EDUcatering R&C Supplement | Issue 5 | 2023

Election Result Will Undoubtedly Shape Future

This funding commitment comes in the face of a report from the Treasury questioning the programme's value for money. However, the Labour Party firmly believes in the programme as it assists families in this cost of living crisis.

Labour's $650 million investment is spread over three years. It includes provisions for a living wage of at least $26 per hour for staff involved in school lunches, covering all aspects from food to delivery and preparation.

However, the programme's future remains undetermined, as Hipkins expressed concerns about its continuation under a different party's leadership.

Walters Publisher

The 2023 general election looms large, potentially redefining the education landscape and, importantly, the school lunch programme. The future of free school lunches has come up for scrutiny, and discussion around the various parties has been, at times, heated.

Central to the debate is the Healthy School Lunches programme, an initiative born during the current Labour government's tenure. Since its inception in 2019, this programme has made significant strides, nourishing over 222,000 students across 989 schools.

Recently, the programme marked an impressive milestone, serving an astounding 100 million meals. Education Minister Hon Jan Tinetti has voiced her unwavering commitment to extending funding for this initiative, lauding its tangible benefits for student well-being, attendance, and concentration. Labour leader Chris Hipkins has pledged a substantial investment of $650 million into the programme, provided they secure a third term in the upcoming election. His belief in the transformative power of ensuring students learn on full stomachs resonates with many.

On the other side of the political spectrum, the National Party, through education spokesperson Erica Stanford, has also committed to maintaining the healthy school lunches programme as it currently stands. Stanford emphasises the importance of assuring schools that the programme will continue while granting them flexibility in promoting healthy eating within their unique communities.

A recent Ministry of Education survey reveals that a significant portion of leftover food is shared with students and local communities, underscoring the positive impact of this programme. Principals commend its effects, citing improved school attendance and a lifeline for students facing food insecurity.

As the election approaches, the future of free school lunches remains to be determined, and the outcome will undoubtedly shape the future of healthy eating in schools.

We'll closely follow developments and will bring you insights and updates after the election.

Tania Walters, PUBLISHER

Publisher Tania Walters

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WHAT’S NEXT FOR KA ORA, KA AKO

A recent report from the University of Auckland found that the free school lunch scheme, Ka Ora, Ka Ako, has a greater impact than just feeding students, with benefits for families and local economies revealed as major assets.

Professor Boyd Swinburn of the University of Auckland said it is vital for Ka Ora, Ka Ako to continue, stating that it should have baseline funding in the budget. He said the first step to enhance the system should be to progressively expand the program by initially doubling the size to cover 50 percent of the student population.

“There are many students from food insecure households across the spectrum of schools based on their equity index or decile ranking. The benefits of the program are so widespread for students, whanau, schools, communities and the food system in general that this program has a big multiplier effect,” said Professor Swinburn.

The report, published in association with the University’s Te Kura I Awarua Research Centre in Hawke’s Bay, concluded that Ka Ora, Ka Ako had enriched school environments and enhanced the availability and affordability of healthy foods. The report found that innovation for sustainable

foods and packaging has also been possible due to the scheme.

At the cost of $263 million for the 2022/2023 year, Ka Ora, Ka Ako has served free lunches to 220,000 students in 25 percent of New Zealand’s low-equity index schools. Lead author, Dr. Kelly Garton, said that the program should be available to all students within a school, not just targeted at low-income families as a way to save funding.

“The stigma effect associated with targeted delivery undermines participation by those kids who need it most,” said Dr. Garton.

The research also uncovered that Ka Ora, Ka Ako had instilled healthy dietary habits within school-aged children, stemming from the concept of all students sharing the same meal together. The research found that 12 to 14 percent of students from mid to high-equity index schools come from families with food insecurity who are not eligible for the program.

Professor Swinburn stated that the links to curriculum and mātauranga Maori initiatives have clear potential, but are not currently being optimised.

“The regulations need to be reviewed if Continued on page 6.

BOYD SWINBURN Professor, University of Auckland

they are creating a barrier for full benefits of Ka Ora, Ka Ako, such as restrictions on student engagement with the food preparation and sharing of meals. The purpose of Ka Ora, Ka Ako needs to be revisited in light of its widespread impacts – this is far more than just a program to fill

the tummies of kids who may be missing out on lunch at school.”

Ka Ora, Ka Ako is the biggest nutrition intervention for New Zealand children since the introduction of the school milk program in the 1930s. Professor Swinburn added that in the current state of nutrition for

FEEDING

New Zealand children, a percentage of the high levels of obesity, dental caries, mental health problems and diets were most likely caused by ultra-processed foods.

Ministry of Education leader of operations and integration, Sean Teddy, said that Ka Ora, Ka Ako has had a greater impression on schools.

“Suppliers, iwi/hapū partner suppliers, schools and kura providing lunches through the programme all source their own food. While many of the programme’s larger providers work directly with wholesalers, some of the smaller providers source food locally, utilising seasonal produce and what is available at the time.”

Teddy added that some suppliers in the programme and a number of schools and Kura had developed vegetable gardens to support the programme, and a number are part of the Garden to Table initiative.

Although funded until December 2024, the increasing cost of food has become an issue faced by the entire programme. In term two of 2022, prices for lunches rose to align with the Food Price Index and Labour Price Index. Since then, the prices paid for lunches to external suppliers have been

HUNGRY LEARNERS GREAT FOOD

Continued from page 4.

reassessed every term. Several initiatives have been introduced to maximise the funding, including implementing a new ordering approach to align lunch orders with attendance and reducing the amount of surplus lunches resulting from the programme.

Teddy said that healthy food makes a difference in learning in the classroom and Ka Ora, Ka Ako provided the nourishment students need for their development.

“All suppliers and schools or kura making their own lunches are required to follow the programmes Nutrition Standards so that ākonga receive healthy lunches that contribute to their daily nutritional needs.”

The Ministry of Education has also outlined that food safety is an ongoing priority within the programme. A food safety plan has been developed with the Ministry of Primary Industries for schools that organise and provide their own lunch programme. The plan has further encouraged the move towards a zero-waste policy, the reduction of food wastage, and the phase-out of single-use plastic items. The importance of including

students with special allergies or dietary requirements has also been highlighted within the ministry’s outlines.

The report by the University of Auckland found that Ka Ora, Ka Ako may not be reaching its full potential. The report indicated a better understanding of how

more engagement could leverage healthier and more affordable food scapes.

Ka Ora, Ka Ako has proven that the concept of universal school meals has more impact than other food provisions, and further reassessment can improve areas that will extend the programme’s outreach. H

HOW POLITICIANS WILL SHAPE THE FUTURE OF FREE SCHOOL LUNCHES

The funding commitment to the programme has come off the back of a report that found that the Treasury did not support the free school lunch scheme, citing no representation of value for money.

“We know that it’s tough for many families right now with the rising cost of living, which is why we’re prioritising programmes like free and healthy school lunches, which save families $33 per week per child, or up to $1,250 per year per child on average.”

The $650 million will be catered to the programme over the course of three years. The policy announcement also stated that staff working on school lunches must be paid a living wage of at least $26 per hour. The investment will also cover all food, delivery, and preparation costs.

Hipkins added that he was concerned that he was concerned that the programme would be on the chopping block should another party win the election.

National Party education spokesperson, Erica Stanford, said that the National Party was also committed to continuing the healthy school lunches programme in its current form.

“We do believe it is important to give schools certainty going ahead that this program will continue,” said Stanford.

As the 2023 general election approaches, the next government will determine the future of education and school programmes. Political leaders on both sides of the house have weighed in on the future of free school lunches and what commitment would be made to continue the service.

The Healthy School Lunches programme, Ka Ora, Ka Ako, was the brainchild of the current Labour government, which has committed to funding the programme for another twelve months. Since its introduction in 2019, the programme has reached more than 222,000 students at 989 schools.

In August, Ka Ora, Ka Ako hit a milestone of 100 million meals served. Education Minister, Hon Jan Tinetti, said that she was committed to extending the funding for the programme.

Labour leader, Chris Hipkins, announced that the programme will have $650 million invested into it should the Labour Party be re-elected for a third term.

“This is a programme we are incredibly proud of, and parents, principals, and teachers are all agreed on the benefits of kids learning on full tummies. Principals I meet with tell me this is a gamechanger for supporting kids’ wellbeing, attendance, and focus,” said Hipkins.

Stanford added that a general requirement for healthy eating should be left to local schools and their communities. She said that the National Party would encourage all schools to promote healthy eating, but the way they do that should be up to the individual schools.

The National Party supports the current programme that has targeted the 25 percent of low-equity school students facing the greatest socio-economic barriers.

“In government, we will continue to improve the program to reduce waste and ensure we are getting the best possible value for money while ensuring our most vulnerable students have access to healthy lunches.”

A recent survey conducted by the Ministry of Education found that 61 percent of leftovers are provided to students to take home, with 21 percent given to local communities. Principals have praised the programme, as the benefits have improved school attendance and can offer students who have food insecurity a properly cooked meal every day. H

ERICA STANFORD

Education Spokesperson, National Party

Prime Minister CHRIS HIPKINS and CARMEL SEPULONI, Deputy Prime Minister

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VEGETABLES ARE NOW THE KEY FOCUS FOR AUSTRALIAN SCHOOL DIETS

A nationwide campaign is underway to boost the inclusion of more nutrition and a push to transform attitudes towards the daily intake of vegetables.

Led by Hort Innovation and the Healthy Kids Association, the ‘For the Love of Veg’ programme has included a range of initiatives to engage with students, such as recipe portals, ready-to-serve meals, and meal kits. The aim is to adopt a healthier approach to school canteens, working in partnership with the Canteen Consortium, which includes five leading canteen associations and networks across Australia.

Only six percent of children aged from two to 17 eat the daily recommended amount of vegetables in Australia. The program has worked closely with the vegetable industry to increase the amount and types of vegetables on offer and to use locally sourced ingredients.

Healthy Kids Association senior project manager, Shadia Djakovic, said that ‘For the Love of Veg’ will have lasting benefits for schools and suppliers.

“The goal is to ultimately impact all kids across Australia, which will have positive outcomes for both schools and suppliers. Vegetable suppliers want to grow their

demand, and we’d like to see all kids eating more vegetables.”

Djackovic said that the programme will develop practical tools and educational resources, which will increase the inclusion of vegetables in primary school canteen menus.

The initial stage of the programme is expected to last through to 2025, and will be spread across over 200 schools in all states of Australia. The menus will differ between schools but will ultimately have a strong stance on featuring vegetable components.

‘For the Love of Vege’ has been designed to be implemented in other countries, with current resources available for other schools to adopt. Hort Innovation chief executive, Brett Fifield, said in a statement that the aim was to encourage as many students as possible to incorporate vegetables into their daily diet.

“Transforming how Aussie kids feel about eating their veggies will have knock-on benefits to their families and vegetable growers across the country,” Fifield said.

The initiative has arrived in the wake of various reports that have outlined the need for vegetables in student diets. Hort Innovation has also supported the programme through a range of other company investments, such as providing evidence-based tools and research to health professionals and online curriculumaligned educational programs for children.

In Victoria, a survey found that over three-quarters of children meet the guidelines for recommended daily serves of fruit, whilst only one in 25 students (four percent) meet the guidelines for recommended daily serves of vegetables, prompting a nationwide boost to get more vegetables onto the school lunch menu. Meanwhile, a New South Wales survey has indicated that two percent of primary school students purchase food and drinks from the school canteen at least once a week.

Healthy Eating Advisory Service in Victoria has connected the need for a nutritious and healthy diet with positive moods within schools.

The report found that what children eat affects not only their physical health, but also their mood, mental health and learning. It was also suggested that eating a healthy and nutritious diet can improve mental health, improve academic performance, and enhance cognitive skills such as concentration and memory.

Students can consume an average of 37 percent of their daily energy intake during school hours, emphasising the importance of a healthy diet. The Healthy Eating Advisory Service concluded that consuming too many nutritionally-poor foods and drinks has been linked to emotional and behavioural problems in children.

The goal is to create long-term healthy eating habits around vegetables to positively impact children’s health. The program will develop practical tools and educational resources to promote the inclusion of vegetables in primary school canteen menus. The Healthy Eating Advisory Service has suggested that schools should begin by providing a healthy

canteen menu in line with the Canteens, Healthy Eating, and other Food Services Policies.

AUSVEG chief executive officer, Michael Coote, said in a statement that the vegetable industry was pleased to invest in initiatives such as this through Hort Innovation to improve the health of Aussie kids and boost demand for healthy fresh vegetables.

“We look forward to seeing this program getting kids excited about vegetables by giving them the place they deserve on the school canteen menu.”

A range of other Hort Innovation investments have supported ‘For the Love of Veg’, with the aim to boost consumption, including providing evidence-based tools and research to health professionals and online curriculum-aligned educational programs for kids. H

KAT KAIWAI Owner & Founder, Tairāwhiti Contracting

HELPING THE COMMUNITY IS THE FIRST PRIORITY

Kat Kaiwai is passionate about providing healthy school lunches in the Ruata ria area on the East Coast.

Mum-of-three Kaiwai is a community stalwart, providing employment to her local area and making a difference where it matters.

Kaiwai is the owner and founder of Tairāwhiti Contracting, which now has 23 workers to its name. Since entering the industry twelve years ago, Kaiwai has completed her Civil Infrastructure Apprenticeship. Although it’s not the career she initially planned, she said she loves it.

When the contract to provide healthy school lunches in the area arose, Kaiwai soon realised that no provider could fulfil the obligation. Instead, she decided to put her hand up and now caters to 500 students daily.

“It is very rewarding to know the difference you can make in someone’s life. It is a valuable lesson for children to learn

that caring for others is the best option,” said Kaiwai.

Kaiwai now employs a team of seven to prepare and deliver meals across the region, ensuring that children within the area can access a healthy lunch made from nutritious ingredients. The programme is now in its second year and has made a big difference to local schools, especially for students facing food insecurity. Being able to help others and benefit the community is something that Kaiwai is very proud of.

“You feel an obligation and a duty of service as part of the community to keep people connected. I was worried that the children in our area who needed a healthy meal would not have had any lunch.”

From making lunches to working on improving local roads, there are many strings to Kaiwai’s bow. Her company, Tairāwhiti Contracting, is one of 100 Māori businesses that has been supported through Te Puni Kōkiri and the Ministry of Business, Innovation and Employment’s Capability Uplift Programme, which has aimed to invest in wider social outcomes in communities through local employment.

Tairāwhiti Contracting came about when Kaiwai moved back home to Ruatōria and noticed that there was a lack of jobs within the area. It is now the only wāhine Māoriowned civil construction roading business in New Zealand since its inception in 2020. After placing an advertisement for workers, Kawai grew the company one contract at a time.

Kaiwai added that her career in the construction industry was due to a former co-worker who encouraged her to stay on and finish her apprenticeship.

“He never gave up on helping me and would always push me to reach my full potential. I put my absolute all into the job and would not have been able to do it without him.”

She has also credited her parents for their support and for instilling in her that there

were no such things as boy jobs and girl jobs.

“If there was something that needed to be done, we just did it. From hanging out the washing to mowing the lawn, you did what you had to do.”

Kaiwai added that she aims to be a good role model for her children, just like her father was to her and her siblings. She has also worked hard to encourage more to consider a career in the construction industry, notably through the ‘Girls in HiVis’ conference.

Recently, the devastation of Cyclone Gabrielle in February swept through the East Coast region, damaging vital roads and infrastructure that connected Ruatōria to the greater communities. The Capability Uplift Programme has enabled Tairāwhiti Contracting to secure the joint contract to lead road repairs on State Highway 35. Kaiwai said that being awarded the contract has provided security for the next five years. Part of her role at Tairāwhiti Contracting is to train and assess workers within the industry who want to be fully qualified.

There is a strong presence of female leadership throughout Tairāwhiti Contracting, including a driving instructor, a cable locator, and a fibre optic cable locator. Kaiwai sai dthis was important to her to show young women that it is not just about learning to drive a truck or operate a steam roller, but that there were countless options throughout the industry. Kaiwai added that because construction is such a male driven industry, young female workers may not have considered it as a possible career path.

As an entrepreneurial single mum, Kaiwai is committed to further growing her career. She plans to continue to upskill local talent and encourage future generations to give back to the community. Her demand is now so popular that she has a personal assistant. Kaiwai jokingly added this was largely because she was triple-booking herself.

Her enthusiasm to help others has greatly impacted the local community. H

PALMERSTON NORTH SCHOOL GRANTED ENVIROSCHOOL STATUS

Palmerston North Girls High School has been recognised as a Green-Gold Enviroschool, making it only the 11th secondary school in New Zealand to be awarded the honour.

As a nationwide programme, Enviroschools has encouraged young people to create a sustainable world through planning and designing sustainability projects for them and the community. Enviroschool facilitators and sustainability leaders from all over the country descended on Palmerston North Girls High School to witness the changes implemented first-hand. The school has introduced projects such as the Māra Kai garden and the ‘Plot to Plate’ programme, which was of particular focus for the acknowledgement. After the initial presentation and a school tour, students prepared

and served a meal featuring produce grown onsite. It was then unanimously agreed that the school had met the programme’s criteria and deserved to be recognised as a GreenGold Enviroschool.

Principal of Palmerston North Girls High School, Tracy Walker, said sustainable thinking was now embedded in the school’s strategic plan.

“While the Māra Kai and Plot to Plate ethos is wonderful, we have gone deeper than that and look at being sustainable across all layers, and we continue to develop environmental, cultural and socially sustainable practices and programmes involving people and participation,” said Walker.

Walker noted that this has worked with the school’s culturally responsive and relational framework and its values of Respect/Whakaute, Social Responsibility/

Whakatangata and Resilience/Whakamana.

To be acknowledged, Palmerston North Girls High School undertook a wave of activity to ensure its school was doing its best to monitor its footprint. Students and staff planted more than 50 fruit trees, an onsite garden was established, and a rubbish audit was implemented, starting a waste-minimising scheme that had reduced waste by 38 percent over ten months.

The school also had to showcase a set of requirements in order to be considered for Green-Gold status. Displaying that sustainability was a key part of school life and a factor in decision-making processes was pivotal to the success of the school’s bid, as was having a strong connection between students and the local environment.

The sustainability enquiry and action were mainly led by students, who were

committed to making measurable changes from previous sustainable actions made by the school. Applied Consumer Technology and sustainability coordinator, Jenny Slade, said that one of the biggest stand-outs of the process was the student leadership it had encouraged.

“Our Students tend and look after our Māra Kai, and also use the produce in their cooking and other projects. The Hospitality classes create meals that staff buy using produce from the garden. This has sustained the ongoing development of the Māra Kai,” said Slade.

Slade added that students had also led an initiative to install solar panels on the school’s roofs. The Māra Kai project has been built into the curriculum for students to use, from making lemonade with lemons from the garden’s trees, to making Kawa Kawa moisturisers.

Palmerston North Girls High School also had to demonstrate its involvement within the community, and honour the diversity of the people within.

Embracing sustainable choices has been a focus of Palmerston North Girls High School for over 30 years, adopting the Enviroschool programme in 2006. Students throughout the school noted that sustainability was not just about planting trees; it was apparent in all decisions made and was a big part of the school culture. The school has also committed to continuing its sustainability programme. Its annual ‘Spring Fling’ has become a fundraiser to sustain the Māra Kai.

Reaching the Green-Gold Enviroschool milestone was a proud moment for the school, which has already begun the next chapter of its sustainability journey. H

IMPORTANCE OF HYDRATION

Over the past two decades, the landscape has transformed significantly in children’s health and nutrition.

Evolving diets, food supply and composition shifts, and changing school food standards have all contributed to a persistent dialogue on what constitutes proper, healthy hydration for our young learners.

Hydration is a fundamental element of well-being, and it carries even greater significance in the lives of children and adolescents. These formative years are marked by rapid growth and development, making it imperative that we all understand and advocate for appropriate hydration practices.

Understanding Hydration Needs by Age

The foundation of healthy hydration begins with comprehending the recommended daily water intake for different age groups. The target for children aged 4 to 8 is approximately 5 cups, equivalent to about 1.2 litres of fluids daily. Daily intake recommendations encompass all fluids in foods like fruits, vegetables, and soups. Encouraging young students to drink water can be as easy as providing vibrant and playful water bottles and establishing regular reminders for water breaks.

As children transition into pre-

adolescence, their bodies demand slightly more hydration. The ideal intake for this age group ranges from 5 to 6 cups, roughly equating to 1.2 to 1.4 litres of water daily. Beyond the quantity, educating children on the advantages of staying well-hydrated, such as heightened concentration and overall physical health is essential.

Teenagers experiencing growth spurts and increased physical activity require even more hydration to support their development. The recommended intake for adolescents aged 14 to 18 extends from 6 to 8 cups, encompassing approximately 1.4 to 1.9 litres of water daily. Adolescents sometimes overlook their hydration needs, underscoring the significance of promoting sound water-drinking habits in this age group.

Promoting Healthy Hydration Practices

Physical Activity: Children actively engaged in physical pursuits, whether sports or outdoor play, may mean they require additional fluids to ensure optimal hydration. Kids need encouragement to drink water before, during, and after these activities.

Water-rich foods: Highlight the value of water-rich foods like watermelon, cucumber,

and oranges, which contribute significantly to daily hydration goals.

Limit Sugary Beverages: The battle against sugary drinks, such as sodas and sports beverages, is an ongoing challenge. These products can lead to excessive sugar intake and potential health issues. Encourage the adoption of water as the primary beverage of choice.

The Role of Educators

Children often mirror the behaviours of adults in their lives. Therefore, it is paramount that we demonstrate healthy hydration practices by regularly consuming water ourselves. Additionally, ensuring easy access to water throughout the school day is crucial. Equally important is teaching children and teenagers to recognise the signs of dehydration, such as dark urine, dry mouth, or dizziness, and encouraging them to seek water when these symptoms arise.

Meeting the recommended daily water intake is not just a matter of health; it’s a cornerstone of supporting growth, enhancing concentration, and nurturing overall well-being in students. Parents, caregivers, and educators collectively play a pivotal role in instilling these vital hydration habits that can profoundly impact a child’s life, not just during their school years but throughout their lifetime.

In acknowledging the broader context of changing dietary norms and the imperative for healthier hydration practices, we can help students embark on sound hydration habits, ensuring their bright and flourishing future. H

BEEF BURGER WITH WATTIE’S® BURGER SAUCE CLASSIC YIELDS

10 BURGERS

INGREDIENTS METHOD

300g carrot, coarsely chopped

200g onion, coarsely chopped

60g parsley, coarsely chopped

1kg lean beef mince

1 x 250g pkt. microwave brown rice and quinoa

2 eggs, lightly beaten

10 x 21g slices reduced fat cheddar cheese

(optional)

10 x 70g wholemeal bread rolls, split

250g Wattie’s Burger® Sauce Classic

150g cos lettuce leaves

250g tomato, sliced

10 Golden Circle® Pineapple Slices in syrup, drained

1 In a food processor pulse together carrot, onion and parsley until finely chopped. Add the beef, grain mix and egg and pulse until evenly chopped and combined. With wet hands, divide and shape into 10 patties and place them on a baking paper lined baking tray.

2 Bake in a hot oven 200�C for 20 minutes or until cooked when tested. Top each patty with a slice of cheese and then transfer patties to a paper towel lined tray to drain.

3 Spread the cut sides of the rolls with Wattie’s Burger® Sauce. Assemble the burgers with lettuce, tomato and Golden Circle® Pineapple Slices and serve immediately.

BUILDING A GREENER FUTURE

Where Education Meets Environmental Responsibility.

As classrooms have transformed into modern learning environments, sustainable furniture and classroom resources have become essential to learning.

There is a growing need for classrooms to adopt a sustainable approach to the physical environment of educational institutions and future generations. Demonstrating responsible environmental awareness and sustainable resources has also reduced the school’s carbon footprint.

Using eco-friendly materials, sustainable classroom furniture and resources has promoted comfort and productivity in an educational environment. Energy-efficient and recycled resources are adaptable, accommodating a more diverse learning style.

Investing in sustainable classroom resources is a commitment to providing high-quality materials that reduce maintenance and replacement costs, which has saved valuable resources. Installing sustainable resources in the school classroom has reinforced the concept of protecting the environment as the model for future learning.

Sustainable furniture has opened a new door for classroom learning, from recycled materials such as plastic bags and bottles to reclaimed wood. Selecting resilient materials such as bamboo, walnut, and eucalyptus will ensure durability whilst creating a safe and secure learning environment. Materials

such as cork and organic cotton have also become popular as substitutes for classroom furniture, which can be further recycled once it has served its purpose.

Flexible classroom furniture and infrastructure allow the classroom space to be used to its full potential. Heightadjustable desks, mobile seating options, and electronic screens have allowed for simple configuration changes, accessibility, and different functions throughout the classroom. Sliding doors, wall dividers, and central classroom “hubs” are proven options for learning in a shared space while staying connected to others.

The Education for Sustainability branch of the Ministry of Education has detailed the importance of embracing sustainable change within the classroom. Sharing values has been listed as a main principle of modern learning, fostering kaitiakitanga, citizenship, and personal and collective responsibility.

Examining dominant values, exercising care for our place and people, and raising critical consciousness are considered by the ministry to be a priority of the education system. The ministry believes that implementing a locally relevant, place-based curriculum will develop the knowledge, attitudes, and skills necessary to think and act sustainably.

Taking collective action and enabling increased collaboration for sustainable learning has also encouraged community involvement and a sense of belonging

through active participation. Creating partnerships and collaborations in response to sustainability and climate issues has also promoted the responsible use of limited resources through school-wide policies.

Technology has played a significant role in future education resources. Modern technology has provided a functional solution for the classroom, from smart devices to electronic whiteboards, and the decrease of paper usage.

The Covid pandemic put a spotlight on the needs of educational institutions and communication tools between teachers and students. It amplified the deficiencies of traditional pedagogical approaches when learning in a pandemic world.

In a report by The Education Hub, technology was listed as a solution for many educational challenges. Although minimised screen time is recommended for younger students, and the concept of reading and writing is not essentially the same digitally, the report found that both teaching options can benefit student progress and development.

Interactive software and learning programmes have been smoothly introduced into the curriculum to entice learning. A growing body of research has suggested that technology can support teacher learning and connections, particularly online networks and communities. Further research has concluded that student engagement can improve through one-onone techniques, utilising technology as a communication skill.

The use of technology has allowed students to access countless sources of information at the touch of a button. Learning management systems have been developed online to keep track of progress, enabling students and teachers to have instant access to all the materials needed for classroom activities.

Introducing modern technology into the classroom has allowed the inclusion of different educational needs. Simple learning lessons such as reading, spelling and mathematics can be customised and tailored to individual requirements.

The modern learning environment format has incorporated a new way of learning that will only continue as the trend advances. Offering students and teachers flexible classroom options through sustainability and technological priorities will provide future benefits to both, whilst remaining aware of new resources and advances to make the most out of learning. H

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SCHOOL LUNCH MENU IDEAS TO KEEP STUDENTS ENGAGED

Offering a selection of well-balanced meals is pivotal in ensuring the priority of students’ health and wellbeing.

Students, particularly younger children, tend to flock towards their personal preferences. Proper nutrition is an essential element for the development and growth of children, as well as having an effect on their physical health.

By offering a healthy lunch, schools can impact the ability of students to perform at their best whilst in the classroom, improving their learning and concentration. Research has indicated that students who have a balanced diet are better equipped to process and retain important information. The Healthy School Lunches Programme,

Ka Ora, Ka Ako, has suggested ways to promote healthy eating through a traffic light system.

Providing a variety of options is key to any menu, especially for schools. Meals should contain an element of protein across the week, offering different options to cater to all preferences. The balance of vegetables is also essential, whether cooked, in a salad form, or even integrated into the main meal instead of a standalone addition. The right combination of carbohydrates can be important to retain balance, be it bread, rice or pasta, and offering a range of different international

cuisines and styles can often appeal to students.

Meals can also be either hot or cold, depending on availability. During the colder months, serving meals such as lasagne, meatballs, and pasta provides the right dietary requirements and will also be a popular choice among students. As the summer months fade in, consider sandwiches, filled rolls, and the inclusion of fresh fruit as menu staples.

The Ka Ora, Ka Ako programme has announced new pricing per meal for term four. Meals for years zero to three are now $5.78 each, years four to eight will be $6.77 each, and years nine and above will be $8.62 per meal. Amid high food prices, it is important to design a menu that will appeal to the entire student body, with a mix of ingredients and points of difference.

The classic sandwich has countless ways to be enticing and enjoyable for students. Adding meats such as ham, chicken, or salami will cover the protein portion, whilst other options, such as eggs, can be a delicious alternative. Fresh vegetables such as lettuce and tomato are excellent ingredients for the perfect summer sandwich, and an assortment of cheeses and preserves will add flavour. Offering nutritious bread types will complete the meal. Consider including healthier styles such as multi-grain or wholemeal for that extra healthy boost.

Students may consider salads to be a bit bland, but the health benefits are instrumental to maintaining the right balance. Including fresh seasonal produce

is an excellent way for students to have the recommended daily intake of vegetables. There are a number of ways to gauge student interest in vegetables, such as using produce grown in a school vegetable garden. Offering a variety of styles, such as coleslaw and potato salad, is also important, as too is adding dressings and condiments for flavour. Including normal vegetables in snack form is effective, such as carrot sticks or cucumber sticks, sliced capsicum, or cherry tomatoes.

Ensuring that students have had a substantial lunch is the priority of every school. Serving menu options that students enjoy will also engage their interest in responsible eating. Pasta dishes such as macaroni and cheese or different styles of pizza cover several main requirements. Rice is another key ingredient, be it for butter chicken, sushi, or stir-fry. Traditional menu options such as cottage pie or ratatouille are excellent ways to incorporate vegetables into the menu. Burgers are a popular choice with students as well, with a range of different meat options such as chicken, fish, or beef.

For a lighter menu option, pita breads are a versatile ingredient that is rich in fibre, carbohydrates, proteins, vitamins and minerals. Be it toasted, as a wrap or soft taco, with sandwich fillings, or as an accompaniment to soup; pita breads are a simple yet reliable ingredient. The use of pita bread requires no cutlery, and its shape is the perfect shell for any filling. Pita breads offer a nutritional boost that is vital for students for energy and promotes digestion.

Fruit is always a popular item on the menu, especially during the warmer months. Aside from the typical staples of apples, bananas, and oranges that are available all year round, seasonal fruit can often be the star attraction. From stone fruits such as peaches, apricots or nectarines to the vast assortment of berries available, there are countless varieties of fruit for students to choose from. Dried fruit can also be a convenient pick-me-up, such as raisins, prunes, or dates, as a source of protective antioxidants, micronutrients, and dietary fibre. Allowing students to choose their own piece of fruit will benefit their attitude towards healthy eating.

Designing a menu that caters to all students can be tricky, but offering different options and styles can benefit the overall focus of healthy eating in schools. H

DEBATE ON SUGAR

As schools continue to adopt healthy eating programmes that focus on nutrition, sugary foods and drinks have become a distraction.

The debate on sugary drinks has been argued for several years. In 2018, Diabetes New Zealand pushed for a sugar tax or sugar levy for manufacturers to reduce daily intake.

The appetite for a sugar levy is now larger than what it was five years ago. Some countries around the world have invested in a similar programme and have seen results that are hard to ignore.

There has been a common misconception that the industry would self-regulate, but enough work hasn’t been done to tackle the crisis. Diabetes New Zealand has indicated that the standard daily intake of sugar should be six teaspoons. The normal

amount of sugar in a 335-millilitre can is ten teaspoons. Honing in on sugary drinks is a way of allocating other dietary areas that require sugar.

The World Health Organisation has recently released new guidance on nonsugar sweeteners, with an aim to reduce the risk of unhealthy weight gain and dietrelated diseases in adults and children.

The report stated that a systematic review of the available evidence suggested that non-sugar and alternative sweeteners do not confer any long-term benefit in reducing body fat.

Non-sugar sweeteners such as aspartame, saccharin, sucralose and stevia have been identified as potentially dangerous to diets. The announcement from the World Health Organisation has also contradicted previous studies that have played down the effects that sweeteners have.

The debate on sugar intake has become a growing concern, especially for children.

World Health Organisation nutrition and food safety director, Francesco Branca, said that replacing free sugars with nonsugar sweeteners does not help with weight control in the long term.

“Non-sugar sweeteners are not essential dietary factors and have no nutritional value. People should reduce the sweetness of the diet altogether, starting early in life, to improve their health,” said Branca.

Non-sugar sweeteners are commonly used in prepackaged foods and beverages, and are occasionally added to by consumers. In 2015, the World Health Organisation issued guidelines on sugar intake, which recommended that children reduce their daily intake of free sugars to just ten percent of their total energy intake. The review stated that after that announcement was made, interest in sugar alternatives saw an increase.

The World Health Organisation has advised people to phase out the use of sugar alternatives starting early in life. This means that school-aged children should have their sugar alternative consumption lowered due to them containing no nutritional value at all.

There has been pushback on the guidelines and regulations to suggest that an education-based system to inform people about the harm of sugar and sugar additives would be more beneficial.

Health officials have spent a considerable amount of time trying to educate and make people aware of the implementation of diabetes and its causes and encouraging people to cut back on sugary drinks. Experts have said that reducing the amount of sugar or a sugar levy is instant, rather than a lengthy education programme.

The report by the World Health Organisation did not apply directly to those

who currently live with diabetes. However, it did list the potential and undesirable effects of the long-term use of non-sugar sweeteners as a cause of type two diabetes and cardiovascular disease.

Branca said that people need to consider other alternatives to non-sugar sweeteners, such as consuming naturally occurring sugars like fruit, or unsweetened food and beverages. Non-sugar sweeteners are also key ingredients in personal and hygiene products such as toothpaste, skin creams, and medications.

“Non-sugar sweeteners are not essential dietary factors and have no nutritional value. People should reduce the sweetness of their diet altogether, starting early in life, to improve their health.” H

THE ROLE OF SUSTAINABLE PACKAGING AND WASTE MANAGEMENT IN SCHOOLS

The increased use and responsible decision-making surrounding sustainable packaging have become a priority for schools and students. The integration of sustainable packaging has revolutionised the supply chain as a whole, and its ability to be recycled has introduced a new method for waste management.

Schools have turned to sustainable food packaging as a response to benefiting the wider school environment. This has supported the benefit of waste management programmes and allowed schools to control their environmental footprint.

As a basic step, schools can invest in reusable containers, refillable water stations, and provide basic steps to inform students and staff about the benefits of using sustainable packaging. Plastic products can be replaced with paper, such as cups, bowls, and plates, supported by the growing trend of singleuse wooden cutlery. Plastic coating on food packaging has also been proven to defer the recycling process, creating a difficult problem. Sustainable food packaging has been designed to be recycled, with environmental responsibility in mind. Opting for carbon-neutral alternatives can set an example to students about the importance of sustainability.

Standard food packaging can contain

chemicals such as BPA and phthalates, which are potentially harmful. Switching to sustainable food packaging for meals and beverages has created a desired, safer school environment and has eliminated any further risks. Embracing sustainable food packaging can drive future projects within schools for more environmentally friendly options.

Incorporating sustainable food packaging into the school system can lead to valuable classroom lessons surrounding sustainability and the environment. As most schools offer canteen facilities, there are endless educational opportunities to teach students about recycling and waste management through the packaging it uses.

The nationwide ‘Love Food Hate Waste’ campaign discovered that New Zealanders annually send 157,000 tonnes of food to the landfill. This has totalled over $872 million worth of uneaten food. New Zealand’s annual food waste has been estimated to produce 409,234 tonnes of carbon emissions.

The Ministry of Education has said that

to manage waste, schools should educate students and staff on the ongoing harm that it can cause the environment and consider adopting programmes to promote reusing, recycling, and composting.

Schools have been encouraged to separate organic waste, such as food scraps, plants, paper, and lawn clippings, from other general rubbish, and to dedicate lessons about organic waste for composting. Examples include making compost to use in school gardens, setting up worm farm initiatives, and awareness of biodegradability. Offering separate rubbish bins to collect compostable and recyclable waste has also been suggested as an effective solution.

The government announced that some single-use plastic items and hard-torecycle items would be phased out in schools by mid-2025. This includes PVC food trays, polystyrene takeaway food and drink packaging, plastics with prodegradant additives, and plastic straws. Whilst the operation began in 2022, the three-year time frame has offered schools a target to reach in order to support low emissions and a national low-waste economy. A range of practical alternatives to plastic will also be phased out, including the use of easier-to-recycle plastics and non-plastic alternatives such as cardboard.

The government also issued a caution on compostable items, which said that reducing or reusing products should be the first choice before considering compostable products. This has come after reports indicated the high level of compostable products that end up in the landfill.

Ka Ora Ka Ako has worked with The Sustainability Trust on the ‘Your Sustainable School’ programme to help schools practice efficient waste management and consider all aspects of the environment: land, water, climate, and all living things. The programme has suggested key steps to

address waste management.

There have been key changes to gradually increase and expand the government’s national waste disposal levy, which will further support waste reduction. This has affected schools and suppliers of the Ka Ora, Ka Ako programme. An annual cost increase will also rise from $10 per tonne of class one waste to $60 per tonne in July 2024. This cost may be passed on from the waste disposal operators to the producer.

Allowing students to watch their meals being prepared and how others dispose of waste will generate deeper thinking about how they can personally make a difference. Including groundskeepers in the process to discuss how waste is distributed will also provide a first-hand experience on the impact of recycling and sustainable food packaging.

Introducing a waste hierarchy will guide both students and staff on where waste can be removed, with waste being the last possible option. Allowing students and staff to be involved in the menu decision-making process will also ultimately reduce waste, as preferred ingredients would be used.

Making specific commitments and setting measurable outcomes will provide a better understanding to staff and students about how to dispose of waste wisely. A lunch waste audit or connections with organisations will help to relay the message. Spot checks, examining bins, and keeping track of both successes and issues of the programme will benefit the overall operation.

Students and staff will play an instrumental role in the school’s future by building waste management and the benefits of sustainable packaging into the curriculum. Including the entire school and wider communities will cement a thorough understanding and valuable lesson on the environmental impact. H