principals today magazine issue 94

Issue 94 Term 2 | 2012

ISSN 1170-4071 Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers AdvisorHAVE THE FOLLOWING PEOPLE SEEN THIS?

• Amesbury School’s mission to instil individual ownership of learning • Conversations with students who studied on foreign shores• Practical ways to help kids deal with bullies in and out of school• Six reasons why you should gain work experience abroad • Preparing students for life beyond the classroom

chaosCoping with

The lord of illusion Richard Taylor and the Weta wonderland

Principal Q&AVilla Maria’s Mary Lynch talks about the state of education

Broadband in education The promise and the pitfalls

The lost art of handwriting Should more attention be given to teaching the written word?

How Gillian Simpson led St Margaret’s College on an 18 month mission of recovery

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an Apple iPad see page 16

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4 | Term 2, 2012 www.principalstoday.co.nz

Contents

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8 COVER STORY

14 THE LORD OF ILLUSION

17 OLD SCHOOL EDUCATION

Principals Today Issue 94

4,563ABC circulation as at 30/06/11

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7 EVENTS DIARY Courses, events and seminars near you

10 TAKING IT OFFSHORE Conversations with students who studied on foreign shores

11 SUPER STUDENTS The sky’s the limit for Enya McPherson and Ryan McLellan spells it out with aplomb

13 WORKING TOGETHER TO BEAT BULLYING Practical ways to help kids deal with bullies in and out of school

20 INTERNATIONAL INTERNSHIPS Six reasons to gain work experience abroad

21 FOSTERING CRITICAL THINKING Preparing students for life beyond the classroom

22 INSPIRING TODAY’S YOUTH How to draw on your own experiences to inspire the next generation

23 BROADBAND IN EDUCATION The promises and the pitfalls

24 SCHOOL TRIPS When looking back on learning experiences, some of our most vivid memories are of trips to fascinating places

28 CHRISTIAN CAMPING Destinations to make a difference

30 BUILDING FOR THE FUTURE Scots College restructuring allows for growth, while maintaining a personalised approach to teaching

33 STATE OF THE ART EDUCATION Amesbury School’s mission to instil individual ownership of learning

34 ICT Applications that aid understanding

35 CAREER CHOICES For students to make good decisions, they need to buy into the process

36 SUN SAFETY Vitamin D and sun exposure 37 PERFORMING ARTS Taking part in the Stage Challenge might be just what your drama department needs 38 RESOURCES Solutions for all students 39 FINANCE Beat the technology race – borrow don’t buy 40 PROPERTY With winter power bills not far away, it’s time to focus on heating costs

News

Supplements

Issue 94 / Term 2, 2012

18 PRINCIPAL Q&A

Mary Lynch An educator for 40 years and principal of Villa Maria College for two decades, Mary Lynch talks about the state of education

Coping with chaos St Margaret’s College has learned a lot in the past 18 months, but has emerged from adversity stronger than ever

Richard Taylor and the Weta wonderland

Richard lists passion, enthusiasm, tenacity and talent as vital traits. Luckily those four things come in abundance from young people in this country

The lost art of handwriting

With computers now almost ubiquitous and text-speak gaining ground, should more attention be given to teaching the written word?

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www.principalstoday.co.nz Term 2, 2012 | 7

Events Diary

Events diaryTHURSDAY MAY 10WOW Seminar – Ready, Get Set, Go – To Work – Massey University

What’s important in a career choice? What do employers want to see? How can the Career and Employment Service help? This seminar begins to offer answers to these questions. For more information go to www.massey.ac.nz

SATURDAY MAY 12Nelson – Te Tau Ihu Senior, Regional Kapa Haka Competition

A day of competing, in kapa haka; watch students show off their skills and talent. For more information go to www.nzqa.govt.nz

SATURDAY APRIL 28 – OCTOBER 3Greater Wellington Region Best Practice Workshops – NZQA

Best practice workshops are for teachers to improve understanding of national standards through the use of student exemplars.

These workshops will clarify understanding of grade boundaries of internally assessed standards. Work with supplied assessment materials including samples of student work. Engage in professional discussion. For more information go to www.nzqa.govt.nz

FRIDAY MAY 11 – 13Bridging the Gap – Discovery for Teens

Bridging the gap is a non-residential weekend programme for 8 – 12 year olds run by specially trained facilitators and volunteer staff. It is a positive high-energy family based programme that provides excitement and challenges and fun for all participants. BTG creates an opportunity for children to explore their untapped potential. For more information go to www.discoveryforteens.co.nz

THURSDAY MAY 24Coaching for Leadership Seminar – NZ Education and Leadership Society

Presented by Dr Jan Robertson who wrote the bestselling book, Coaching Educational. She outlines her model of

building leadership through partnership, through a workshop where leaders learn through coaching and reflection on coaching practice. For more info go to www.nzeals.org.nz

FRIDAY JUNE 1Christchurch Best Practice Workshops 2012 – NZQA

These workshops are for teachers to improve understanding of national standards through the use of student exemplars. These workshops will clarify understanding of grade boundaries of internally assessed standars. Work with supplied assessment materials including samples of student work. Engage in professional discussion with other teachers. For more information go to www.nzqa.govt.nz

WEDNESDAY JUNE 13Auckland/North Shore Best Practice Workshops 2012 – NZQA

Workshops are for teachers to improve understanding of national standards through the use of student exemplars. These workshops will clarify understanding of grade boundaries of internally assessed standards.

Work with supplied assessment materials including samples of student work. Engage in professional discussion. For more information go to www.nzqa.govt.nz

MONDAY JULY 2 – 4Growing Middle Leadership – Educational Leaders

Growing Middle Leader Capability is a TRCC course for middle leaders teaching in Years 1 – 13. This opportunity to build your leadership skills includes; how to cope with workloads, how to cultivate team relationships and challenging and growing your own leadership capability. For more information go to www.educationalleaders.govt.nz


Outside the St Margaret executive principal Gillian Simpson’s temporary port-a-com office is a piece of art work. Its name is Twisted City by artist Leah Fraser Henderson and is a sculptural symbol of hands together reaching for each other in an eternal warped shape.

In some ways this depicts exactly what has happened within Gillian’s school community. The hands of the community have come together to ensure that life can resume as “normal” as possible through some extraordinary circumstances.

In the beginning In the middle of the night on 4 September 2010, Gillian vividly remembers standing in her pyjamas on the lawn of the school in front of the 150 boarders who had just experienced an earthquake of vast scale. They had felt the building lurch, heard the crashing, saw the waves of water slopping out of the swimming pool and witnessed the destruction. Mother Nature’s tantrum caused damage to the school chapel, swimming pool and hockey turf.

Gillian went into automatic pilot. The school already had crisis management and communication policies and systems in place and this would now

There are always lessons to

be learned. Often the ones

we learn best are during

the most challenging of

times. Christchurch’s St

Margaret’s College has

learned a lot during the

past 18 months, but shown

it is the stronger for it.

test them. The first priority was to make sure the students were physically safe. The boarding staff handled it extremely well.

“We relied on these incredibly resilient and caring people who are looking after other people’s children. The boarding community is a really strong community. We put our faith in really good educators both boarding staff and day staff. They keep and maintain that trust.”

Having had the “dress rehearsal” in September and subsequent debrief, meant the school had fine-tuned strategies and was able to implement new practices where there were gaps. It included evacuation drills immediately after the students returned to school in 2011.

This meant in February it only took five minutes for the girls to gather together in their tutor groups and they immediately knew who was there and who wasn’t out of the 650 students. Because the tutor groups are vertical, it also meant the older girls within each group could provide support and comfort to the younger ones.

One of the most important considerations was to find a place to keep the girls together. This meant that everyone was being relayed the same message at the same time and not leaving any group isolated, fearing the worst.

By no means was the situation perfect, Gillian was standing on a table in the field as the aftershocks continued to rumble around her. All the while, her legs were being held by another member of staff but by keeping the school together, staff members were able to support pupils and fellow colleagues at a stressful time.

It is the staff members who were remarkable on that day. Many of them had children of their own at other schools in Christchurch. Yet despite not knowing their own family’s plight, they stayed to make sure the children in their care were given the support they needed.

“Afterwards I had letters from girls and parents that all said they couldn’t believe how they’d been looked after by those teachers, knowing those staff members had their own children. It’s definitely restored my faith in human nature. Fundamentally it’s the reason why we’re all in education.”

Support comes from everywhere

It was the strong relationships which were borne before the earthquakes which helped the school progress quickly throughout the 18 months. The wider community was quick to

Coping with Chaos

By Karen Pasco


Cover Story

come to the assistance of the school after February.

Parents and pupils, staff, board members and former students, rallied to offer assistance with whatever job needed doing. “It’s been all hands to the pump – a massive community effort to keep the school going.”

With pupils away from school for two weeks, the demolition and rebuild began straight away. After February, the gymnasium, Chapel, boiler, music rooms and library had to be torn down. On 28 February, just six days after, Mark Prosser Builders came into the picture. Gillian says it was important to select a company which was going to do the job quickly, efficiently and safely.

Amazingly the plans for the first classroom were drawn up on the back of a serviette that same day, with work beginning the day after. Four temporary classrooms were constructed in the staff car park in just 18 days. This progress has not slowed down and the builders have now become a part of the wider school community.

Throughout the year toilet blocks, new lockers, a new maths block, the new outdoor courtyard and outdoor theatre, hockey turf, science laboratories, swimming pool, temporary classrooms and administration blocks have emerged around the perimeter of the former school. The decision to set up the temporary school around the outside has meant the least disruption to students.

The whole rebuild process was accelerated with the school having completed a re-evaluation and long-term plan of the school’s buildings in 2009. They were able to see what extra work contained within the plan would be carried out straight away as it would be more viable to do it at the same time as the rebuild.

At the forefront of all decisions made, was the physical and emotion safety of the pupils. “When you take these things into consideration first and provide an environment where people feel safe and they are emotionally supported, then they will learn.”

Keeping the lines open

The disaster brought about a whole new way to communicate to pupils, parents and former old girls. The message was sent out that the only place to guarantee correct information was through the school website.

This included information updates as well as short videos which could be downloaded. These proved so popular

that the school has continued to use the videos to illustrate the progress.

When the marquee for the chapel was erected, it was decided to have chapel services which could be uploaded, in the same format at the usual times so it could provide a sense of normality while the school was closed. “We thought even if 10 girls watched we’d be happy but more than 80 percent of the school did.”

At all times, Gillian says honesty and transparency were critical. “You’ve got to be absolutely up front so we never said anything to the community that wasn’t going to be, and that has really paid off right from the first minute.” It also meant old girls from around the world who were desperately trying to source information about the school, were able to access it easily.

Another consideration was to ensure the board chair was also kept up-to-date on the progress. A crisis communication and media policy ensured any messages or media queries would be answered the same way, regardless of who was contacted to make comment. Keeping board members in the loop was also to ensure everyone was involved in what was happening at an uncertain time.

So it continues

June’s event brought about more damage to buildings at the school. Through it all, Gillian had to consider the children in her protection. Sometimes the decisions were hard. “I had to make these incredible lonely decisions. There just wasn’t always time for wider consultation; ‘Do we go back in, do we stay out?’ and always erring on the side of caution. In June I just had a strong gut feeling that we might get two in a row so we stayed out.”

It was just as well, as a result of the day’s events the science and technology block gained red-sticker status.

The constant loss of buildings meant a continuous reshuffle of classrooms and resources. The science lab was shifted to a year 5 classroom and teachers of different subjects banded together to help one another. This has meant teachers now have a greater understanding of each other’s needs and are even more willing to co-operate, she says.

Students were also facing more than just the challenge of shifting classrooms. One NCEA year 13 student had to complete her science assessment three times, after it was destroyed in various shakes.

Gillian says the school has definitely grown stronger as a result of the hardships it has faced. Those girls who

have studied throughout the ever-challenging year have not only passed but excelled in their studies.

“One hundred percent of our International Baccaleureate Diploma students passed and we remained in the top three percent nationally of schools for NCEA results.” The results have shown the commitment from both pupils and teachers to not let the challenges of 2011 beat them.

Where to from here

Through it all Gillian says the support of family and friends has been pivotal in allowing her to carry out not only the normal tasks of a principal but also the extra responsibilities that came as a result of the events in 2010 and 2011. She has also made sure she takes some time out for herself.

“I feel I’m responsible for everybody’s wellbeing, and I just still think it’s important to find ways to get personal refreshment.”

Preparedness for future events has been considered. The school now has three days of provisions, generators and a myriad of other back-ups in case of future emergencies. Something she recommends all schools should look at.

But there is a true sense of optimism. Gillian is proud of the school and wider community, how their resilience has overcome the challenges and the fortitude they have shown in extremely difficult times.

“When I talk to the community and look at the behaviour of people in times of crisis, the thing that absolutely overwhelming comes to the fore is if your pastoral care systems are already in place anyway, on a daily or weekly basis, that when you come into a crisis situation, it just happens. If your school culture and values are about living and serving each other and looking out for each other then that happens too.”

As you walk around the school the scars of those days remain. Students witness the sight of cleared spaces where there were once classrooms, and fenced off areas where there is evidence of what used to be.

But among it is the sound of machinery and hammering, the sound of rebuilding and progress. There is still laughter, still learning and above all else, an overriding sense of hope that not only will the school rise again, but it will rise stronger.

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Stan hasgot a plan

Help Canterbury kids take on natural disasters with Stan’s plan!

Targeting five main disasters –earthquake, flooding, pandemic,

tsunami and storms – the Council’s programme complements the Ministry

of Civil Defence and Emergency Management

‘What’s the Plan Stan’programme.

It’s free andlinked to thecurriculum.

Leaving little New Zealand

behind and exploring the

world can be an amazing

learning experience for

students. Bridget Gourlay

talks to New Zealanders

who did just that.

Studying stateside

Twenty year old Christchurch girl Abigail Edgen went to a small town outside of Houston, Texas on a year long exchange, organised by AFS in 2009-2010.

Why did you decide you wanted to go on an exchange?

“I had always had an interest in different cultures and nations, and I also wanted to experience what high school was like in another country. I was very aware that I only had one life to live, and one chance to do that.”

What were the biggest differences between Texas and NZ?

“The Texans are famous (infamous?) for their pride - there is not a Texan out there who would not be happy to boast about their country, their college football team, their Meme’s fried okra, their child’s sporting and academic pursuits or most importantly - the

greatness of the Lone Star state. New Zealanders on the other hand are by nature humble - the Texans could not comprehend the concept of ‘tall poppy syndrome’.”

Tell me about some of the highlights?

“I loved the high school culture - I certainly expected movies to have exaggerated the experience however, I found the movies to be really quite accurate! I enjoyed football games... the ice cream was fabulous. Texans know how to do dessert… and Mexican food. But the biggest highlight was definitely becoming a part of another family, and all the amazing new friends I made!”

What was the hardest part(s)?

“The hardest part was definitely saying goodbye at the end!”

Have you kept in touch with your friends and host family over there?

“I have. I visited everyone in June 2011, and again in January 2012. It was like nothing had changed.”

What advice would you give someone looking to do an exchange similar to yours?

“If you have desire to do it - go for it! No regrets. Seeing life from a new perspective is a priceless experience and one that should never be turned down.”

Learning the lingua franca

Aged 17, Roger Edgars went to France for a year long exchange in 2002. Although it was difficult he made lifelong friends and has been back several times.

How long had you studied the language for before you left? How hard was it to speak and understand when you first arrived?

“I’d studied it since I was in third form but speaking it was another matter! I was ok when people spoke slowly to me but listening to group conversations and things like the radio was impossible – I was likely to understand one word. But after three months everything clicked and suddenly I was thinking and dreaming in French.”

What were the highlights of the experience?

“Just being part of a different culture – seeing things in a new way. Like being shocked at seeing nudity on TV at five

at night – or on the beaches during the day! But to the French it was nothing. I was also shocked at the smoking everywhere. Being a big history buff I loved going to the museums and historical monuments and stuff. I made some amazing friends and I miss them.”


“Homesickness. No one knew anything about me, about Auckland or New Zealand. And the language barrier at first was really tiring. Plus the school system is terrible – the Year 13s are treated like children by the teachers and they do a lot of rote learning and dictations which to us is all very Victorian.”

Have you kept in touch with your friends and host family over there?

“Yes, I’ve visited several times and then lived in Paris for a year when I was at uni, back in 2007. My host brother from over there is still one of my best friends – we have been mates for ten years now and we are like real brothers. My host family have been out and visited me in Auckland - they came over for my wedding.”

What advice would you give someone looking to do an exchange similar to yours?

“It’s not for the faint-hearted if you are a bit of a Mummy’s boy like I was! And stick with it those first few hard months and then you’ll wake up one day and understand everything and you’ll feel like a million bucks!”

Pacific paradise

Paul Royal, principal of Te Kura Kaupapa Maori o Bernard Fergusson, a primary and intermediate school in the Waikato, takes a school group to the Pacific Islands every couple of years.

Where do you go exactly in the Pacific Islands? How long do you go over for?

“We have in the past taken our senior students (usually a group of 20+/-) to Vanuatu, Fiji and now Samoa. Trips are one week duration and organised through Edventuretours. Fiji is my favourite destination.”

How did you raise the necessary funds and what were the challenges in that?

“A proposal to travel is presented to the Board of Trustees approximately 13-14 months prior to tentative date of travel. If approved, a presentation is made to

parents of Y7 – 8 students inclusive of an initial registration of intent to travel and monthly payment schedule. All monies are due in about six weeks out from date of travel. Generally speaking, a gentle reminder is all that is required to make sure that the deadline is made.”

Tell me about some of the highlights?

“Besides the splendour of white sandy beaches, pristine crystal clear water, the myriad of coloured coral fish, swimming in the open water with reef sharks and dramatic sunsets, the highlight for me is meeting, sitting and talking with the people even down to sharing a kava bowl or two. In particular the Fijian people in the Yasawa Islands who are very friendly, engaging, humourous and generous.”


“There are no really hard parts – Edventuretours do a fantastic job with flights, accommodation, itinerary etc. Perhaps the most challenging part is impressing upon parents to hand their child’s passport in on time or getting their child’s passport processed on time.”

What is some of the feedback you have received from the students?

“All students who have travelled overseas enjoyed the experience with some continuing friendships established via Facebook and other social networks.”

How has the trip benefitted them?

“Our students get to see first-hand how little their Pacific cousins thrive happily on and I remain optimistic that the trip has enhanced their innate ability to be friendly and engaging with sometimes complete strangers.

Hopefully, some of the village schools we have visited and left small gifts have benefited - albeit briefly.”

What advice would you give to a school looking to do a similar trip to yours?

“Make use of Edventuretour’s expertise. Establish a two person in-school organising team. Carefully select accompanying parents and assign specific roles and responsibilities. Go ahead, plan and execute the trip – it’s a worthwhile exercise.

News


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Spelling it

out

The sky’s the limit

Ryan McLellan is a pupil other children always ask how to spell words. He really enjoys it. So when he heard a school notice about entering in a spelling bee competition he jumped at the chance. So keen, he spent his summer holidays learning words so that he would be selected for his school’s team to take part in the New Zealand Vegemite Spelling Bee competition held in Wellington recently.

Despite it being his first proper spelling competition, the year 9 James Hargest College student from Invercargill won the competition. Now he will travel to Washington DC in late May to compete in the National Spelling Bee.

He says he will use the same technique he used in the national competition to quash his nerves. “I sort of just let go of my nerves. I just thought ‘I don’t care

how much of a fool I look like I just want to try and do my best spelling.”

Now he will spend the next month with the prize he won, a 5kg, 4700-word dictionary, learning as many words as possible for the big event.

He hopes to grasp the trick of using a word’s origin to help give clues to how it should be spelt. “When you learn those rules and you can apply them, you can make a best educated guess.”

For a 15-year-old Auckland girl flying solo with the birds has become a dream-like reality.

Enya McPherson went on her first solo flight at Whenuapai airfield on November 12, last year, after doing only 39 trainee flights.

Gliding, is as close to flying like a bird that you will ever get. In a plane with big wings but no engine, you are launched into the air, using the winds and thermal currents to remain airborne.

Peter Thorpe, one of the chief flying instructors at the Auckland Aviation Sports Club says Enya, as a young female glider in a largely older male dominated sport, is doing extremely well.

“It is quite rare for students younger than 16 to solo glide,” he says. “There is a formal syllabus of training and there is a heavy emphasis on safety and getting things right. I usually tell people it takes between 40 – 60 training flights to reach solo – some of our adults have taken more than 60.”

He says gliding requires good hand– eye coordination skills and a knowledge of basic aerodynamics, meteorology, airmanship and aviation rules.

“We recently flew a long aero flight from Whenuapai to Matamata in very windy conditions that were quite turbulent and very demanding to fly. Although it was pushing the boundaries of her skill and experience, Enya showed perseverance and did not admit to any nervousness until later when we were safely on the ground.”

Despite the nerves, Enya says the thrill is worth it. “It’s cool to be up in the air and doing something out of the ordinary. It’s really cool to be able to tell people that I glide.”

Christchurch City Council Environmental Education Programmes‘Learning Through Action’ educational programmes are available and FREE to schools.

These LEOTC (Learning Experiences Outside The Classroom) programmes provide authentic learning experiences with hands-on activities at city sites including:

• Botanic Gardens • Halswell Quarry • Recycling Plant • Main Pumping Station • Victoria Park and Spencer Park

The City Council also offers Civil Defence Programmes free to primary schools focusing on disaster awareness and preparedness. These programmes are based in the classroom at your school. For more information www.ccc.govt.nz/homeliving/civildefence/educationprogrammes.aspx

To book use the online formwww.ccc.govt.nz/learningthroughaction/booking

For more information go towww.ccc.govt.nz/learningthroughaction or email [email protected]

Programmes cater for students from new entrants to year 13. They are linked to the NZ Curriculum and sit with the future focus of sustainability.

SUPER STUDENTS


Youthtown Short Film CompetitionEncourage your students to enter at www.youthtown.org.nz

http://www.facebook.com/YouthtownNewZealand

Entries close 5pm 3rd August 2012

Thanks for this, it looks great. Just had a thought that we should add somewhere (in small print) Entries close 5pm 3rd August 2012

*

*

Any form of bullying should be treated seriously and although we, as adults and caregivers, may feel out of our depth with this issue there are practical ways we can help kids deal with bullies in and out of school.

There’s no doubt it can be frightening and frustrating to hear that your child is being bullied. As a parent it’s natural to want to react and protect your child by whatever means you deem appropriate at that time.

But, what is the best thing for you to do? How should you react when you hear that your child is the target of bullying at school? What advice can you give your child so they aren’t scared or anxious about going to school?

We’ve put together some simple and practical tips that will help you talk to your child about bullying in an open and supportive manner.

With the 2012 school year well underway, now’s the perfect time to talk to your children about how they’re settling in and ensure they’re happy and feel safe on school grounds. Thirty-five per cent of all calls to Kidsline in 2011 from children aged up to 14 years related to bullying in schools, and in 2012 we want to see a major reduction in these calls.

Stay calm It can be really easy to feel angry and hurt when you discover your child is being bullied. We understand how painful it is but this isn’t the time to lose your cool, immediately puff out your chest and storm onto school grounds! Stay calm and consider the following before you act.

Listen and let them talk When your child comes to you with any issue it may be the first time they’ve told anyone about their situation. To be rebuffed or ignored could genuinely lessen the likelihood of them reaching out for help from trusted people in the future. Let them talk and make sure you listen, without interrupting, to help gain an understanding of what’s going on and how it’s affecting them.

Believe what your child is saying When a child comes to you with a problem, believe what they’re saying and appreciate that this is real for them. What they’re divulging might not sound like a big deal to you, or it may seem that your child simply wants attention. If they come to you with an issue, it’s something they truly do want support and guidance on.

Provide support, affirm and encourage your child They have come to you and have asked for help which is fantastic. Comfort the child and explain that they have a right to feel safe and secure, and to enjoy school. If they aren’t enjoying themselves at school, it’s especially important to make sure they have loads of support at home.

Reassure the child that they are not the problem, the bully is. Explain that the bully may have problems of their own,

Issues

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and could be taking their anger out on innocent people. If your child tells you they feel unsafe at school encourage them to stick close to their friends, as bullies will rarely pick on people in a group. Support amongst friends can be as valuable as support within the home.

Ask your child what they want to happen Rather than rattling off a list of things you think needs to be done, ask them what they want to happen and what would make things better and easier for them. One person’s understanding or experience with bullying might not be the same as another.

Work with your child to form a plan Work together to devise a plan that they’re happy with and understand. If they want to tell a teacher or trusted

adult at school do a role-play with them to help prepare them and feel less nervous. If they want you to tell a teacher, make sure you know what the child wants to happen, and what they want you to say.

The most important thing to remember is that your child’s experience is real and valuable. When a child comes to you with a problem they need support, and they need to be heard. That’s why the Kidsline motto is “it helps to talk”, because talking to a trusted adult about bullying, or any problem, is something that children might not do that often, and we want that to change.

Kids can call free from anywhere in New Zealand or from any mobile phone to 0800 KIDSLINE (0800 543 754). Visit Kidsline online at www.kidsline.org.nz


It’s a bit of early work from two of New Zealand’s greatest film makers – director Peter Jackson and Weta Workshop founder Richard Taylor. Quite simply, it’s an example of how raw talent and tenacity make a good film, even if there’s almost no money behind it.

It was the pair’s first project – splatter flicks, the brilliant mockumentary Forgotten Silver and the critically acclaimed Heavenly Creatures followed. Then the coup d’etat; persuading Hollywood to let them tackle Tolkien’s epic trilogy The Lord of the Rings in New Zealand. The rest, as they say, is history.

The movies were the partnership’s biggest project, and the smash hit that turned the pair (and the rest of the gang of talented artists such as their partners Tania Rodgers and Fran Walsh), into some of the best-known film makers in the world.

Weta Workshop (and its sister company Weta Digital which creates film special effects) emerged from this success. The Last Samurai, The Lion, Witch and The Wardrobe, King Kong and Avatar are just some of the films made by Weta, run by Richard Taylor and his partner Tania, from their Miramar studio. Weta – which had its origins in the Taylors’ 1987 flat – now employs more than 1000 people and has annual revenues in the hundreds of millions of dollars.

The big budget movies Richard works on now are a far cry from the smell-of-an-oily rag affairs he toiled away on back

If you haven’t seen Meet

the Feebles, watch it. As

funny as it is low budget,

as entertaining as it is

repulsive; this 1989 black

comedy about the twisted

life of a group of puppets

involves pornography

drugs and suicide.

in the 80s. But it’s that spark he once exhibited that he looks for in his Weta employees.

“Here at the Weta Workshop I list in order of importance; passion, enthusiasm, tenacity and then talent. Luckily those four things come in abundance from young people from this country. Passion means what’s in your heart, the thing that gets you up in the morning, the desire and drive to do something.

“I see enthusiasm as the ability to turn that passion into an action to actually make the thing unfold and happen on a daily basis.

“Tenacity is just sheer stickabilty, because a great deal of what we do is very repetitive and requires the ability to just stick with it day in and day out. And talent, whether that is artistic talent or some other form of creative ability, whether that is in the engineering workshop, the sewing department, it all requires incredible talent with the materials they are working with.”

Digital revolution

We’re in the middle, Richard believes, of a digital revolution. For anyone, getting their hands on the basic equipment needed to make their own short films is easy and inexpensive. Then there’s Youtube, “the great leveller.”

Anyone can put a clip online and its popularity determines what goes to the top. Take Grammy winner Adele, who was discovered after clips of her were posted on MySpace or teen heartthrob Justin Bieber who was discovered on Youtube.

“We’re watching mind boggling imagery that has been created for almost no budget by just innovative thought, by people that are utilising very inexpensive technology and their talents. We have the great fortune of working with directors that come through the internet generation and are now making a huge impact at a creative film level.

“That’s very exciting because it allows all of us to see the latest talents coming through and we can watch and learn from them.”

A good short film with hundreds of hits is something Richard and the Weta team look for.

“Very few people here have a tertiary education on what they actually do on the workshop floor, we much prefer to find people that have been doing their own thing in their bedrooms or workshops at home than necessarily having done a tertiary course that gives them a set of skills - but not necessarily the inventive exploratory skills we’re looking for in someone’s mind.”

By Bridget Gourlay


Richard Taylor

The future Weta Workshop is usually thought of as creating props for movies but will turn its hand to most things. It publishes books, creates sculptures and museum displays and has a factory in China producing chainmail armour for films.

Richard and Tania have always been passionate about children’s TV and that’s what led to the creation of Pukeko Pictures. The company’s hugely popular shows Jane and the Dragon and The Wot-Wots have taken off. The latter is now playing in 90 countries, including most of China.

“It’s reached a huge part of the world’s population, getting to China is beyond our wildest imaginings of five years ago,” Richard says. Best of all, his own children are big fans and he admits he and Tania get a buzz out of creating content his children can watch and enjoy.

Many exciting projects are on the agenda for 2012. The Hobbit is currently being filmed and Avatar 2 starts this year. There are a number of ideas Weta will be pitching as Richard says the company wants to move into making television shows.

An exhibition of Weta artwork is touring Europe and Richard and a team will be at Comic Con in San Diego in July, an event Richard says is “like Christmas” to him.

“It is the litmus test of the pop culture of the world, with 100,000 people on the floor. It’s very exciting, just walking the floor is an education. It’s such a hotbed of people and the feedback is great too.”

Richard Taylor recently won the title of New Zealander of the Year. It’s an award well-deserved because more than being a talented man, he genuinely cares about young Kiwis. For example, he insisted to New Line, the Hollywood studio, that local talent be employed on LOTR. Only a scattering of his young employees had ever worked on a TV show or film before. That didn’t matter to him.

“The young people of New Zealand have a unique cultural creative view of the world,” Richard says. And the success of the films, their ability to create a truly Tolkien-esque world, show he was right.

Timeline 1987 Richard and his partner Tania start Weta Workshop from their small flat

1989 Richard and Tania make the film Meet the Feebles with unknown film director Peter Jackson

1992 Weta does the props for The Frighteners, another Peter Jackson film starring Michael J Fox and filmed in Lyttleton

1995 Works on Heavenly Creatures, the critically acclaimed film which launches actress Kate Winslet’s career

1997 New Line gives the rights to film Lord of the Rings to Peter Jackson who takes on Weta to create the props, costumes and special effects

2004 The Return of the King, the final film in the LOTR trilogy is released. All up, the three films together were nominated for a total of 30 Academy Awards, of which they won 17. The Return of the King wins all 11 of its nominations in 2004, the largest win in history

2009 Avatar, the highest grossing film of all time is released. Weta Workshop and Weta Digital are the companies behind its creation

2010 Richard Taylor is knighted for services to film

2012 Richard Taylor is named as New Zealander of the Year

The Weta Workshop team

Richard Taylor at work

Many of us still use pen and paper relatively often – when writing shopping lists, taking down directions, or reminding themselves to do something. But when was the last time you actually wrote on pen and paper in a professional sense – at work, for civic matters, to apply for something?

In many workplaces, writing a document by hand would be laughable.

If writing by hand is only done occasionally in social settings and

When was the last time

you put pen to paper? Not

in a figurative sense, but

literally, when was the last

time you actually wrote

something down?

never professionally, the question must be asked – why do schools continue to teach handwriting?

Of course it’s important for young children to be able to print letters but do pupils need to spend hours learning how to join up ‘properly’?

Perhaps I’m biased. Actually, I’m very biased. I strongly remember sitting in a classroom trying to join my letters up just the way it was printed in front of me. But even if I managed to nail that aspect I couldn’t combine it with

writing on a straight line and getting the words spelt correctly.

Being terribly uncoordinated meant I never earned my pen licence. I often wonder if I was drawn to a career in journalism because it meant any writing I do on paper gets to be in shorthand which is by nature a scribbly affair no one else can read.

Moving onto high school, ‘pen licences’ were not needed. Although we took handwritten notes in class, all our assignments were thankfully done on the computer. That was 10 years ago,

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News

The lost art of handwriting

By Bridget Gourlay


News

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Name: Year:

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before iPads replaced the binder and lined paper.

So if students barely use their handwriting, should it be taught?

“No” think many places in the world. In 2011, 41 US states adopted the Common Core State Standards for English, which omits cursive handwriting from required curriculum. Obviously young children still learn how to print, but not to join up. In Germany, where students spend hours leaning a tricky cursive, the teachers’ union is lobbying to abolish it as they feel it is time-consuming and irrelevant.

But handwriting isn’t the relic the fine motorskills impaired among us (me) would like it to be. Recent research illustrates how writing by hand engages the brain in learning.

For example, in one study at Indiana University published in 2010, researchers had some children practise writing letters by hand and others just look at the letters.

Then the children were shown the letters again, this time while an MRI machine scanned their brains. The study found those who had physically drawn the letters previously had more advanced neural activity than those who had just looked at them. That’s just one of many studies that shows the human brain learns symbols (be it letters, characters, musical notes) best by physically drawing them.

And studies show that handwriting, although it may be rarely used as adults, is a difficult neuro-muscular task where children’s brains must focus the eyes, use their grey matter and practise fine motorskills all at once.

In short, practising handwriting isn’t just about learning an archaic task, but a lesson in skills we need everyday.

Communication breakdown

With handwriting being used infrequently and computers becoming almost ubiquitous, in the social realm many young people use text-speak. On Facebook, on Youtube, in texts it’s common to see abbreviations like ‘btw’ instead of ‘by the way’. Britain’s Daily Mail recently reported British bosses having to send young recruits on courses to ‘de-text’ their speech.

The paper interviewed Philip Searle, UK chief executive of the recruitment company Adecco. Searle says growing numbers of firms have been forced into action to rectify the problem of text speak being used both in writing and verbally.

“They only know to interact with short “text speak” to save themselves time, so they start using text speak in conversations,” he said.

Searle also says heavy use of Twitter and Facebook is isolating staff because relationships are all through a machine. “We have instances in offices where people would rather sit at their desk and send e-mails to each other next door than walk around and have a conversation.”

The text speak communication disease seems to be spreading throughout our own little slice of South Pacific paradise as well.

Tony King, sales manager at job search website myjobspace.co.nz says the volume of written text speak that crosses his desk is both stunning and scary.

“Text speak is used in about 80 percent of the CVs I deal with. I get cover letters and job resumes in text speak - and if the cover letter’s in text speak - the resume doesn’t get opened.”

And it is widespread he says. “Basically the higher qualified the position the lower the incidences of text speak - but I still see it in 20 percent of the letters from people with university degrees.”

He also laments the loss of capitals. “They still teach that capital I’s get used in the middle of a sentence don’t they - because I get letter after letter where a small ‘i’ is used throughout them.

Tony believes it is the system, not the students at fault, particularly with

NZQA allowing text talk to be used in exams.

“You’re asking them to survive in a professional environment once they leave school, but you’re not giving them the tools to survive… and we’re talking about the most basic of skills here.”

Principal Q+AQ & A with Mary Lynch Mother of five, grandmother of 10 – almost eleven – and a self-confessed Pollyana, Mary Lynch has been an educator for almost 40 years, 20 years as principal of Villa Maria College, an 800-strong state-integrated Catholic Girls School.

After two decades at Villa, Mary has resigned – effective July 15. As she heads into her last term she talks to former pupil (class of 2004), Corazon Miller, about the highlights and challenges of the teaching profession.

Where did your teaching career start?

“I went into teaching because my best friend went teaching. I first taught, shorthand, typing, bookkeeping and commercial practice at Ashburton College. I taught at Patea High-School in South Taranaki, then at St Peter’s College in Palmerston North where I moved through the ranks to become director of Religious Studies. In 1992 I came to Villa – as principal – it was an enormous leap.

“I was a former pupil at Villa Maria, so in a sense I was coming home. When I came here I came to an absolutely fabulous school, it’s not a perfect school – no school is – but I am really, really pleased that 20 years later I’ll leave a fabulous school.

“We’ve got NZ representatives in all sorts of things from orchestra to cycling. We encourage excellence in everything for the simple reason that they can.”

How do you compare being a teacher to being a principal? “Funny you should ask - I feel I have been very, very blessed. I’ve brought up five children and I’ve had the opportunity to be in the most amazing career.

“But, every time I read – and I read students’ reports twice a year – I’m always envious of teachers; envious of the fantastic relationships they develop with students; I’m envious at how they know their students so well.

“I tell the staff that is the time more than any, that I wish I was back in the class-room as a real teacher.”

What do you think are the biggest challenges facing the education sector?

“I have, over the last 20 years, seen self-managing autonomy being gradually grafted back to The Ministry of Education; there are more and more things it has to approve.

“Now that has got advantages, but I think there are many schools, like ours where self-management allows our girls and our school to fly. Yes, there are benefits about putting in structures for underachieving schools, but there are not benefits in extending those structures to all schools, sometimes ticking the boxes doesn’t add anything to student learning.

“National Standards is one of the things that are being implemented with perhaps not enough consultation and forward planning – we will implement national standards, but philosophically I don’t think the model will do anything to improve our girls’ achievement.

“The international PISA [The OECD programme for International Student Achievement], shows New Zealand ranks in the top 10, or even top five, in all the measures of reading and writing and science and mathematics.

“It also shows New Zealand has the biggest tail of underachievers. If in addressing underachievement we can get all our students to be achievers we will take care of a lot of society problems. Because if students experience success in school they start to see themselves as successful people outside of school.”

What are the biggest challenges facing schools?

“My greatest issue is the use and abuse of digital technology and the consequential lack of empathy in students.

“I’ve talked to students in my office about when I was at school we probably wrote a note… the problem today with all of the social networks is; the student keys in the message, presses a button and it’s gone forever. There is no opportunity to reflect…they never see the person receiving it.

“I think, if we don’t continue to have face to face communication, our students will lose empathy.”

What is the impact of technology on education?

“Technology to your generation and younger is like a ball-point pen was to mine. The question is how we protect our students by educating them to the best use of technology.

“I think we will move gradually to people wanting to bring them more often but every-time there is a new innovation it costs. Senior students are encouraged to bring their own devices to class and use the wireless network. Most students will have iPhones or android versions of.

“What we are doing is putting the emphasis on the learning and teaching and using that technology to enhance it; rather than putting the emphasis on the technology and squeezing the learning and teaching into that. Technology is not the driver.”

Is it distracting?

“No, the teachers seem to find the students use them very appropriately and stay on task – it hasn’t been a problem.”

Where to now?

“Where to now? Well a long-time ago I read that in 2050 there would be 11,000 people in New Zealand 100 years of age and older and I want to be one of them. I’m not ready to retire by any means.

“I will work, but I just haven’t decided what sort of work yet. It will be nice to have time to spend with family and friends and on the house; to do voluntary work.

“I wouldn’t mind going to university to study philosophy – there are numerous possibilities.”

My greatest issue is the use and

abuse of digital technology and the consequential lack

of empathy in students.

I think, if we don’t continue to have face to face communication,

our students will lose empathy.

“

”

Q&A


I realised early on in life the importance of an international consciousness, and now every day I see the world, for better or worse, getting a little bit smaller; our proximity has yielded animosity, and I know first-hand the benefits of being internationally aware.

While travelling for leisure is a common practice among most young people, it is professional experiences that are the most valuable. Internships especially are a time appropriate, effective option for the next generation to gain the skills needed to excel in the modern workplace.

So here are 6 reasons why you should gain work experience abroad:

1. Stand out from the crowd

Recruiters can get hundreds or thousands of applications a day, and in today’s hyper competitive job market, applicants’ experience for entry level positions can range from five years of dishwashing to full on MBA’s. In an increasingly globalised world, international experience in any regard will, at the very least, make the HR rep pause and raise an eyebrow; optimistically, in an impressed manner.

2. Learn a new business culture

Imagine a world with no voicemail, where false modesty and calculated self-deprecation reign supreme and being able to hold your liquor is tantamount to 10 years of CEO experience. This isn’t your normal corporate culture; this is China’s.

Stepping into a foreign business culture isn’t like learning to walk again, it’s more like learning to “walk the walk” again. An opportunity for complete cultural immersion is a valuable commodity when nowadays it’s just as likely a client is from across the globe as across the street.

3. Meet like minded people

It takes a certain kind of someone to drop everything and go abroad for an extended period of time, and often these types of people share the same ideals. If you want to marry a personal trainer, frequent a gym; if you want to network with internationally conscious peers, find an internship in the most foreign, culturally shocking places possible. You’ll be surprised who you run into.

4. Gain international awareness

I’m writing this as a citizen of the United States and I can tell you after living in a distinctively foreign country and working in an internationally diverse workplace, my national identity has been redefined.

International affairs are no longer emotionally removed articles or blurbs at the bottom of the entertainment section; your country’s actions on the world stage can now directly affect you and, for better or worse, other’s perception of you. It’s a surreal experience to be glorified as an American just because Kobe Bryant (US basketball player) came to town one day, and then glared at the next because of military tension. To objectively see from the outside looking in is a rare and precious opportunity.

5. Learn a new language

Sure, you may not speak a word of the language when you land in your desired destination, but chances are everyone else around you does. International workplaces are known for their accommodating, English speaking manner, but take advantage of the prescription you’ve been given for a free dose of culture.

Instant gratification and fluency aren’t the goals here, immersion and


I was recently asked by a

reporter from an education

publication the question:

How do we prepare

students for the 21st

century workforce? The

answer came quickly and

clearly, and I replied with

two words – “International

experience”.

exposure are. Soak your head in the apple bobbing bucket of linguistic fortitude and find that, before you know it, you’ve built a foundation of direction-giving and food-ordering that can eventually lead to discussions about current events and economics.

6. Challenge yourself

Young employees were once sought after for fresh ideas and adaptability, but with worldwide unemployment at an all time high, managers are reporting that the job hunt has turned the world’s youth weak, weary and unwilling.

Stop spinning your wheels, put yourself on the chopping block and persevere. Completing a stint abroad, let alone a professional one, is a massive achievement and provides a most rewarding sense of accomplishment with tangible results. Return home or stay abroad with the confidence essential to landing your dream job.

Sean Marder is a recent graduate from the University of Colorado @ Boulder majoring in Chinese Business, Language and Culture, currently studying at East China Normal University in Shanghai and works with CRCC Asia, the leading provider of internships in Shanghai and Beijing to foreign students and graduates. You can follow Sean on Twitter @crccasia or visit www.crccasia.com/internships for more information.

Six reasons to take part in an international internshipBy Sean Marder


Viewpoints

Educators are forever hearing

about how schools are failing

to cater for the 21st century

learner in a continually and

rapidly changing world. We

know that it is impossible

to predict the opportunities

and obstacles students will

encounter when they leave

school, but it is widely accepted

that educators need to

prepare students by teaching

them a few key skills that are

transferable to numerous

future job situations. Emma Winder, a year 6 teacher on Auckland’s North Shore, believes she has created a system that will prepare students for life beyond her classroom, in the form of a new pedagogy she has developed, called My-learning: an innovative pedagogical approach that combines self directed learning, formative assessment, eLearning strategies, as well as personalisation and individualisation of learning.

Fostering critical thinking By Emma Winder

This system is based on the belief that there are three key skills children need to flourish in the uncertain future they will encounter when they leave school: independence, collaboration and curiosity, critical analysis and questioning.

IndependenceChildren in a My-Learning classroom have developed the independence to plan and manage their own time effectively to make the most of every minute in their school day. The self directed nature of the programme means that students plan their time using a diary and a task list which they must complete within the requisite time frame (one week).

This list will consist of individual and collaborative tasks, eLearning and more traditional tasks, tasks to cater for individual abilities and learning styles and tasks covering a variety of curriculum areas. Children plan these tasks around pre-organised ‘meetings’ that may be for the whole class or for groups of students based on ability or interest. This system allows for flexibility and autonomy which is something students in a My-learning classroom really value.

Students are also independent in the way in which they have ownership over their own learning. Formative assessment strategies are utilised readily, which has resulted in students

having the ability to speak eloquently about what they learn, why they are learning this and what their next learning steps are. Students give and receive feedback online and in the classroom regularly and spontaneously.

From this feedback, which includes regular one-on-one learning discussions with the teacher and personal reflections on the student’s individual blogs, students have a firm grasp on their learning.

It is because of this, that students are able to make autonomous decisions about their learning. They will attend, and often instigate, optional meetings to work on a particular skill. They will independently organise a time to learn from and teach each other as they not only recognise their own strengths and weaknesses, but those of their peers too.

Collaboration

Students in a My-Learning classroom are also taught to collaborate, both online through discussion forums, comments on blogs etc. and in the classroom. They are taught about leadership, group roles and the importance of being able to collaborate successfully.

Each week there are both collaborative and independent tasks set for the children to complete as well as tasks that offer choice in this. The modern classroom environment also caters for collaboration if desired by the

students. Children can talk throughout the day and sit beside whomever they want to. This allows for free discussion, bouncing ideas off one another, as well as giving and receiving assistance where required.

Curiosity, critical analysis and questioning

Curiosity and a desire to learn are key here. It is not at all uncommon to see children personalising their own learning through mediums such as TED talks and Kahn Academy, whether to further their understanding on a topic they are interested in, or a subject they are having difficulty with.

Students make the most of their time both in school and at home and are dedicated to enhancing their learning.

Emma Winder has been teaching using the My-learning system she developed at Willow Park School on Auckland’s North Shore for three years and is confident the students are engaged, motivated, taking responsibility for their learning and progressing academically. For more information on this system as well as the resources to make it happen, head to Emma’s blog: http://my-learning.me


Liberate Your Words – the National Schools Poetry Award is on againThe search is on for the best and most original poems from Aotearoa New Zealand’s young writers. The National Schools Poetry Award is on again and Year 12 and 13 secondary school students are urged to liberate their words.

The winner will receive $500 cash for themselves and a $500 book grant for their school library. Nine shortlisted poets also receive $100 cash, and all finalists are invited to an exclusive one day masterclass with leading New Zealand poets at Victoria University’s International Institute of Modern Letters. They will also take home a package of literary subscriptions, books and book tokens.

The entry deadline is 13 June, 2012. Entry forms, guidelines, and writing tips for the Poetry Award are online at www.schoolspoetryaward.co.nz.

The judge for the 2012 Award is current New Zealand Poet Laureate, Ian Wedde.

Prizes include membership of the New Zealand Book Council and the New Zealand Society of Authors, a copy of The Exercise Book, and the literary journals Sport and Landfall, and a $50Booksellers Token. Flights and accommodation at the Bolton Hotel are included in the prize package for masterclass attendees living outside the Greater Wellington Region.

The winner and shortlisted poets will be announced on National Poetry Day, July 27, and the masterclass runs on September 1st.

The National Schools Poetry Award is organised by New Zealand’s oldest and most prestigious creative writing programme, the International Institute of Modern Letters at Victoria University.

“The Poetry Award is a significant creative opportunity offered to every senior secondary student in New Zealand. The energy and clarity of the work produced is exciting. Whether addressing family or friends, world-shaking events or intimate relationships, the poems are delivered with style, wit and courage.” Bill Manhire, director of the International Institute of Modern Letters says. The Poetry Award is supported by Creative New Zealand. All information packs were sent to all New Zealand secondary schools in March.

For further information, contact Katie Hardwick-Smith or Clare Moleta at [email protected] or phone (04) 463 6854.

Inspiring today’s youthBy Eva-Maria

Young people are the future

As a young person and author I strongly believe there are techniques that can and must be used to engage and inspire youth. In only a few short years, young people will be running the world – this world we are all in now.

My book; Shush You! features a range of five minute tips to help any adult create a better relationship with the teen in their life. I have here a few tips showing how you as an adult can inspire yourself to inspire us future generations.

Offer an alternative

Just like parents offer an alternative to their kids to drink milk instead of Coke, you can offer us an alternative. Whether it is by encouraging us to hang out with a different group of friends or by showing us alternatives to a Saturday night out drinking; help us make better choices to bring us closer to our goals and dreams.

Share a story from your past

If you pick the right time, young people are keen to listen to what you tell them of your days as a youth – because even if it is just for a few minutes, we feel we are at your level as we listen to your failures, successes and stories of inspiration.

It shows you are being open and genuine and that you have been where we are at now. It can be something really little, a story of how you started your first business venture, or how you chose your friends – little by little these stories add up.

Give us an opportunity

Yes, we know that as adults you’re smarter, bigger and more experienced than us – but if you don’t trust us or share with us, we will never learn from you. Give us tips and advice; if your teen is interested in getting a job, why not help them with simple tips such the, “what to do and not to do” at a job interview.

Who do you look up to?

We know that we look up to our parents - even if we don’t like to admit it - or at the very least someone close to us. But who else can we look up to in the world? Stop being so secretive; tell us who your biggest role models are. Who do you look up to? Why? Who would you like to be the most? Then turn the tables and ask us who our role models are and why we idolise them. A discussion can go a long way and may even bring on an epiphany!

How do you achieve your goals?

Do you have a certain process for when you have an idea to execute; in your personal life, business, or health? Do you research? What can you teach us so we can fast-track along the path to our goals?

Become a coach or mentor

As a role model in your teen’s life you are the one who can help them to step back and take a look at their life as a whole and identify key areas for them to work on.

Support, inspiration and encouragement are the greatest assets you have, so share these with the young people around you; you hold the power to help us shape the world into a better place – if we listen.

Eva-Maria is a 21 year old consultant, family coach, international speaker and author of the bestselling book ‘You Shut Up!’. Russian-born, Eva-Maria lives in New Zealand, working with various groups, corporate, and families, and is on a full-on mission to help improve adult-teenager relationships. For further information visit www.eva-maria.co.nz

Viewpoints


News

Broadband in education: the promise and the pitfalls

It’s an exciting time for Kiwi schools. Now that the Government has invested $1.35 billion in ultra-fast broadband (UFB), we’re literally on the brink of a revolutionary new world of internet-based applications and services. We know it’s going to transform the way we teach and learn. What we don’t know yet is precisely how. With the infrastructure in place, all kinds of as yet unthought of opportunities will become possible.

According to ex Education Minister Anne Tolley, our schools are set to become among the most “wired” in the world. New Zealand is often an early adopter of new technologies. In a sense, we’re guinea pigs for the rest of the world.

When it comes to technology transformations as significant as this, there are always risks. If you’re a school administrator, you need to be aware of them. Some issues may only arise as new applications do. However there are some you can prepare for now. For schools, the main risks relate to uncontrolled cost and inappropriate content.

Network for learning

By the end of the decade, UFB infrastructure will reach 75 percent of New Zealanders. However, connecting schools and health services is a priority. By mid-2015, the Government aims to have an incredible 97.7 percent of schools and 99.9 percent of students connected.

Through the Ministry of Education, the Government is establishing a “Network for Learning” – a dedicated network for schools which will run over the UFB, enabling online collaboration and easy access to education-based services.

Over the next 10 years the Network for Learning is expected to cost between $300 million and $400 million. The first 221 urban schools, with a combined roll of almost 100,000 students, are due to be connected to the network by July this year. More information about the network can be found on the Ministry’s website: www.minedu.govt.nz/ufbinschools

While the Government’s

Ultrafast Broadband

initiative has the potential

to revolutionise education,

school managers need to

be aware that it also comes

with some very real risks.

Big changes are in store

Together, UFB and the Network for Learning will transform the way education is delivered and managed. Tales of the classroom we know will soon be relegated to the non-dog-eared, pristine pages of history eBooks and “remember when?” conversations.

As ex Education Minister Anne Tolley said last year, “Location will no longer be a barrier for accessing courses. For the very first time every rural and urban school will be able to connect with each other to collaborate and share resources and best practice.”

With the network in place, collaboration will be able to happen via high-definition internet-based video conferencing. Visual resources – from eBooks to video sourced from other schools or central repositories such as the Ministry or Te Papa - will be just a mouse-click away in the classroom.

Students and teachers will be able to engage in real time with colleagues anywhere in the country, or the world.

It will enable classroom computer monitors to be transformed into interactive whiteboards so learning experiences can be shared across locations, either within a school or between schools.

Toll bills will be slashed as schools switch to internet-based (IP) voice calling services. Simply browsing the web from the classroom will improve as faster broadband speeds and better bandwidth enable websites to appear onscreen as the designers intended.

There’ll be no more waiting for websites to load. Even sending and receiving email will be improved and streamlined, with better bandwidth allowing instant transmission.

With enhanced bandwidth, schools can also install or improve campus-wide Wi-Fi hotspots to enable seamless connectivity and internet access (to approved sites and online resources) for students from their own laptops, or mobile devices.

And if students can use their own devices, schools can reduce their expenditure on computers, allowing more students to be online simultaneously at peak times, and improve learning opportunities by providing connectivity for students who may not have internet access at home.

The planned UFB-based Network for Learning will also open up an expanded range of productivity-boosting and cost-saving “cloud computing” services for schools. Cloud computing – the use of broadband to access offsite computing resources – can deliver everything from parent portals and student learning systems through to email management and data back-up services, all accessed via a standard web browser.

Cloud services will give schools access to a powerful range of computing resources without the need to invest in infrastructure such as servers, storage or traditional “shrink-wrapped” software. Instead of making that type of capital investment in IT, schools can simply subscribe to cloud services, typically for a monthly fee and pay as they go, potentially making savings during holiday periods.

The Network for Learning also gives schools the tools they need to control exactly how their local school network operates. This includes regulating the type of files and content that can be transmitted to or from their network.

Schools will also be able to control when components of the network are operational. For example, the hours during which a school’s Wi-Fi network is active and available. Content can be restricted on a time basis; no more Facebook outside designated breaks.

The downside

Everything has a downside. And despite revolutionising school technology, improving productivity and transforming learning, teaching and working, a broadband-network-enabled future raises some issues.

Potentially the biggest bill you’ve ever seen

Under the UFB initiative (and the associated Rural Broadband Initiative for smaller communities) all state and state-integrated schools receive a fully-funded connection to the Government’s fibre-optic broadband network. Schools will have to pay to use the Network for Learning in the same way they currently pay an internet service provider for internet access.

However, the Ministry of Education is promising schools will be able to make significant savings through the network because of the economies of scale which will be possible as a result of schools’ combined purchasing power.

The Ministry has said it hopes to eventually offer schools an “uncapped” service over the Network for Learning, meaning schools could send and receive an unrestricted amount of data. Until that becomes a reality however, schools transitioning to the UFB and the Network for Learning face the risk of some potentially scary bills from excessive data consumption as teachers, students and school administrators make use of the scintillating online opportunities that will open up to them. Unsuitable content

With faster broadband providing students and staff easier access to internet content, administrators also need to be even more aware of the

potential for inappropriate material to be transmitted over school networks. As well as the danger of objectionable material, schools need to be alert to issues such as illegal sharing of copyrighted electronic content.

Young pirates

Already, just weeks after the Copyright (Infringing File Sharing) Amendment Act came into force late last year, there were reports that the first school had received an infringement notice under the Act. Schools (like individuals and other organisations) face having their internet connections severed under the “three strikes” provisions of the Act if copyright holders complain the connection has been used to pirate content.

Don’t panic

For every problem, there’s a solution. And while you may have turned slightly pale reading the potential costs and risks, the good news is that there are solutions to address these issues.

Internet service providers such as CallPlus can provide content management and content filtering solutions to minimise network abuse and control traffic so your school doesn’t receive unexpected data bills. CallPlus is working closely with several schools to tailor packages specifically to help them make the most of the fibre roll out.

Content filtering tools enable a school to restrict website visits over its network to a defined “white list” of approved sites. The sending and receiving of suspicious content – or large files – can also be restricted, with parameters set to meet your school’s requirements.

However, with broadband network enhancements just months away for some schools, it’s important to act soon. With just a small amount of preparation the risks can be addressed and your school can embrace the technology and the tremendous potential it offers.

About the author

Kelvin Hussey is general manager of CallPlus. He has worked extensively in the telecommunications industry both in New Zealand and in the United Kingdom for Cable and Wireless Communications, Energis Communications and Vodafone New Zealand


School Trips

Taking the class away to find out more about the world around them can sometimes bring its own challenges, but the advantage to students is paramount.

The Ministry of Education publication Education Outside the Classroom: Bringing the Curriculum Alive, identifies five key competencies of the New Zealand curriculum which can be developed and practised when outside the walls of school. These include; thinking; managing self; using language symbols and tests; relating to others; and participating and contributing.

“If students are to be confident in their own identities, learning should occur in places where that sense of identity is strong and can be developed – and those places are not limited to the classroom or school. If students are to be connected to the land and environment, they need opportunities to engage in learning beyond the classroom walls,” the publication says.

The trips can include visits within the local community to maraes, museums, observatories, zoos or heritage sites and can include assisting in community projects or volunteer work.

There is also the opportunity to take the pupils further afield on overnight visits to camps, sports or cultural trips where they may be billeted out or on marae. These longer trips can strengthen the relationship between

Learning experiences outside the classroom

When looking back on

learning experiences,

some of our most

vivid memories are of

school trips to places of

fascination and interest.

Places you may not

ordinarily have access to.

These outings can often

be the catalyst for further

education or inspire

students to undertake

careers in given fields later

in life.

teachers and children and also build on the students own life skills.

In the lead-up to the planned trip it is important to link it in to teaching within the classroom. If there is a particularly interesting art exhibition at the museum, students could learn about the artist and their works, try painting in the style of the artist and research the exhibition on the internet, all before they’ve left the classroom.

If the trip involves a tour to a nature reserve, children can learn a few of the plants names (both English and Maori) and features before they go. Learn about why certain plants grow in that area and how they came to being there.

There are endless possibilities to extend learning when out and about. Children can be placed into groups to take part in challenges or activities at the place you are visiting.

They can also be encouraged to each come up with a question to ask while they are on the trip. This will get them thinking more about the destination and what they want to learn. The more the children are involved in the trip and preparation before they go, the more they are likely to learn.

Once the visit has taken place it is important to evaluate how it went and what you would change to make the experience even better next time. Think about how the children reacted

Students are more likely to learn when relevant concepts are highlighted in both the school and at the site they are visiting.

After such visits students:

• showed high levels of curiosity and interest

• often took responsibility for their own learning

• liked working in small groups

• were able to describe what they had learned

• demonstrated learning by using new vocabulary and showing an understanding of new concepts and ideas

• liked pre-visit activities because this helped them understand the purpose of the visit

• learned from education officers who were enthusiastic.

to the visit, if it was age appropriate, were there any significant challenges, was the visit too long or too short or did you need more parental assistance.

Don’t forget it is important to give feedback to the provider on ways they could incorporate the curriculum with the educational experiences they provide. This will make the visit even more rewarding for the next class who is taken.

Contact details:Phone: 04 463 3700 Fax: 04 471 1128Email: [email protected]: www.weirhouse.co.nz

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Give your school a capital city experience

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Is the trip age appropriate, will it be achievable regardless of different levels of fitness or health restrictions, is it really extending the learning already taking place in the classroom, what adult helper to child ratios will be required and are they feasible. Is the cost realistic for parents or caregivers.

There are many options available throughout New Zealand whether it be a trip to a local nursing home for singing, or a three-night camp in our beautiful native bush. Some of the more exciting and memorable trips will expose students to things they have

There are many factors that

must be considered when

selecting an appropriate

school excursion

for children.

Planning aheadnever seen, give them the opportunity to do things they might not otherwise, or give them access to places they would normally never have a chance to go.

Preparing the helpers

Making sure your helpers are fully aware of their roles and responsibilities, ensuring they are comfortable with them and have the appropriate skills to carry out the task, is vital in ensuring a school excursion is safe and enjoyable.

Depending on the activity, it may be necessary to hold one or two meetings with parent helpers to assess their capabilities so that appropriate-level tasks can be assigned to them.

It is vital they are made aware their role is to support the leader and ensure the health and safety of everyone in the group. This means they must follow the instructions of the activity leader

and the person in charge and help with control and discipline. But perhaps more important is to confirm with them that they can also enhance the learning experience.

Making assistants aware that you are accessible at all times during the excursion is also important. If a parent or caregiver feels that any participant’s safety is being put at risk, they need to know that they can openly communicate with the person in charge. This may require the need to take mobile phones especially if the class is going to split up into smaller groups during the trip.

To help students get the most from the visit, teachers can also inform caregivers of how they can enhance the learning experience.

These include:

• talking to the teacher before the visit to find out about the curriculum topic and the learning goals

Preparing the students

This could be done by way of a contract which can be discussed in class before students sign their agreement.

This contract could include such things as always following the instructions of the activity leader, avoiding behaviour which could lead to any incident which would put themselves or others in jeopardy, wearing appropriate clothing at all times, know what to do and to co-operate fully during an emergency situation, report any incident to the person in charge immediately and use equipment appropriately.

When teachers treat the visit as a learning experience for themselves, it will often help with teaching after

Similarly the students also

need to be made aware of

their responsibilities.

the visit. If it is at all possible, a trip to the site or exhibition to familiarise yourself with both the site and what experience the students will have, is often rewarding. If this is not possible working closely with the education officer or co-ordinator will ensure you become more familiar with the programme.

It is also important that both students and assistants are made fully aware of what they should bring on the chosen trip. A check list is often helpful and if it can be accessed online even more so.

This can outline the food and drink, clothing, footwear, sunscreen, stationery and any other items which may be required. The checklist can also include drop-off and pick-up times (if these are out of the normal school hours).

For resources and a full range of EOTC and LEOTC guidelines and resources visit www.tiki.org.nz

Research shows that teachers and students will get the most out of the learning experiences outside of the classroom if teachers:

• are clear about the learning goals for the visit

• ensure that the visit is linked to the curriculum as part of a more extensive unit, and is not a one-off activity

• work closely with the visit liaison before, during, and after the site visit

• ensure that they and the liaison have the same learning goals

• link pre-visit learning activities with the site visit, and follow up with post-visit activities. Activities and discussions with students before and after a visit enrich the experience

• ensure that in collaboration with the education officer the programme suits the age group of the students

• encourage students to take responsibility for their own learning - for example, through working at the site in small groups with other students and with adults. Information for this article was sourced from the Ministry of Education LEOTC and EOTC sites

• getting involved with students at the site – follow the lead of the teacher and education officer, and help focus students’ attention on the learning goals

• encouraging students to take responsibility for their own learning – work with them in small groups

• talking with the students about their learning

• making sure you know the expected site rules and help students to follow them

• be enthusiastic and participate fully.


[email protected]: (09) 433 0167www.marsdenbay.co.nz

Email us for an information pack:

• Only 90 minutes North of Auckland• Sleeps 150 in comfort• Modern facilities• Sheltered beach nearby• Great on-site activities• Several large indoor spaces

Phone: 64 7 868 8348Fax: 64 7 868 5047

Email: [email protected]

KAUAERANGA VALLEY CHRISTIAN CAMP

Right next to the golden sands of Kaiteriteri beach and a stone’s throw from Abel Tasman National Park, Bethany Park is the ideal place for a school camp. The peaceful park-like grounds with their established trees and native birds will beckon to children hungry for nature’s playground. For more directional outings, Bethany offers glow worm walks, kayaking opportunities, rock climbing, abseiling and more EOTC learning.

“Most of our school groups explore Kaiteriteri beach,” director Al Belcher says. “But there are also acres of land next door to use with horse rides or tramps as well as a fully developed Kaiteriteri mountain bike park. The children love the huge amounts of space available, and the teachers seem to enjoy tired kids at the end of the day too. We have plenty of birds and creek life for them to observe and enjoy along the way.”

While Bethany Park loves putting on school camps, it is also looking at wider opportunities for the education sector.

“We are gearing up to host professional development retreats for teachers and currently host teacher only days for annual planning. We also run a cost effective package that includes a school camp and a wonderfully relaxed teacher only day.”

Bethany Park also develops and operates holiday camps, father/son

Being ideally situated at the bottom of the Coromandel Peninsula and only five kilometres from all the conveniences of Thames, Kauaeranga Valley Christian Camp is an ideal base for school field trips or adventure holidays. Within 10 kms is the trailhead that leads to the Pinnacles and many other bush walks.

Overnight tramps are easily coordinated and meals are provided for the students once they reach their destination, if required. For hardier students, a tent city can be erected on a DOC site which allows the students more opportunities to explore the natural habitat and enjoy swimming in the clear river waters.

This is camping at its best, as the camp is all ready for you when you arrive and a camp menu is available if you book the Valley Experience.

For those preferring to sleep in a bunk, the camp has a range of indoor and outdoor activities available and works closely with local providers to offer off-site activities, such as mountain biking and horse trekking.

Kauaeranga Valley Christian Camp

The camp has spacious playing fields and a gym equipped for basketball, volleyball, netball and indoor soccer and is suitable for training camps for school teams or as accommodation when coming to the area for tournaments and competitions.

All groups get the benefit of a menu tailored to suit the group’s needs. Special diets are catered for, although a small additional charge may be levied. The staff is available and keen to help make the camp experience a good one, not only for the students, but for the teachers and parents that accompany them too.

Kauaeranga Valley Christian CampT (07) 868 8348F (07) 868 5047E [email protected]

Bethany Park

camps and family camps, to name a few. These camps aim to build healthy relationships and stronger families particularly where families are struggling to connect.

“Our mission here at Bethany Park embodies community development. We want to create a space where kids are allowed to be well developed kids, raised in healthy families supported by loving, intentional communities.”

Bethany Park offers:

• A diverse natural setting

• Kayaking

• Abseiling

• Rock climbing

• Cave Trips

• Swimming

• Walking tracks

• Mountain biking

• Glow Worms.

Bethany Park Christian Camp 88 Martin Farm RoadRD2 KaiteriteriTasman T (03) 527 8014 F (03) 527 8280www.bethanypark.co.nz

Christian Camping


All we require is your selection of activities for the days of your stay

Where can you find a base from which you can do all these?• Go-Kart, Confidence Course, Team Building, Rock Wall Climbing, Kayaks, Air Rifles, Archery, BMX, Orienteering, Flying Fox and much more...• Walk the Waikato River Trail• Do Indoor Games, Concerts, Slide Shows etc in the Recreation Hall• Go Swimming in the Hot Pools 40 minutes away• Go Sightseeing at the Thermal Areas 40 minutes away• See the Glow-Worm Caves 80 minutes away• Go Skiing 90 minutes away• Close to Taupo, Rotorua & Tokoroa (all less than 40 minutes away)• Enjoy great meals, warm cabins and friendly hospitality of staff on site• Accommodation for 80+ people

On a cool, damp morning on the side of a ridge overlooking the Whakapapa River, a dozen teenagers from South Auckland dismantle the makeshift camp where they have just spent a rain-soaked night.

A couple of kilometres away, another group take turns abseiling down a 35-metre rock face overlooking the foothills of Mt Ruapehu. A third group is watching a team mate negotiate steel cables suspended five metres up in a stand of pines.

This is Winter Peak Adventure; a week-long crash course of team work, confidence-building and problem solving, hosted and run by The Salvation Army Blue Mountain Adventure Centre (BMAC).

Nestled between the banks of the Piopiotea Stream and the village of Raurimu, the centre is one of The Salvation Army’s lesser-known

If your students are Robinson Crusoe or The Coral Island fans, take them to a real island for school camp and watch their faces light up at the prospect of adventure!

Lake Whakamaru Christian Camp, set on an island on the Waikato River, has been serving campers for close to 50 years. Unlike ‘desert island’ themed books, it provides outstanding service, great food and warm, clean accommodation.

But there’s still plenty of adventure to be found! From hiking and abseiling to confidence course or just playing mini-golf, there’s plenty to do. Many school groups go for a midweek day trip to Tongariro National Park, Rotorua, or Taupo.

Only 11 kilometres from State Highway One, Lake Whakamaru is centrally located - making it an ideal camp for those visiting from the North or the South.

Because the camp caters to so many schools they make great individualised programmes to suit your school’s exact needs.

With 79 beds and any extras sleeping in the recreation hall, manager Mark Breetvelt says the camp can easily accommodate a small school of up to 100 students, teachers and parents.

Mark has been working at Lake Whakamaru Christian Camp for two years and of all the great things about it, it’s the surroundings that he likes the most.

“The setting is absolutely idyllic. When I first came here I thought; this must be one of the most beautiful places in New Zealand.”

He says repeat visitors make up the majority of clients. “Once people start coming here they continue to come back, again and again!”

Lake Whakamaru island adventures

Blue Mountain Adventure Centre

Tongariro National Park

Testimonials

“Fabulously run facility. Very patient tutors and great communication between staff and teachers.”

- Heretaunga Intermediate

“Thanks for another great camp! Appreciate the continually improved facilities and excellent service, which is why we keep coming back! Wouldn’t go anywhere else.” - Knighton Normal School

“This camp is the best facility I have been in for a school camp. It is so professionally run. Well done! The staff and kids had such a good time. We’ll be back.” - Omata School

Activities at Lake Whakamaru Christian Camp

• Kayaking

• Abseiling

• Flying fox

• Confidence course

• Hikes

• Archery

• Air rifles

• Bushcraft

And much more!

Lake Whakamaru Christian Camp1105 Ongaroto Road (S.H. 30) R.D. 1Atiamuri 3078T (07) 343 2352 E [email protected]

masterworks. With Mt Ruapehu and its ski fields at its backdoor and dozens of caving, hiking, camping, rock climbing, canoeing and kayaking sites close by, BMAC has, for the past 21 years, provided an outdoor education experience for thousands of people, from pre-schoolers upwards.

While it may sound simply like a good excuse to go thundering down rapids on a raft or squirm through the Okupata limestone caves, BMAC is primarily about education and changing lives for the better.

Blue Mountain Adventure Centre The Salvation ArmyRD1, Owhango T (07) 892 2630 F (07) 892 2630 E [email protected] www.bluemountainadventure.org.nz

Tongariro National Park, established in 1887, was the first national park in New Zealand and the fourth in the world. It is also a dual World Heritage area because of its important Maori cultural and spiritual associations as well as its rare volcanic features. The perfect place for a science or geography field trip, it has hot springs and active craters.

Tongariro is also home to many native animals. This includes the short and long tailed bats - New Zealand’s only native mammals. The park is also a flutter with birds such as North Island robins, fantails, parakeets and kereru (native pigeons).

Taurewa Camp C/O Avondale CollegeVictor StreetAvondaleAuckland 1026 T (09) 820 1075F (09) 820 1075E [email protected]

Christian Camping


At the beginning of the year, Scots College introduced a new three-school structure to allow for growth while still maintaining the small class sizes and personalised approach to teaching. The restructure has seen the introduction of middle school and prep school principals.

“The college is now comprised of the prep school (years 1 to 6), middle school (years 7 to 10) and the senior school (years 11 to 13). This is an internationally-recognised education system, and ensures we are now fully aligned with our peers world-wide as an accredited International Baccalaureate (IB) World School,” Scots College headmaster Graeme Yule says.

“Each school also has a focus on age and stage appropriate programs for the development of its students. This new structure ensures that at each stage of a student’s school life, we can tailor their academic, sporting, cultural, service and leadership opportunities to meet their developmental needs.

“It also means we can maintain the one-on-one knowledge and support for each and every student, for which we are renowned. Our college’s manifesto has always been, and continues to this day, to be a school where every boy is known,” explains Graeme.

The restructure comes after extensive campus development with the newly built Hodge Sports Centre and Creative and Performing Arts Centre – two world class facilities.

An extensive restructuring

of an independent boys’

school in Wellington has

been completed to future-

proof the school roll that

steadily continues to grow.

Building for the future

“The purpose built indoor sports centre was designed by award winning Athfield Architects and uses the very latest building materials, specialist sports surfaces, including Tiger Turf and technology,” Graeme says.

The college worked in partnership with Cricket Wellington to ensure the facility met international standards for cricket, including four sprung practise lanes, retractable nets, 800sqm of Tiger Turf and software which monitors bowling speed and form. He is hoping the Black Caps and international teams will be able to use the facility when in the Wellington region. “The opportunities this facility presents for our students and the Wellington region are enormous,” Graeme says.

The Creative and Performing Arts Centre provides specialist areas for music, drama and art with additional space for creative technology so it can be included in the wider college curriculum.

“It will enable the creative talents of our students to be enhanced and maximised by housing the performing and visual arts departments in a specifically designed facility that will allow for interdisciplinary teaching. In doing so, we will provide opportunities for students to create, perform, produce and showcase their many talents in an artistic and creative manner, where imagination is encouraged,” Graeme explains.

Oscar winner Sir Peter Jackson has even praised the new arts centre via

the school’s website. “This is exactly the sort of thing I would’ve loved when I was young. There’s a lot of technical complication when making movies, especially with post production, sound, pictures, editing and sound mixing - it’s a lot for anyone to get their head around. Having a facility like this at Scots is a terrific idea. It is the future.

“We all know the power of mass communication. We know the internet and new media that’s coming out is making demands on everything that’s happening in our lives and opening up all sorts of employment opportunities for kids. The fact that Scots College can support kids with an interest and make them aware of what is possible and available to them when they make the transition from school life to career, is definitely worth supporting. We want to support them along with the rest of the community.”

Graeme hopes both facilities will be used by the wider community. “It is important the community feel welcome as these are their facilities as much as they are ours. My vision is for them to become bustling centers of activity – places where young and old come to be active, to meet and participate.”

Cricket practice in the new Hodge Sports Centre

Scots College

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What is BPA (Bisphenol A)? BPAiswidelyusedtomakepolycarbonateplasticssuchasthoseinbabybottles,waterbottlesandcompactdisccasesandisaningredientintheresinsusedtolinefoodcans.Thechemicalhasbeenshowntoleachintofoodorwater.ToseeacompletedefinitionofBPA,pleasegotowww.safebottles.co.nz.ThefollowingisadirectquotefromFoodStandardsAustraliaNewZealand(FSANZ).AsyouwillseetheyacknowledgethatBPAandotherchemicalsdoleachintofoodandliquid.However,theyalsosaythatit’snotproventobeharmfulanddoesn’tcausecancer.

“In some circumstances, chemicals in food packaging can migrate into the food product and vice versa, depending on the nature of the packaging and the food contained within.” Food Standards Australia New Zealand “the most toxic chemical known to man.” Dr Frederick Vom Saal - Professor of Biological Sciences

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average each fish contained more than 2 pieces of plastic. One fish had 26 particles• The AMRF estimates as much as 1 million pieces of plastic in 1 square km in the Great Pacific Garbage Patch • There’s an area estimated to be the size of Texas (some say twice the size) in the Pacific Ocean known as the Great Pacific Garbage Patch that is a swirling mass of plastic trash• Many researches and environmental organisations list plastic as the number one threat to our marine environment• Each year millions of birds, animals and fish die from plastic because they either eat it, get caught in it or choke on it• More than 80 species of seabirds have been found to ingest plastic• 90% of Laysan Albatross chick carcasses contain plastic• In turtles, plastic has been shown to block intestines and make the animals float so they can’t dive for food• 8 million items of marine litter have been estimated to enter oceans and seas every day• In a 1998 survey, 89 per cent of the litter observed floating on the ocean surface in the North Pacific was plastic• The AMRF in 2002 found 6 times more plastic than plankton near the surface. This can be as much as 30-60 times in some places• 70% of the marine litter that enters the sea ends up on the seabed• It’s expected that in 2010, for every single person on this planet we’ll use 100 pounds of plastic, most of which will take 1000 years to decompose• Plastics are like diamonds they really are forever.

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Kiwilink Internet Services is a provider of hosted VOIP PBX & Internet services

– Use VOIP to reduce your landline and calling costs by >50%– $50+ GST for PBX with phone line and unlimited extensions– Very low calling rates with add-on options to reduce costs further– No PBX hardware or maintenance costs - PBX is in the cloud– Recent VOIP PBX installs at Amesbury, Hingaia & Stonefield’s schools– UFB internet plans coming soon

For more information - www.kiwilink.co.nz, call 0800 894 198, or email [email protected]

How is Amesbury School different to others? Students identified calling teachers by their first name as making a difference to the relationships they have. We have purposefully planned to remove barriers that can exist, so that co-construction of learning is truly possible and so students feel a strong sense of ownership of their learning and develop self-responsibility for it.

There are no teachers’ tables, no big issues desk in the library - nothing for teachers to stand behind - teachers do have their own workrooms, though. Teachers and students gather around and work together on their learning and they are expected to exhibit high levels of respect for each other.

We have a team of teachers responsible for a whole “hub” of students – this allows for the utilisation of teacher strengths and support for teacher weaknesses. The quality of teaching improves because of the collaborative learning discussions that take place continuously in response to students’ needs and interests.

The students definitely comment on the greater number of devices and range of devices available. “It’s not just computers, it’s iPads and android tablets, and iPods and netbooks,” one student says.

It is a multiplatform – with Macs and PCs. The school also has giant touch screens and interactive data projectors and a range of other devices which were supplied

State-of-the-art schoolAmesbury School is the

first year 1 to 6 state

school to be opened in

Wellington in almost 25

years. When approached

to talk about the school,

Principal Lesley Murrihy

decided to get students

to create an online form

so they could fill out what

their thoughts were. Here,

she shares their answers.

by VideoPro with the telephone system installed by Kiwilink.

The use of Google Apps has been a very powerful innovation. Students can access their work from home and continue with it outside of school hours. I frequently receive links to Google docs or wikis, or receive emails from students outside of school time.

Students do much of their writing on wikis and then get feedback from parents, peers and a wider audience. All feedback and changes are recorded and we are able to look back and then see how they used this feedback to improve. This provides very powerful evidence of learning.

We have a “living newsletter” in the form of a blog Online forms and surveys are used to gain consent and gather information from parents. Consultation with the school community is also done via online surveys.

What learning experience do the children receive at Amesbury? Inquiry-based and problem solving learning where, as much as possible, essential tools, such as reading, writing and maths, fall out of the inguiry. We want to use authentic, real-life contexts for learning as much as possible.

Personalisation of learning is a basic premise of education at Amesbury School. Our systems, structures and timetables need to be flexible, and responsive to the individual needs of students and to the changing world around us.

What were the characteristics you look for when employing the teaching staff?

• Open-mindedness and evidence that the teachers were among those who challenge their thinking and challenge the status quo in the interest of improving teaching and learning and outcomes

• Teachers who could demonstrate that they significantly shifted achievement

• Teachers who had a strong duty of care for students and who were restorative in their relationships

• Teachers who were able to combine innovative practices and pushing the boundaries with high levels of loyalty and integrity

• Support for a strong bicultural and multicultural focus

How have children and parents who have come from a more traditional setting adapted to the change? Parents notice children are happier and more engaged in learning than they have ever been. They say the level of their children’s talk has lifted and are often blown away by what their children are coming home and talking about.

There is still a level of anxiety about the basics of reading, writing and maths in the curriculum. Some parents would be more comfortable with these skills being taught more traditionally. We are committed to listening to parents and addressing their concerns while maintaining the integrity of the learning programmes.

What sort of student do you hope will leave the school when they go on to higher education?

We believe the purpose of education is to assist students to live better, in and for the world; we are designing our curriculum to meet this purpose. We want to see students who are taking into account the richness of reality – that is; the rich knowledge they have gained of the world through their experiences of it and their inquiries into it – to make good decisions for the world and for themselves

Amesbury School


Obviously, being able to

access instant information

has made the internet

a bit of a hit. But with

continually evolving

software and higher spec

hardware to run it, keeping

up with the pace of change

can seem a little daunting.

But it doesn’t need to be if

you get the right people to

advise and help.

Let’s say it’s been a few years since your website was given a facelift, then SchoolWeb may be the answer you’ve been looking for. The SchoolWeb Website Content Management System (CMS) is an easy and cost effective way for schools of all sizes to implement a website.

The system allows schools to log in to a password protected system and maintain their website. Unlike other competing systems, SchoolWeb allows full control over creating and amending webpages, and it’s almost as straightforward as using Microsoft Word! You do not need any knowledge of HTML, web programming, or how to upload your site using complicated FTP software. You can update the site from wherever you have a web-browser and an Internet connection.

Is your school web friendly?

To begin with, your website is designed by a professional graphic designer, who goes to great lengths to ensure that the graphical design reflects the unique culture of the school.

Then free training is provided to get you started and there are no expensive yearly licensing fees.

Now of course you’ll want to update, improve and adapt your site as time goes on, so all the editing is done through the CMS system that’s easy enough for even the most technophobic classroom teachers and admin staff to use.

As well as a general website media, SchoolWeb features ways for staff to collaborate, parents to participate, children to communicate and the whole community to share in the activities of schools in a safe way moderated by the schools.

Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, forums, rosters, resource bookings, calendars, blogs and surveys are among the many abilities of the SchoolWeb system. The schools are in control and anything is possible.

Another focus is the growing trend towards integrating content from external websites. Schoolweb allows content from Youtube, Teachertube, Slideshare, Twitter, Blogger, Google Apps and numerous other style sites to be easily embedded into the system.

Schools can obtain more information from either www.schoolweb.co.nz or by calling 0800 48 48 43

You can take education

out of technology, but you

can’t take technology out

of education. Technology

and students are quickly

becoming synonymous,

but not always in a

helpful way.

Think of the i-Phone’s “Talking Tom” a cat you can punch, talk to and pet- funny, but useless. Not to mention Angry Birds, one could argue you learn logic – but at the cost of missing out on that Physics lecture?

The solution, educators say is to adapt technology for education – making it a necessary tool.

Christchurch’s Villa Maria College principal Mary Lynch says technology is increasingly becoming a part of education, but her approach is to ensure education is driving technology not the other way around.

“What we are doing is putting the emphasis on the learning and teaching and using the technology to enhance it, rather than putting the emphasis on the technology and squeezing the learning and teaching into that.”

So rather than trying to prise that iPhone or android phone or tablet out of your student’s hand try guiding them towards some of the below apps.

The Android Market

Flash Card Maker Pro: For students and for parents of younger children. The app is ideal for creating study aids, using speech recognition for optimal memory building and fast fact retention.

Sight Read Music Quiz 4 Piano: For budding Beethoven’s, learn how identify a middle C from a D and sight-read music. Learn via a simple but effective music notes quiz, which you can do over and over again.

CueBrain: Want to practice your language skills? Cue Brain offers vocabulary training in a variety of languages, from Chinese to French. Learn one, two or even three or more languages.

Algebra Tutor: Turn those letters into numbers with one of the highest-recommended maths apps in the Android market. It gives step-by-step

Applications aplenty

instructions and shows where mistakes have been made.

Apple apps

Cram: A useful flash card creator, for anyone doing last minute exam cramming. Flashcards and tests can be made and imported and shared with others.

Essay Grader: An app for teachers pressed for time. It comes with a bank of pre-written comments helping teachers to cut down on marking time without writing the same comments over and over again by hand. After assigning a grade teachers can email the sheet directly to the student or export it to their own computer for editing and printing.

Kiwi Media: Kiwi media apps include multi-language OBooks, puzzles and games, combining a narrator’s voice with original picture illustrations and touchable text. Learn English, Spanish, Portuguese and even Maori.

Human Anatomy: For future doctors who would like to learn the names of various body parts, organs and other terminologies related to the human body. An interactive app where you can learn about the body by clicking on it. Test yourself with one of its quizzes to see how much you’ve learnt.

Molecules: Budding chemists can learn the basics of molecules view and manipulate them in 3D.

Windows phones

TranscribeMe: For both teachers and students; with the push of a big orange button record speech and have the text sent to your email by the time you get home. Communications manager of TranscribeMe Helga Sonier says by using the app, students can record the lesson and focus on the teacher without worrying about note-taking.

Mechanic: With a four-stroke engine that has starting problems – this app teaches young wana-be auto mechanics how to trouble shoot a broken-down car.

Apprendre: A vocabulary learning tool, to help you learn words in a foreign language through creating your own word lists and quizzes. Learn anything from Japanese, Chinese, Korean, French, through to German.

Balance Keeper: Lets children learn maths and algebra – through fun interactive games.


Choosing a careerBy Karen Pasco

Helping teenagers through

the process of finding a

suitable career with the

myriad of options available

is often difficult.

No longer is it just nursing, office administration and teaching for girls, and a trade or university for boys; the prevalent trends 50 years ago. Now there are more than 600 careers available to students, often meaning choosing a career is a more difficult and fraught task.

In order for students to make the best decisions about their career future, they need to buy-in to the process. Probably starting out by telling them you want them to complete a self-evaluation plan will switch a number of pupils off from the get-go. But if the process can be more interactive and tech savvy then you will probably find more students willing to give it a try.

There are a number of free on-line options available which can be used during the career-choosing process. There are personality, skills and values tests and other exercises which gauge what the pupil is actually interested in – as we all know if we can turn our passion into our job it makes our life a far more enjoyable experience.

The Careers New Zealand website provides interactive tools which may help students define the path they want to follow. The Career Quest, Skill Matcher and Know Your Skills modules, will give students the opportunity to assess themselves and may provide a clearer direction for them to follow. This information can then be used to at least thin down the many options, if not give them one career to investigate further.

The site also gives information about what careers may require further training and what that training may involve. As students move through the career evaluation process they need to have realistic expectations of what they are capable of doing, what the job they may be interested in really entails

and whether or not they are prepared to undertake further study to enable them to work in their chosen career.

For those where tertiary education is a definite possibility, a look at a university or other educational provider’s website may give them more of an idea at what options are available and most attractive and will also give them the reality of what investment in time and money they will need to make if they opt for a certain job.

These websites also give an indication of what entry requirements are needed for specific study. For instance the University of Waikato has a specific area for careers advisors which contains vital information such as pre-requisite study for courses and information about halls of residence and scholarships.

The Careers New Zealand website says if students are contemplating more than one career option and get accepted into two courses, it is not a matter of choosing one career over the other it is just deciding which one you will do now. Again, this takes the pressure away.

Students making career choices may also be receiving pressure from others. There may be pressure from parents or friends to choose a particular career path and the fear of choosing an alternative job, which others may not be so happy about, can also stall the decision-making process.

Obviously careers advisors can provide information about what is required of a job but getting students out in a workplace to see if the job is really what they think it is, is probably the most powerful way of getting them to make an informed decision.

What needs to be clear to all students is a career decision they make now does not mean they will have to work in that particular career for the rest of their lives. It is becoming more and more common for people to change their careers about every 10 years.

Once you take the enormity of a lifetime-decision out of the equation, it can often provide relief for students knowing this will not necessarily mean the choice they make now means they will have to live with it for the rest of their life.

Career Choices


When sun’s away, you get weather protection right away

With agents throughout New Zealand, Shades Direct offers busy principals and staff the convenience and peace-of-mind of dealing with one company for different weather protection requirements throughout the school. Your local Shades Direct agent can advise on the best product for your needs, and assist with all aspects, from design through to installation.

Shades Direct’s all-weather aluminium Awning Systems and steel Solar Shield canopies provide year-round sun and rain protection with polycarbonate roofing that is both waterproof and excludes 99 percent of harmful UV radiation. Perfect for classroom frontages, lunch areas, walkways, assembly areas and extra teaching space.

Shades Direct offer fixed or retractable sail options that are manufactured from quality materials. Shades Direct shade sails are constructed from commercial grade 370gm shade cloth

and are double stitched for strength and durability with long life Tenara thread. Attention to detail, such as using only corrosion-resistant stainless steel fittings, ensures a long life from your investment. Shades Direct’s Hip-Roof Structures provide shade protection for those high play grounds or large congregation areas. Shades Direct hip-roofs come with eves to give maximum shade cover from your investment.

So it doesn’t matter what the time of year, Shades Direct can deliver a solution that provides sun protection in the summer months and shelter during winter. Whatever your shade and shelter requirements, Shades Direct has your school covered.

Shades Direct 0800 SHADES (0800 742 337)www.shadesdirect.co.nz

Shades Direct provides today’s schools with a total

package of sun and rain protection solutions, from

shade sails to all-weather aluminium awning systems,

from large all-weather waterproof canopies to large

hip-roof structures.

Sun Safety


Email: [email protected] Phone 07 825 2933. Mobile 027 473 4443

Choir.Chorus Risers Stage, Steps & Lectern

Design • Manufacture • Sales • Hire Services

Stage Rostra, Choir Risers, Grandstands, Audience Seating, Drama Suite Modules, Drapes, Steps, Lecterns, Trolleys, Ramps etc.

Top quality, NZ made products, designed to be easy to handle and store. Guaranteed to perform.

Currently installed in many schools, universities & performance venues.

Stronglite StagingStronglite Staging are specialists in the design, manufacture and hire of premium staging equipment that is ideal for schools, universities, theatres, community centres, sports and multi-use venues. The Stronglite range is ideal for school halls, auditoriums, drama suites, gymnasiums, sports fields and swimming pools.

All Stronglite products are manufactured to exacting standards and feature unique benefits. Strength: Stronglite stage and seating products are designed and manufactured to be strong and durable and are tested to make sure they meet our high standards of performance under live and static load conditions. Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury. Safety: Engineer’s design certification, documented test results, qualified tradespeople, monitoring of product in the workplace, established safe working loads, and our products conform to or exceed industry regulation’s and guidelines. You can be sure that our premium quality products meet exacting safety standards. Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort.

Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form: stage platforms, catwalks, stage extensions, pit infills, wheelchair ramps etc, or can be tiered for audience, choir or orchestra seating. Portability: We design for easy handling, transporting and storage. Choir risers fold up and wheel away. Grandstands quickly disassemble for

easy transport and storage. Wheels and trolleys are also available for increased manoeuvrability.

Stage Sections: These are portable, safe and easy to handle and store. They’re ideal for stages, catwalks, tiered audience seating, seated choir/orchestra risers, display/work tables, ramps and more. No tools are required as there are no folding or moving parts to trap fingers etc. Sections can be stacked on castor wheels for storage and moved as a stack.

Pit Infills & Stage Extensions: These can be custom designed and are ideal for either new venues or refits. Choir Risers: Two, three and four-level, folding choir risers with safety rails and carpeted decks are quiet, stable, easy to handle, transport and store. Grandstands: These all aluminium grandstands can be demountable or fixed. Wheels can be fitted for manoeuvrability making them ideal for the gym, around pools and the sports field.

Stronglite Staging Ltd is committed to finding a solution that works for the individual client and guarantees its products. We can also provide a comprehensive range of equipment for hire to support occasions where a larger or more complex staging/seating set up is required.

Full sound and lighting services are available for hire to support and enhance any event. Just call and a member of the team will be happy to discuss your specific requirements (sales and/or hires) and can provide references from many satisfied customers.

Stronglite Staging Limited196 Finlayson RdRD10, HamiltonT (07) 825 2933E [email protected]

Moving into its 20th year, Stage Challenge is New Zealand’s largest and longest running youth performing arts, education and health promotion event. It is a school-based programme providing students with the opportunity to take part in a professionally run performing arts programme, showcasing dance, drama and design skills.

The production leading up to the event and performance by the students, also provides teachers with a potential platform to align NCEA assessment for subjects such as dance, drama, woodwork, art and textiles.

It also continues to provide a first class, professional event for young people by developing new initiatives and embracing new technologies. In addition it advances its key message; encouraging students to attend school regularly, work towards education goals all while staying fit and healthy without tobacco, alcohol and other drugs.

Teams of up to 140 students have the opportunity of performing onstage at night in front of their peers and the community with an original piece of dance and drama. Each performance is between four and eight minutes set to published and recorded music tracks.

There are two divisions in Stage Challenge – Open Division, which has sets and props and RAW Division, which has no sets and challenges students to manipulate other elements such as choreography, costuming, lighting etc. Both these divisions have huge scope for teachers to use for NCEA assessments in subjects such as dance, drama, woodwork, art and textiles.

A junior division (J Rock) was introduced in 2005 to enable primary schools to enter the non-competitive version.Intermediate schools have the option of entering Stage Challenge or J Rock.

An accessible event to train young people in performing arts

The Stage Challange Foundation delivers a structured rollout of correspondence to assist schools in the creation of their productions from the conceptual stage right through to show day performance.

Participation is actively facilitated across the full range of our education system and allows for the inclusion of community teams as well. In 2012, more than 43 percent of all high schools in New Zealand have registered to take part.

The event has long been recognised as a vehicle for introducing large numbers of students to the performing arts. Encouragingly, a significant number of liaison teachers report each year that participation in the event has improved the arts related skills, such as dance, choreography, textiles and design, of the young people in their team.

The opportunity to build self-esteem, boost confidence, resilience and promote teamwork

Stage Challenge can be a vehicle to help build self-esteem throughout its process. It is used by schools as a way of growing students’ confidence in themselves and what they can achieve. In 2011 96.8

Taking to the stagepercent of teachers reported that their students’ self-esteem improved.

Empower young people and showcasing their skills

The Foundation presents a program that empowers young people by providing leadership opportunities, encouraging teamwork and responsibility, building resiliency and providing a strong skill base and a voice for youth expression.

It encourages working relationships between teachers, parents, peers and the wider community to allow recognition of the skills, ideas, energy and creativity that young people can bring to projects. Media exposure highlights for the community the exceptional achievements of young people.

Feedback from teachers

“An arts creation opportunity for students aged 10 to 18 to work together on a project which involves the wider school community and even beyond in a range of ways from contributor, consultant, participant, observer etc.”

- Sharon Welch, Reporoa College

“A really worthwhile event that achieves their healthy, active, creative, team work, creativity objectives brilliantly.”

- Rachel McMillian, John McGlashan College

“It was the most positive experience I have had in my 15 years of teaching in terms of performing arts. The feedback we got from our school and community was wonderful.”

Rebecca Somerville, Westmere School

“Brilliant – real celebration of student and community involvement. Stage Challenge is certainly an event that students look forward to and see it as being a positive, challenging experience from dreaming up the ideas to seeing the finished product in performance.”

Sue Goldsmith, Tauhara College

Stage Challenge is a successful vehicle to communicate important health and social education messages to young people. In addition to the thrill and self-satisfaction students get from performing on stage, the event also encourages students to engage in a number of activities that build valuable life skills, employability skills and self-esteem.

For more information and to find out how your school could be part of the 2013 event, visit www.stagechallenge.co.nz

Performing Arts


www.numicon.co.nz

E: [email protected]

TRA NSFORM THE WAY CHI LDREN U N D ERSTA N D MATHS

Children with learning difficulties or special needs find success and

enjoyment of maths at long last.

*Research based for a l l students years 1-3 and beyond *Multi-sensory, structu red

* Intervention programme excel lence*A great school programme

No doubt most of us are aware of the rising rates of childhood obesity and the effects it has on a child’s health. More and more children are spending their time sitting in front of the television or playing computer games instead of playing outdoors.

Outdoor play time burns far more calories than other forms of play and parents and adults should get involved too, as an average adult playing actively with a child will burn nearly four times more calories in an hour than they would watching television.

Playgrounds help your child develop and are fun. The benefits of outdoor play are endless, children just call it fun, but child psychologists say with a well-designed climbing frame, children are developing important physical skills

Fit and active children are healthy childrenlike, balance, coordination, strength and agility. The child also has to problem solve, concentrate, explore, use their imagination and discover how they can reach their goal.

Obviously safety is a priority when it comes to a child playing on challenging play equipment. But under correct supervision, challenging play encourages children to assess and manage risk for themselves - this is a very important skill for the rest of their lives.

When a child achieves something that they thought they would not be able to do, it gives them such a sense of achievement and confidence to try and challenge themselves in the future, this will boost their self esteem and confidence – at the same time they

will learn about the consequences of undertaking more challenging tasks in the safety of their own back garden.

Fast fact

Throughout every day, children need 60 minutes or more of physical activity. So, get your children to be active in as many ways as possible; playgrounds are a great way to keep up exercise and have fun!

Park Supplies T (09) 527 4666F (09) 527 4667E [email protected] www.parksupplies.co.nz

Numicon maths programme -a solution for all students

Numicon is an inclusive, multi-sensory approach to teaching maths, which supports the New Zealand curriculum. The Numicon Programme is based on sound educational research and practice and was designed by a group of educational practitioners in the United Kingdom, where it is now widely used. The Numicon Project was established for the proportion of seemingly bright students who struggle with the recall of basic facts, remembering strategies and when to employ them. It supports all children including those who have working memory difficulties or children who have difficulty explaining their strategies.

Colourful structured shapes are used to represent numbers, along with pegs, matching number lines, and ‘feely bags’ to give children the practical, tactile equipment necessary for them to visualise maths concepts. The Numicon shapes help teachers and children to communicate their ideas. Children are encouraged to

work together on activities which emphasise applying understanding to solve problems. The Numicon teaching approach helps children communicate their mathematical thinking to teachers. This in turn helps teachers ‘see’ a pupil’s understanding. This is ideal for formative assessment.

The Numicon Programme is easy to follow, with clear step-by-step instructions illustrated with photographs. The multi-sensory teaching approach appeals to differing learning styles. Teachers find that pupils are motivated by the imagery and develop positive attitudes to maths. Research shows that the gains made by children using Numicon in their early years of school are sustained through to secondary school.

For further information about the NUMICON PROGRAMME, professional development and to arrange a visit to your school, go to www.numicon.co.nz, or contact Margi Leech at [email protected] or on 0800 678 581.

In reference to the article ‘Going solo’, published in the last issue of Principals Today (Term 1, 2012), Steve Martin has asked us to clarify the work that developed a practical application of SOLO (Structure of Observed Learning Outcomes) for the classroom is based on ‘Hooked on Thinking’ developed by Pam Hook and Julie Mills.

Going solo

Resources


BRING THE PINK BAG TO SCHOOL PROJECTSCHOOL FUNDRAISING MADE EASY

Take a look atwww.bringthepinkbagtoschool.co.nz

Raise funds for your school project whilepromoting the benefits of recycling to

your school community.The Textile Recycling Centre Ltd and

SaveMart will help your school co-ordinate your fundraising collection.

RECYCLE REUSE REDUCE“RAISE CASH”

Visit our website below for all the information.

We are proud to be the major fundingpartner to the Child Cancer Foundation.

Lease, don’t buy, as its cheaper, better and gives you a competitive edge says the general manager of a company that specialises in leasing technology to schools, universities and businesses.

The plus side: Equico’s general manager Phil Goodin says the benefits of leasing new technology are numerous. Advantages over buying include up-to-date new technology every three years, a hassle-free way of maintaining supplies, a competitive edge in the industry, and no annual budget constraints.

Keeping up-to-date: Phil says if anything goes wrong with bought equipment that’s outside of manufacturer warranty - usually three years - schools will be burdened with unexpected costs that blow the budget. He adds buying may also make schools hold onto out-of-date things longer than they should. “By leasing they can get new equipment as part of our three year rotation programme.”

In addition schools gain a competitive advantage, attracting new students to their state-of-the-art facilities.

Hassle-free, budget-free: Phil says schools have the freedom to choose what they want, with no budget constraints. “They get what they want as opposed to what they can afford and it spreads the cost over three years.”

Once the school has chosen, it sends a copy of the invoice to Equico and Equico does the rest.

Technology is Equico’s biggest market, but in reality Phil says they can lease anything, from books for libraries right through to a top-of-the-range Mac.

Beat the technology race – borrow don’t buy

Environmentally friendly fundraising

Nil waste: Equico even takes old, unwanted equipment off schools. Phil says Equico prides itself on the fact that none of its equipment ends up in the landfills.

Products are either sold to companies who sell them overseas and non-functional equipment gets sent to a recycling company.

Case study – Onehunga High

Onehunga High School, a decile 4 secondary school in Auckland, with approximately 1600 students and 500 computers, was spending a large amount of money to keep its old computer’s running. Financial constraints within the school meant it was forced to look at leasing.

According to Christiaan Buijisers, information and computer technology manager of the school, Equico made it easy.

“We sought out the quotes, made the purchase decisions based on our needs and Equico took care of the rest and just gave us leasing documents to sign.

“My vision for ICT into the future is to shrink our overall budget and improve the experience for the school. It will take time but our relationship with Equico is definitely one of the cornerstones of making this happen.”

Equico5/Level 6300 Queen StAuckland 1010 T (09) 302 5021 0800 378 426www.equico.co.nz

It’s a quick and easy way of getting rid of old clothing, whilst making a difference to the community and the environment – the added bonus you too can make a profit.

The Textile Recycling Centre (TRC) and Save Mart have provided hassle-free methods of getting rid of unwanted clothes, without filling up the landfills.

The proceeds go to numerous not-for-profit organisations, including the Child Cancer Foundation. There are two options:

Pink Bag options

1 Bring a pink bag to school drive

On a set day children bring in recyclable garments in a pink bag, which the TRC then collects and pays the school for.

How it happens;

1- Call 0508 PINKBAG to arrange a collection

2- A promotion letter is then sent to parents advising of the collection date

3- Pink bags are given to every student to take home one week prior the collection

4- A reminder is sent out a day before the collection

5- An agreed payment is made to the school based on $ per kg/tonne within a week.

2 On-site clothing bins

The other option is having a clothing bin on site, which can provide a steady on-going income to the school.

TRC pays for the annual hire of the site; the actual payment is determined by the quality and volume of clothing that the clothing bin provides.

It is a simple but easy way to raise funds whilst providing a visual statement of the schools commitment to recycling!

Call 0508 PINKBAG to arrange for a bin.

What we can use

• clothing suitable for reuse

• wearable clean shoes in pairs

• blankets and sheets

• soft toys • belts bags accessories What we can’t use

• wet or soiled clothing

• broken or dirty shoes

• broken toys or other items

• carpets or off cuts of material

It is a win, win for all. By donating good quality clothing you are earning money, saving the planet, giving to a charity and providing cheap clothes for those in New Zealand and overseas!

So take on the pink bag – recycle, reuse and reduce!

Finance/Fundraising


Have you ever wondered where those new climbing rope pyramids you see in our local parks come from? Chances are what you have seen is one of the more than 60 Corocord Spacenets that Playground People has installed around New Zealand since 2002.

These Spacenets were invented by Corocord’s founder, German architect Conrad Roland in 1970. He constructed the first of these revolutionary structures in Berlin in 1971.

Since then Corocord has gone on to install thousands of nets in 50 countries world-wide, annually constructing more than 800 nets at its headquarters in Berlin. Products range from the classic Spacenet to large-scale customised architectural structures.

Safety and quality are paramount with Spacenets. Corocord uses a patented induction manufacturing technique where the coloured polyamide coating is melted onto the steel core of the rope. This adds to the longevity of the rope and protects it against vandalism.

Playground People introduced the Spacenet concept to New Zealand in 2002, installing the first Spacenet in Wellington in 2003. Since then Corocord has become the firm favourite of New Zealand councils due to its uncompromising high quality

Concord Spacenetsand proven popularity with all age groups. Spacenets have put the thrill of towering heights back into New Zealand playgrounds, something New Zealand children and their families have embraced whole heartedly.

Playground People have a direct agency with Corocord in Germany which means it does not have to purchase through an Australian master distributor, keeping costs down.

Last year Sir Barry Curtis Park in Manukau and Olympic Park in New Lynn were named Auckland’s two best parks by the NZ Herald – both parks feature Corocord Spacenets as their centre piece. The Otago Daily Times named Wanaka’s dinosaur park – which features a Midi Spacenet - the number one children’s attraction in Otago.

This confirms that Corocord is truly the proven climbing-net leader in New Zealand.

Playground PeopleT (09) 294 8742F (09) 294 8712 www.playgroundpeople.co.nz

With the cooler months now right on our doorstep and winter power bills not far away, it’s that time of year when schools focus on power expenditure and the cost of heating.

Power and gas charges are a considerable expense which climbs every year, so it makes sense to get the best deal you can. Saving money here means more dollars to spend elsewhere.

One way schools can control and potentially reduce their expenditure is by operating a tender through an independent power broker that specialises in schools. This is where Powerswap, an independent power broker can assist. With endorsement by various principal associations and leading schools throughout New Zealand, Powerswap places the power back into the schools hands, creating a marketplace where energy suppliers compete on price and brand values.

The power of choice

Former principal of Farm Cove Intermediate Madeleine East says schools frequently struggle to keep within budget. “Sadly, the only budgets we can really control are those connected with teaching and learning – our core business, and the very budgets we should not reduce.”

Manurewa Intermediate and Auckland Primary Principals Association past president Iain Taylor says his school was about to re-sign an existing contract, then decided to talk with a power broker. “We didn’t sign up the old contract. We negotiated through Powerswap and saved around 12 percent on our annual power costs,” Taylor says.

Powerswap specialist David Parkinson sees switching for schools as a great way to save funds – without the school staff having to work out who can offer the best deal.

“In the last 12 months we have negotiated over $15m in power, and have provided average savings of 15-17 percent. Our open tender process is designed to provide our schools with better choice and value than they currently get. Plus with a big negotiation weight behind us, we can get a higher discount and pass this directly back to the schools.”

He says several case studies have been documented where negotiation and switching of power suppliers has provided benefits as seen on the website www.powerswap.co.nz.

Schools should talk to each other about the savings available and the best process to follow. “If you have any questions, visit our website or give us a call,” Parkinson says.

Powerswap T 021 535 000 E [email protected]

Farm Cove Intermediate negotiated both power and gas rates – providing savings which are now channelled back into learning outcomes.

Property


High-impact playground

surfacing is an important

factor in any school or

educational environment.

Available from: Reharvest Timber Products - Box 97 637 SAMC Auckland

Ph: (09) 299 3999 or 027 498 8126 or go to www.reharvest.co.nz

As a licensed manufacturer producing woodchip soft-fall surfacing to international standards, this has become a specialist area for Reharvest Timber Products Ltd.

The Reharvest Cushionfall product used in playgrounds has the highest impact test of any soft-fall surfacing in Australasia. United States Testing Laboratories found it is better at absorbing shock than rubber mats 3.75 inches thick, and is 25 percent more shock absorbent after five years of use.

It is now the preferred safety surfacing option by councils, schools and kindergartens.

Founded in 1994, Reharvest Timber Products Ltd specialises in making premium products out of urban forest material, or industrial wood waste. The company takes pride in a history of more than 10 years of testing and development using international standards and technology.

Reharvest Cushionride is used in performance equestrian surfacing, and decorative landscape ground cover can be maintained by way of Reharvest Decorative Coloured Mulches. Enviromulch is the preferred product

Surfaces that survive for weed control, moisture retention and surface soil stabilisation.

Products made from urban forest are proven to last longer, have a slower decomposition and are more resistant to UV light. The resulting firm surface allows ease of use by wheelchairs, vehicles and horses.

An extensive history of working with clients in the playground, equestrian and landscaping industries puts Reharvest Timber at the top of their field in terms of high performance ground cover. An advisory and obligation free quote service can be obtained for the specific area in question.

Reharvest Timber Products Ltd41a Hunua RoadPapakuraAucklandT (09) 299 3999F (09) 298 2988E [email protected]

Property


Give us a call on 0800 806 287 or email us on [email protected] OUT OUR WEBSITE www.arrowmats.co.nz

Remember we've seen it all before and there is no situation where we don't

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A MAT FOR ANY SITUATION

Tutira School (north of Napier), Omarama School (North Otago), Otaua School (Waiuku) and Nuhaka School (South of Gisborne) are being visited by the Treemendous team for a native tree planting working bee. Their outdoor areas will be transformed into renewed spaces for learning and playing.

Mazda Foundation chairman Andrew Clearwater says the response from schools across the country has been fantastic.

“It is great to see so many schools with a keen interest in environmental education and outdoor learning. We really enjoy being part of the Treemendous School Makeover programme which has been responsible for the development of 15 outdoor transformations since 2004.”

Tutira School, north of Napier, will be converting a previously out of bounds area into a native planting area where they will grow a kaka beak nursery so that the seeds can be collected by DOC for planting locally. They hope to build an edible plot complete with fruit trees, a vegetable garden and chickens and will also extend the existing playground with giant board games for the students to play with.

Tutira School principal Kate Medlicott says both students and staff are thrilled to have

Treemendous school makeoversFour schools have been

selected to receive a

Treemendous School

Makeover – a joint initiative

by the Mazda Foundation

and Project Crimson Trust.

won a garden makeover. “We are looking forward to creating an inspirational learning environment for the children.”

Omarama School is choosing to restore a pond on a neighbouring station that students and staff have been working towards as part of the newly formed OSWE (Omarama School Waterways Enhancement group). Its Treemendous makeover will allow it to continue planting around the pond which will improve the water quality.

Otaua School in the Waiuku region is transforming an overgrown area into an educational and interactive space for the students to explore in. The school is hoping the restored outdoor classroom will encourage insects and birds to its grounds.

Nuhaka School, south of Gisborne, will be redeveloping land adjacent to the school which was originally a railway platform. The school is passionate about eco learning and has a long term plan to attract birds to the area, develop propagation skills and promote sustainability.

Nuhaka School principal Nick Chapman says the school is building a nursery to eco-source seeds and propagate plants. “Our students are also involved in planning the

school landscaping with pathways, seating and signage and will be panting a large area with a variety of plant life.”

The four chosen schools will undertake their garden projects with help from their local communities along with the Treemendous Team.

Project Crimson executive director Bridget Abernethy says the calibre of applicants during 2011 was extremely high.

“It’s wonderful to see so many schools applying for Treemendous makeovers. The judging panel had a tough job selecting four schools out of the 130 that applied. It was interesting to see entries that had considered the community and the wider environment.”

About Project Crimson

Project Crimson is a charitable conservation Trust that aims to protect New Zealand’s native Christmas trees - pohutukawa and rata. Since the Trust was formed in 1990, volunteers have successfully established hundreds of thousands of pohutukawa and rata trees around New Zealand. For more information visit www.projectcrimson.org.nz

Property

principals today magazine issue 94

Documents

property of academy

official entry form

personal injury

personal expenses

consequential loss

state of education broadband

month mission of recoveryplus

old school educationprincipals