We are so devoted to ensuring supreme quality and safety that we have spent 15 years perfecting our grinder that produces our wood chip so that it removes all traces of nails, staples and hazardous metals or materials, and has no “sharp edges”.
Since safety is paramount - we implement an extensive testing regime every two to three years, evaluating the impact eff iciency of the wood chips being produced.
2 years of product development before launch.
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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
ADVERTISING
Dee Dawson, advertising@schoolnews.co.nz
CONTRIBUTORS Shanthan
Welcome to the Term 3 edition of School News!
It’s a great time of year, with the weather – depending on where you are around the country – starting to warm up. I love the sweet spot between the gloominess of winter and the oppressive heat of summer. This only lasts for a moment, though, so I plan to make the most of it!
And with the weather warming up and spring within our reach, taking your students outside may make a nice change to the classroom. We have some suggestions for getting out and about with your students in this edition like visiting zoos and wildlife parks, and we also discuss the wellbeing benefits of education outside the classroom.
As we do start to spend more time outdoors, maintaining your school’s green spaces will become
Gemma Easton Editor, SchoolNews editor@schoolnews.co.nz
a priority. We talk to the experts about proper tree maintenance to prevent any tree-related mayhem, like falling branches or trees, obstruction of buildings and walkways, and the hazards of leaf litter. The Christmas holidays may be an ideal time to
schedule large-scale maintenance jobs, so assessing your trees now could be worthwhile.
The ‘science of learning’ and ‘evidence based approaches’ have become buzz words in the education sector. But what do they mean, and is there a difference? In our Term 3 Special Report, Naomii Seah investigates both of these concepts and seeks to unpack how these should inform education policy. Naomii looks at the history of these concepts and research supporting them, and finds out what experts in the field think.
For our Profile this term, we visit Otatara School, a small primary school with around 300 students. The school helps all learners establish strong connections with people and place. Many of Otatara School’s families have a multi-generational connection, and through their stories, students
designs, arranging council consents through to a quality installation. Contact your local Archgola team to discuss your school shelter needs! 0508 272 446 / archgola.co.nz
form a deep connection to their school and the local area. This, combined with Otatara’s exceptional setting and access to natural resources makes this school a special place.
Shanthan Naidu from Ōrākei School shares his insights into change and leadership in this term’s Tumuaki Principal Speaks. Working as part of a new leadership team at the school, Shanthan implemented a new learning management system, helping to facilitate improved home and school communication, stronger learning outcomes, and targeted teacher interventions. Though there were challenges along the way, the school community is now flourishing with this new direction and vision.
Have a great term!
Ngā mihi, Gemma
By Naomii Seah, Industry Reporter
The ‘science of learning’ and ‘evidence-based approaches’ have become buzz-phrases. What do they mean, and how should they influence education policy?
Recent education policy such as the mobile phone ban, structured literacy mandate, the one-hour a day “back to basics” approach, and a more “knowledge-rich” curriculum have all been enacted to combat declining achievement. These policies claim to draw on the “science of learning” and are promising to lift achievement rates by implementing effective, universal teaching methods.
Conversely, progressive educators call for an “evidencebased approach” to education that is bipartisan, and say that recent policy changes, in some ways, go against the evidence.
So what is the difference between using the “science of learning” and an “evidencebased approach” to inform policy – is there one?
The purpose of policy
Education, and by extension education policy, often reflects questions of national values and identity. Aotearoa New Zealand is no exception. Much of our current discourse around education points to an anxiety about New Zealand’s social and economic future. Reports of declining achievement are often framed with corresponding projections of declining GDP and productivity.
Cathy Wylie, emeritus chief researcher at the New Zealand Council for Educational Research (NZCER) notes that in Aotearoa New Zealand, education policy is about ensuring the quality of our education system, and
by extension, the quality of the citizens it produces.
“We’ve got a free public education system, and we want it to meet the needs of every student who goes through. We want it to be good quality, and we want it to provide children and young people with what they need to contribute well to this country.
“It’s about growing [children] as individuals, but it’s also about ensuring their future and a viable society and economy in this country. That’s a very big overarching aim, and research along the way has shown that it hasn’t always met that aim.”
The “science of learning,” is an area of research about the neurocognitive and psychological mechanisms of learning. According to The Education Hub, “while there is a focus on the cognitive processes involved in learning, the science of learning also recognises that cognition is affected by affective, emotional and contextual factors”.
The science of learning is therefore concerned with understanding how humans learn. It draws on our
understanding of neurological processes such as cognitive load and memory and how they relate to learning.
Understanding these processes can inform teaching strategies to promote learning. Educators note that there is more than one dimension and more than one science of learning. Using the definite article, then, can be a misnomer.
Broadly defined, an “evidencebased approach” means using bodies of research and knowledge to inform policy and practice. Drawing on the science of learning to inform policy is therefore an evidence-based approach, but it’s not the only one.
Using evidence to inform policy can quickly become complex. As Sir Peter Gluckman wrote in the foreword to his 2011 discussion paper, Towards better use of evidence in policy formation:
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“The challenges are multiple: to identify what research and information is needed, to identify appropriate sources of such knowledge, to interpret the validity, quality and relevance of knowledge obtained, and to understand how that knowledge can improve consideration of policy options and policy formation while being cognisant of the changing nature of science and the increasingly complex interaction between science and policy formation.”
As Gluckman notes, the kind of evidence used to inform policy, and how it’s employed, are paramount. Not all evidence is relevant or useful, and without critical examination of these aspects, there is still the risk of forming ineffective, or even harmful policy despite being informed by “evidence”.
Good evidence, bad policy?
On both sides of the education debate in New Zealand, there is an agreement that we need to lift national achievement levels. The argument then, is how.
During her announcement of the coalition government’s education priorities, Education Minister Erica Stanford said that she wanted a new, explicit curriculum “grounded in the
science of learning.” Educators seemed to understand this meant a more prescriptive curriculum, especially as Stanford followed up with the announcement to mandate structured literacy methods in schools.
Current educational policy seems to be focused on standardising teaching methods to the current scientifically informed model of best practice. That means the phrase “science of learning” has largely become shorthand for a particular teaching methodology. 1
At the forefront of recent education policy changes is Dr Michael Johnston, a cognitive psychologist and senior researcher at the right-wing thinktank the New Zealand Institute (NZI). He is now the head of the Curriculum Refresh Ministerial Advisory Group, appointed shortly after Education Minister Erica Stanford stepped up to her role.
In an analysis by Newsroom’s Laura Walters, education experts said that Johnston’s focus on science excluded the context and reality of teaching in a classroom. 2
In Gluckman’s discussion paper, he wrote that “It is also important to note that there are limits to scientific knowledge and to the scientific approach... science can be misused to
justify decisions that should legitimately be made on the basis of other considerations.”
Progressives, then, argue that a policy focused solely on the science of teaching methods will not result in the desired outcome of lifting student achievement.
But if not teaching methods, then what evidence should policymakers pay attention to?
Prominent education leaders often point to the wealth of evidence that shows positive teacher-student relationships, social environment, a sense of belonging, strong leadership, and professional development to be the key drivers of student achievement. They argue that policy should focus on the school system, not on teaching and learning itself.
There’s therefore been a sustained criticism of the government’s narrow focus on knowledge and teaching at the expense of system-wide changes like creating different funding models for professional learning and development and building stronger support networks for schools.
In an opinion piece for The Post, Bali Haque, previous chair of the Tomorrow’s Schools Independent Taskforce, noted that achievement is
dependent on a student’s school context, and identified a need for increased collaboration and an improvement in governance, leadership and accountability structures in the education system.3
In a press release, NZEI Te Riu Roa president Mark Potter said although certain teaching methods do have evidence behind them, “the research also shows that personalising and differentiating learning to meet the diversity of children we have in our classrooms is the key... Teaching is an art and a craft, not just a science. A teacher knows what teaching approach will work the best for the variety of learners in their classroom. Mandating a one-size-fits-all to curriculum does not work.”
Progressives, then, argue that policy which targets broader systemic factors such as context, environment and resourcing are more salient and effective for lifting student outcomes. In fact, recent research has even shown that policy settings encouraging specific teaching techniques based on the “science of learning” fail to achieve the desired outcomes. 4
When asked about the ideology behind recent education
policy, Dr Michael Johnston replied: “I try not to take an ideological approach; I try to take a scientific one.” 2
Johnston’s statement positions science and evidence in opposition to ideology, yet critics point out that this is a misdirection. Recent education policy is underpinned by certain values that could be characterised as an ideology, and the evidence that is used to underpin it is also driven by values: what sort of ‘evidence’ do we privilege, and what other knowledge systems do we erase when we do so?
As Jenny Ritchie, SENCO and Deputy Principal of Te Kōmanawa Rowley School pointed out during a recent panel with Aotearoa Educators’ Collective:
“The phrases ‘evidence based’ or ‘the’ science of learning are becoming gospel that discourages disclosure of critical analysis of the sources and agendas behind this particular evidence or science. 5
“’Evidence’ is being used as a trojan justification for ideological stances that are not informed by relevant local research.”
It’s clear then, that being “evidence-based” is not an automatic qualifier for producing good policy.
The problem arises when resourcing and funds go towards programmes that produce easily quantifiable results and promise blanket solutions for everyone. Through these policies, qualitative evidence and nuanced
W e ’ d l o v e t o s e r v e y o u r s c h o o l
S t u d e n t ’ s a n n u a l c h e c k - u p
F u l l r a n g e o f t r e a t m e n t s
approaches are sidelined. Additionally, the rhetoric of a one-size-fits-all approach is not equitable, and does not result in equitable outcomes.
Wylie notes that in education research, there’s been a move away from randomised control trials, which is held up in other fields as the gold standard. That’s because contextual factors are critical to outcomes and results are not easily replicated in educational research, calling into question the validity of such approaches.
“People have moved away from the idea that research can produce a simple recipe or policy. You can sketch a policy broadly, but it’s not going to be the answer in every classroom in the country or every school.”
Instead, research and improvement cycles are now becoming the ideal model, says Wylie. And that research needs to be well designed and well-funded to continue making a difference. Rather than a static figure or a simple solution, educational research should be in conversation with policies, says Wylie.
O r a l H e a l t h e d u c a t i o n
C a r e e r s t a l k
S c h o o l p a r t n e r s h i p
p r o g r a m
“It’s not a case that research just simply lands on a solution... there’s got to be an interplay, some fertile ground.”
References
1 Horvath, Jared Cooney. May 2024.“Why you’re probably wrong about the science of learning”. TES Magazine. https://www.tes. com/magazine/teaching-learning/ general/why-youre-probablywrong-about-science-learning
2 Walters, Laura. May 2024. “Meet the man behind the Government’s education policy.” Newsroom. https://newsroom.co.nz/2024/05/08/ meet-the-man-behind-thegovernments-education-policy/
3 Haque, Bali. Janrary 2024. “Why the silver bullets flying around education will miss the target.”
The Post. https://www.thepost. co.nz/nz-news/350159546/ why-silver-bullets-flying-aroundeducation-will-miss-target
4 Riordan, Sally. April 2024. “Schools are using research to try and improve children’s learning – but it’s not working.” The Conversation. https://theconversation.com/ schools-are-using-research-totry-to-improve-childrens-learningbut-its-not-working-226348
5 Aotearoa Educators’ Collective. July 2024. Panel: “Beyond the Basics: Equipping Learners for the Future.” Accessed from YouTube July 2024: https://www.youtube. com/watch?v=pi36_sotiM0
M o b i l e D e n t a l S e r v i c e
O u r p r i m a r y g o a l i s t o m a k e a p o s i t i v e a n d l a s t i n g c h a n g e
i n t h e l i v e s o f N e w Z e a l a n d c h i l d r e n , y o u t h , a n d a d u l t s w e
t r e a t b y p r o v i d i n g t h e h i g h e s t q u a l i t y d e n t a l c a r e
W e w i l l a c h i e v e t h i s b y g r o w i n g o u r m o b i l e a n d p r a c t i c e
o p e r a t i o n s n a t i o n w i d e t o m e e t t h e n e e d s t o t h e
c o m m u n i t i e s w e o p e r a t e w i t h i n
A s k
By Shanthan Naidu, Tumuaki Principal, Ōrākei School
I started at Ōrākei School at the beginning of last year, and was immediately awestruck by the wonderful grounds, enthusiastic students, and engaged community.
The school had a supportive Board of Trustees and a strong strategic vision aligned with my values. I knew I was in for a challenge but had the opportunity to make a positive difference at Ōrākei School.
We are a future-focused full primary school situated in Auckland Central. Our school ensures that students, teachers, and the community have a strong sense of belonging and form meaningful connections in a diverse educational environment. Our three strategic pillars—Wellbeing (Hauora), Curriculum (Marautanga), and Community (Hapori)—lay the foundations for a coherent, aligned, and outstanding school.
Our school pōwhiri welcomes new families, emphasising that we don’t just enrol a
child, we enrol a family! I work alongside a fantastic group of teachers, learning assistants, administrative team, and leadership team who deeply care about our school, students and community.
Te Whānau Rumaki Ōrākei-iri-ora
We celebrate and value our full Māori immersion unit, Te Whānau Rumaki Ōrākei-iri-ora, which is currently rebranding its space and setting high expectations for teaching and learning with a strong focus on a Ngāti Whātuacentric curriculum. Our recent ERO visit highlighted our success: “Ōrākei-iri-ora have established strong iwi connections and
utilise the narratives of Ngāti Whātua Ōrākei to inform teaching and learning. Tamariki confidently express Ngāti Whātua knowledge through the sharing of karakia, waiata, and language expressions.” (ERO feedback, 2024)
In my first year as Tumukai, we launched a new Learning Management System (LMS), a project undertaken as part of my Master’s degree research. I was implementing various change initiatives across the school simultaneously, and had competing priorities at different stages of the project.
I wanted to implement a LMS to improve staff engagement with data, student agency over their learning, and parent communication in relation to their child’s learning. The research for this project was done in real time, through anecdotal notes, surveys and questionnaires, and interviews with teachers.
Implementing this new technological tool was successful and provides a sense of coherence and alignment across the school. The administration staff found the new LMS, Hero, to be easy to navigate and prepare data for Ministry of Education compliance. The teachers were able to easily track student progress and visually see students across the school. Parents signed up and had one location to receive all communication shared by the school.
Like any implementation of a new technological tool there were teething issues that needed to be addressed. Training and professional development was required for the administration team.
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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.
Our new leadership team and kaiako have joined our school community over the past year, blending experienced and beginning teachers into a cohesive and hardworking team. Committed and knowledgeable learning assistants work across our school. We are currently reviewing and implementing our school AKO model:
‘The concept of ako describes a teaching and learning relationship where the educator also learns from the student, and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and recognises that the learner and whānau cannot be separated.’
The implementation of our new LMS assisted us in reviewing our leadership capacity across the school, ensuring we developed individuals to have resilience through a process of change management. The previous leadership team left the school on short notice, taking with them institutional knowledge, the knowhow of how the school operates.
The teaching team found the establishment of goal setting under the new LMS challenging initially, and required clarity on when to sign off student progress and achievement. The Board of Trustees was grateful to receive timely data that was reflective of progress across our English medium classes, however, further work needed to be done in our Rumaki immersion space, as the goals for learning in the Te Reo Māori curriculum were different and not easily understood on the new LMS.
The aim of the project and the implementation of the LMS
was also to establish a more resilient organisation. It allowed our leadership team to become collaborative problem solvers and adaptable in times of change, reflecting on our roles and responsibilities, and incorporating this initiative as part of their Professional Growth Cycle.
I took personal responsibility to ensure we created a resilient and adaptable leadership approach to implementing the new LMS. We reviewed our process regularly, problem solving collectively and ensuring we remained focused on ensuring that the implementation was successful. This provided us with a shared purpose and an opportunity to celebrate our wins and losses collectively and not as individuals.
This year, Ōrākei School introduced specialist programmes in Physical Education (PE), Art, and Garden to Table to enrich the educational experience of students and support their
holistic development. These programmes align with the school’s three pillars, which focus on fostering academic excellence, personal growth, and community engagement.
Our structured CRT program also allows teachers to have an entire day as a team to review data, plan ahead, acknowledge current research, and visit other schools to explore professional learning initiatives.
Our Garden to Table program has yielded very positive outcomes providing high levels of engagement and support from students and the community. Supported by the OKE charity, we have new gardens, a fully equipped kitchen, parent volunteers, and a newly appointed garden specialist.
We place a strong emphasis on student wellbeing, with staff prioritising restorative practices to ensure that every student feels cared for and has a sense of belonging. To further this, we have introduced the Mana Model to our learners and are actively working towards embedding it into our school culture.
One of the ways we engage students is through art. Our student leadership group is spearheading the creation of a school mural that reflects our local curriculum and community. This project showcases the power of visual art and also serves as a representation of our school’s identity and values.
Our school values are integral to all that we do and are explicitly taught. Each week, we celebrate and unpack a school value, ensuring that every class, team, and student engages in meaningful discussions about what the value sounds like, feels like, and looks like in practice at our school. These values are incorporated into daily activities and interactions. For example, during classroom discussions, students share personal experiences that relate to the week’s value, fostering a deeper understanding and connection to the concept. Teachers provide examples and guide students in identifying behaviours and actions that align with the value, creating a common language and understanding across the school.
At the end of each week, each hub, comprising several classes, meets to celebrate the value and discuss examples of how it was demonstrated throughout the week. These gatherings are a time for students to reflect on their experiences, share successes, and recognise peers who have exemplified the value. This communal reflection reinforces the importance of the values and encourages students to continue practising them in their daily lives.
Our commitment to these values is also visible in our school environment. Hallways and classrooms display student work and visual reminders of the values, providing constant reinforcement. Special assemblies and events highlight achievements related to the
values, celebrating the collective efforts of the school community. By consistently integrating our values into all aspects of school life, we create a supportive and positive environment where students can thrive academically, socially, and emotionally. This holistic approach fosters a strong sense of community and equips our students with the skills and dispositions they need to succeed beyond the classroom. Rich learning opportunities/New Science & Technology Centre (MOTAT)
Ōrākei School is part of the Te Roopu Pourewa Community of learning / Kāhui Ako, and we engage in a range of exciting learning initiatives. Throughout our Kāhui Ako there is a strong culture of shared professional learning, and development of innovative and collaborative learning. This term, a range of work from our school is being displayed at the Ōrākei Bay Village, showcasing student learning over the course of the term. It is an amazing collaborative learning
project that is embraced by our learners. Our junior school team leader won a radio competition, giving our junior classes the chance to visit Te PuawānangaScience and Technology Centre at MOTAT. During the visit, students explored the space and STEM equipment, and we were also interviewed by Breeze FM.
On a personal level, this journey has provided invaluable insights. The Masters project particularly instilled in me a deeper understanding of setting clear objectives, substantiating technological choices, and embracing calculated risks to realise success metrics. My purpose was to ensure
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Ōrākei School possessed a learning management system that:
• Allows teachers to gather and report student achievement easily, and ensures the system is adaptable.
• Is robust and flexible to ensure organisational resilience is developed and sustained over the long term.
• Empowers leaders to introduce a new learning initiative and develop leadership capacity across the school.
• Is resilient, ensuring continuity into the long term.
• Helps students take agency over their own learning.
• Develop strong community partnerships with our whānau to communicate their child’s learning and progress.
I had to review and reflect on my leadership style through the process, initially thinking I would be a transformational leader, projecting the vision and taking everyone’s needs into consideration. I did do this; however, the implementation process was also being reviewed by the BoT, fellow school leaders, teachers and community. This created pressure on my need to perform, and to meet deadlines. I had to adopt a transactional approach and ensure deadlines and timeframes were met.
I had to be aware not to micromanage people and stifle their creativity and ideas through the implementation process. I took the approach of recognising this as situational leadership, and adopting a leadership style that was required for the moment or task at hand. This put things in clearer perspective for me personally, as I did not need to be labelled as a particular type of leader.
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By Naomii Seah, Industry Reporter
Just a short drive away from Invercargill’s town centre lies the semi-rural community of Ōtātara. With a population of around 3000, the beating heart of its community is Otatara School, catering for approximately 300 students from Years 1 to 6.
At Otatara School, the graduate learner profile demonstrates the philosophy that underpins their teaching. The school’s aim is to foster “connected, self-managing learners, striving for excellence”.
One of the strongest pillars of learning at Otatara is connection. The school values include manaakitanga, whanaungatanga and kaitiakitanga, and these values are explicitly integrated
into teaching and learning practices through strong reciprocal relationships with people and place.
“We have a reserve of national significance – a Tōtara reserve on sand dunes – right across our fence. We have a connection with that ngahere, but we also have two rivers, we have an estuary and we’re quite close to the beach as well. On our doorstep we have rich natural resources that we utilise as part of our learning.”
Sharon Livingstone is the Tumuaki of Otatara School and has been working there for 16 years. Previously, Livingstone had a long career in initial teacher education and professional development with the Dunedin College of Education and then The University of Otago. For Livingstone,
Otatara School’s unique location was her motivation for taking the principalship.
“I hadn’t really thought about principalship because I really enjoyed initial teacher education... but it was the setting of this school that really attracted me to the position.
“This school is really a recognised community. It’s a little bit removed from [Invercargill] and it’s got the most amazing connection to the natural world. The ability to be involved in the development of a localised curriculum that was connected so closely to the environment was a real attraction for me.”
Carla Werder, Deputy Principal at Otatara School, said that she was similarly attracted to the school’s unique context, as well as the opportunity to work with Livingstone. Werder said that the outdoors had a huge role in her own upbringing, and she wanted to bring that opportunity to a new generation, as well as her colleagues.
“Education outside the classroom is something I’ve always really enjoyed and have a particular passion for.
“I was very lucky growing up that we spent a lot of time in the outdoors wandering, noticing and having to figure out which tree was which, what bush to eat a berry off if we were hungry. I’ve got a lot of confidence and ease in the bush, and I want other people to have that too.”
A connected community
Otatara School doesn’t just have a unique geography, it also has a tight knit community, with families that have a strong, multi-generation connection to the area.
“We have whānau that are passionate about telling stories and history. They’ve got strong roots here, it’s their tūrangawaewae, and so they’re passionate about making a difference, particularly around the environment,” says Werder.
A strong part of the school’s journey with the local community and environment is its role as kaitiaki. Otatara School shares this caretaker role in partnership with other community groups, and they share a similar longterm view on sustainability and looking after the whenua.
“We’re looking at sustainability and change over a long, long
courtesy of Otatara School
time. We know what we do right now will make a significant difference in 100 years. Even our parent group are always thinking of big projects... it’s not just about the students we have right now, but about their kids, and their grandkids,” says Werder.
For Werder and Livingstone, maintaining reciprocal relationships with the community is crucial to the philosophy of Otatara School as people and place are inextricably linked.
“Sharon has created a relationship where she went and gave and gave and gave time and students and effort, but never asked for anything back. It was a real investment,” says Werder.
Now, Otatara School and its students are seeing the results of that investment in the connection and sense of belonging the school has in the wider community. Werder gives the example of the local Invercargill City Council: “I would say we’ve got a really good relationship with them, and we’ve been involved in the consultation processes.
“They never involved children or students before, but they’ve started consulting now. We’ve had councillors come out to
work with groups of children and they saw the power in that.”
“It was a shift for the council,” added Livingstone. It’s just one example of how the school actively seeks to embed itself in the wider community.
“Relationships are central to what we do and how we do it. We really invest in those relationships and recognise their centrality,” says Livingstone.
One key relationship for the school is the partnership with the attached early childhood centre. Livingstone says they work closely with the ECE to ensure a seamless transition. The ECE is aware of the school’s graduate
profile and their curriculum, and the two work together to meet the community’s needs for their tamariki.
Another key relationship for Otatara School is with mana whenua through the local Rūnanga o Ngāi Tahu. Livingstone describes the school’s ongoing journey to connect with and understand mātauranga Māori.
“It’s involved learning about the history of this area, the ecology of the area, and working closely with the kaumatua from the rūnanga.”
Livingstone says that Otatara School was fortunate to have a teacher only day where kaumatua from the rūnanga accompanied
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staff from a few schools in a bus through the rohē. The group began at the marae, where the whakapapa of mana whenua was shared. There was then a tour of culturally and historically significant sites in Ōtātara.
“The sharing of that codified knowledge was really powerful for us,” said Livingstone.
Since then, the rūnanga has worked in partnership with the school to develop a programme for sharing their traditional knowledge across the community, telling pūrākau through games.
“Growing our understanding in that space and giving effect to Te Tiriti has been a big part of our journey. And within that was the development of the connection with the natural world, with the environment. Knowing the place that we’re standing on and understanding it.
“That’s the connected part of the graduate profile: connected to who we are, connected to where we are, connected to what’s around us.”
Both Livingstone and Werder describe a culture of growth within the school, both for kaimahi and ākonga.
“Students have got agency. They’re self-managing, they have voice and they can contribute. That’s all built-in and part of the student graduate profile,” says Livingstone.
This value informs Otatara School’s approach to teaching strategies, practices and interventions. Werder describes their school’s policies as putting restoration front and centre.
“The restorative aspect and forgiveness is a really huge part of our culture. We’re all learners, we all make mistakes and we will always give opportunities to fix those mistakes and make it right.
“There’s still accountability and consequences, but more natural consequences as opposed to punitive.”
That culture of initiative and accountability extends to the
teaching team, too. Werder and Livingstone say that problem solving is a huge part of the school’s staff culture, and their team are dedicated to ensuring the best outcomes for any child that comes to Otatara School.
This encompasses working with individual children and whānau, but also seeking and engaging with opportunities such as the Royal Society Science Teaching Leadership Programme and the BLAKE Inspire for Teachers programmes to extend the capacity of their team.
Werder adds that under Livingstone’s leadership, the opportunities that teachers take on are “quite considered”.
“We’re very clear about what it is that we need, what opportunities will contribute to our graduate profile and grow the capacity of teachers that can then ripple out to the wider team,” says Livingstone.
For Livingstone, this considered approach is important to ensure coherence across the school.
“Part of that coherence sits at a high level... we want teachers to have the flexibility to be dynamic in the way they
respond to the curriculum and allow them to activate the agency of their students.”
Livingstone highlights the ongoing nature of the school’s work to ensure they meet the holistic needs of their students and community. She notes that there have been a variety of pedagogical influences on the school’s current values, localised curriculum and graduate learner profile that continue to work well for the community.
“When we think about our localised curriculum, we think about standing on the shoulders of giants,” says Livingstone.
Livingstone goes on to tautoko many pillars of the education community, including Ann Pelo, Wally Penetito, Elwyn Richardson, Sir Ken Robinson, Pennie Brownlee and Professor Russell Bishop.
“They’re just a few of the people that have been really influential... we weave that research and pedagogy through our school identity,” says Livingstone.
And that strength of identity and clarity of vision and values have enabled the school to thrive.
Otatara School’s most recent ERO evaluation, released in April of 2024, found that learners experienced “a school learning climate that is consistently positive, inclusive and culturally responsive”. The ERO also found a strong mutual trust between the school and the wider community, which contributed to learners’ “strong sense of belonging and connection with the school.”
“There’s three things we’ve got to do every day,” says Werder.
“And that’s laugh, sing and move. This is who we are and we’re really proud of it.”
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By Gemma Easton, Editor
We are fortunate in Aotearoa New Zealand to have classrooms filled with myriad students, each with their own special skills, talents, gifts and abilities.
This means classrooms must be equipped to accommodate a range of leaners, and the Ministry of Education requires schools to provide an inclusive education.
Different learners can include students with a physical disability, as well as sensory, hearing and sight impairments, memory problems, social or behavioural problems, and different learning abilities. Many of these students attend mainstream schools.
Creating an inclusive classroom does not mean simply accommodating students with different needs. Instead, inclusive classrooms should make all students feel welcome, regardless of their background, abilities, or learning preferences. Fostering a sense of belonging and community with all students will help them to feel safe and valued. In turn, this will improve learning outcomes for individual students and for the cohort as a whole.
Simple and practical adjustments can be made to learning environments which will benefit all learners, not just those with different learning requirements, and ensure your classroom is welcoming to all. These interventions can be complemented by a range of products, software options, and professional learning and development opportunities.
Classrooms are busy environments and can present challenges for students with hearing or vision impairment.
Low vision can impact a student’s learning across the curriculum, depending on their condition and context. Tamariki may have difficulty processing visual information, navigating new or changing classroom layouts, and organising personal belongings and schoolwork.
Clear verbal explanations can support these students, as can adjusting learning activities and assessment. Depending on the level of vision, students may benefit from using dark pencils and felt-tipped pens and dark lined exercise books, hand-held magnifiers, and writing and reading guides. More high-tech solutions could include magnification software, voice recognition and screen reading software, and assistive technologies on laptops and tablets.
Different types of hearing loss can impact a student’s communication, language development, and social interactions. Students who are Deaf or hearing impaired may use
visual cues, speech, writing, NZ Sign Language and technology such as cochlear implants and FM systems to communicate. Making these tools regular features in the classroom will ensure students with hearing impairment feel included in learning. Consider introducing NZ Sign Language as a curriculum subject, enabling captions on all video content, and encouraging Deaf and hearing impaired students to collaborate to research and share how hearing aids and technology work.
Chehanya Oflaherty from Phonak said students are often in loud, echoey spaces. “This negatively impacts how clearly they can hear, which increases their listening effort,” she said. “Did you know the average noise level in modern learning environments is equivalent to the volume of a truck driving through the classroom?”
Ms Oflaherty said Adaptive Remote Microphone Systems (ARMS) and Adaptive Soundfield Systems (ASS)
are two solutions that deliver the teacher’s voice at a clear volume above the changing noise level of a classroom.
“ARMS are personal technology; the teacher wears an intelligent microphone which streams their voice directly to the child’s hearing aid/s. The microphone enables the child to better hear the voice at a distance and cleverly mitigates the impact of the surrounding classroom noise,” Ms Oflaherty said.
“ASS are a great ‘safety-net’ technology and all children in the classroom can benefit from its use. The teacher also wears a microphone, streaming their voice through the speaker. These systems not only support kids with diagnosed hearing difficulties, but also are a powerful tool to capture children with undiagnosed hearing difficulties such as those with ear infections causing temporary hearing loss. Even children with normal hearing will benefit by hearing the teacher’s voice with less listening effort.”
Some people perceive, interpret, understand, and interact with the world diff erently. Because of this, the way they best learn may not align with mainstream teaching models. No one model will suit all tamariki, and teachers and school staff should work with the student and their parents
or carers to work out how best to support them. Neurodiverse learners can include those with dyslexia, ADHD, bipolar and ADD.
While autistic and neurodiverse learners may have difficulties with some aspects of the school curriculum, they may excel in others. Encourage students to learn in a way that suits them, and to explore areas that interest them.
Adam Bazzard from Sensory Sam said a sensory friendly classroom can be transformative for students and teachers, and can be achieved with a few visual, tactile, and comforting aids on hand and some imagination.
“Having a stash of fidget toys, like rad rollers, infinity cubes, or stress balls can make all the diff erence with keeping a child calm and preventing meltdowns. Sensory resources like these can promote focus and engagement in students, particularly for ADHD hyperactivity conditions.
“A lifelike weight and feel (comparable to a cat) of weighted toys, sensory blackout tents and many other fidgets can all be incorporated into the classroom.”
Most sensory products have calming in mind, Mr Bazzard explained. “Sensory swings are a real hit in the classroom, so are expanding breathe balls which can help with deep breathing exercises. Visual aids like bubble timers, lava lamp tubes, and low-key lighting from fibre optic lights and bubble tubes, and liquid colour tiles all contribute to a calming classroom or corner where a child can have some time out to self-regulate incognito and re-join when ready, thus avoiding disruption.”
Regular cleaning is advised for shared sensory resources, Mr Bazzard said. “Weighted items can be machine washed on gentle cycle when needed, and using common supermarket antibacterial sprays on the fidget toys is recommended.”
Technology is a valuable learning tool for all students.
Tony Lee from Boxlight New Zealand said when we talk about technology in schools and classrooms most people think of laptops, tablets and maybe a projector or interactive whiteboard. “However, education technology extends to much more and the benefi ts to students are only just being understood.
“In a well-planned education space, there are new technology resources that provide seamless solutions for schools and classrooms. AV, sound, soft ware and campus communication all work as one to create a user-friendly system that school administrators, teachers and students can all benefi t from,” Mr Lee said.
“The newest technologies including co-ordinated
communication systems, interactive panels, soundfield systems, STEM resources and 3D printing encourage active participation, bolster student engagement and make learning tangible and fun.
“These resources also facilitate modified teaching for students who may require additional assistance or support. As we know, students may have diff ering learning styles and interests and technology can easily help teachers and students adapt lessons and content to suit each learner. Technology can assist teacher collaboration, lesson preparation and reporting. When utilised correctly, it can significantly reduce teacher stress and fatigue, allowing teachers to do what they love for longer!
“The application of technology is limited only by teachers’ and students’ imaginations and creativity.”
A suite of furniture options is available to help make classrooms inclusive. Specialist companies can advise on a range of chairs for assisted sitt ing, tables to accommodate
wheelchairs, and ramps and steps to facilitate the use of high spaces, including sinks. These may prove useful in the long and short term, for example, if a student breaks their leg and must use a wheelchair for several weeks or months.
Sensory rocking chairs, single sofas, and sofas to safely accommodate a child and carer may be useful tools in quiet spaces.
For the school grounds, tactile markings on paths and pavements can help students with low vision move safely throughout the school. Accessibility to classrooms can be improved with the addition of ramps, and pathways should be wide enough to safely accommodate a wheelchair.
Importantly, inclusive classrooms must be designed with your school’s particular context in mind. Each community, school, and cohort will require diff erent accommodations to welcome all students and their families. Continued communication between school leaders, staff, students, and parents and carers will ensure everyone feels included.
By Naomii Seah, Industry Reporter
The school bell is an icon of the education system.
Essential for timekeeping for the whole school, bells have long been a simple and effective way of announcing when periods and break times begin and end.
But although the humble bell has many iterations – long or short rings, prolonged ringing and multiple rings to signal different things – ultimately, the bell is limited in its communication capacity. Bells can signal the beginnings and ends of periods, and they can signal emergencies. But they can’t communicate more complex information. And they have other drawbacks too –bells can be distressing to those with noise sensitivity and may be inappropriate for some contexts.
Luckily, school paging systems have been improved as technology is updated. Now, schools have options such as IP school paging and PA systems.
IP paging and PA systems operate by using an existing IP network to connect speakers, bells, voice paging, music and other audio like pre-recorded messages.
There are endless ways to modify an IP paging and PA system
These networks provide several benefits such as remote operation, convenience and flexibility. IP paging and PA systems can also be retrofitted to existing systems like school-bell systems and old speaker systems.
Additionally, new features and technology enable connection
of staff phones to the network, allowing cloud-based communication for staff. This allows for the integration of communication systems with teacher and principals’ existing devices. This makes an IP paging and PA system ideal for schools as emergency responses can be activated quickly and securely.
Another advantage is the low cost of IP networks. By drawing on existing infrastructure, there is no need for additional installation of audio cables. However, schools may need to review their internet coverage network and strengthen these where needed. Another consideration is the addition of portable systems and accessories that can be taken outdoors or offsite. These can also function as temporary speakers should the need arise.
IP paging and PA systems offer a customisability and accessibility that is difficult to beat. Public announcements and audio can be limited to certain buildings or zones, or they can be broadcast to the whole school as needed. This includes scheduled messages and alerts like bells – which can be modified into more appropriate and sensory friendly tones – live announcements or pre-recorded emergency instructions.
In fact, IP paging and PA systems may be a solution for improving emergency responses and running drills. Devices installed onto the IP paging and PA system can have a “panic button” feature which will run pre-recorded emergency announcements.
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There are endless ways to modify an IP paging and PA system to meet the needs of your schools. Staff announcements can be targeted to staff areas or devices. It all depends on your school’s needs and requirements.
Another unexpected benefit can be the building of school culture using the IP paging and PA system. With the customisable sound of the bell, anything can be used – music, chants and more. These can be used to gamify procedures like timely
arrival to class, boosting morale.
Jonathan Neil from Edwards is enthusiastic about IP based audio and paging systems. “They offer a smarter, more costeffective approach compared to older systems, and will last your school many years.
“Traditional systems rely on dedicated wiring and separate amplifiers for each zone. Adding new speakers or changing configurations often involves rewiring, a time-consuming and
disruptive process,” he explained.
“IP audio, on the other hand, utilises your existing network for speaker connections. This simplifies deployment and allows for easy scaling – adding more speakers or adjusting zones becomes a breeze. You can remotely configure the bell system and all the zones from the office – that’s the power of Internet Protocol and advanced technology built into the speakers!”
Euan Mackenzie from NAS Solutions said infrastructure is an important thing to consider early in the design phase of any multi-building system. “Modern paging and PA system designs can take advantage of existing IT network infrastructure, providing a significant cost saving. If an old system is being replaced, consider if the existing cabling can be re-used, and if new cabling can be installed to all required locations,” Mr Mackenzie said.
Beyond communication, modern systems can control many aspects of your school.
“The control system at the heart of modern PA designs can control and monitor video, window blinds and lighting systems if desired. This means one touch can ready everything needed for a class.
“Networked systems can also allow for remote monitoring of system components. For example if a paging zone or microphone is compromised, an email alert can be sent
automatically so it can be remedied asap. A presentation system can be scheduled to be active automatically, ready for regular events such as assemblies.
“Touchscreens can be custom designed to limit user access by passcode, and simplify controls for exactly what each user needs. Interfaces can even be run on a network computer where remote access has been enabled by the school’s IT department.”
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By Naomii Seah, Industry Reporter
Strong home-school partnerships are crucial for ākonga achievement and wellbeing. This is impossible without frequent communication.
Often, effective communication is a matter of meeting parents and whānau where they are and ensuring you are distributing information via the best means for your community. Digital signage can play an integral role.
Many schools have digital signage at their entrances. Centrally controlled displays mean digital signage is multipurpose: proclaiming student and staff achievements, communicating important announcements and displaying positive messages.
Advertising school events can also be community building, as parents and family come together to participate in or enjoy sports, arts and cultural events. Digital signage can offer an edge for fundraising projects by increasing awareness of their profile and fundraising goals. By promoting student achievements, schools can also engender a positive school culture, where success is acknowledged and celebrated by the community.
Many schools have diverse communities. Creating a culture
of inclusion and belonging can be modelled at the senior leadership level by displaying multilingual greetings or acknowledging the important holidays and celebrations of different cultures.
In addition to supporting and uplifting the community, digital signage provides other opportunities, such as generating ad revenue. This can open-up sponsorship opportunities for all manner of school activities such as sports games, dances, competitions and more.
Of course, different school communities will have different
needs. Some schools would benefit from large dynamic displays whereas other communities may be more receptive of a modest display. There are a multitude of options available from one end of the spectrum to the other. Benefits and costs of each may be elaborated on by expert installers. They can recommend the most attractive display for a given area and how to maximise efficiency for value.
Simple, low-resolution displays may be a cost-effective way to display simple notices, text or other information like ambient air temperature and date and
time. These displays have great cost-benefit advantages as their simple displays can act like a clocktower – both a landmark for the school and conveying simple, crucial information for the school community.
These low-resolution options have surprising versatility. Different colours can be employed to differentiate messages, different language options are often available, and simple graphics can be uploaded. Time and temperature functions provide crucial information and a point of engagement and interaction for the school community.
For schools with a larger budget, a higher resolution display may be the right choice. Although initially higher cost, these displays offer future revenue to offset initial investment. This is because the availability of complex graphics and colours enables advertising opportunities, often in a prime, road-facing position and with a built-in audience. Besides advertising revenue, schoolimages and short videos can improve school spirit and morale among students and the wider community alike.
Other considerations for schools include the compatibility of centralised software for signage control, displays with multiple screens to capture audiences from all directions, vandalism protection measures, sensors for optimal lighting and corrosion resistance.
Depending on budget, schools can also choose a variety of stand options for an LED display. Digital signs that come in plinth structures can have beautiful school logos to ensure visual cohesiveness and instil school pride. Some companies may provide custom structures to reflect schools’ special characteristics like architecture or natural features.
From a professional in the field
Walid Hadi, Managing Director and Chief Engineer at WiPath, said it is important to take into account factors related to size and space when deciding on digital signage. “The location and physical space available, audience distance, traffic regulations and visibility will all influence the size of the screen.
“For a classroom, smaller indoor signs are ideal, while for gymnasiums, outdoor and undercover sports fields, or school halls, a much larger sign is better suited.
“For outdoor, it is always recommended to install a large
screen and of a 16:9 ratio,” Mr Hadi said. “Pixel Pitch is determined by the content quality and viewing distance. Outdoor LED signs of 3.91mm are the best quality and the highest economical resolution in the NZ market for outdoor LED signs.
“Larger screens are generally more expensive but a valuable investment. Power supply and network connectivity are the two additional factors that will reflect on the cost of the project and need to be considered within the budget.”
Mr Hadi said managing messaging on digital signs is a very easy task. “Most digital signage systems use a Content Management Systems (CMS). This is a web-based cloud platform that allows you to create, schedule, and update content, however it can still be locally controlled by installing an application. The advantage of CMS is centralised control, user-friendly interface, content scheduling, and availability on any web enabled device from any location with an internet connection.”
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By Ilia Lindsay, Registered Child & Family Psychologist, Komodo Wellbeing Psychology Lead
For educators, incorporating strengthbased approaches into teaching involves recognising each student’s unique capabilities and positive attributes.
Strength-based approaches revolve around identifying and cultivating a student’s positive qualities. Rather than focusing solely on addressing weaknesses, these strategies emphasise leveraging strengths to enhance overall wellbeing and performance. A strengths-based approach can provide students with a toolkit for overcoming challenges and achieving success. It is a comprehensive perspective that holds space for acknowledging students’ weaknesses but focuses
on redirecting energy toward amplifying their strengths. This proactive approach instils a mindset where obstacles are viewed as opportunities for growth, and areas of weakness become potential areas for development. In essence, implementing strengthbased approaches in education
acknowledges the diverse nature of students’ potential and empowers them to thrive by applying their inherent strengths.
If you’re looking to enhance your classroom approach with strength-based methods, consider:
Encouraging self-reflection: Prompt students to reflect on their strengths. This helps build selfawareness and a growth mindset.
Introducing more collaborative learning: Create opportunities for collaboration where students can showcase their strengths. This promotes a positive classroom environment where students appreciate each other’s strengths.
Modelling strength-based thinking: Try demonstrating how you leverage your strengths in your teaching. This can inspire students to utilise their strengths more effectively.
Aligning learning goals and feedback with strength acknowledgement: Focus on constructive feedback that highlights strengths and work with students to identify areas where they can leverage their strengths to improve areas of difficulty.
Research shows that when students feel a strong sense of belonging to their school community, their academic motivation is elevated. This increased motivation translates into a more positive attitude,
greater engagement, and improved performance in academic activities. As students recognise the value placed on their unique qualities, they are more likely to see their education as meaningful and relevant.
This intrinsic motivation goes beyond mere performance metrics, it encourages a genuine passion for learning.
The supportive relationships formed through strength-based approaches also contribute to a positive school culture where students are motivated to participate and succeed.
Ultimately, it’s about more than academic success; it’s about empowering students to become lifelong learners who approach challenges with confidence and a deep understanding of their capabilities. Strength-based approaches play a pivotal role in this process by creating an environment where students are acknowledged for their strengths and encouraged to leverage them to persist and problem-solve the challenges they are faced with.
In navigating the current educational landscape, unlocking academic motivation requires a holistic approach that celebrates individual strengths. By fostering strength awareness, promoting school belonging, and embracing strengthbased teaching, we empower students to navigate challenges with resilience, enthusiasm, and a passion for learning.
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For more wellbeing resources check out www.komodowellbeing.com. The full references for this article can be accessed by emailing komodoteam@komodowellbeing.com.
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By Naomii Seah, Industry Reporter
Wellbeing is crucial for whole-school success.
Over the years, understandings of health and wellbeing have expanded. We now understand that positive wellbeing is not just the absence of mental illness, but a state of resilience characterised by emotional, spiritual, physical and environmental harmony.
There is a growing movement in Aotearoa New Zealand that understands wellbeing to be enmeshed in social and cultural environments. In other words, wellbeing is not just an individual characteristic but a collective state. The policy and culture of an organisation is interlinked with individual wellbeing and vice versa, and wellbeing can be measured on a community level, not just an individual one. This is because wellbeing has an important relational dimension. A sense of belonging and connection is one of the most important factors for student and teacher wellbeing.
Wellbeing is also now understood to be the foundation of learning. Wellbeing was identified as a priority in Kōrero Mātauranga | Education Conversation, and the pandemic highlighted the effects of poor wellbeing on educational attainment. Supporting student wellbeing is therefore a priority.
Positive wellbeing is not just the absence of mental illness
Research conducted in New Zealand shows that student wellbeing can be indicated by their satisfaction with school, their learning engagement and their social-emotional behaviours. Schools can improve student wellbeing by adopting evidence-informed approaches in partnership with whānau and community. Optimal student wellbeing is sustainable for the school community and is characterised by a positive attitude and emotional relationship to school, resilience, self-optimism, satisfaction and positive relationships.
A good place to start is by measuring current levels of wellbeing at your school or kura. This can be done using the Wellbeing @ Schools tool.
A survey of current wellbeing can identify areas where wellbeing can be strengthened, and show where students’ emotional, physical, mental or spiritual needs are not being met at school.
Schools have a range of levers available to improve student wellbeing, including pastoral care, strategic priorities, curriculum areas and teaching practices. There is no onesize-fits-all approach – schools should consider the context of their students and the wider community and think carefully about appropriate responses.
In the ERO report on wellbeing in schools, released in 2016, there are some best practice recommendations for schools. These include conceptual understandings of the board of trustees’ role in the school as
stewards. Wellbeing was found to be positively impacted when BoTs sought student perspectives on wellbeing; ensured the vision and values of the school aligned with the community strengths and potential; was persistent in connecting with communities; and had a focus on improving wellbeing, especially for vulnerable students.
Similarly, school leaders should have a community focus when setting goals and expectations, and centre school values when engaging with stakeholders. Community collaboration and valuing diversity were other factors that lifted wellbeing.
Reciprocity and agency are often the foundation for positive relationships and building a culture of positive wellbeing in schools. Research in the New Zealand context found that mutual understanding and respect were crucial to developing learner engagement with school.
Another important dimension of whole-school wellbeing is kaiako wellbeing. Where teacher wellbeing is not optimal, effective teaching and learning practices are difficult to sustain and attrition can occur. Additionally, positive teacherstudent relationship formation may be more difficult, and quality of teaching can decrease when
teacher wellbeing is compromised. Improving teacher wellbeing can follow similar structures to student wellbeing initiatives. A focus on collaboration and understanding the experiences of teachers in a given school can then enable school leadership to improve wellbeing through specific and targeted intervention. Teacher wellbeing is also tied to professional development, support and trust. A sense of belonging and a strong sense of shared values are also important factors.
Happily, the recent focus on wellbeing in schools has translated to a wealth of resources, professional development programmes and even gameplay, apps and programmes to meet school wellbeing needs. Whether teaching individual strategies or implementing whole-school initiatives, there is help available when developing programmes or interventions to strengthen the wellbeing of your school community.
What the experts say
John Kennedy from the IT Education Co NZ said student wellbeing has a significant impact
on learning and teaching dynamics in schools. “When students feel emotionally supported and stable, they engage more actively in learning, which improves academic results. Conversely, compromised wellbeing can impede cognitive processes and hinder academic progress.
“Frequent absences, reduced participation in class activities, behavioural changes, and reduced academic performance, can be indicators of underlying issues that are affecting a student’s ability to engage with school and learning.”
Mr Kennedy highlighted that schools commonly support student wellbeing through services such as counselling, wellness programmes, and policies that promote a positive environment. “Formal, digitised student wellbeing surveys can help teachers determine whether concerns are individual or broader school-wide issues by impartially highlighting sometimes hidden need, and whether supports implemented are having the desired effect.
“A pupils’ attitudes to self and school survey helps identify reasons for student reluctance,
disengagement, or disruptive behaviour by exploring their social and emotional wellbeing. Personalised interventions tailored to each student’s individual needs foster resilience and address specific challenges, ensuring they receive the necessary emotional and mental health support to thrive academically and personally,” Mr Kennedy said.
“Prioritising student wellbeing not only enhances academic outcomes but also creates a nurturing educational environment where students feel valued, understood, and motivated to succeed.”
Grant Rix from Pause Breathe Smile explained what emotional regulation is. “Emotional regulation is the ability to respond to experiences in various ways with an emotional range that is socially adept and flexible, noticing one’s emotional and cognitive responses and navigating and modifying those reactions in healthy and beneficial ways.
“We begin learning how to regulate our emotions when very young, and we develop better skills and strategies to more effectively manage our
feelings, thoughts, and actions in response to various inputs.
“When a child has appropriate ways of handling various feelings, they are empowered to down-regulate from fight or flight, a survival state in which it is nearly impossible to learn, create, collaborate, and plan.”
Mr Rix highlighted that current research into emotional regulation is developing rapidly and should inform educators’ pedagogy. “Teachers should regularly undertake evidence-based professional development to be supported to improve mental health outcomes for their tamariki.”
Strategies that can support children’s wellbeing include having adults who provide consistency, empathy, and honesty. “Children should also be explicitly taught the language of emotions (feeling the sensations of the body; name it to tame it; learning to express emotions in healthy ways); practise simple activities like mindful breathing and mindful movement; counteract negativity bias by practising gratitude; and feel safe in a classroom environment of respect and connection.”
Leaders of the Better Start Literacy Approach (BSLA), who developed this structured literacy teaching approach specifically for our New Zealand context have now extended the approach from teaching in Years 1 and 2 to teaching children in Year 3.
Professor Gail Gillon and Professor Brigid McNeill, University of Canterbury have led the development of BSLA along with a team of talented researchers and practitioners. The approach is currently being used in years 0- 2 junior school classes in over 900 schools right across the country. From July this year the Ministry of Education is funding teachers and literacy specialists supporting children in Years 0 1, 2 or 3 to enrol in the University of Canterbury BSLA professional learning and development University of Canterbury online micro-credential course and implement BSLA in their classes. Recently-published research shows that BSLA is achieving outstanding results. Evidence shows its effectiveness in accelerating children’s foundational skills in phonics, phoneme awareness, vocabulary, oral narrative, and listening comprehension skills. All of these skills are critical for the
development of comprehensive reading and writing skills.
Importantly BSLA is proving equally effective across schools of different socio-economic demographics and for children from culturally and linguistically diverse backgrounds.
Data also highlight the benefits of BSLA targeted small group work (BSLA Tier 2 teaching) for children with greater learning challenges. Following 30 weeks of BSLA Teaching, on average children with additional learning needs who received 40 supplementary BSLA Tier 2 lessons caught up to their peers in their foundational literacy skills.
Professor Gillon is very excited with the extension of BSLA into year 3 classes. “Our team have developed BSLA lesson plans suitable for teaching in Year 3 to extend children’s vocabulary oral narrative and reading comprehension skills as well as continuing to advance their phonological and morphological skills”.
BSLA Educator Dr Andy Vosslamber says she is thrilled with new BSLA lesson plans developed for Year 3 children.
“We have built on the proven strengths of BSLA in Years 1 and 2 and created a structured literacy approach that moves beyond recognising words and knowing how to spell. I know the teachers will love engaging their learners in systematic ways to extend
their vocabulary and reading comprehension skills. We have written the lessons around Junior Journals and the Chapters series, that are available online through the Ministry of Education website. This is an economical use of quality reading resources that are already available in most schools”.
Professor Gillon and colleagues from the BSLA team Dr Amy Scott and Dr Megan Gath recently presented scientific papers on the BSLA data at the Society for Scientific Studies in Reading conference in Copenhagen, Denmark. They were thrilled with the enthusiasm and support for the BSLA work that they received from leading reading researchers from around the world.
“It is clear that what we are achieving in New Zealand with the successful large scale implementation of BSLA is unique in the world” says Professor Gillon.
“We felt very proud to showcase the amazing work our teachers, literacy specialists, and speechlanguage therapists are doing in implementing BSLA around our country,” Professor Gillon added. “Leading reading experts from Canada, USA, Germany and UK were all keen to learn more about BSLA. In particular they are interested in our culturally responsive literacy teaching approach, our online assessments for teachers to monitor children’s early literacy growth and the effectiveness of our micro-credential model for
upskilling teachers in structured literacy teaching at large scale.”
Christchurch’s Burnside Primary School has been using the BSLA since it was rolled out to schools in 2021; Junior School Leader and Assistant Principal Trudi Browne is an enthusiastic advocate for the programme.
“Many of our children arrive at school not knowing that ‘dog’ and ‘duck’ start the same way, so their phoneme identity is really low, and they are not able to blend sounds together,” Browne says. “With BSLA the children experience accelerated progress so that by the time they finish the end of Year 2 we have a much bigger proportion of learners [compared to before BSLA was introduced] who are actually working at the expected level of the curriculum.”
Browne says the approach has also worked particularly well across cultural groups enabling children who previously were underperforming in their literacy skills to thrive.
“Our Māori and Pasifika children really thrive on seeing themselves in the BSLA reading resources and the te reo words really hook them in. All of our children can really see themselves in those stories, they are really relevant for their ages and stages.”
Read the latest research article visit: schoolnews.co.nz/f2ld and to learn more about the BSLA see betterstartapproach.com
The Better Start Literacy Approach is a culturally responsive, structured literacy approach.
Developed for New Zealand teachers and students, by world-leading researchers in phonological awareness and oral language development, it utilises the most effective, evidencebased ways to teach children to read, write and spell.
Scan the QR code to read our latest research article on the effectiveness of the approach in its large-scale national implementation.
Our data shows accelerated progress in children’s early literacy skills from BSLA teaching compared to other classroom literacy approaches.
For more information, visit: www.betterstartapproach.com
By Naomii Seah, Industry Reporter
Careful selection of classroom technology tools and considered use can positively impact student engagement, knowledge retention and participation from all.
Most schools now incorporate some form of technology into their school day. Secondary schools usually have a BYOD policy or supply students with devices. Even primary schools see their students benefitting from computer lab time, learning essential skills on programmes like word processors, digital spreadsheets and slide-show presentations.
Many educators are familiar with the multitude of skills these technologies can develop. Cloud-based software can encourage collaboration, and the real-time feedback that some teachers employ using these programmes mean that students learn faster than before. The interactivity of online lessons also presents an engaging interface for students, and multimedia formats can enrich learning.
For educators looking for other ways to engage their students with technology away from personal devices, touch tables and teaching stations may be useful. This technology enables multiple students to interact with the same digital interface, promoting collaboration, discussion and
teamwork. These stations can be used to brainstorm ideas, group problem-solve and more.
Similar collaborative technological tools for the classroom include touchscreens and interactive projectors, which ākonga of all ages can enjoy. These technologies expand the possibilities of teaching by engaging students not just mentally, but physically. Moving around to answer questions and interact with course material ensures improved engagement, especially for those who need additional stimulation in class.
of Interactive TV technology is a significant choice, particularly as your older projector-based solutions are due for replacement. Projectors have limitations such as dim lighting conditions, lamp life, limited resolution, and the need for regular maintenance, whereas interactive TV panels offer brighter and crisper visuals. They require little or no maintenance and provide a more reliable and durable solution.”
Mr Edwards encouraged schools to take advantage of this new technology and the opportunity to upgrade their outdated systems, and provide students with a cutting-edge learning environment. “This new generation of panels delivers on what the last fell short on and really will facilitate collaborative learning in the classroom.
Educators looking to expand their technological practices in the classroom can find advice and professional learning and development with certain Edutech providers. For those looking to go the extra mile for student engagement and achievement, an investment into classroom technology may be the answer.
According to Jonathan Neil from Edwards: “The latest generation
“With multiple touch points, students can collaborate in realtime, working together on projects, problem-solving activities, and presentations, or it can be used as a gigantic whiteboard. The high-res 4K display brings content and videos to life; more realistic and engaging. The responsive touch-screen functionality allows students to actively interact with the content, enabling them to manipulate, annotate, and explore in a hands-on manner.
“Visually appealing and captivating for students it’s like a giant iPad in a package we all intuitively understand how to use.”
By Tom Barter
Tom Barter, HOD Arts and Technology
at Saint Kentigern Boys’ School outlines his school’s involvement with Makerspace NZ.
Eight years ago, I was visiting another school’s technology department. The school had a laser cutter supplied by Makerspace NZ. I saw how it was being used and instantly wanted one for our programme, and I have never regretted the decision.
I asked the person in charge how Makerspace NZ was to work with, and they gave their full endorsement of the company.
Upon purchasing the laser cutter, we received training on how to use the equipment and we were away.
Marcus Lund from Makerspace NZ said: “It is important to us that from
the outset, staff feel confident about using both the machine and the laser software. We also cover instruction on simple user maintenance on the machine.”
The laser cutter is now an indispensable part of our program. We use the cutter across the year levels in several different ways. Mostly we design simple kits for
the students to assemble and then modify in the woodworking shop.
An example is a simple pinball machine. First, we laser cut out the frame and flippers, then students add design around the basic shell making all other component parts with traditional wood working techniques.
We also use the laser cutter in a
design course where the students use a simple design program to create their own pencil or phone holder. The students make and prototype the design, then the teacher cuts out their work in 5mm plywood for assembly.
There are so many uses for the laser cutter, and it is running almost every day here at the school. Every year level, at some point during the year, will have some component work for the curriculum supplied by the cutter.
The one recommendation if you are purchasing a laser cutter from Makerspace NZ is to also buy the filter extractor system. It is excellent and allows for you to use the system odour free almost anywhere.
Mr Lund added, “Every time we visit the school, we are amazed and encouraged to see the clever and innovative projects that their G960L is being used for.”
By Gemma Easton, Editor
An up close and personal animal encounter is not something your students will forget in a hurry.
Excursions to zoos and wildlife parks will expose tamariki to a range of animals and their habitats, helping to reinforce classroom learning on animals, as well as conservation and environmental protection, empathy and care for living creatures.
At times, people question the morality of keeping animals in enclosures in zoos. Well-run, reputable modern zoos and wildlife parks, though, are not a prison for animals. Zoos and wildlife parks play an important role in the care and conservation of many species, some of which are endangered and at risk of eradication in the wild. Many zoos and wildlife parks also act as animal hospitals, caring for sick and injured animals.
Key to the work of conservation is education. Zoo staff are experts in their field, and can help empower the next generation to make decisions which will positively impact the environment, and potentially protect an animal’s habitat.
Seeing an animal up close can make it real, especially for younger students. This in turn can help students understand the need to be environmentally responsible and mitigate habitat destruction.
One study found that educational outcomes are enhanced by the structure of zoos, where education and entertainment are merged. Exciting, interactive environments, zoos and wildlife parks show students that discovery is exciting, and learning is an adventure.
Similar to other informal learning environments like museums and galleries, zoos and wildlife parks encourage unstructured exploration, and give students
agency over their learning. Left to explore the space on their own, students will seek out exhibits which interest them, and form inquiry questions for further investigation. Conversations with educators, either at the zoo or in the classroom can help reinforce this independent inquiry.
Another study from the US National Library of Medicine found that guided tours of zoos raise students’ connection to nature, including an interest in plants and animals. The benefit was most pronounced in students with an initially low or medium level of connection to nature.
If your school group can’t make it to a zoo or wildlife park, some providers offer at-school experiences, brining wildlife to your students.
Set in 185 hectares, Orana Wildlife Park is Aotearoa’s only open range zoo. The team is
passionate about connecting ākonga with nature in unique biodiverse settings.
Orana’s education programmes provide truly authentic, inclusive and enriching learning experiences where tamariki can observe and learn about the plight of Aotearoa’s and the world’s endangered species. The experienced team develop bespoke programmes for Years 1 to 13 that support a diverse range of learning areas from the New Zealand curriculum. The team liaise closely with teachers pre-visit to ensure learning outcomes will be met by the programme content. Education programmes usually run for the duration of the school day, enabling facilitators to develop a strong rapport with their group to provide a deeply insightful and personal experience that cannot be replicated inside a classroom.
Popular inclusions are handfeeding the majestic giraffe, meeting Aotearoa’s only gorillas
and encountering mischievous kea. Key conservation actions that can be taken at home or school are incorporated into programmes to support knowledge and encourage discussion. The team at Orana are committed to inspiring tamariki, encouraging them to be kaitiaki of the natural environment and becoming confident, contributing future citizens.
School trips to Butterfly Creek provide students with an opportunity to explore and connect with nature while learning about a wide variety of animals and creatures. Located in Auckland, this destination is perfect for an educational day out, regardless of the weather, as 75 percent of its exhibits are undercover.
The tropical Butterfly House, home to more than 800 butterflies, offers an immersive experience for those interested in insects and lifecycles. Kiwi Forest, part of a national breeding program, provides a rare chance to see New Zealand’s national bird in a special nocturnal setting. At Buttermilk Farm, students can interact with friendly farm animals like goats, rabbits, alpacas, and guinea pigs.
A standout attraction is Dinosaur Kingdom, featuring more than 50 life-size models that roar and move, bringing prehistory to life for young palaeontologists.
The Mythical Creatures exhibit supports students learning about myths and legends from around the world, showcasing dragons, serpents, and other legendary beings.
Butterfly Creek also offers several free animal encounters, including an impressive crocodile show. Schools can enhance their visit with 15-minute educational talks on topics such as dinosaurs, butterflies, kiwi, wētāpunga, or eels. Additionally, a wealth of free educational resources are available for download from their website.
Natureland Wildlife Trust offers an immersive educational journey tailored specifically for your students. The engaging programs offer interactive experiences and informative sessions designed to ignite curiosity and deepen understanding.
Step into the world of wildlife with captivating animal encounters, where students witness nature’s marvels and learn about habitats, behaviours, and adaptations. Delve into life’s processes through enriching lessons on reproduction, growth, and survival strategies. Trace the evolution of zoos and animal conservation efforts, gaining insights into the importance of preserving biodiversity.
Explore New Zealand’s unique flora and fauna, celebrating its ecological heritage.
Hands-on activities provide students with immersive experiences, fostering active participation and deeper learning. From interactive games to guided explorations, every moment at Natureland is filled with discovery.
To ensure accessibility, Natureland offers discounted rates for educational sessions, making it easier for schools and groups to benefit from their programs.
School holiday programmes include specialised workshops and themed activities catering to diverse interests and age groups. Engage with wildlife conservation initiatives, empowering students to become environmental stewards.
Bring learning to life by discovering our native animals including kiwi, wētāpunga, eels and moa at Butterfly Creek.
Learn about reptiles from tiny geckos to the fascinating lace monitors and giant saltwater crocodiles. Enjoy the spectacular crocodile show at 1pm daily, to see how we keep our massive boys fit and healthy. Study our exotic animals and see the cheeky behaviour of tamarins, otters
Natureland Wildlife Trust invites schools and teachers to explore our fantastic and immersive educational programs, designed to inspire and educate students about wildlife and conservation.
Our hands-on sessions offer a unique blend of interactive experiences, from captivating animal encounters to lessons on habitats, behaviours, and adaptation strategies.
Students will gain a deeper understanding of life processes, biodiversity, and the critical importance of conservation. Our programs include activities such as bird identification, plant uses, trail navigation, and observing life processes firsthand, all facilitated by knowledgeable professionals.
We are committed to making these enriching experiences accessible to all. To support this mission, we offer discounted rates for school groups, ensuring that every student has the opportunity to connect with nature and become an active participant in conservation efforts.
Book your school session with Natureland Wildlife Trust today and inspire a lifelong passion for wildlife and environmental stewardship in your students.
For more information please contact us today on 03 548 6166 email educator@natureland.nz or visit www.natureland.nz
and meerkats up close. Get a hands-on experience in Buttermilk Farm, pat bunnies, give the kunekune pigs a belly scratch, feed goats and sheep and watch out for our cheeky chickens. Uncover the truth about mythical creatures and stroll through the uncharted lands of Dinosaur Kingdom, but beware of the T-Rex!
With so much to discover, plus optional train ride and keeper talks, Butterfly Creek offers the perfect day trip for your classroom!
Visit www.butterflycreek.co.nz/school-visits for more info and to book your trip
By Sarah Davison, Industry Reporter
Taking students out of the classroom for educational activities may benefit more than their learning.
As part of Kōrero Mātauranga | Education Conversation, New Zealanders identified student wellbeing as a priority. The curriculum focus
on wellbeing was further cemented in the 2023 report titled “Understanding student wellbeing in the educational setting”, which surveyed almost 10,000 ākonga from Years 7 to 13, either in-class or online.
Regular education outside the classroom (EOTC) activities help students feel connected to their school and their classmates, expose students to nature, and help them become physically
active. All of this can improve student wellbeing, and in turn boost attendance, strengthen learning engagement and create happier classrooms.
It is well documented that outdoor education has a positive impact on student wellbeing. One of the main benefits is that it provides students with a break
from the stressors of everyday life, both at school and beyond.
Being in nature has a calming effect on the mind and body and can reduce stress, anxiety, and depression. Additionally, for whānau Māori, outdoor play is found to foster wellbeing through the development of knowledge and understandings of te ao Māori, which additionally supports their sense of identity and belonging, key components for wellbeing.
Sport and physical activity were referenced in Kōrero Mātauranga as being key components to overall wellbeing. Students wrote they wanted to have more opportunities and activities at kura to be involved in outside of class time, especially those that were of interest to them. They also spoke of a desire to have increased opportunities to participate in fitness or sports activities during school, with additional PE lessons or on-campus weights rooms suggested as potential solutions.
EOTC can provide a connection to nature and an opportunity to be active simultaneously. Consider activities like hiking, rock climbing, canoeing and swimming.
COVID led to increased rates of mental distress among youth and for many, their emotional wellbeing remains a concern. Significantly, a nationwide study found ākonga with mental health conditions were significantly more likely to fail exams and be suspended.
Improved emotional wellbeing can be fostered through
outdoor activities like yoga and meditation, mindful cloud watching or nature spotting, and walking barefoot to connect with the earth.
Schools can facilitate these activities themselves, or engage an external provider to visit their kura. An excursion to a local national park, beach or waterfall can enhance the experience.
It is also imperative that students are aware of on
campus and local services and resources that are available to help support and manage their mental and emotional health.
Belonging and participation were key themes referenced in the report. This included connections and relationships with peers, classmates and teachers.
During EOTC, social wellbeing can be prioritised through whole-class activities and teamwork which foster a feeling of inclusion for all students. Activities like orienteering, a scavenger hunt, rowing and many team sports can help students feel included and part of a team.
NZ Surf Academy works with hundreds of children each year and has seen first-hand the happiness those children experience when surfing. Surfing reduces anxiety and stress through the release of endorphins into the brain when
exercising, leaving children with a warm, euphoric feeling post-surf.
Unlike most sports, surfing has no age limit, no height limit, and no limit to what time of year it takes place. The team at NZ Surf Academy can facilitate a surfing experience for everyone through all four seasons of the year.
Children’s minds are busy and rarely stop, but NZ Surf Academy can help students to switch off their brains and be at one with the ocean.
Mindfulness and being present in the moment are life lessons anybody would love to learn at a young age, and the team are proud to teach kids this today.
Working with NZ Surf Academy, children learn safe risk-taking as they assess which waves to take and how best to approach them, patience while they wait for the perfect wave, and resilience through getting up and trying again when they endure a wipe out. Surfing helps children to face their fears and feel proud of their efforts when they catch their first wave, which will hopefully be the first of many.
Houghtons Bush Camp is situated overlooking the beautiful Muriwai Beach and only 50 minutes from Auckland CBD.
A perfect option for school groups, this camp offers heated cabin accommodation for up to 86 guests. Immerse students in a genuine outdoor experience
with a black sand beach, scenic bush walks, historic Maori kumara pits and a wide range of activities and sports equipment designed to engage and educate. The on-site commercial kitchen and dining room make meal preparation a breeze, allowing more time for exploration and fun. As a not for profit organisation we make sure to keep our rates affordable for school groups.
Join us at Houghton’s Bush Camp for your next unforgettable school adventure www.houghtonsbushcamp.co.nz
Kokako Lodge has the advantage of being inside the Hunua Ranges Regional Park, making the camp the perfect place for students to immerse themselves in nature. The camp offers a wide range of outdoor activities with enthusiastic, friendly and experienced instructors.
Here you can hike in the Hunua Ranges, build rafts to float in the pool by the famous Hunua Falls, and take your students to new heights with the challenging high ropes course. Other activities include the always-
popular archery, many maps for orienteering, plus search and rescue, team-building games (ABL), low ropes, a Burma trail and even a glow worm trail.
Kokako Lodge facilities are well equipped to handle groups of up to 100 campers. The camp has cabins with bunk beds, a large commercial kitchen and dining hall, a multipurpose room with a smart TV, a piano and table tennis. Groups have the option of self-catering to keep costs down, or are welcome to engage their choice of caterers.
Presbyterian Camps offer a range of exciting opportunities for students. The ultimate school camp experience awaits at Hunua Falls Camp. Nestled in a serene natural setting, the camp sleeps up to 118 guests in heated cabin accommodation, offering exclusive venue hire for your school. With affordable rates and only 50 minutes from Auckland city, Hunua Falls Camp is a great choice for school groups.
Enjoy a range of amenities, including a fully-equipped commercial kitchen, a spacious
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.
Our surf schools will be o ering our popular Surfing Education
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
hall, and an on-site chapel. A variety of sporting equipment is available for your group’s use. Engage in team-building activities on the sports fields and low ropes course, and explore much more.
Experience nature and adventure at Presbyterian Camps Houghtons Bush Camp in Muriwai, the ideal retreat for school groups. Set in a stunning bush landscape with numerous hiking trails, the camp sleeps up to 86 guests in heated cabin accommodation.
Your school can enjoy exclusive venue hire at affordable rates, perfect for educational and recreational activities and only 50 minutes from Auckland city. The camp features a fully equipped commercial kitchen, a spacious hall/dining room, sports fields and equipment, and playgrounds to ensure a fun and engaging stay.
Discover the perfect destination for your next school camp at Hunua Falls Camp.
Located right next to the beautiful Hunua Falls and only 50 minutes from Auckland CBD. This exclusive hire venue offers heated cabin accommodation for up to 119 guests. With versatile indoor
and outdoor spaces, Hunua Falls Camp caters to all your activity needs, from educational workshops to fun-filled group activities. Enjoy a range of sports facilities and equipment available onsite as well as a full commercial kitchen and chapel. Affordable rates make this an accessible choice for all schools looking to provide an extraordinary experience.
Contact us now for an unforgettable school adventure where learning and fun seamlessly blend. For more information visit www.hunuafallscamp.co.nz
By Gemma Easton, Editor
Fostering an appreciation for and love of reading is a constant focus for educators of all students.
The ability to read and comprehend text is vital for students throughout their educational journey, across all year levels and subject areas. For young students, reading can increase vocabulary and comprehension skills. As students grow, improved focus, empathy and memory are all achieved through reading. There is also evidence to suggest that reading reduces stress and improves mental health.
Reading exposes students to new ideas and experiences. Cultural awareness, environmental conservation, recognising and celebrating individual skills and abilities, dealing with difficult situations, coping with change,
and caring for your community can all be understood through reading widely and often.
Books, then, are a powerful resource for teachers. Offering more than a basic breakdown of the facts, books combine relatable characters, engaging imagery, and storytelling to help children learn about and interpret the world around them.
As well as physical, paper books, audio books and e-readers can also help children access a world of literature.
Here, we explore some excellent books across all age categories to complement the teaching of concepts in the classroom. Many of these titles have a distinctly New Zealand flavour.
Let’s Go Flo by Rebekah Ballagh works on two levels, with the story describing Flo’s day and
highlighting memory and skills in a daily setting. The author has also included resources for teachers and parents about these key executive functions. An element of interactivity is incorporated, for example, when readers are invited to inhale as they trace up an image and exhale as they trace down.
The main character in Tim Tipene’s The Book That Wouldn’t Read is a boy who doesn’t like reading. One day, in the school library, he picks up The Book That Wouldn’t Read. The book takes on a life of its own with words changing colour and disappearing, sentences moving up and down, and even burping! The story takes the viewpoint of children who struggle with reading, with design guided by educators for appeal to dyslexic or reluctant readers. This book is available in both English and Maori.
Ruru, Night Hunter by Kate Furze and Ned Barraud follow’s the nocturnal activities of Ruru. Also known as morepork, Ruru is Aotearoa New Zealand’s only surviving species of native owl. Set in an urban landscape, the book brings readers along as he hunts prey, feeds his chicks and navigates the dangers lurking within his environment.
Nine authors pose thoughtprovoking and ingenious solutions to the climate crisis in the anthology Future Hopes: Hopeful stories in a time of climate change. Edited by Lauren James, the stories explore ideas like skyscraper farms, guerilla gardening, and insects for dinner. These wideranging stories will leave the reader feeling a little less powerless in the fight to save planet Earth.
The Proud Puteketeke: How an Underbird Became a Wonderbird by Peter Millett is an entertaining picture book about Aotearoa New Zealand’s Bird of the Century! This New Zealand-flavoured tale of a puking Ugly Duckling, who is actually a grebe includes facts about what makes the puteketeke so precious and special, as well as the real-life tale of how it came back from the brink of extinction and found international fame as the Bird of the Century.
Love, disability and the inevitability of change are brought together in Anna Sorinto’s novel On the Bright Side. Elli’s Deaf boarding school has shut down, forcing her to leave the place she considered home and return to her hearing family. Mainstreamed public school isn’t easy for Elli. Meanwhile Jackson was enjoying his senior year until some numbness in his leg cost his team an important soccer match. Soon, Elli, the new girl, will become the person he wants by his side the most as he faces a life changing diagnosis.
A North Island high school has replaced bulky metal key sets for single electronic keys. eCLIQ by ASSA ABLOY gives each staff member access to the rooms they need and no one else. And when a key goes missing, it’s a simple on-site reset.
Forest View High School in Tokoroa spans a large green campus, catering to more than 425 students from years 9 to 13. Built to the Ministry of Education’s design standards of the day, it comprises separate classroom blocks, a gymnasium, an auditorium, and an administration wing, as well as extensive sports fields and courts.
With multiple teaching blocks, classrooms and resource rooms, some staff had to manage as many as 6 to 10 mechanical keys. There were three key boxes, and a manual process to issue and track key usage and room access. In addition to permanent and casual teaching staff, the school had to manage site access for outside contractors, cleaners, caterers, and maintenance teams.
Despite the best management, keys get lost, triggering a domino effect of administrative tasks for senior staff having to engage a locksmith to replace the lock and all associated keys. The time and cost of running a site with registered mechanical keys is high. It compromises property safety, too, as there is no way to monitor and control access after-hours.
The school has installed the eCLIQ electronic keying system by ASSA ABLOY, which features battery-powered electronic keys. This requires no power to the locks themselves, with the electronic key activating the lock. The upfront cost of installation is substantially less than hardwired locks, making eCLIQ ideal for fitment onto existing locks.
With the new system installed (70+ User Keys and 220+ Cylinders) in under three days by local locksmith Craig Snowball, the school is now managing site and building access online, easily assigning key access for specific days and times, according to worker and school security needs.
‘Running the old traditional key system was manual and time-consuming,’ recalls school principal Jocelyn Hale. ‘There was one key for each block, different keys for different storage rooms, and yet more keys for specialist spaces like the gym, library and auditorium.’
Accessing the gymnasium required a separate key for every door, which meant staff who regularly taught in or utilised the gym had to manage a set
of eight or more keys. ‘Not only was it inefficient, but when staff lost keys, the locksmith had to recut the keys. They are registered keys, so there are no short cuts to the process.’
Keeping the school safe and secure, and making it easier to access the gym, were driving factors in the search for a more efficient system.
‘We looked into different electronic systems, but most options required the locks to be hard-wired for power. We had too many doors to get power to, so it just wasn’t practical. I contacted ASSA ABLOY and found that our locksmith Craig is one of their licensed installers, so he organised a meeting with ASSA ABLOY for a demo of the system, which looked ideal.’
The eCLIQ system replaces mechanical lock barrels with electronic lock barrels operated by a battery-powered key. Combining the traditional elements of lock and key with powerful electronic access and monitoring technology gives the school total control over who can enter any specific building or room, and at any given time.
‘The system vastly improves the security of the school,’ says Craig Snowball of installers Peak2Sea Locksmiths. ‘The person responsible for issuing keys programmes which keys open which doors, so there is complete control over access. You can set time parameters on individual doors, like allowing them to open only during school hours.’
For Forest View High School, the safety and security benefits of the eCLIQ system are obvious. ‘We want staff to feel safe even when the school is quiet. They know spaces have restricted access, and they can easily open and lock spaces behind them for peace of mind.’
Can you see how eCLIQ can benefit your school?
Scan the QR Code to learn more or contact our eCLIQ consultant: Neil Summons on 027 5035941 or neil.summons@assaabloy.com
Awesome, very important, fun – early feedback is positive for the new worksheets from NZ Transport Agency Waka Kotahi.
The worksheets are bitesized lessons that build knowledge and critical thinking skills around safe road use. They’re free to download.
Available in te reo Māori and English, there are worksheets for Years 1-2, 3-4, 5-6, 7-8 and 9-10.
They’re proving a hit with teachers; files were downloaded nearly 2000 times in the first month of release.
The set was written by Tātai Aho Rau Core Education, who consulted kaiako during development. Mere Waru, Pouako Māori from Te Arawaru Reo Rumaki in Central Normal School, Palmerston North was among them.
“This rauemi has a great range of activities for all levels of learners that cover the importance of road safety, in a fun and engaging way,” says Mere.
“Our tamariki really enjoyed learning about the different road signs we see in Aotearoa and can identify the main traffic and train signs. They had lots of fun acting out different scenarios for
New PowerPoint to teach crossing the tracks safely
Aimed at Years 5 to 10. Includes classroom activities to reinforce learning. Also available:
• rail safety song
• posters and curriculum resources. education.nzta.govt.nz
pedestrian crossings and sharing road safety tips with their peers.”
“I absolutely tautoko this kaupapa and hope this will be implemented as soon as possible in schools nationwide”.
“Very important for our tamariki to learn about at kura. The mahi
I looked at for Tau 3-4 were very suitable and appropriate for this age bracket.”
Council road safety coordinators are sharing the worksheets with schools too.
Caragh Turner delivers road safety, scooter and bike sessions for students, as a community transport coordinator for Auckland Transport. She says she’s thankful to be able to add these to her available resources.
“They work alongside some of our more practical sessions fantastically, especially during periods of rain as we head into winter. I shared these with my schools in the lead up to Road Safety Week.”
“Awesome,” is how Tasman District Council road safety coordinator Jeni Thornborough describes the worksheets. “I love their ease of use.”
www.education.nzta.govt. nz/worksheets
Sign up for our education newsletter and get exclusive access to webinars and the latest resources education.nzta.govt.nz/signup
By Naomii Seah, Industry Reporter
Proper acoustics are fundamental for student success and learning, as they contribute to how students experience classrooms and receive instruction.
When classrooms or other teaching spaces are too loud and distracting, instructions become inaudible. Excess noise can also become a distraction for children and prevent them from staying on task.
Kaiako are impacted by poor acoustics as well, as they strain their voice to be heard. Poor classroom acoustics also amplifies background noise like traffic, construction or other children passing by.
Proper classroom acoustics is also a matter of equity. AUT PhD scholar Megan Burfoot, says the detrimental effects of poor classroom acoustics “are amplified tenfold for those with disabilities or a second language.”
Poor acoustics are usually caused by two factors: too much background noise and/ or long reverberation times.
If dealing with the former, there are a few measures that can be taken to improve background noise. Among the simplest might
be creating quiet zones in certain parts of the school, or installing noise-blocking curtains in roadside classrooms. Strategically deployed and multifunctional soft furnishings can also help to absorb unwanted sound and improve classroom acoustics. However, these measures are usually temporary and less effective than permanent solutions.
Another option that will see long-term benefits is retrofitting old classrooms with new noise insulating materials. This may be beneficial for older blocks where noise insulation is poorly designed or non-existent. Different noise insulation is designed to stop sound leakage through ceiling spaces, or inside interior and exterior walls. This will help
reduce noise leakage between classrooms as well as from external sources like roads.
When building new blocks or learning areas, acoustics is an important factor to consider and investment into proper noise insulation may save headaches and costs down the line.
Auditoriums, halls and gymnasiums are spaces in schools with notoriously poor acoustics. These large areas may benefit from strategically placed sound-absorbing materials like rugs and soft dividers. More permanent solutions include sound-absorption padding that can be fitted to walls. These come in a variety of attractive sizes, shapes and colours to suit the needs of your space.
Ben Hutter from Greenstuf Insulation said that clear speech and sound are essential for learning, yet excessive noise in classrooms can make it difficult for children to hear what is being said. “While children’s listening skills develop, they are more likely to miss words and sounds from teachers or fellow pupils, and will struggle to fill the gaps, leading to distraction and disengagement.
Acoustic insulation reduces airborne sound, impact noise and noise transmission by controlling resonating noise and enhancing learning outcomes for children in educational environments.
“Part of designing for optimum acoustics is considering factors such as environmental conditions and intended use, whether rooms are large or small, have high ceilings or low, and what construction materials are used,” Mr Hutter said. “For example, wood and concrete have different acoustic properties which will determine which insulation is most suitable. By tailoring acoustic insulation to the specific properties of spaces, you can ensure optimal sound control, creating a positive learning environment for all.”
Mr Hutter explained how schools can make environmentally conscious insulation choices.
“Opting for insulation products that incorporate recycled fibre is a great sustainability choice. Researching the sustainability values and initiatives of insulation brands will help you to make a conscious decision.
“Additionally, ensure your insulation is locally made for greater sustainability and a lower carbon footprint. Lastly, choose high-quality insulation resistant to settling or slumping over time, ideally with a durability warranty. This minimises the need for frequent replacements or eliminates it altogether.”
Quality thermal and acoustic insulation ensures warmth, comfort, and reduced distraction, allowing children to focus on learning
By Gemma Easton, Editor
Trees help your school grounds to look good, provide shade for staff and students, become part of student play, and can be used as an educational tool.
Neglected trees, though, can pose a hazard. Rotting and unstable limbs are at risk of falling, potentially injuring people below. Dead trees are unsightly, and could fall over, which may have disastrous consequences for property, people and your school landscape.
To prevent tree-related mayhem, proper tree maintenance should be a regular feature of all school’s property and facilities management plans.
Engage the experts
Health and safety should always be a priority for schools. It is important, then, to consider whether tree maintenance is something which can be carried out by school staff or if a professional arborist should be engaged. Routine trimming and pruning to maintain hedges and small trees can usually be managed by school staff. For larger trees or more extensive clearing, it is best to call in the experts.
A qualified arborist can help your school decide how best to maintain your school’s trees. In some instances, cabling and bracing can be used to provide added structural support to branches. This should be installed by a qualified arborist and regularly inspected to ensure it remains effective.
For some trees, though, removal may be the safest, most cost-effective option. Again, this should be carried
out by an arborist, who will be trained in the best way and correct equipment to use to remove the tree.
When scheduling large-scale operations, choose a time that won’t impact on staff and students. School holidays may be the optimal time, though urgent work necessary to keep your school safe must be carried out as soon as possible.
More than tree maintenance, an arborist can conduct an audit of all trees on your school grounds. Using specialist equipment, the arborist will gather information about all trees on your site and assess any risks. A written tree report can provide your school information about the species, size, age, and proximity to power lines and other infrastructure for all trees on site. In some cases, this information can be used in insurance claims, as an indicator of a tree’s health and proper maintenance.
The Ministry of Education says that schools must maintain trees on their property so they do not become a hazard to students or staff. General maintenance work on trees such as trimming or removing dead branches, and the removal of protected trees should be paid for with your school’s Property Maintenance Grant.
Trees that become too big can pose a hazard in high winds and can block light. Large trees may also become a nuisance to neighbouring properties.
Schools should consider the type and size of trees planted near swimming pools. Branches or leaves falling into the pool can be time consuming to clean and may inhibit use of the pool. Similarly, care should be taken around paths and playgrounds. Fallen leaves and branches can become a slip or trip hazard. Limiting leaf fall in these areas
can help to mitigate this risk. Some trees are protected and will require contacting your local council before trimming or removing them. This will include naturally established native trees, trees with historical, cultural or botanical value and trees protected on the certificate of title, which might need a resource consent to do anything to them.
The MOE advises that if a protected tree needs emergency work to deal with a hazard to people or buildings, such as a damaged branch that may fall, you can contact your local council for advice. Although resource consent is probably not needed for routine maintenance, such as trimming or removing dead branches, it is best to check first.
Other activities around protected trees including excavating or digging, construction work, depositing material close to the tree, putting in pipes or power lines, and storing things under the tree may also require resource consent.
Neglecting tree maintenance can lead to an array of issues.
Bryce Robb from Beaver Tree Service said: “Unchecked trees may develop structural weaknesses, increasing the risk of falling branches or entire trees collapsing.
“Pests and diseases can thrive in unmaintained trees, potentially spreading
At Beaver Tree Service, we prioritize tree health and safety, especially in schools.
Trees are vital to our urban landscapes, providing food and shelter for wildlife and numerous environmental benefits. However, larger trees can pose risks in urban areas, such as lifting pavements, damaging foundations, clogging gutters, and dropping branches.
To address these issues we offer all schools, within the regions we service, a free health and safety appraisal of their trees. Our qualified arborists conduct thorough inspections using the 360-degree walk-through method. These appraisals can take up to an hour and will help identify any health and safety issues, or potential risks, that may need addressing.
Healthy trees are a significant asset to your school. Ensure their continued well-being by contacting Beaver Tree Service today for your free health and safety appraisal.
For more information please visit www.beavertree.co.nz
to other trees and plants in the vicinity,” Mr Robb said. “Overgrown branches can obstruct pathways, buildings, and other facilities, and can clog gutters or drop leaves on pathways creating slipping issues. Visual tree inspection and scheduling of regular maintenance to all trees will reduce these risks and ensure a safe environment for everyone.”
Removing large trees often requires heavy equipment to ensure safety and efficiency. “In some circumstances, it can be a good idea to use cranes to safely remove large limbs, but arborists have the expertise to safely remove trees in all situations. If access will not allow for a crane to be used, trained teams can climb using ropes and harnesses to lower larger sections safely.”
Pruning is a key step in tree maintenance. Mr Robb said: “Pruning improves safety by reducing the risk of falling branches, removes dead and diseased limbs, and promotes better air circulation and growth. Maintaining greenery is also important for aesthetic appeal, as well-maintained trees and hedges create a more inviting environment.
“My suggestion would be to prune regularly as part of a maintenance programme for your trees and hedges, to control the size and shape of your trees and hedges and help prevent any interference with buildings and other facilities.”
