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In Australasia achieved.
Inside our term four issue
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It has been a year of change in the Aotearoa New Zealand curriculum. This change will continue next year, notably with the introduction of structured literacy for all schools. Literacy is the building block for all learning, and students cannot expect strong educational outcomes if they do not have solid foundational literacy skills.
In our detailed literacy feature, we talk to the Ministry of Education, as well as industry insiders to find out why structured literacy is being introduced to all schools, the learning outcomes teachers can expect, and some strategies to integrate structured literacy successfully into your classroom. We know lots of you have strong feelings on this topic, and we hope the change will prove beneficial for your ākonga.
For our Tumuaki Principal Speaks this term, we are fortunate to have Martyn Weatherill as
our guest columnist. Martyn discusses why a one-size-fits-all approach to education is not the best approach. At his school, Laingholm Primary School | Te Kura o Laingholm, Martyn and his sta have adapted their teaching and learning community to meet the diverse needs of their students. He believes every
school can do things di erently to suit their individual student population, and improve the school experience for all students.
As we race towards the end of the year, many of you will be starting to plan for the next school year. Our education outside the classroom supplement explores a range of external learning experiences for 2025. From interacting with musicians in an orchestra, visiting museums, and adventure activities and school camps, the range of experiences on o er is diverse, with something to suit all learning outcomes.
Equally as important as student learning is ongoing learning and professional development for teachers and school sta . In our PLD for 2025 feature, we discuss the variety of opportunities available, including di erent delivery methods, qualifications, and results.
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As the school grounds empty out and the noise of students abates for the summer holidays, some school departments are gearing up for their busiest time of the year. The long holiday period is a great time to complete large-scale works around your school. In this edition, we look at property maintenance and the advantages of having a maintenance plan; the benefits of modular buildings for adding space and functionality to your school grounds; how to upgrade your sta room; and the many functions of digital scoreboards.
The end of the year can be full of joy and excitement, as you farewell students and prepare for a well-deserved break. It can, though, also be a time of stress and worry, with the extra end-ofyear responsibilities and work to be completed. Go gently with yourself and your colleagues.
Ngā mihi, Gemma
Neurodivergent learners in Aotearoa
By Naomii Seah, Industry Reporter
“Our brains are different, but they’re not less,” – Tom Little, Young Neurodiversity Champion.
New Zealand has one of the least equitable education systems in the world, ranked in the bottom third for educational inequality across the OECD.(1) Among other factors like socioeconomic disparity and the impacts of colonialism, one significant contributor to this inequity is students with unaddressed additional learning needs.(2)
Neurodivergent students are known to be inadequately supported within our education system, increasing the likelihood of poor educational attainment, which has flow-on effects for the whole of life. An estimated one in five people is
I thought that it was me that was the problem
neurodivergent, and we have around 320,000 neurodivergent young people in New Zealand.(3)
The Education and Training Act 2020 explicitly states that our education system should provide “equitable outcomes for all students”. However, evidence shows that many students with special learning needs are not able to access the required support.(4)
What is neurodivergence?
Neurodivergence is an umbrella term for people who are wired to process and understand the
world differently to neurotypical people. The term encompasses many different conditions such as ADHD, ASD, dyslexia, dyscalculia and dyspraxia. Many neurodivergent people have cooccurring diagnoses.
Each neurodivergent condition comes with strengths and weaknesses including differences in processing speed, working memory, spatial awareness and sensory sensitivity.(3) This makes communicating, analysing and processing information different for
neurodivergent people compared to their neurotypical peers.
The current state of learning support in schools
Although some neurodivergent students with higher needs will receive additional learning support, evidence suggests that the majority of neurodivergent ākonga will experience neurodivergence as an invisible disability.
As school’s work to balance their limited resources, learning support is often only seen as a priority for students who present with disruptive behaviour patterns.(3),(4) Currently, an estimated total of five percent of students receive learning support through one of the four main funding pathways. Principals often report using operational funding to cover other students who require support.
This, however, likely does not meet the significant shortfall, as around 15 to 20 percent of people are neurodivergent, and an estimated 11 percent of 0 to 14-year-olds in New Zealand have a disability.(4)
In 2019, the Ministry of Education released their Learning Support Action Plan, which noted that neurodivergent learners usually don’t qualify for the ORS, but “need teachers and other educators with increased capability, as well as targeted or specialised support”. It was recognised that neurodivergent learners are more likely to need “flexible ongoing support, rather
than a specific, shorter term, intensive intervention”. (5)
When the different ways that neurodivergent people process and understand information are not understood or supported, neurodivergent learners report being alienated from the classroom and are at risk of disengaging.
Experiences of neurodivergent learners in schools
“I was perceived as a troubled, disobedient boy but that’s not who I am. I just had learning difficulties, and I needed more support.
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“I remember one situation led to my teacher getting a vivid marker and drawing an X on the carpet, where I was confined to sitting and staying. This made me feel alienated and different to everyone else, and this is the worst thing for a neurodiverse student.” (6),(7)
Tom Little is a Young Neurodiversity Champion with the Neurodiversity in Education Project, and he shares his experience as someone with ADHD. Sadly, his experience of feeling alienated as a neurodivergent learner is not uncommon in the education system.
Many neurodivergent students report that the education system is designed by and for neurotypical people. This includes the use of standardisation and rigid curricula and timetables that can alienate neurodivergent ākonga.
“The system is designed for one specific type of person, I don’t ever feel supported, understood,” said one student.
“I had been so ashamed all through school of my many ‘faults’”, said another. “When I
got diagnosed, I realised that they were not because I wasn’t trying or incompetent at basic human activities but because of a difference in my brain structure. It changed my life.” (3) Parents said that the rigidity of curriculum demands and the requirement for students to demonstrate learning in prescriptive ways did not meet neurodivergent needs. Additionally, some neurodivergent students and their whānau reported not being able to access special assessment conditions, impacting their ability to complete tasks and therefore achieve.(4)
This reality is exacerbated by a lack of teacher training and support to address the needs of neurodivergent students. Almost half of primary school teachers feel they don’t have enough support to teach students with learning support needs. (4) Additionally, many schools do not have whole-of-school policies to support neurodivergent students such as providing quiet spaces and support groups. This leads to stigma and exclusion for neurodivergent students.(3)
Many neurodivergent people, without adequate support and/ or diagnosis and understanding, find themselves facing increased mental health challenges. More than 90 percent report facing social and emotional challenges because of their neurodivergence, with 35 percent reporting their challenges as “severe”. (3) New Zealand research shows that by the age of eight, neurodiverse students have a lower quality of life and satisfaction than neurotypical people, and are already displaying anxiety and depression.(3)
Ensuring neurodivergent ākonga thrive
Evidence has shown so far that eff ects of the Ministry of Education’s Learning Support Action Plan have been minimal, and neurodivergent students are still disproportionately impacted by a “one size fits all” education system.(3),(4)
In recent years, advocates have called for several changes to the education system to allow neurodivergent students to thrive. These include increased funding, better access to specialists through a centrally coordinated system, improved in-class support and upskilling teachers.(4)
But while these larger policy changes form the backdrop of the wider education experience for neurodivergent students, many teachers and students don’t have the luxury of waiting for additional resources to come down the pipeline.
leads to better relationships with all students through empathy, respect and understanding. Teachers who can recognise and support the needs of neurodiverse students are also able to facilitate improved peer relationships, improving the wellbeing of their students.(9),(10)
education system, that doesn’t have to be the case. With the right support for teachers and students, understanding and interventions, neurodivergent students can thrive. Using their individual processing ability and methods, all students can excel in academic, emotional and social aspects of school and life.
There are classroom and school-level adaptations that can help meet some of the needs of neurodivergent ākonga, many of which are already being implemented by classroom teachers. Free resources are also available from neurodivergent advocacy groups such as the Neurodiversity in Education Project.
First and foremost, supporting neurodivergent ākonga to succeed requires some understanding of neurodivergence and its myriad expressions. Though this is a daunting task which ultimately requires systemic changes to ITE and professional development provision, educators can come to basic understandings with the help of neurodiverse people and advocacy groups. Educators can also rely on colleagues such as Learning Support Coordinators, SENCOs, or other relevant professionals who can give practical advice.
Teachers may notice diff erences in learners in the classroom, which can help identify a neurodivergent student who may need tailored support. Educators looking to be more neuroinclusive can follow a “notice”, “recognise” and “respond” framework to ensure neurodivergent students thrive in classrooms.(8)
Once educators have a basic understanding of neurodivergent students and their needs, it becomes easier for teachers to recognise neurodivergent characteristics. This in turn
Teachers who understand how neurodiverse students learn can also help neurodivergent students gain a sense of agency and ownership over their learning. Enabling flexible learning environments can help students develop a more positive attitude and better behaviour management for neurodivergent students, improving their selfesteem. Importantly, teachers should support students to understand and manage their behaviours and create accepting environments for neurodivergent students in the classroom.(9),(10)
Finally, diverse teaching strategies are more likely to engage neurodivergent students and help them use their strengths in a learning environment. Educators may wish to review their teaching strategies and learn to adapt the curriculum and content to best engage their neurodivergent students. This may mean diversifying how information is presented, the pace of learning and breaking up class schedules or group activities in novel ways. School leaders may want to consider how organisation-level interventions or training can support their staff to meet the needs of neurodivergent students. There are free online resources available for New Zealand school leaders to think about how neuroinclusivity can be built into school codes and policies.(11)
For instance, school leaders might think about their strategic plans — how does the plan support neurodiverse students? Are clear goals and targets set to meet their needs? Have these goals been developed in consultation with students and the community? As for policies, are there social and emotional supports for neurodivergent students? Are neurodivergent staff seen and valued? These are just some of the questions school leaders might ask to ensure neurodivergent students thrive at school.(11)
Although neurodivergent students often struggle within the
References
1. Yekaterina Chzhen, Anna Gromada, Gwynther Rees, Jose Cuesta et al. “An Unfair Start: Inequality in Children’s Education in Rich Countries”, (Florence, Italy: Unicef Innocenti, May 2018).
2. Garry Hornby, “Review of the status of inclusive education in New Zealand”, Progress Towards Agenda 2030, (September 2023): 245-26
3. Neurodiversity in Education Coalition, “Unlocking the enormous potential of neurodiverse learners”, (New Zealand: Neurodiversity in Education Coalition, May 2023).
4. Nina Hood and Romy Hume, “The illusion of inclusion: The experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system”, (Auckland, New Zealand: The Education Hub, 2024).
5. Ministry of Education, “Learning Support Action Plan: 2019 – 2025”, (Wellington, New Zealand: The Ministry of Education, July 2019).
6. Neurodiversity in Education Project, “Overcoming challenges of ADHD | Tom’s Story”, 01:48. Accessed 13/08/2024 from https://www.neurodiversity. org.nz/get-to-know-us
7. Education Gazette editors, “Unlocking the superpowers of neurodiverse learners”, Education Gazette 102 no. 9, (July 2023), https://gazette. education.govt.nz/articles/ unlocking-the-superpowersof-neurodiverse-learners/
8. Neurodiversity in Education Project. “Neurodivergent Learner Characteristics”, (New Zealand: The Neurodiversity in Education Project, 2023).
9. Julie Skelling, “A strengthsbased approach to teaching neurodiverse learners”, The Education Hub, 19 October 2020, https://theeducationhub.org.nz/ a-strengths-based-approachto-teaching-diverse-learners/
10. Brigit Mirfin-Veitch, Miha Jalota and Lydie Schmidt, “Responding to neurodiversity in the education context: An integrative literature review”, (Dunedin, New Zealand: Donald Beasly Institute commissioned by The Ministry of Education, 2020). ISBN: 978-1-77690-243-9
11. Neurodiversity in Education Project. “Neuroinclusive School Code”. (New Zealand: Neurodiversity in Education Project, 2024).
Health Ambassador with Southern Cross
The power of difference
Principal and education advocate Martyn Weatherill writes on how meeting each students’ needs is imperative for the collective good.
There are 2500 schools in New Zealand, and every one of them is different
As an educator and advocate, I am passionate about ensuring all students have every opportunity to reach their highest potential in whatever area that might be. My vision is that Aotearoa New Zealand’s public education system is one of the best in the world.
To me, that means championing quality public education that
is locally available and fully funded by the state, ensuring that every child has the right to a free, accessible, and excellent education.
I am passionate about promoting quality public education that is Te Tiriti based, equitable, inclusive and recognises diversity, including neurodiversity.
The power of difference
Sometimes systems and organisations are well served by embracing those that think diff erently. In the words of Rob Siltanen, from his time at Apple:
“Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things diff erently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree with them, glorify, or vilify them.
About the only thing you can’t do is ignore them. Because they change things. They push the human race forward. And while some may see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do.”
I have absolutely no problem being viewed as one of the ‘crazy ones’. While I might not be able to change the world (yet), I believe I can make a positive diff erence for ākonga in Aotearoa New Zealand.
For years I have advocated for additional staff ing in primary schools, for additional resourcing of primary schools, particularly around neurodiverse people.
I am neurodivergent myself, and in a lot of the kids that I see struggling in my school, I recognise the traits I see in myself. I was fortunate I had the support going through schooling to be able to come out the other side.
But currently, our system is failing these students, and it’s not the teachers that are failing them. It’s not the work within the schools. It’s the fact that we simply do not have the resource. Unmet needs
Neurodiverse students need a bespoke, custom designed education plan and achievement plan – because neurodivergent
By Martyn Weatherill, Tumuaki Principal, Laingholm Primary School | Te Kura o Laingholm
Images courtesy of Laingholm Primary School | Te Kura o Laingholm
students can achieve. The problem is that we’ve got a one-size-fits-all solution to pretty much everything in education, and unless you fit that mould, you miss out. To me, that’s unacceptable.
We need to advocate for resourcing for our neurodiverse children and children that need additional learning support. Once we do that, we will be able to say New Zealand has a quality public education system that is world leading. But up until we get to that point, we’re going to struggle with an achievement gap. Too much of the conversation in education is around achievement in reading, writing, and maths. Don’t get me wrong, they are important, but we need to put them into context. Reading, writing and maths are tools that the student uses to do something else with – that’s the critical thing.
We liken it to hiring a builder to build your house. You can choose to hire the person that knows how to swing a hammer or use a saw, but you’re more likely to hire the person that has the creative vision for the house you want to have.
It’s not about the ability to use a tool, it’s the ability to be able to creatively do something with those skills. For a lot of our neurodiverse students, they need to understand the why. What am I going to do with these skills? Where are they going to fit in my life? You need to engage them in the process. Simply saying to them ‘you will do an hour of maths every day and you will be good at it’ doesn’t work unless they can see how
they’re going to use those skills. That means STEM is huge for these children, but so are subjects like music and the performing arts. Putting those opportunities in front of children are what will engage kids with learning. That’s where you bring up reading, writing and maths because they will see they need to be able to do those basics to engage with the thing they’re passionate about.
One example from early in my teaching career is one student who was defined as needing support in reading. When I talked to him, he told me about a video game that he was keen on playing. I knew this video game, and because it was a long time ago — before graphics got
quite good — there was a lot of text in it. And he had to be reading this text, because he was engaged with the game. He wasn’t the slightest bit interested in reading about greedy cat. He was really interested in reading about Carmen San Diego. That’s dated me as a classroom teacher horribly, but the example still applies – when kids are engaged in their learning, they will learn.
When kids are engaged with their learning they’ll remember it as well. You talk to kids, and they remember school camps, they remember school productions, they remember performing on stage and raft races. None of them ever remember their maths lessons. It’s not about the tools, it’s about what you
do with those tools — that’s what makes a difference.
Doing things differently I think differently, and we do things differently at Laingholm Primary School. Laingholm is nestled in the lush greenery of the Waitākere Ranges. It’s known for its stunning natural landscapes, tranquil atmosphere and a strong sense of community. The local school is a highlight, perched atop a ridge with a commanding view down the valley. On clear days, the vista stretches out to reveal a tapestry of green, while on foggy mornings the school sits high above the mist, creating a magical, almost otherworldly scene.
Images courtesy of Laingholm Primary School | Te Kura o Laingholm
The beauty of Laingholm is intertwined with the warmth of its community. It’s a place where the simple pleasures of rural life are cherished, and the stunning surroundings provide a constant source of inspiration and tranquillity.
When I got here, I looked at the students in front of me, and I saw they needed an outlet for their creativity. So, I’ve now become a huge advocate for a performing arts programme. We have school bands, we have choirs, we have kapa haka and we have school productions that are second to none.
You look at some kids performing on stage and think: I never saw that coming. The kids will practise in a classroom, but then you put them on stage, you put the lights on, you put the sound eff ects in — you wrap around them all of the technology that stage performances have — and you can see their self-esteem and confidence growing. It’s an amazing experience. One of the signature practices at our school is we know every kid,
and our leadership team will sit down and discuss what we know about a particular child without reference to any documents. That relationship is crucial to the teaching process. That is how we engage the students and know what interests them.
There are 2500 schools in New Zealand, and every one of them is diff erent. My school is up the road from another school that’s much larger. We do things diff erently from each other but we both do it really well. We’re quite diff erent because we meet the needs of the students in front of us.
One-size-fits-all might be a cheap solution, but one size never fits all because every school has children with completely diff erent needs, and the education system must meet all those needs.
During COVID, we had an example of a high trust model because the Ministry had to trust principals, the people on the ground in their communities to do the right thing for their communities. And by and large it worked brilliantly. The
Ministry did what it does best, putting resourcing out and letting principals do what they do. High trust can work, and we need to move back to that.
Principals aren’t just leaders of their schools, in many cases they’re leaders of their community. Tumuaki Māori are often cultural leaders within their communities, for example.
The need for collectivism and the common good
I feel that now, more than ever, we also need to address the moral challenge that Jonathan Sacks calls “one of the biggest challenges facing democratic freedom”. We live in one of the most individualistic times in human history. Schools, and the education system in general, have an incredibly important role to play in shifting the focus back to a commitment to collective responsibility and the common good. In Sacks’ words “to strengthen civil society, restore morals to the market, and to accept responsibility for the future of the planet”.
We need to value the society, and we need to value the collective. If only one person succeeds, we have failed.
Images courtesy of Laingholm Primary School | Te Kura o Laingholm
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Pakuranga Intermediate: A school like any other
Images courtesy of Pakuranga Intermediate
By Naomii Seah, Industry Reporter
Pakuranga Intermediate demonstrates the simple power of a friendly, welcoming environment
Taking up a wall in Principal Stephen Johnston’s office at the school is a laser cut cork map of the world with a myriad of push pins scattered across it. New Zealand is represented at huge scale. Push pins are concentrated in Auckland, but there is a smattering of pins across the motu. These pins represent the 47 nationalities present at Pakuranga Intermediate, located in the hyper diverse East Auckland neighbourhood. It’s not a perfect representation, says Johnston. Children
We want our ākonga to be great thinkers – critical, creative, independent
are only allowed to have one pin to represent their whakapapa, and some children have multiple heritages.
“But [the map] gives us a bit of an idea. I like it because every child is represented in my office, which I think is important.”
Diverse origins
Pakuranga Intermediate School was built in 1973 in response to strong population growth in the area, driven by housing
development. From the beginning, Pakuranga Intermediate has had a diverse roll. Now, it’s the host school for the Resource Teachers: Learning and Behaviour (RTLB) service in the area and hosts a satellite class for Sommerville Special School.
In the past ten years, Pakuranga Intermediate has seen a growth in diversity, though the demographics have remained similar. The school roll is a third Pacific and a quarter
Māori. However, the number of nationalities represented in the roll has grown significantly in the past few years.
Pakuranga Intermediate is now a medium sized school, especially in comparison to others in the area, with a total roll of just under 300 Year 7s and 8s. But in its early years, class sizes were large, and the school roll peaked at a thousand students. These numbers changed naturally with the demographics of the area, says Johnston. Traditionally a working-class area, family sizes shrunk over the years. Now, roll growth is again increasing due to the medium density housing construction. But Johnston doesn’t believe Pakuranga Intermediate will ever be a large school again.
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“There’s more capacity in the area, and there’s good schools everywhere now. When [Pakuranga Intermediate] was big, there were a lot of kids who were unhappy with the schooling in another area of Auckland, and many came here. There’s not really the need for ākonga to do that anymore,” says Johnston.
A friendly, welcoming school
Pakuranga Intermediate doesn’t do anything special, Johnston says modestly. Rather, they simply endeavour to be a friendly and welcoming school – an approach which seems to resonate with the children, and the wider community.
The school motto is “I am tomorrow”, though Johnston says they tend to use “we are tomorrow” as it’s more inclusive. The school values include respect for others, care for the environment and pride in ourselves, which is linked to the school’s positive behaviour for learning programme. The school also teaches connections, leadership and determination as student capabilities.
“We want our ākonga to be great thinkers — critical, creative, independent. To have a strong sense of who they are, not just culturally but also in terms of their strengths and aspirations.
“Between those two things, the values and the capabilities, it gives us a strong vision for who we want our kids to be and how we treat each other.”
On the overcast Auckland day that School News visits,
lunchtime is a social affair. Students are wandering around the grounds, playing ball games on the basketball and netball courts. Despite not holding a teaching position, Johnston says that he is very involved in pastoral care for students at the school, and it shows in the way many kids greet “Mr Johnston” as he walks the grounds.
“I love that we’re a friendly, welcoming and inclusive school. Our kids really look after each other. That doesn’t mean we don’t have dramas or social problems... but generally speaking, our kids do a nice job of looking after each other. You walk around the playgrounds at lunchtime and kids are having fun and laughing.”
Some students are relaxing on beanbags and under awnings, others are passing balls or playing volleyball, walking or running on the field. Students of varying cultures and abilities are playing alongside one another, and it’s true — the tone of play is generally light and peaceful.
The scene reflects Pakuranga Intermediate’s ethos of being welcoming and inclusive,
ensuring that the community and the students feel a sense of belonging at the school.
“We work very hard to be warm and welcoming to everyone who comes on site. I don’t think we get that right every single time. But we work hard at it. We try to have something every term where we invite the parents in to celebrate ākonga learning.”
In the past, the school has held barbecues, and arts and culture showcases for the community. Johnston says he is mindful of family needs, such as splitting events into two parts to circumvent working hours.
The school is lucky to be supported by a wonderful community, says Johnston.
“Every time we ask something of our parents and communities, they deliver on it, they really look after us.”
On a recent cultural day, Johnston describes being overwhelmed by the sheer diversity of kai that came in, and the parents who accompanied their children to the school and took pride in their heritage.
“It was great to see kids coming down the driveway in their cultural costumes and parents coming down with them and taking photos outside the school.”
Johnston also describes some whānau who brought in “a huge container full of ‘Otai. They didn’t just bring enough for the kids in the class, they brought enough for the kids from other classes.”
The welcoming nature of the school is reflected in their attendance, too.
“We averaged over 90 percent daily attendance in Term 1, dropped down over Term 2, and last week this Term we’ve hit 90 percent again. For a school in this area, of our demographics, those are positive numbers. Although we are striving to do better.
“To be at that level the school has to be welcoming. There has to be a good level of engagement with the community. The kids have to feel safe and be enjoying it.”
Art, inclusion and belonging
In addition to the laser cut map of the world, Johnston makes little wooden tokens to hand out to students and classes to encourage attendance. Classes with 100 percent attendance will get a token presented at assembly and displayed in their class, classrooms with the top attendance for the day get an attendance tick that is also displayed in the classroom. It encourages friendly competition between classes, chuckles Johnston, and students feel pride at receiving an award.
“My vision is for the school to one day be completely wrapped in art,” says Johnston, as he shows me the school-wide art units that are hung on the walls. One wall has several hundred painted stars that represent an origin story from a student’s culture or background. Almost every child is represented on the wall, says Johnston. School murals which face the road are
Images courtesy of Pakuranga Intermediate
also painted in collaboration with students under the guidance of an art teacher. Some of the murals are based around a school unit on the Hauraki Gulf. Others represent the local community.
This year, the upcoming schoolwide art exhibition celebrates inclusion for those with visual impairments. As a result, the art is big, bold and tactile. The school prioritises a performing arts programme too, says Johnston, with a school production every two years. “This year, we will have a cultural performance night.”
Johnston says art draws a big response from his students, and they appreciate being represented on the school itself.
“They enjoy it, and they look after [the art]. We’ll go out there and even if a display has been up there for a year or two I’ll still see kids standing there, looking at it. I think it has a big impact on them.”
Besides the art programme, Pakuranga Intermediate aims to effectively respond to the needs of their community. A recent Education Review Office report recognised how school’s
provision for English language learners. Johnston attributes this to their full time ESL teacher and learning assistant. In addition to their support, Johnston says the school has been starting each staff meeting with a section on effective ESOL practices, that teachers then bring into their classroom programmes.
“The classroom teachers have had to lift their game in terms of providing for English language learners. They’ve always done a fantastic job of including kids who are English language learners. But when you’ve got increasing numbers of them in the classroom, support needs to be more systematic.
“I think our English language learners are happy, excited and enjoy school, and it’s largely to do with our [ESL teachers].
“But it’s also to do with the way kids look after each other.... When I walk around the school with a new student, kids are asking: is that student going to come into my class? They’re ready to make friends.”
Curious about Caxton Educational
CaxEd publishes the popular NZ Curriculum Mathematics –Stages numeracy series and the award-winning NZ Curriculum Mathematics – Connecting All Strands series, which weaves all the NZ Curriculum strands into one Student Text per year (Years 3-8) establishing a solid backbone for your maths programme.
chapter add more excellent activities for extension or extra practice to the highquality tasks in the books.
Schools that have purchased this series can access these online resources at no cost.
CaxEd o ers Online Teacher Support via their website to complement the Connecting All Strands texts.
Printable masters, interactive games, teaching strategies, and extra tasks for every
The Ministry of Education’s latest study shows that textbooks outperform computer or tablet-based learning.
Email mel@caxed.co.nz or visit www.caxed.co.nz.
mel@caxed.co.nz www.caxed.co.nz
Image courtesy of Pakuranga Intermediate
Literacy skills: The key to all learning
By Naomii Seah, Industry Reporter
Literacy is a foundational component of learning which unlocks the rest of the curriculum.
Ensuring students are appropriately literate at each stage of school sets them up for future success in their NCEA years and beyond. Recent changes to the curriculum are designed to help New Zealanders reach literacy goals.
The refreshed English learning area leans on the concept of structured literacy, a teaching practice that has both local and international evidence for its efficacy.
Research in reading acquisition has demonstrated that reading is a skill that must be explicitly taught to young learners, differentiated from spoken language which can be learned naturally. For young children, literacy begins with spoken language and learning component sounds. Once a
Reading is a skill that must be explicitly taught to young learners
learner can hear component sounds of language — or phonemes — then the learner can be taught phonological decoding. This process is the basis of literacy, and learners can be supported to reading fluency through practise, so word recognition becomes automatic.
Once reading is automatised, cognitive space is freed for comprehension. Structured literacy is a teaching practice that aims to guide learners through this process, ensuring students reach high levels of reading fluency.(1)
The draft curriculum for primary students is out now, and draft
content for Years 7 to 13 will be released in Term 4. Content for older students will also focus on similar structured literacy principles, though some of this content will be limited to students who require additional support to reach expected standards.
The government has signalled that teachers will be supported into these changes with professional development and learning resources. With new funding being poured into the English curriculum and PLD in the area, the hope is that every child can be supported to achieve at the appropriate curriculum level.
In a statement to School News, a Ministry of Education spokesperson said that the updated English learning area is “designed to ensure every student has access to high-quality knowledge, texts, and evidencebased teaching practices.
“For students, the aim is to develop literacy skills, critical thinking, and a love for literature. For teachers, the curriculum offers clear guidelines and support to enhance teaching effectiveness and consistency across schools.”
The curriculum will include a teaching sequence for teachers designed to support planning and coherent progression for students.
The Ministry of Education said that this structured curriculum will still allow for teachers to design engaging lessons which cater to their students’ strengths, needs, experiences and interests without placing undue burden on educators.
By supporting students to achieve in the English learning
Image courtesy of Tātai Aho Rau Core Education
area, student engagement will improve as learners can “see themselves as successful,” the spokesperson continued.
Young learners will develop strong foundations to support further learning in other areas.
“By fostering these critical skills early on, we are setting our students up for a lifetime of success and a love for learning. When students have the necessary skills to understand and interact with the learning content, they are more likely to be engaged and motivated to learn.”
The new English learning area will also emphasise comprehension, with the structured literacy approach “intended to enhance the understanding of meaning”.
“Comprehension skills are built both through texts read to students and texts students read themselves. Teaching advice includes focusing on meaningmaking with every text.
“By building a strong foundation in literacy skills, students will be better equipped to comprehend and analyse texts.”
Navigating the Journey
The curriculum aims to comprehensively address all areas of literacy, including oral language skills which are the foundation for reading and writing.
The Ministry of Education states that oral language is a “crucial part” of the updated curriculum.
“Oral language activities promote collaborative learning and build confidence in public speaking and discussion, which are essential skills for academic and personal success.”
With the many changes coming
From theory to how we teach
As we approach the 2025 mandate for Structured Literacy, schools are undergoing significant transformation.
It’s essential to assess your school’s position in this journey. Whether you’re just starting, seeking guidance, or confi dent yet open to improvement, leaders must refl ect on progress and determine how best to support teachers.
In the early implementation stages, strategic support for teachers is crucial to ensure sustainable outcomes. Structured Literacy— diagnostic, systematic, cumulative, and explicit—provides a solid framework, but there’s much to learn and apply. This journey requires a clear roadmap, thoughtful
planning, and ongoing support, with well-designed resources facilitating the transition.
Empowering students through literacy isn’t just about what we teach, but how we teach. As knowledge and systems develop, schools can aim for a period of sustainability, allowing leaders and teachers to concentrate on refining their practices. A key element of a Structured Literacy approach is explicit instruction. To truly empower students, all components of explicit instruction, not just a select few, need to be integrated. While understanding the theory behind Structured Literacy is important, it’s the practical application that drives real results.
For more information, visit www.learningma ers.co.nz
into effect for Term 1 of 2025, schools and educators may find the scale of change and upskilling daunting. However, there are many programmes and resources available for teachers to transition toward the new structured literacy curriculum and address diverse abilities and levels within the classroom.
PLD has already been made available for structured literacy approaches and Rangatanga Reo ā-Tā in Years 0 to 3. This support will become available to Year 4 to 6 teachers in 2025.
Perspectives from literacy education professionals
The team from ITECNZ said indicators of literacy difficulties include problems with decoding, poor reading fluency, weak comprehension, and writing challenges. “Students may avoid reading aloud, have a limited vocabulary, or show frustration with reading tasks. A lack of motivation to engage with reading can also suggest they are falling behind.
Supporting Schools to Implement Structured
Literacy
For nearly a decade, Learning MATTERS has been a trusted partner for schools and educators across Aotearoa, supporting Structured Literacy implementation and empowering educators with evidence-based practice. We have done this by providing: professional learning featuring practical, motivating sessions facilitation by passionate, knowledgeable consultants a consistent implementation plan for Structured Literacy coverage of Tier 1, Tier 2, and Tier 3 the iDeaL Approach, developed specifically for the New Zealand educational context by the Learning MATTERS team.
Learning MATTERS is an accredited provider, currently delivering
Image courtesy of Tātai Aho Rau Core Education
“To support these students, educators should adopt a structured literacy approach that is explicit, cumulative, and responsive to individual needs. Regular progress monitoring helps track improvement and adjust strategies as needed. Involving families in literacy activities at home can further support students’ progress,” ITECNZ said.
“Structured literacy formats are however generally aimed at the primary sector and take quite a bit of work to monitor and personalise learning. Implementing researchproven software can be part of a very effective teaching model. There is even software specifically designed to cover these foundational reading skills with Years 7 to 13.
“Digital programs with adaptive technology will personalise individual learning, focusing on specific areas such as phonemic awareness or comprehension to improve literacy development. They provide instant feedback and engaging activities to help keep students motivated to improve their literacy skills.”
Professor Gail Gillon (University of Canterbury) from Better Start Literacy Approach said children’s early literacy success is a powerful predictor of their later comprehensive literacy skills. “Structured literacy approaches are designed to provide systematic and explicit teaching instruction. These approaches provide children with optimal learning conditions
to facilitate the cognitivelinguistic skills necessary to learn to read and write well.
“Structured literacy approaches should include a strong focus on developing children’s phonic, phoneme awareness, vocabulary, oral narrative and oral language comprehension skills in the early school years. These linguistic skills are necessary for children to decode written words accurately
Online structured literacy programme!
Partner with the experienced team for a tailored programme from an accredited provider: core-ed.org/structured-literacy He whakangungu rangaranga-ātā (te reo matatini) i ngā tau 0-3. Tukua mai ō pātai i tēnei rā: core-ed.org/rangaranga-reo-a-ta
and efficiently, to spell words, and to compose and comprehend written text,” Professor Gillon said.
“It’s critical that structured literacy approaches and monitoring assessments are adapted to ensure all learners, including those with complex communication needs, can benefit from these teaching approaches.
“It is also important that we embed structured literacy approaches within strengths based and culturally responsive teaching practices. We know, for example, that factors in addition to children’s cognitive- linguistic skills facilitate learning success for our Māori and Pacific Learners and for culturally and linguistically diverse learners. Other influencing factors include teachers and school leaders fostering strong home-school partnerships, respecting and valuing children’s cultural identity and home languages, and engaging and motivating children’s interest in literacy through culturally relevant literacy activities.”
Carla McNeil from Learning Matters said: “Dyslexia has
Image courtesy of Better Start Literacy Approach
Diagram courtesy of Tātai Angitu
Image courtesy of Wendy Pye Publishing
historically posed significant challenges to student learning alongside our teachers not being equipped with sufficient knowledge of how the brain learns to read. However, I am optimistic that the future of literacy instruction will change this trajectory.
“The inclusion of funded professional learning for school teachers and educators to build knowledge and understanding, coupled with the implementation of mandated structured literacy approaches from 2025, will be instrumental in ensuring that both diagnosed and undiagnosed students with dyslexia receive the support they require throughout their school journey, enabling them to access the curriculum more effectively and experience success.
“With the introduction of a new curriculum, phonics checks, and structured literacy methods, schools will be better equipped with enhanced identification measures, support, and guidance for assessment and teaching practices. As schools embrace decodable readers to support
word recognition and reading fluency and continue to utilise rich texts to expand vocabulary and comprehension, we can anticipate a meaningful and equitable shift in New Zealand’s approach to addressing dyslexia.
“For parents, advocates, and educators, this is a moment to be both excited and vigilant, ensuring that evidence-based instruction
makes a tangible difference in the lives of our dyslexic tamariki.”
Paul George from Wendy Pye Publishing said decodable texts are an essential element of a structured literacy approach to the teaching of reading and provide the tools children need to practise and apply their developing phonic knowledge.
“To understand their value, we
need to understand what exactly decodable texts are and how they fit into literacy instruction.
“Decodable texts are books written specifically to support and match the scope and sequence of a structured literacy approach. All good Scope and Sequences teach phonic skills systematically and cumulatively, starting with simple alphabetic code and then moving to complex code and then extended code,” Mr George said.
“At each stage of this sequence, children learn letter-sound correspondences or GPCs (grapheme-phoneme correspondences), and the decodable books at each stage only feature those sounds that the children have been explicitly taught. Because these books are phonetically controlled, the children can sound out (decode) every word featured in the book, so they do not have to guess words,” Mr George said.
“Decodable texts are the ‘magic ingredient’ that allow children to confidently and successfully read by applying the phonic knowledge they have mastered to that point.”
SUNSHINE PHONICS
Image courtesy of Stepsweb
Greg Carroll from Tātai Aho Rau Core Education said learning to read and write is a fundamental equity issue. “We know that teacher | kaiako skills and experience make the biggest difference in literacy outcomes for learners, supported by quality professional learning programmes.
“Educators should look for a strong evidence-based approach to structured literacy learning. Programmes should be responsive, consider the needs of individual settings, and be designed to support understanding of how the brain learns to read and write. Deeply understanding how literacy learning occurs means content knowledge and pedagogy can be woven together around what to teach, how to apply it in individual contexts, and why.
“With the support of a facilitator, kaiako can be empowered to plan and implement a structured literacy programme that reflects the unique learning needs of ākonga.”
Dr Christine Braid from Tātai Angitu Massey University said literacy professional development needs to empower teachers with the knowledge and skills to enable children to be the best reader and writer they can be.
“Effective PLD keeps teachers informed and reflective, and helps teachers recognise practices they should teach and some
that they should change.
“We can help children build their background knowledge, vocabulary, and comprehension skills using a wide range of texts.
Teachers will read poems, books that are stories and books with factual information. Books can be linked to children’s lives but also take children beyond what they know,” Dr Braid said.
“Discussion about books we read to children is an important part of literacy teaching and learning. Children need texts they can learn to read with too. These will include controlled texts such as decodable texts and later
levelled texts to step children into a wide range of authentic text.
“When there seems to be so much change, teachers need also to feel that not everything needs to change. Growing teachers’ knowledge and skills combined with on the spot reflection about learning makes a powerful combination. Teachers deserve to feel that they can trust what they know and do when they embrace the process of teaching.”
Ros Lugg from StepsWeb said one of the challenges teachers face is the wide range of literacy levels in a classroom. “Even at the new entrant stage there is considerable
variation in reading readiness, and these gaps often widen over time. It’s not uncommon to encounter a four-to-six-year disparity in literacy levels within a class. Some students may be several years behind their peers, while others might be years ahead of their age group.
“This variation makes standard whole-class teaching less effective, and potentially detrimental to some learners. The traditional approach of ‘Here’s your spelling list; I’ll test you on Friday’ is inadequate in several respects. There is usually insufficient time to ensure students genuinely understand how to use those words, but more damagingly, it’s inevitably the wrong level for a significant proportion of the class — far too easy for some, but unachievable for others.
“While a structured literacy approach is clearly beneficial, it must accommodate the different levels within a class. The solution lies in innovative educational technology, which allows students to work at their own level and reduces the teacher’s burden.”
References
1. Scarborough, H.S. 2001. Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. Neuman & Dickinson (Eds.), Handbook for research in early literacy. New York: Guilford Press
Image courtesy of Stepsweb
Diagram courtesy of Tātai Angitu
What does Tātai Angitu, Massey University PLD in Structured Literacy involve?
Teaching children to read and write and to become readers and writers is a major part of the work of primary school teaching.
Combining teacher knowledge with teaching practice is the work of Professional Learning and Development with schools.
Our Structured Literacy PLD is based on the teacher knowledge needed and how to best implement into practice.
In addition to the content knowledge that teachers require, good teaching also depends on understanding pedagogy. Studies of learning reveal that tasks have a cognitive load that must be considered in teaching. Short term or working memory cannot take on too much at once and teaching involves introducing new material in small steps, giving students a chance to engage and experience success, providing feedback, and independent practice. Following these steps along with providing many opportunities for practice and review enables new learning to move into long term memory, a place that does not burden with a cognitive load.
Much of the daily work of teaching literacy involves things teachers do well in their classrooms. Teachers will consider what is best taught whole class and what needs a more specific small group approach. They will consider how one lesson provides a range of opportunities. A handwriting lesson gives the opportunity for a spelling pa ern or a sentence rule; a read aloud gives the opportunity for discussing story or for building vocabulary; a poem has opportunities for phonemic awareness and identifying rhyme. A small group lesson enables more specific noticing and responding to individual need.
PLD should support teachers in their ongoing e orts to teach with the most up-to-date knowledge and practice. Our PLD is relationship focused and builds from what teachers already do well but supports innovation and change where necessary.
Teacher knowledge needed
Oral language as the foundation of all literacy
Implementing in practice
Opportunities for talk; establishing dialogue and conversation; responding to story read aloud
Teaching alphabet name and sounds
What phonemes are and how they match to graphemes
How co-articulation a ects phonemes
A progression of learning the alphabetic code: Consonant and vowel pa erns e.g., in English learning CVC words have short vowels; how to represent long vowel sounds
Morphology is an important part of securing code knowledge and understanding word meaning
Teaching children to decode by matching graphemes to phonemes. Teaching children to spell by matching phonemes to graphemes.
Teach the printed code for reading and spelling words by following a scope and sequence that advances gradually and cumulatively
Building words by adding morphemes (su xes and prefixes) as part of a code learning session
Le er formation is important and handwriting skill is vital. Handwriting takes time to secure and requires explicit teaching
Explicitly teach handwriting by explaining and modelling then monitoring as students follow the instructions
Building vocabulary through immersion and explicit teaching
Using quality picturebooks and topics of interest to explicitly teach new words across a week.
Teachers need to understand the language construction (e.g., The clause as subject/ verb; simple sentences and conjunctions for compound and complex sentences
Texts are used to support the explicit teaching and opportunities for implicit learning
Assessment of the components of literacy success
Sentence structure is built through immersion and explicit teaching.
Selecting the text that is right for the particular learners at this time. This might be a decodable text, a levelled text or an authentic text, depending on the stage of learning
Using assessments that are time e cient and specific to what teachers need to know about each learner
Literacy@Massey can help by
Building on what kaiako do well
Combining knowledge and practice to get the best for all ākonga
Enhancing understanding of the principles of explict and intentional teaching
Helping kaiako to be informed and reflective
We are dedicated to working alongside teachers to build strong literacy knowledge and skills for teaching with a structured literacy approach.
email us at sla.pld@massey.ac.nz or scan the QR code
Photo
The innovative Better Start Literacy Approach (BSLA) for effective structured literacy progress monitoring
By Dr Amy Scott
Thoughtfully designed, research-based monitoring assessments are essential for tracking students’ progress within a structured literacy approach.
These assessments provide teachers with critical insights into students’ development in areas such as phonological awareness, le er-sound knowledge, reading, spelling, oral language and listening comprehension. Regular monitoring helps teachers to evaluate the progress of their class, consider the e ectiveness of their teaching, celebrate successes, and identify early, students who require additional support to experience literacy success.
The BSLA assessment suite measures children’s cognitive skills in areas critically important for early literacy success. The assessment data provide a direct link to classroom teaching in the Be er Start Literacy Approach and the Ready to Read Phonics Plus scope and sequence. All assessments are administered through the easyto-access BSLA assessment website. Under supervision, students complete the tasks on an iPad or tablet. The consistency in presentation, accessible through a userfriendly website, makes it engaging and interactive for students, and simple for teachers
to navigate and administer the assessments. Automatic task scoring and data management ensures results are easily organised, making data analysis at an individual, class and syndicate level accessible to teachers and senior leadership. Reporting is a breeze, with all literacy data available at your fingertips. Further development with some key SMS providers, also allows for seamless integration between the BSLA assessment website and select student management systems. One of the standout features of the BSLA monitoring assessments is the innovative oral language assessment. The oral language assessment integrates world-leading AI speech-to-text transcription, to quickly provide teachers with important language and listening comprehension data, in a short, familiar, and easy-to-use story
retell task. Teachers and whānau love to hear the recordings of their children’s stories!
Designed specifically for the New Zealand context, BSLA assessments are culturally relevant, featuring a New Zealand speaker and images that reflect local culture and experiences. Children can see themselves in the imagery, which has a positive impact on the validity of the tasks.
The BSLA assessments provide valid and reliable results, allowing teachers to trust the
data they gather and use it to guide instructional decisions e ectively. Importantly, the assessments are designed with adaptability in mind, o ering accommodations for learners with complex communication and learning needs. This includes considerations for children who communicate using AAC, have low vision or require less options in response items. This universal design for learning view ensures that every student has access to the assessments and can be supported in their literacy journey within an inclusive, equitable environment.
The BSLA supports teachers to track children’s oral language and early literacy development in a strengths-based manner, informing their teaching practices. Strengths-based reporting emphasises describing children’s current abilities and identifying next steps for instruction based on assessment data, recognising each learner’s individual progress. Constructive reporting of progress with children’s whānau is incorporated into the assessment design.
BSLA assessments are available to all teachers who undertake the BSLA microcredential.
BSLA o ers three separate microcredential options for schools or specialists wishing to implement the Be er Start Literacy Approach in their school or cluster. These are for facilitators (who support the embedding of the approach into schools), teachers and teacher aides.
For further information on how your teachers can access this PLD visit www.betterstartapproach.com/microcredentials.
For more information on the Better Start Literacy Approach and open access to our peer-reviewed research articles, including the development and validity of our online oral narrative tasks and data on our large-scale implementation, visit our website, www.betterstartapproach.com/our-research.
Better Start Literacy Approach
Te Ara Reo Matatini
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
Building healthy habits in and out of the classroom
By Gemma Easton, Editor
The food we eat fuels our bodies, minds, and moods.
The food we put into our bodies, then, is important. Nutrient dense choices that are low in sugar but big on long-lasting energy should be the heroes of everyone’s diet. And while we all know this, even as adults, it can be hard to stick to a healthy diet.
For children and young adults, eating a variety of nutritious foods is even more important. Concentration, the ability to retain and process information, and behaviour can all be affected by poor food choices.
New Zealand Government guidelines recommend that ākonga between the ages of four and nine consume 4.5 serves of vegetables, and 1.5 serves of fruit each day. For children between the ages of nine and 12, that number increases to two serves of fruit and five of vegetables each day. Lean meats and fish, breads and cereals, and dairy products should constitute the bulk of the remaining diet.
Much of the work to encourage healthy eating will inevitably be done at home. These messages, though, need to be reinforced at school to have a lasting impact. Hands on learning
can help to cement these messages, and can be done across many curriculum areas.
As a key provider of food and drink for students, it is essential that school canteens offer healthy options. These should align with nutritional messages taught in the classroom.
Food choices on offer at school canteens and tuckshops will impact the messages students are receiving about healthy eating.
Ensuring your school provides a range of nutritious foods including fruits and vegetables and food rich in wholegrains, is vital to reinforce healthy eating messages taught in the classroom. Portion sizes should be suitable for children, who need to eat less than adults.
Championing water and plain milk as drink choices can help to keep excess sugar intake down.
Online lunch ordering systems can provide a simple solution for families. Generally accessed through an app or website, online ordering services allow families to view the tuckshop menu, order and pay online. In some cases, customisable menu options are available. This allows your school to have different menu items like ‘specials’ each day, or add a bespoke menu for a school sports carnival, or to align with an activity such as Harmony Day.
A great option to ensure students have access to fresh, nutritious meals without burdening canteen staff, is for schools to engage an external lunch provider. These organisations work with your school to supply a range of nutritious meal and snack options, delivered to your school. Classroom activities can foster an understanding of good food choices, and develop lifelong good eating habits.
A simple starting point to help students identify a range of different fruits and vegetables is a fruit and veg guessing bag. Place fresh or toy fruits and vegetables in a bag or pillow slip. Ask students to feel and smell the bag to try and work out what
food items are inside. You could also blindfold children, and then give them a vegetable to identify.
A letter of the week activity involving food can help build literacy skills and vocabulary. Choose a letter, and then spend the week identifying different foods that start with that letter. You can record these on a whiteboard or large sheet of paper. Students could also be tasked with drawing the foods, or cutting out pictures from supermarket catalogues. Focus the activity around the five food groups, and organise foods into their categories.
Problem solving skills can be developed with an ‘odd one out’ game. Write four words, three of which are fruits and vegetables, and one which is not, for example, pineapple, potato, hat, tomato. This can help students build literacy skills, and identify food and non-food words. To increase the challenge, use three foods which are from the same food group, and one which is not, for example broccoli, apple, celery, milk.
Twenty questions can help students learn to describe food, and form relevant questions to identify different food. A celebrity heads style game can be created by sticking different foods to students’ heads and having them ask questions to find out what they are.
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Challenge based learning: Engage, Investigate,
By Naomii Seah, Industry Reporter
Professional learning and development (PLD) is key to making sure teaching remains up-to-date, fit-forpurpose and engaging.
Besides ensuring the best outcomes for your class, professional development is also crucial for career growth. Whether that’s taking on leadership positions, specialising in a subject or otherwise, PLD can catalyse career advancements.
As an education leader, thinking about opportunities to grow your team’s skills and confidence is paramount. School leadership should think about their team’s capacity, and the school’s strengths and weaknesses. How could your school better serve the community around you?
Appropriate PLD can plug the gaps in staff learning and help to accelerate students and teachers. Investing in professional development and appropriate prioritising of staff learning can ensure
employee loyalty, satisfaction and confidence. These benefits will in turn ripple out to ākonga, and then the wider community. PLD provision can take several formats, and can help to achieve various individual and collective aims for teaching staff and the wider school.
Non-teaching staff can also benefit from professional development opportunities, to boost their work practice and expand their knowledge. Make sure all school staff are encouraged to pursue PLD to strengthen all aspects of your school.
In-school PLD
One popular format with many providers is in-school workshops. This is a whole-ofschool approach that creates strong ties and encourages collaboration between colleagues. These in-school workshops are also beneficial as they target your school’s specific needs. Providers are available in certain subjects, such as Maths or English, and can help meet
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your school’s targets around educational achievement.
Besides subject-specific workshops, these PLD sessions can target less tangible aspects of school life, such as equipping teachers with pastoral care strategies, understanding of specific student groups or cultures, and more.
In-school workshops have the benefit of being able to be tailored for your individual kaimahi (staff ) needs. Staff may even be split into groups to encourage wider learning. Whether your school wishes to strengthen their assessment practices, certain teaching methods or school culture and wellbeing, an in-school workshop could help to meet these needs.
In-school workshops provide options to suit your school’s timetable and needs. Providers may be able to come to your school during organised teacheronly days, during term holidays or even during release time during the school day. Many providers also off er ongoing support after workshop courses are
finished, ensuring consistency of implementation and supervising the development of best practice in your school until the PLD is successfully established.
Microcredentials, maximum results
Educators may also investigate available “microcredentials”. There are an increasing number of providers who off er these qualifications, defined by NZQA as “small, stand-alone awards with set learning outcomes”.
Microcredentials have the advantage of being relatively low commitment with regards to time, with potentially high payoff for educators. There are a range of courses available to upskill educators in particular areas such as integrating new technology into the classroom or fostering collaborative approaches to teaching.
Providers often have flexible delivery options such as hybrid in-person and online courses. Microcredentials also have the benefit of providing a tangible qualification that can benefit
Numicon: Transforming student achievement through the CPA approach
“As an RTLB I was frequently getting referrals from schools on how to raise student achievement in Maths.
A er a ending a Numicon workshop, I realised that Numicon’s concrete-pictorialabstract (CPA) approach delivered through a structured scope and sequence, along with manipulatives and rich teaching materials, promised significant improvements.
I got a chance to prove how transformational it was, working as part of an intervention with Year 3 and 4 students whose Maths data was of concern. A er 16 weeks, the results were remarkable: All students demonstrated significant progress. I am now a Numicon consultant.
educators when thinking about and making career choices or progressions.
Post-graduate study
Educators who wish to make a stronger commitment to PLD may be interested in postgraduate qualifications off ered by many tertiary institutions. Education programmes are often targeted toward teachers and have provision to enable study and work at the same time.
Post-graduate programmes for teachers often have flexible delivery options which enable educators to manage their own time, balancing existing workload with study commitments. These tertiary qualification options may be attractive especially to teachers who learn by doing, as the hybrid flexible model enables educators to implement practice alongside theory.
Post-graduate study can range from NCEA Level 4 to Master’s level study and diff erent options will be appropriate for diff erent educators depending on desired outcomes. For those looking for lighter commitments and strong
pay-off s, Level 4 courses are available in subjects such as assessment practice and using standards to assess performance. Higher level study such as a master’s degree in teaching off ers candidates the opportunity to explore their own interests, whether it’s curriculum design, culturally responsive pedagogy or more. Educators who attain master’s qualifications often specialise in a certain field, making them experts and valuable resources for their teaching colleagues.
Besides the usual Ministry-funded PLD pathways, scholarships and financial aid are available for educators and schools interested in pursuing educator PLD. This is especially true for educators looking to study in priority areas and education settings such as science, technology or maths. Educators thinking about pursuing post-graduate qualifications should investigate available scholarships and pathways, as they may make further study more achievable than previously thought.
Numicon delivers success for teachers and students. Teaching books embed the mastery approach. Key educational ideas, rich maths language, and sequenced progressive activities that build on instruction and practice, o er opportunities at every corner through shared dialogue. Manipulatives, pupil books, and formative and summative assessments are built in.
This comprehensive approach covers the new maths curriculum requirements for Years 1-8. The noticeable improvements in student achievement, engagement, and confidence, underscore Numicon’s e ectiveness in transforming math education,” says Jane e Davidson.
Call us on 09 579 7997, email admin@edushop.nz or visit www.edushop.nz
The air was electric with conversation while exploring with odds and evens!
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Visit our website to enrol online openpolytechnic.ac.nz or call 0508 650 200.
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Flexible learning helps Hawke’s Bay teacher graduate
Skye Stanley
The ability to complete her studies while based in provincial New Zealand, has helped Skye Stanley (Ngāti Kahungunu ki Heretaunga; Ngāti Rongomaiwahine) achieve her Graduate Diploma in Teaching (Secondary Education).
The flexibility of being able to study online from Hawke’s Bay, where Skye lives, made distance learning with Open Polytechnic preferable to other study options.
“I couldn’t see how I could do my teaching qualification without traveling to Auckland or Palmerston North every few weeks for tutorials and practicums, until I found Open Polytechnic’s programme,” Skye says.
“The staff helped me by discussing
my options and getting placements in Hawke’s Bay, where I live.”
It also meant it was easier for Skye to organise childcare for her young family and she didn’t have to worry about accommodation during placements, since she could stay at home throughout her studies.
Skye says her favourite whakataukī (proverb) is “Kia uru kahikatea ki tū” which means “Success through the unity of purpose”, which inspired her throughout her studies.
Finding employment after study
Skye’s Open Polytechnic qualification has helped her to get a job as a Kaiako Putaiao (Science Teacher) at William Colenso College in Napier since graduating.
She found the Graduate Diploma in Teaching (Secondary Education) programme, very practical and the eight-week practicum at William Colenso College, where she now works, helped her to find employment there.
“The practicums were helpful in helping me to choose where I wanted to work when I finished.” Skye says.
“Having a great partner school made a
difference in finding a job afterwards, because I wouldn’t have applied if I didn’t have my practicum there.”
According to Skye, the learning done on the programme was tough, but prepared her for the reality of provisional teaching requirements.
“The lesson planning and unit planning during my placement helped me set up habits that have made my planning so much easier this year, to ensure I’m meeting the requirements for registration.”
Skye enjoyed the experience of studying with Open Polytechnic and encourages others to consider doing the same, when looking at their options.
“I would 100 per cent recommend to anyone looking into studying teaching to see what Open Polytechnic has to offer, because it really felt like they wanted me to succeed,” Skye says.
Find out more
For learners interested in finding out more about the Initial Teacher education qualifications at Open Polytechnic, either visit our website, or call us on 0508 650 200.
Kaiako Putaiao (Science Teacher), Skye Stanley
How to end the school year positively
By Shannon Meyerkort, Industry Reporter
As we count down until the end of the school year, it’s common for nerves to frazzle and patience to evaporate. Term 4 has a range of additional events and expectations from exams and graduation, end-ofyear assessments and reports, orientation for the year ahead as well as finishing all the outstanding work from the year.
Here are some strategies for ending the year on a positive note... Take it slow
Consider taking a few minutes in the morning to foster well-being and establish a sense of deliberate connection with you and with
each other. This could be anything from classroom meditation, guided breathing exercises or chair yoga.
A slow start has the benefit of focussing the class’s attention, helping to remove the distractions that accompany children (and teachers) to school, as well as creating an emotionally calm atmosphere.
Focus on gratitude
For many, the end of the year is
Lesson plans
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a time of excess. Taking time to practise gratitude is a good way of refocussing the expectations of the festive season.
Notes of gratitude can be written on post-it notes and stuck on a wall, clipped to a Christmas tree, or placed in a jar to be read out at the end of the week. Another fun way of expressing gratitude is to encourage students to go out of their way to help or be kind to someone each day, without the person knowing.
End as you begin
Establish focused end-of-theday routines that allow you to make a distinct break between the hectic pace of the classroom and the next stage of everyone’s day. Just as you started the day with a mindful pause, schedule the last five or ten minutes of each day for calming activities.
Share the love
As the school year winds up, it is a good time to remind students of the many other people in the school who impact on their learning and environment, but who are not usually at the forefront of students’ day-to-day experience.
Introduce your class to the grounds staff and gardeners, the canteen manager, the office staff, the cleaners, the staff from the uniform shop, the crosswalk attendants and the people from the P&C. Model respect and appreciation and the students will follow.
The Great New Zealand Handwriting Challenge
A new initiative is hoping to improve student handwriting throughout Aotearoa New Zealand, and benefit students in written expression, reading, and other areas across the curriculum.
In the 2021 NCEA pilot, only a third of students passed writing standards, and only two percent in low decile schools. The Great New Zealand Handwriting Challenge was established to correct this, with the aim of introducing explicit handwriting teaching into all New Zealand classrooms, every day of the school week.
Challenge organiser Helen Walls hopes that handwriting will soon be taught in every New Zealand classroom for ten minutes a day, every day. “Establishing handwriting teaching and raising writing achievement in our country should be a top priority,” Dr Walls said. “The challenge is about building a groundswell of teachers commi ed
to teaching handwriting.” Students who are proficient in handwriting see flow on e ects across all subjects.
“Handwriting builds motivation and confidence. Students who can handwrite easily feel be er about their writing and are more inclined to write,” Dr Walls said. This can improve student engagement across the curriculum.
Teaching students how to automatically write le ers leads to be er quality writing. When children
can form le ers easily, they gain memory space to express more interesting ideas. Practising le er shapes also builds brain pathways for reading, helping students learn and remember le er pa erns and words. The challenge aims to build a community of educators and advocates for teaching handwriting, and to share information about the importance of handwriting. Educators are also encouraged to
share resources or PLD opportunities around teaching handwriting.
Already, support for the teaching of handwriting is building. Established by the Great New Zealand Handwriting challenge, a Facebook community of more than 2000 people is connecting like-minded educators, and about 500 teachers have a ended free handwriting webinars.
“Teaching handwriting is easy and fun,” Dr Walls said. “Students love it, and we can teach it e ectively in just ten minutes a day.”
If you are interested in joining the Great Handwriting Challenge, contact Helen Walls by emailing helen@thewritingteacher.net
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Expanding horizons with educational tours
By Naomii Seah, Industry Reporter
An overseas trip is a once-in-a-lifetime opportunity for many young people, and the benefits of EOTC are multiplied and expanded when international travel is a factor.
Navigating airports, foreign environments and potentially languages in a supportive environment of peers and educators represents a huge confidence boost for many young people. They will come to see themselves as capable, able to take on new risks and have exciting new experiences that add to their sense of self.
An international trip can not only help achieve tangible learning goals, it will also leave a lasting impression on students which they bring with them for the rest of their lives. This includes improvements in confidence, flexible and broad thinking, and improved knowledge retention.
International trips place learners into unfamiliar situations where they must practise critical
thinking. This can include learning new ways of seeing the world as they continue on the journey of cultural and language exchange.
Practical experiences are also a foremost method for improving knowledge retention. As learners experience immersive overseas environments, they are provided opportunities to not only use their theoretical knowledge learnt inclass through visiting museums, landmarks, participating in workshops and more, but also to practise soft skills like verbal and non-verbal communication, teamwork and cooperation.
International trips can also improve student-teacher relationships as trust is built. These constructive relationships can improve learning outcomes far beyond the end of the trip, increasing intrinsic motivation and encouraging excellence.
Altogether, an international experience can be crucial for expanding a child’s worldview, which is particularly critical as an individual develops. An international experience can expose students to diff erent religions, attitudes, experiences, politics and perceptions. This
can improve future problem solving and resilience.
Many curriculum areas can be enhanced by travel abroad. Some experiences can span multiple learning areas and subject matters, and can encompass a range of year levels.
Language learning is one of the best-known curriculum areas for overseas tours as immersion in a language and culture can accelerate acquisition of a target language. Being in a sociocultural environment of the target language can enhance motivation, as learners are socially motivated by interacting with fluent speakers.
Sports is another big reason for students to take overseas trips. International tournaments enable students to learn from the best players and play in diff erent environments. Students may gain extra motivation from seeing some of the world’s best stadiums and meeting their sporting idols. Travelling with a school orchestra, band or choir is another opportunity for overseas trips. As with sports tournaments, travelling in a team provides
Images courtesy of Travel to Learn
strong bonding opportunities which show in their performance. Music groups could rehearse with other school or professional orchestras, and see world class performance venues.
Students who are interested in STEM fields like robotics, engineering or space science can also benefit from trips to state-of-the-art facilities where cutting edge research is being conducted. Students can be inspired to pursue their passions.
Educational tours abroad can also help students develop some soft skills, like resilience, team work, and problem solving. Away from home and out of their comfort zone, students may need to manage their finances during the trip, make decisions about what to eat or wear each day, as well as navigate the city. As a learning activity students could be tasked with planning a day of activities, and incorporating travel arrangements and budgeting.
Additionally, students will need to demonstrate courtesy and respect as they explore a new city and country. Listening to and following instructions from guides and adhering to local customs and laws will be key to a fulfilling overseas experience.
Planning your educational tour
Planning an overseas trip may seem overwhelming. A budget, itinerary, accommodation bookings, parent permissions
and a host of other things will need to be organised. To ease the burden for schools many external providers are available to help plan trips, as well as taking care of health and safety and liaising with overseas organisations. To protect against financial loss and ensure peace of mind for young people and their families around their investment, schools should choose bonded travel agents through Travel Agents Association New Zealand (TAANZ) or the International Air Transport Association (IATA), as recommended by the Ministry of Education.
The team from Travel to Learn said there are many advantages in using a travel advisor to plan and book your school trip. “Travel advisors have vast experience of many destinations, and have strong relationships with suppliers here in New Zealand and on the ground. This means travel advisors can confidently organise accommodation, activities, and more for students, knowing they will be safe, and have plenty of opportunities to get the most out of their trip. It also means that if something is to go wrong, you have someone to call 24/7 who can use many diff erent resources to get you back on track,” they said.
“We would encourage every school group travelling and booking through a school group travel organisation or travel advisor to make sure that they are a bonded agent with the
Travel Agent’s Association of New Zealand. This bonding, especially for school groups, provides muchneeded peace of mind when it comes to the financial security of your funds and safety of your travellers.” The Travel to Learn team said educational tours can
be flexible and tailored to school requirements. “Tour groups could combine two diff erent subjects, for example, Commerce and History, Geography and History, Spanish and French Language. Multiple sporting teams could also travel together.”
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The power of technology for learning and teaching
By Naomii Seah, Industry Reporter
Technology is ubiquitous in modern classrooms.
Interactive whiteboards and smart screens, VR headsets, iPads, and of course computers, are commonplace. Along with pen, paper and books, these items are essential tools for learning.
One small scale study conducted in a tertiary US context demonstrated the potential of technology to improve student engagement. The study found that student participation in class, preparation for class, attentiveness, learning and impression of the course and instructor tends to improve when technology is well utilised.
Technology, though, can sometimes feel like the enemy of learning, especially for older ākonga. How can teaching possibly compete with the allure of the internet and all its distractions? Although a teacher’s first instinct may be to ban technology, a more eff ective solution could be harnessing the potential of technology to increase student engagement and even improve learning outcomes. Just think – is there any better student engagement than when the Kahoot! quizzes come out?
This increased engagement comes not only from technology’s ability to gamify activities, but also by helping students gain a sense of agency and control over their learning. In today’s digital world, it makes sense that students should learn how to navigate the internet to find reliable information on a given topic, and make the most of available resources.
Technology can even increase collaboration between students in the classroom. Brainstorming has always been an engaging method of generating ideas and discussion around a given topic. When it’s done on an internet platform connected to a cloud system, all ākonga can contribute to and see ideas generated as
they’re put up on the screen. With this model, teacher supervision and feedback can be provided in real-time, and instant feedback can be invaluable to student learning. Student work can also be extended with rich multimedia formats, and students can be encouraged to include video, audio and graphics in their work.
For younger ākonga who may not be able to use technology unsupervised, and who may still be developing motor skills, technology such as touch tables can create an engaging learning experience that retains collaborative and feedback benefits.
Learning can become selfpaced, with software options to facilitate self-directed progress. Some programmes will prompt a student to practise a concept until they fully understand it, ensuring each student meets required standards. Programmes can also alert teachers to students
who may need extra support to understand a learning activity.
For teachers, technology such as smartboards, projectors and touchscreens can combine the best of traditional methods and the benefits of technology. Presentations can come to life as teachers demonstrate working in front of students and annotate passages that students could have access to in real-time. Benefits of PowerPoints and PDFs over traditional whiteboard working could include easy access to links, embedding of video resources, images and more! Plus, with a working document online, files are easy to share between students, and working can be easily accessible for any students who are away at any given time, or need to learn from home.
Additionally, working on touch screens or interactive smartboards can retain all the benefits of traditional teaching
methods and handwriting, while harnessing the convenience of an online solution. Brainstorming on a touch table or interactive whiteboard can trigger those neural pathways so useful for processing information for students. However, the final document can be easily shared around. And again, any learners that are absent can easily access the information and classwork for easy revision.
With technology and connectivity an inevitable part of young people’s lives, it is important students are taught digital literacy and cyber safety. This can be taught in house, on a regular basis, for example each time students browse the internet to find reliable research, or teaching a balance between screen time and off line time. Your school may wish to engage the services of an outside provider to teach safe technology use to students. This can be extended to staff as a professional learning opportunity.
Importantly, technology can only improve pedagogical outcomes if teachers are well-versed and able to implement technology in their classrooms. We know and dread the sometimes-inevitable technological fumbling at the beginning of a class. Precious time which should be spent learning is wasted on figuring out how to use a projector, for example, with its many buttons and confusing interface.
To avoid these scenarios and maximise the benefits of technology, it’s imperative that teachers receive PLD whenever technology is upgraded, and that support remains ongoing. Often, the company that has provided devices or software will provide training and support to ensure staff can use technology eff iciently. Specialist companies can also be engaged, to teach students and staff how to use technology to study eff iciently, keep notes digitally and organise files.
Makerspace NZ delivers the whole package
By Gemma Easton, Editor
For Andy Carter and his students at Orewa College, the G960L: GEN1 laser cutter, supplied by Makerspace NZ, is a regular feature in student learning.
“In Mechatronics and Product Design, as well as other subject areas, we use the laser cutter on a weekly, if not daily basis,” Mr Carter said.
“Year 7 students use it to cut out small items using 3mm MDF wood, while senior students are using it to cut projects from many different types of wood as well as different coloured acrylic. They also scan cool images of their choice onto the exterior of projects. The Patu is an example of this, where they develop the Patu (Māori club) and scan cultural images onto it before sanding and applying wax and so on as a finish.”
The machine at Orewa College was supplied by Marcus Lund and the team at Makerspace NZ six years ago. “Marcus and the team have been superb to work alongside. They offered quality training on the laser cutter when we purchased it, which included everything from how to set it up, the functions available, and key health and safety guidelines,” Mr Carter said.
“We chose Makerspace NZ because they were local, had an excellent track record and
a comprehensive service and maintenance plan while always having quick and readily available spare parts and backups if and when needed,” Mr Carter said.
“If ever we have had an issue, Marcus has always been very quick to either give advice over the phone or by email, or if needed, to come to the school and sort the issues quickly.”
Mr Carter said Makerspace NZ was one of the most competitively priced laser cutter suppliers on the market, an important
consideration for many schools where budgets are tight. “We wanted the whole package, good price, excellent service, and of course a quality product. We got all of that with Makerspace NZ.”
The laser cutter is now integral to many areas of student learning and will remain a key feature in the classroom. “We have just put into the 2025 budget for a second laser cutter with Makerspace NZ, the new G960L:GEN2. Fingers crossed that gets approved!”
Images courtesy of Orewa College
Protecting educational spaces
By Sarah Davison, Industry Reporter
Ensuring the safety and security of students and staff has always been a paramount concern for educational institutions.
Traditionally, schools managed security with methods such as stationary surveillance cameras and jangling carabiners of keys. However, advancements in technology have significantly transformed and streamlined these security measures.
New Zealand schools encounter a wide range of security challenges, including unauthorised access, anti-social behaviour such as vaping or vandalism, intruders, medical emergencies, and, unfortunately, incidents of violence. Addressing these issues effectively requires a sophisticated approach to security.
Recent data highlights the gravity of these concerns. In a 2024 report by the Education Review Office, half of the teachers surveyed said that disruptive behaviour has worsened in the past two years, and a quarter of principals have witnessed students physically harming others, damaging property, or taking belongings at least every day. Three out of four teachers (73 percent) experienced students refusing to follow instructions daily, while 40 percent of teachers saw such behaviour every lesson or hour.
In response to these challenges, New Zealand schools are
increasingly adopting integrated security solutions that go beyond basic surveillance. Modern security systems now often include access control measures, surveillance cameras, alarms, and advanced communication systems. This integrated approach creates a comprehensive security framework that addresses multiple facets of school safety.
According to the Ministry of Education, “boards should consider a range of measures to increase security at your school”. Perfecting the balance between security and a comfortable, welcoming environment is key to the successful implementation of any new school security system.
One of the significant benefits of contemporary security systems is their ability to be customised and scaled to meet each school’s needs. These systems allow schools to tailor access levels according to roles, remotely monitor school security, and adjust measures as the institution grows or as security needs change.
Effective monitoring of school access points through surveillance cameras, motion sensors, and real-time alerts can ensure safety and detect unauthorised activity. Particularly outside of school hours, monitoring these access points can prevent unauthorised access to school grounds.
Access control systems allow authorised people to move around the campus quickly and efficiently, whilst preventing unauthorised access.
Ethan King, Technical Rep –Digital Access Solutions from ASSA ABLOY, said Digital Access Control systems offer schools a smart and adaptable way to manage access for students, teachers, staff, and visitors. “These systems enable centralised control, allowing administrators to grant or revoke access instantly, whether onsite or remotely. This flexibility helps schools respond quickly to changing schedules, emergencies, or temporary events, such as when contractors or visitors need access to specific areas for a limited time.”
A significant advantage of these digital solutions is the elimination of traditional keys. Mr King explained, “By moving to a keyless system, schools reduce the risk of lost or copied keys and gain enhanced security through
features like access auditing, which tracks who enters a specific door and when. These systems can then be integrated into broader security frameworks to monitor and control access across various parts of the campus in real-time, providing greater overall control of their security systems.
“Wireless access control systems provide a flexible and costeffective solution for securing school campuses,” added Mr King.
“Unlike traditional wired systems, wireless installations are far less disruptive and can easily expand to cover additional doors or areas as schools grow. This makes them an ideal choice for schools looking to enhance security without the need for major infrastructure changes, which also helps reduce setup and maintenance costs.”
Images courtesy of ASSA ABLOY
eCLIQ makes school security access simpler and safer
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.
Customer
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.
Challenge
With multiple teaching blocks, classrooms and resource rooms, some sta 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 sta , 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 e ect of administrative tasks for senior sta 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 a er-hours.
Solution
The school has installed the eCLIQ electronic keying system by ASSA ABLOY, which features ba ery-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, di erent keys for di erent 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 sta who regularly taught in or utilised the gym had to manage a set
of eight or more keys. ‘Not only was it ine cient, but when sta lost keys, the locksmith had to recut the keys. They are registered keys, so there are no short cuts to the process.’
Property and personal safety paramount
Keeping the school safe and secure, and making it easier to access the gym, were driving factors in the search for a more e cient system.
‘We looked into di erent 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.’
Complete access control
The eCLIQ system replaces mechanical lock barrels with electronic lock barrels operated by a ba ery-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.’
Security, cost-saving, and convenience
For Forest View High School, the safety and security benefits of the eCLIQ system are obvious. ‘We want sta 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
Forest View High School, Principal, Jocelyn Hale
Smart eCLIQ cylinder replacing an old mechanical cylinder.
Equipping your school with first aid skills and tools
By Naomii Seah, Industry Reporter
First aid skills are essential for any workplace, and in an emergency, this knowledge could mean the difference between life and death.
Legally, all workers must be provided with first aid facilities, equipment and trained first aiders. This means the board is responsible for ensuring these conditions are met at each school.
School boards may wish to train most of their staff in first aid. This ensures that there are always enough first aiders at school even in case of illness or absence. Boards should also think about the number of first aiders
to school population – there is a legal requirement to ensure there are always an adequate number of first aiders available on any given day of business. Schools should also think about the needs of their communities – are there staff members or students with known disabilities or concerns? If so, are first aiders trained to respond effectively?
Beyond legal requirements for schools to train staff in first aid, students may also benefit from a first aid course. As many first aid courses come with an NZQA qualification, first aid provision for students can help them achieve credits as well as new skills to take into future workplaces. First aid courses range from comprehensive to refresher courses, so choosing
Image courtesy of Professional Resuscitation Services NZ
the right course for students is often a matter of understanding desired outcomes. Are students looking for basic learning and understanding of first aid, or are they wanting a qualification they can show to an employer?
We teach people to save lives in a fun & interactive environment
First Aid for the School Environment - 4 Hour course held at your premises at a time to suit you. This is a cost-effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on surburban trips. This fits with staff development and is based on Ministry of Education guidelines.
Besides increasing a student’s employment opportunities, first aid programmes may also equip students with valuable lifelong skills they can bring with them into new situations. For instance, outdoor first aid courses that can unlock new confidence for students interested in exploring New Zealand’s remote corners. An outdoor first aid course might facilitate a student’s passion for a new sport or outdoor recreation activity, boosting their confidence and encouraging young people to try new things.
Courses can also be tailored for schools. Providers may offer group sessions that can be adjusted to suit the schools’ needs. Some programmes can upskill teaching and support staff while simultaneously supporting students to gain NCEA credits, for instance.
Beyond the basic health and safety training requirement, schools may choose to upskill some staff or students in a first-aid qualification suitable for highrisk workplaces or situations.
Schools’ responsibility for health and safety extends beyond the school grounds too, when EOTC or off-campus activities are occurring. For EOTC activities, schools need to decide what “ready access to qualified first aider and adequate first aid supplies” means. This may mean liaising with an EOTC operator who has their own first aiders and supplies, which fulfils the requirements. However, for a self-organised EOTC excursion to the park or beach, for example, schools will need to ensure a qualified staff member and supplies are available. The Education Outdoors NZ site states that these decisions should be recorded.
For sports events, Sport NZ has further guidance on sports in schools and first aid requirements. These include having a specific risk management plan and emergency procedure for the sports activity or event. Schools should also have an onsite staff member with appropriate first aid knowledge and an easily accessible, appropriate first aid kit and/or equipment during sports events and activities.
Simon Barnett, Chair, Association of Emergency Care Training Providers, said: “As the New Zealand first aid industry
peak body, the Association of Emergency Care Training Providers strongly recommends school teachers and support staff attend NZQA unit standard based first aid training. While alternatives are available, only unit standard based first aid courses provide you with the assurance that the training you receive is quality assured and meets school compliance requirements.”
Bev Easton from Professional Resuscitation Services NZ said there is no one size fits all solution for first aid training in schools. “Each school is different, and their needs will be based on location, size and curriculum-based
activities. There is a wealth of professional guidance available to schools to support a customised training plan specific to their own requirements. This includes evaluating potential hazards, the school’s proximity to emergency services, and the number of staff and students on site.
“The need for first aid is spread across the curriculum and may differ from class to class,” Ms Easton said. “Food Technology students might prepare for emergencies such as a burn, or an allergic reaction. Hard Technology classes might enforce what to do in the event of a severe cut or chemical burn.
Physical Education or the sports arena could see a soft tissue injury, fractures, dislocations or even a head and spinal injury.
“There are also a multitude of learning experiences available for students ranging from online tutorials, right through to professional CPR and first aid training courses,” Ms Easton said. “These are delivered onsite, and come complete with manikins and training equipment which allows students a front row, hands-on experience.”
Professional Resuscitation Services
Specialist Training IN CPR & FIRST AID
Courses for STUDENTS or STAFF
Image courtesy of Professional Resuscitation Services NZ
Can you hear me? Sports hall acoustics
By Sarah Davison, Industry Reporter
Whether it’s the passionate cheers of a crowd, the rhythmic thud of basketballs, or the rush of footsteps across the court, sports halls are alive with sound.
However, sports halls often present a significant challenge: managing excessive noise levels that can interfere with clear communication and instruction.
According to School Sport New Zealand, secondary school sport participation had a two percent increase from 47 percent in 2022 to 49 percent in 2023. An estimated total of 144,862 students represented their school in at least one sport in 2023.
Indoor codes such as netball, basketball and volleyball were the most popular, with badminton and futsal also seeing a significant increase in participation over the past two years.
With almost 50 percent of New Zealand secondary school students playing at least one sport, and the increasing popularity of indoor
sporting codes, it is imperative that your school sports hall is wellmaintained and acoustically sound. This is particularly important if the space is also used for exams, assemblies and school concerts.
PE lessons can see sports halls filled with ākonga from various school classes. Teachers need to be able to effectively communicate with their students in these spaces.
Additionally, sports halls often serve as meeting points for cohorts, the whole school, or community gatherings. Proper acoustics are vital for everyone to enjoy these spaces.
Ben Hutter, National Sales Manager at Autex, said that because of their multi-function usage, sports halls create very different acoustic challenges to almost all other spaces in schools. “The sounds created here can be trickier to deal with as they vary from kids shouting, to ball strikes, and the screeching of shoes.”
Addressing the noise conundrum
Managing this symphony of sounds that accompany sport is crucial to maintaining a comfortable
environment for spectators and players. Key considerations such as sound absorption, reflection, and diffusion are vital in reducing unwanted noise levels.
Sound absorption involves the use of materials that capture and dampen sound waves, minimising their reflection back into the space. Reflection management ensures that sound waves are directed in ways that avoid overwhelming the hall, while diffusion scatters sound waves to create a more balanced acoustic environment. By strategically combining these elements, sports halls can significantly reduce excessive noise, ensuring that both participants and spectators enjoy a more pleasant auditory experience.
“We recommend using thicker acoustic panels to cover as much of the ceiling as possible. These same panels can also be used on available wall space,” Mr Hutter said. “The benefit of a thicker panel is that it absorbs a wider range of frequencies.”
Product innovations for enhanced performance
Acoustic panels, designed to absorb and control sound, can
be made from timber or polyester blends and come in several aesthetically pleasing designs. Additionally, ceiling solutions are emerging as key contributors to noise reduction. Ceiling tiles or panels absorb or diffuse sound waves and are particularly important in spaces with high ceilings, as often seen in sports halls.
When constructing new sports halls, architects and designers can prioritise acoustics in their plans. By integrating sound management solutions from the ground up, you can ensure that these facilities are optimised for acoustic performance. This involves careful consideration of the building’s shape, materials, and layout to minimise sound reflection and maximise absorption.
In building optimal acoustic environments, though, school’s should remember the main function of a sports hall — fun, excitement and learning in a safe environment. Mr Hutter said:
“While environments like this can be noisy and busy, the focus should be to ensure that all occupant’s wellbeing is the priority when designing the space.”
Images courtesy of Autex
Keeping score, digitally
By Gemma Easton, Editor
If you’re watching a sporting game and can’t keep track of the score, you’re likely to lose interest quickly.
This means scoreboards are an essential element in school gyms, sporting fields and courts. And while most schools have some form of visual scoring system at their sporting facilities, it may be worth considering if your system needs an upgrade. There have been significant advances in digital scoreboard technology in recent years, with improved functionality, flexibility, and ease of operation.
Digital scoreboards help to keep spectators engaged and the crowd cheering. They provide valuable information to players, helping them to keep track of the score, time left in the game, and other key statistics relevant to their sport.
A digital scoreboard will elevate your school facility to a professional standard, making it an attractive venue for school and community sport.
Ready set go: Scoreboard set-up
Size, design, functionality and a range of other specifications are customisable for school scoreboards. Fixed digit, sportspecific systems may be the best option when only one sport is to be played in an area, for example a cricket scoreboard that keeps track of runs, wickets, and innings
for a cricket field. Similarly, a basketball scoreboard can display the game score as well as a shot clock and the time left in the game.
For these scoreboards, only a few elements can be changed, for example the score and team names, while the rest of the display remains fixed. This does limit the functionality of these scoreboards, but means they are very easy to operate.
A full matrix system is best suited to areas where muti-functionality across a range of sports is
required. These displays are similar to digital school signage or advertising displays, with the entire screen operating as one panel, like a giant TV screen. Using software, the display can be customised to support any sport. Adding team names and logos alongside the score, as well as countdowns, live-action replays and other features is simple with this type of scoreboard.
Matrix systems offer extra flexibility, with the ability to be used to display advertising or
sponsorship details, messages of support for your team or other school communication when not being used as a scoreboard. The scoreboard can then become a useful asset during PE lessons, school sports days and athletics carnivals, or during school assemblies or other activities to display messages, photos and videos.
WiPath Managing Director and Chief Engineer, Walid Hadi outlined a range of technological advancements in electronic
Images courtesy of WIPath Communications
scoreboards. “Real-time data can provide up-to-the-minute scores, player stats and game analytics. Interactive content like social media feeds and adverts can also be incorporated to engage spectators, and other multimedia elements such as sound systems can be integrated to enhance the game-day experience.
“The multi-sport functionality of electronic scoreboards makes them a cost-effective solution for facilities hosting various athletic events. Over time, electronic scoreboards can be more economical due to their durability and the reduced need for physical replacements compared to traditional scorecards.”
To fit within budget, some schools opt to upgrade old static, manually operated scoreboards with digital components. This may be as simple as adding an LED display to show the game score.
Let’s play: Making the scoreboard yours
Whether you choose a fixed digit or matrix system, many elements of the scoreboard can be adapted to suit your school. School colours, mottos, values and
Over time, digital scoreboards can be more economical
team names can be incorporated into the design of the scoreboard. Seeing their team colours or mascot on the scoreboard may give your team the extra boost it needs during a game.
The size of the scoreboard can also be tailored to your specific needs, and you can choose to have your scoreboard on a stand or mounted to a wall. Portable scoreboards which can be moved around the school as needed or used offsite add extra flexibility. Other optional features include control method, indoor or outdoor use and power requirements.
The power source of the scoreboard can be customised in some situations. Often, units can be solar powered, easing the burden on the environment and on the school for operating costs.
Both cabled and wireless scoreboard options are available to schools. Mr Hadi said there are pros and cons to both.
“Cabled scoreboards are stable and secure and offer a reliable connection. They are not susceptible to interference from other wireless devices, and their durability can make them more cost-effective in the long term.
“Installation, though, can be more complex with extensive work needed to safely run cables from source to destination. Cabled scoreboards also limit flexibility in terms of portability,” Mr Hadi said.
On the other hand, wireless scoreboards offer greater flexibility and portability, with no need for extensive cabling. “Wireless scoreboards, though, are susceptible to interference from other wireless devices, and can be costly if livestreaming is needed due to advanced technology. Performance can be hampered by battery life or wireless signal strength, and they are less secure than cabled models and can be unstable.”
With the summer holidays approaching, this may be the perfect time to upgrade your school scoreboard.
It’s important to remember that digital scoreboards are IT equipment, and like all IT equipment in your school, may need servicing from time to time. Establish a strong relationship with your scoreboard supplier so that any issues can be dealt with quickly, and keep your students in the game.
Why Choose WiPath Communications?
• Leader in innovative display solutions
• High-quality products that meet the unique needs of educational institutions.
• Designed to be energy-efficient, visually stunning, environmentally friendly, durable, and easy to operate.
• Dedicated Support: Our team provides comprehensive support, from initial consultation to installation and beyond, ensuring your signage meets your educational goals.
10% discount on all LED sign orders placed before the end of November. A great opportunity for schools to upgrade their communication systems with our state-of-the-art signage at a reduced cost.
A welcoming entrance sets a positive tone for your school. As part of our special offers, we’re providing a free Electronic LED Transparent Sign for your office entrance with any double-sided Pylon/Plinth LED Sign purchase. This sleek signage will impress visitors and showcase your commitment to modern communication.
Enhance your school’s signage with WiPath Communications’ advanced LED technology. Contact us today to discover how our custom LED solutions can benefit your educational institution.
Why your school needs a maintenance plan
By Gemma Easton, Editor
Maintaining a school’s property is about more than aesthetics; it’s essential for creating safe, functional and practical learning environments.
One of the first things students, parents and caregivers, and staff will notice about your school is its presentation. If buildings and school grounds are untidy and in poor repair, visitors to your school will be unimpressed, and morale among staff and students may be low. Perhaps more worryingly, poorly maintained school grounds can present a health and safety risk, and may become a financial liability.
School boards and proprietors are responsible for overseeing property maintenance. Regular maintenance keeps schools safe and free from hazards and potential health and safety risks, including falling objects or obstructions.
School maintenance can be separated into three broad categories — regular, cyclical and specialist or technical maintenance.
Regular maintenance would include day-to-day tasks, such as trimming hedges, removing rubbish and cleaning footpaths and common areas. Cyclical tasks are any that occur on a cycle, for example painting the outside of buildings or cleaning external windows. Some work will need to be carried out by a qualified tradesperson, for example inspections of gas appliances, servicing security panels and
associated componentry, and playgrounds maintenance. This would be regarded as specialist or technical maintenance.
The Ministry of Education provides maintenance plan templates for both routine and preventative maintenance for schools to adapt. A maintenance plan is important for both scheduling and budgeting for maintenance. A clear outline of tasks, timeframes and costs
can ensure maintenance tasks can be performed at the best time, and work around other school projects like large scale building or landscaping activities.
An external maintenance contractor may be able to assist in developing a plan to suit your school. Experts in their field, a contractor could identify maintenance considerations your school has previously overlooked, or suggest time or cost saving measures.
Contracting one provider to undertake several maintenance tasks or engaging them in a contract for ongoing cyclical maintenance may also provide cost savings. Further, working with one provider will help that company get to know your school staff and grounds. They may then be able to identify preventative maintenance that could be carried out now, to avoid large scale works needing to be completed in the future.
Planning maintenance tasks is important to minimise disruption on school activities. Large works, for example trimming or removing big trees, or resurfacing
Images courtesy of Kiwi Maintenance Group Ltd
Regular maintenance keeps schools safe and free from hazards
a sports court, might best be carried out during school holidays. Similarly, noisy or dusty works could be scheduled out of school hours to lessen the impact on kaiako and tamariki.
From time-to-time, schools will need to undertake emergency, unplanned maintenance. Again, the MoE website provides resources to assist schools in assessing their property and grounds after a major incident, such as adverse weather or an earthquake. In some instances, compulsory safety precautions must be undertaken before the school can re-open.
Whatever the type of maintenance, schools should always adhere to health and safety guidelines relevant to that task.
Chris Tietjens, Managing Director at Kiwi Maintenance Group Ltd
said routine cleaning is generally required to maintain warranties be it on paint, cladding or roofing.
“Routine cleaning keeps mould, lichen, and general soiling from building up and degrading the finish of the product which in turn compromises water tightness.
Maintaining clean and clear gutters will prevent water egress to the facade from water overflow.
“The cleaning routine, depending on warranty requirements, may be six or 12 monthly and can be carried out in term breaks minimising impact on students and staff,” Mr Tiejens said.
Clean, tidy, well-maintained grounds will have a positive impact on everyone in your school community, and planning ahead will make maintenance easy to manage.
Image courtesy of Kiwi Maintenance Group Ltd
Solving your school’s space and storage problems
By Gemma Easton, Editor
Space is often a scarce resource in schools.
Adding a new Year 5 class, expanding the library’s collection, introducing a new technology area or establishing a dedicated music room are all worthwhile endeavours for a school. These projects, though, may all be hampered by the same thing – a lack of space.
As enrolments grow year on year, it can become difficult to find enough classroom space, as well as general storage areas. Eventually, the available space will be exhausted.
New construction will require considerable planning, consultation of stakeholders, and funding. For schools that need space right away, it may be worth investigating alternative options.
Modular buildings
Modular buildings are built offsite and then transported to the school, meaning these structures can be in place much quicker and with far less disturbance than a permanent building. Modular construction is completed offsite, meaning site preparation and building can happen concurrently, reducing the project’s timeframe.
As well as helping students and teachers with the provision of more space, the quick installation time of modular buildings is beneficial to school leadership and staff managing the project. Of course, schools are busy places, and time spent project managing a building construction takes staff away from their regular day-to-day duties. This may mean more staff need to be employed to absorb some of the workload, which is an extra cost to schools. A quickly completed modular building installation
will relieve this pressure.
Inside, modular buildings look much like regular classrooms. They can be air-conditioned and solar powered, and come with a range of different options for windows and doors. Spaces will enjoy the same light, fresh air and climate control as other areas of your school.
Growing schools may look to modular buildings to provide extra classroom space temporarily. This will allow time for funds, designs and permits and
approvals to be finalised for a permanent construction, without leaving classes short on space. Many companies offer leasing of buildings. Schools, then, can enjoy the advantages of extra space without a large outlay of money. Hiring buildings is also great if classrooms become unusable for a period of time due to flooding, damage, or scheduled refurbishments.
With the variety of configurations available for modular buildings, though, they can prove a valuable asset to your school more permanently. Double storey buildings, so your school grows up rather than out, can save space, as many rooms can be added within a small building footprint. Rearranging modular buildings into different configurations, or moving them to different areas of the school as needs change, provides added flexibility.
Containers
Containers are becoming increasingly popular for dry storage, or extra learning and administrative areas. Similar to modular buildings, containers can be added to your school site quickly and easily. Containers are durable, versatile and cost effective, making them an asset to your school grounds.
Images courtesy of SEA Containers
Odin Madsen, Manager –Northland, Auckland and Pacific Islands at SEA Containers said that in addition to general storage, containers can be used in a number of different ways on school grounds. “PE sheds, tuck shops, classrooms, and secure bicycle and scooter storage can all be accommodated by containers. They can also be used for temporary storage when renovations are being completed, or modified to accommodate toilet blocks or changing rooms,
learning centres, sensory rooms and bus shelters.”
As they are wind and water tight, containers are ideally suited to dry storage, and can provide growing schools much needed extra space. For other applications around your school, containers can be modified to include doors and windows, ventilation systems, different flooring types, as well as permanent fixtures like internal doors, walls and benches.
“Containers can be customised for
any use and to suit each school’s specific requirements. In my experience, no two schools are the same, and often schools require completely different set ups. Containers can also be painted to suit the environment they are in.”
Mr Madsen said if containers are to be used for dry storage, generally no site preparation is required. “However if schools require classrooms, then sites need to be prepared and levelled plus of course services like plumbing and electrical, often
need to be prepped prior to delivery.” Similarly to modular buildings, this site preparation can happen at the same time as the container is being prepared to your school’s specifications offsite, making delivery and installation quick and easy.
Whatever space you require at your school, from storage to learning and everything in between, modular buildings and containers provide fast, adaptable and cost-effective solutions.
Images courtesy of SEA Containers
Outside time throughout the seasons
By Gemma Easton, Editor
Nobody needs convincing of the need for shade in the school grounds. But have you considered all the spaces shade structures could be useful?
Outdoor learning areas are greatly enhanced by the addition of shade structures, making them useable year-round and in most weather. These outdoor spaces can become wholeschool meeting points, outdoor classrooms, wet weather eating areas, and places to play sport.
Protection from the elements is also important in many other areas of the school. Staff will appreciate shade structures in the staff car park, to shield
Have you considered all the spaces shade structures could be useful?
them and their vehicle from rain and sun. Playgrounds should provide students with adequate shade protection to minimise the damaging effects of the sun, and ensure the longevity of playground equipment.
If your school has points where students regularly stand outside to wait or line up, for example outside the tuckshop or
classrooms, a shade system may be useful here. Main walkways and thoroughfares should also be adequately shaded, to provide ease of access in all weather.
Shade safety
Some basic measures will stop your sun safety systems from introducing other risks to students’ health and safety.
The Ministry of Education says that schools must take adequate precautions to prevent people from climbing on any shade structures. If people are able to access the roof of shade structures, there is a risk that they will fall through. Posts should be fitted with padding in areas like playgrounds where students may bump into them. Anchorage points for shade sails should be visible, and away from main thoroughfares to avoid trips.
As well as coverage for large areas, shade structures can be used to provide shelter in smaller spaces. Bus stops or pick up zones, outdoor bag racks, walkways and small storage areas can all benefit from the addition of shade structures. To get more from your shade structure, innovative ideas could
Image courtesy of Shade Systems
include capturing rainwater run off to water gardens, or affixing solar panels if suitable to access some off-the-grid power.
Shade sails
Shade sails are available in a range of colours so you can customise your sails to match your school colours or the surrounding landscape. There are also size options, making sails suitable for many areas of your schools.
Derek Suckling from Shade Systems said custom-made shade sails offer schools a range of benefits over ready-made options. “They provide a perfect fit for the specific outdoor spaces, ensuring optimal coverage and protection from the sun. Schools can tailor the design to match their branding, colours and environment, while custom sails often use higher-quality materials for greater durability.
“This customisation enhances safety and supports outdoor learning by creating comfortable, shaded areas. Though the initial cost may be higher, custom sails offer long-term cost savings through improved longevity and reduced maintenance.”
Skilled installers can provide advice on considerations specific to your school, for example location and placement, material quality, and anchorage. “It is highly recommended to get an expert supplier who you can trust for advice as this is an investment that will enhance your school and provide shelter for generations,” Mr Suckling said.
When planning for your shade sail, it is also important to consider the position of the sun, which changes throughout the day and with the seasons. Installers can help you work out where the sun will be when you most need coverage and position the sail accordingly. Consideration should also be given to any nearby trees, and the sail arranged to minimise leaf fall onto the shade sail.
Mr Suckling explained: “First, determine the optimal positioning to cover areas where shade is most needed, such as playgrounds and outdoor classrooms, while considering the sun’s path throughout the day to ensure maximum coverage. Proper anchoring is crucial, and the sail must be securely attached to suitable surfaces or poles.”
Images courtesy of Shade Systems
In playgrounds or sandpits, for example, the sail might be positioned to provide the most sun protection between 10am and 2pm, when students are most likely to be using the playground, and the sun is at its hottest. Shade sails in outdoor eating areas could be arranged to allow some sun in throughout the day, particularly in winter, to ensure students get some sunlight and vitamin D, and that nearby buildings still benefit from natural light.
Shade sails should be regularly inspected to ensure there is no sagging, fraying, or holes which need repairing. They should also be cleaned as necessary to remove dirt and leaves which will stop light from reaching the area below and may cause the fabric to deteriorate.
“The effectiveness of the shade structure hinges on a well thought out design,” Mr Suckling said. “A combination of thoughtful design, quality materials, and skilled
workmanship will ensure that the shade sail offers effective, long-lasting shelter and a solid return on investment.”
Shade structures
Some areas of your school will be better suited to shade structures and canopies. These can be custom designed to fit your space and design requirements. Transparent roofing can be
to ensure natural light still enters the area, while providing protection from UV rays.
Katrina Evans from Archgola said canopies can be custom designed for each individual space, and can eliminate up to 99 percent of harmful rays.
“Companies should work with schools to design the structure to facilitate indoor/outdoor flow, and assess the feasibility of
incorporating outdoor blinds or side walls for added flexibility.”
Covering outdoor spaces can transform these areas into extra classrooms or meeting areas, helping students to enjoy some time outdoors as part of their school day. Having access to a range of outdoor covered spaces can also prove invaluable in periods of wet weather, when tamariki need to get out of the
used
Image courtesy of Archgola
classroom for lunch breaks but must remain sheltered.
“Once the total area to cover has been established options for the roof design should be assessed,” Ms Evans said. “This may be arched, which will give you the widest span between support poles, gullwing, which is a double arch for very wide areas, or a flat profile.”
As with shade sails, shade structures should be inspected regularly and maintained as required. Routine cleaning of the structure should also be carried out to ensure its longevity.
Ms Evans said: “In addition to offering UV protection, roofing must meet MOE trafficable requirements. A quality roofing solution should provide the required trafficable strength and be highly resistant to chemicals and have low-surface erosion.”
With careful planning, considered design, and collaboration with expert installers, shade structures can improve comfort, safety and visual appeal to almost any area of your school.
A must have for schools
Creating shaded and sheltered spaces is becoming increasingly important topic for schools across New Zealand.
Whether it’s to provide outdoor learning spaces, improve student movement between classes, or support student wellbeing, covered spaces are now a priority. They not only enhance the school environment but also increase the usability of outdoor areas yearround.
One of the main reasons schools are seeking an Archgola is to improve the flow between indoor outdoor spaces, from providing extra lunch or learning areas to providing sun safe spaces.
Archgola’s recent Nominate a Club or School campaign received hundreds of entries, with many applicants highlighting their need for outdoor shelter. There are many ways that
schools identified how an Archgola could benefit them - creating spaces for children to play, o ering a covered waiting area before and a er school, or providing a shaded outdoor reading zone. Some applicants suggested using an Archgola to cover sandpits, protect playgrounds or reduce the direct sunlight entering classrooms. For newer schools, it o ers a solution while they wait for trees to grow and provide natural shade. Archgola will announce the three lucky winners of the campaign in October and we are excited to bring some much needed shelter to the deserving winners.
With a reputation for delivering quality, Archgola™ o ers an all-inclusive package which includes arranging council consents, providing certified engineered designs to installing a long-lasting, cost-e ective shade solution.
To learn more or arrange an on-site consultation, contact your local Archgola Licensee.
For more information please visit www.archgola.co.nz or call us toll-free on 0508 272 446.
St Andrews School
Image courtesy of Archgola
Structured Literacy
Lexia Core5 is revolutionising literacy and reading at Cardinal McKeefry School, empowering our students with personalised learning experiences and accelerating their academic growth.
Applying the Science of Reading in the Classroom for Years 1-6 for Years 7-13
Progresses students through Phonological Awareness, Phonics, Structural Analysis, Automaticity, Vocabulary, and Comprehension.
- Peter Hijazeen, Principal of Cardinal McKeefry School
Designed for adolescent students and helps prepare for new NCEA literacy skills requirements for Word, Grammar, and Comprehension.
Resources for Instruction and Practice
Printable materials for teacher-led instruction, as well as independent student practice resources designed to support, enhance, and expand student online learning.
Independent Student-Driven Learning
True personalisation with automatic start level placement and instructional scaffolds based on student responses—accessible via browser and iPad app.
Ongoing Data to Drive Instructional Priority
Easy to access, real-time progress data and individualised action plans with the speci�c skills and instructional intensity required for success of each student in the class.
