provide adequate traction to prevent slips and falls, especially during wet weather. Schools should also consider the ease of maintenance and cleaning. “Most importantly, the surface should comply with NZS5828:2015 safety standards to guarantee

the surface meets certification and provides the highest level of protection for children.” Ms Campbell said artificial turf surfacing is durable and low maintenance, with the ability to customise this surface with different colours and patterns. “By incorporating different colours and patterns, children are encouraged to explore and interact with their surroundings, fostering imaginative play and social interaction. This allows playgrounds to be tailored to specific themes or

Lara Croll from Playscape said it is important for a school to consider how play extends out of the traditional square box. “We’re seeing a big shift in schools to creating cohesive outdoor play and learning environments that incorporate play elements typically seen in early childcare. Spaces for messy open-ended play, and a large focus on sensory engagement through tactile play are emerging trends. Alongside this, there has been a focus in incorporating more nature spaces and break out zones to create calm spaces for our tamariki to self-regulate,” Ms Croll said. “When designing an outdoor space, it’s important to think about longevity and maintenance.”

CASE STUDY

TeamTurf playground restoration

After

Before

Images courtesy of TeamTurf and Baverstock Oaks School

By Lara Campbell, Brand Manager, TeamTurf

has around 695 pupils across years one to six.

When Baverstock Oaks School was looking to revitalise their junior school playground, Associate Principal Andrew Flanagan sought the advice of TeamTurf, a company he knew and trusted from a previous project.

Both the junior and senior playgrounds at the school were in need of an upgrade. The playgrounds had existing plastic tiles that were hard, uneven and unforgiving resulting in safety concerns.

Located in Flatbush Auckland, Baverstock Oaks School

turf surface to appeal to the younger children this playground catered for. Two different tones of blue were chosen from TeamTurf’s coloured COOLplay® turf range to complete the project.

Following a successful renovation of the senior playground in 2023, the school again engaged TeamTurf to upgrade the junior playground, which was completed early this year. The school opted for a brighter more vibrant artificial

The school decided to uplift the old blue tiles themselves, with TeamTurf undertaking the more challenging task of removing the black rubber underlay. Once the old surfacing was removed, the area was relevelled, new timber edging installed, and the new turf installed. Mr Flanagan said the new surface

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is great! "From my point of view, there has been increased use of the play equipment as a result of the new surfacing, but more interestingly, increased use of the play surface itself for cartwheels and other gymnastic play.” The change to artificial grass eliminates the need for constant maintenance and repairs. The school will not have to worry about cracks, uneven surfaces, or the need for repainting. Artificial grass requires minimal upkeep, ensuring a consistently clean and tidy playground for years to come. Term 1, 2024 | schoolnews.co.nz

Image courtesy of Playscape

For older playgrounds, Ms Croll said while renovating and upgrading these may seem environmentally friendly, it is not always the most costeffective, or safest option. “We are all for minimising waste and love the opportunity to work together to think how else elements of these structures could be used or repurposed.” Michael Klaja from Reharvest said safety is always paramount at schools, particularly around playgrounds. “Make sure the product you choose as a floor covering meets safety standards, and has been through rigorous testing.

“Even with safety measures in place and appropriate supervision, children may sometimes fall off equipment. This means it is important to have a floor that will cushion falls. A safety surface that has been impact tested to at least three metres will ensure minimal impact to the child,” Mr Klaja said. “Everyone must be able to use outdoor spaces, including students or teachers with different mobility needs. Look for a mulch that interlocks so the area can be safely accessed by wheelchairs. “Using a mulch made from recycled product is a sustainable solution, and will reduce your school’s environmental impact.”

Image courtesy of Playscape

WE DESIGN AND BUILD PLAYGROUNDS AND OUTDOOR SPACES NATIONWIDE

Term 1, 2024 | schoolnews.co.nz

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