1

Ma_ te tika o te toki o te tangere,

me te tohu o te panaho, ka pai te tere o te waka i nga

_ momo

moana katoa.By designing and shaping the keel of the waka to perfection, your canoe

will overcome.

CONTENTS

Water Only Schools ..........................2 (rua)

What's Going On ..............................3 (toru)

What's Happening ................................4 (wha_)

A Healthy Body Image ......................6 (ono)

Heart Foundation Update ............. 7 (whitu)

Maramataka .................................... 8 (waru)

THE FOCUS of this magazine is

Taha Tinana – Physical Wellbeing

Health Promoting SchoolsOtago Murihiku Wakatipu

A Joint Public Health South Te Wakahauora And University Of Otago College Of Education Project

Poutu–-te-rangi – March 2017 – Term 1

tahi

College of EducationTe Kura Akau Taitoka

It is intended that this magazine is made available to the principal, all staff in the school, Board of Trustees members, and interested parent and student groups. Your assistance in choosing the best method of disseminating the magazine to these groups is appreciated.As always, we appreciate any feedback that you would like to offer about this magazine. You are invited to contact a member of the Health Promoting Schools team at your nearest Public Health South office.

Health Promoting Schools (HPS) supports school communities to identify and address prioritised health and wellbeing needs and build on their strengths and capabilities. To assist with this process the School Community Health and Wellbeing Review Tool has been further developed.

ERO was consulted in the redevelopment and the new rubric deliberately aligns with ERO’s external evaluation indicators and recommended internal evaluation process. The indicators are:

• Stewardship• Leadership for equity and excellence• Educationally powerful connections and

relationships• Responsive curriculum, effective teaching and

opportunity to learn• Personal capability and collective capacity.

They are measured by student achievement and progress.

Benefits of Alignment between HPS and ERO tools

The HPS School Community Health and Wellbeing Review Tool describes the degree to which health and wellbeing practices, policies and behaviours are integrated into the school culture and contribute to

improved health and educational outcomes in the school community. Feedback from principals who have trialled the rubric report that it:

• saved them time• is extremely useful as it ties in with their core

responsibilities• aligns with ERO’s domains and indicators,

”So I’m not reinventing the wheel”• helped them focus their efforts and get the job

done.

The tool establishes a baseline and measures progress across the six indicators. Schools then use this to have evidence-based learning conversations and monitor, review and report on their progress with their community.

The school community health and wellbeing rubric ratings are gathered by HPS providers to input into the HPS database. The HPS database provides graphs that track each school’s progress across each of the domains over time and measures the effect size shift, so that schools can measure the level of significance of shifts in practice.

HPS 2016 Health and Wellbeing Rubric Backgrounder

http://hps.tki.org.nz/

In keeping with our theme Taha Tinana our feature article is on Water Only Schools and some schools in our region have shared their stories.

Through the Ministry of Health and Cognition Education we are offering Health Promoting Schools Health and Wellbeing Game Changers workshops in Alexandra, Invercargill, Dunedin and possibly Oamaru. The flyer for the workshop is on the back page and schools will all receive an invitation by the end of this term. The workshops are to be held in the last week of June in term 2.

We hope you enjoy this edition of the Health Promoting Schools magazine and we look forward to supporting your school in 2017.

Nga Mihi o te Tau Hou – Happy New Year

School Community Health andWellbeing Review Tool

2

Taha Tinana (Physical Wellbeing)

rua

In last year’s March Education Gazette the Ministries of Education and Health were encouraging schools to become water only. Sugary drinks are a significant cause of poor oral health and contribute to childhood obesity and type 2 diabetes. Sugary drink consumption is associated with problem behaviours and poor diet and nutrition are associated with lower academic achievement.

The ministries acknowledged every school will make its own decision but they were keen to help all schools become free of sugary drinks. They were supportive of plain, reduced fat milk as part of a policy. Schools participating in Fonterra’s Milk for Schools programme can continue to do so and still sign up to the water only policy.

The Ministry of Education has produced a resource to explain to parents and students why it is a good idea to be free of sugary drinks. It can be found with other healthy lifestyle resources at http://goo.gl/qsokNE

Removing all sugary drinks from schools supports New Zealand’s childhood obesity plan, launched last October. This lines up with the World Health Organisation recommendation to create healthy school environments, consistent with messages delivered in the curriculum.

Here are some school stories from our region about Water Only Schools.

Aurora CollegeAurora College has set the standard for other secondary schools to follow. Last year they become a water only school by cutting all sugar based drinks from their canteen menu and they now only sell water and plain milk at their canteen. The school is now in the process of taking this to the next level by installing easily accessible water bottle fillers around the school site. To top this off there are plans being considered to provide each student with a water bottle to further promote the water only message.

Aurora students sampling health choices at their canteen

Steve Hayward, Green Island Principal

Otatara Primary SchoolFor Otatara Primary School being a water only school is simply a case of business as usual. As part of their strategic plan they actively promote leading healthy and active lifestyles so the concept of ‘water only’ aligns perfectly. Although they have diversified a little in the last few years by adding milk, with the introduction of the Fonterra Milk in Schools programme.

Green Island School adopted a water only policy fifteen years ago. Two years later when Steve Hayward became the principal, he continued this policy. Steve shares his experience.

Green Island SchoolWATER ONLY FOR FIFTEEN YEARSThe success of Green Island’s water only policy is evident as chilled water is popular at the school discos and a valued school reward is a water bottle. Water is also accepted at events like the school triathlon and athletic sports.

To be a successful water only school, Green Island has a supportive environment. The children are allowed their drink bottles in class and can refill them during the school day. School information packs provides this information for parents of new entrants or newcomers.

To begin with the school insisted on clear drink bottles so they could see what the children were drinking but this is no longer an issue. At times the local pharmacy and Westpac have donated drink bottles which have always been popular. For the school disco the school buys packs of twenty four Signature Brand chilled water from Countdown for $10 and sells them at the disco for $1 each as there are always expenses to cover.

Outside water fountains are expensive and were found difficult to keep clean so the children have access to water inside instead. The junior and senior school have filtered water for their drink bottles. The senior school also has a drinking fountain bubbler.

Fonterra chilled milk is also available for the children to drink. (Milk, not flavoured milk, is acceptable in a water only school.) Most children have the milk and it is given out at the discretion of each teacher in class time and of course the cartons have to be recycled.

Steve has had proof of the success of the school’s water only policy when the dental therapists report that the Green Island children have fewer caries than children from other schools.

Water Only Schools – Makes healthier choices easier for their students

3

Taha Tinana (Physical Wellbeing)

toru

World water day is being held on 22 March, with the major focus being on wastewater and how this can be minimised. However that is only one part of the promotion and Health Promoting Schools would like to encourage all schools to be using this day as a way of promoting “Rethink your Drink” (see details below). This is an opportunity to incorporate the “Water Only” message in your school by swapping sugary drinks for water. Waiau Area School illustrates how to take part in this promotion.

From March until May all schools throughout Southland are being encouraged to “Rethink” their choice of drink. The promotion “Rethink Your Drink” aims to have schools making healthy choices when it comes to selecting drinks. As part of the promotion schools can submit entries to showcase how they promoted the campaign. Schools that enter are eligible for prizes. Look out for details in your e-mail inbox in the coming weeks.

Palmerston Primary School– a supportive food and drink environment

John Goulstone, the Principal of Palmerston Primary School, said water is not made an issue in their school but children are encouraged to drink water. They are allowed water bottles in their classrooms and there are taps outside for the children to refill their water bottles at lunchtime. The school has a new drinking fountain paid for by a grant.

Recently the school reviewed their food policy and asked the outside caterer to provide healthier options so now the range of food offered is; chicken sushi, fruit salad, ham or chicken wraps, teriyaki chicken on rice and pasta salad of the day. Initially more children brought food from home. It takes a while for new foods to be accepted!

Riverton Primary SchoolRiverton Primary School is currently in the process of working towards their goal of becoming a water only school. Over the past year their canteen has slowly filtered out the availability of sugar based drinks while the days of having fizzy drinks at school events also appears to be numbered. The next step for the school is to ensure water is easily accessible for students, and possibly, the community on the school site. They hope to achieve this by working in partnership with their Friends of the School committee who assist the school with fundraising initiatives.

Waiau Area SchoolWaiau Area School located in the heart of Tuatapere has been hard at work in improving their canteen menu. In conjunction with their local four square they have removed large muffins from their menu alongside removing the availability of sugary drinks. This is a great example of a school working collaboratively with organisations in their community to improve health outcomes for their students.

Wyndham Primary SchoolWyndham Primary School located 9 km from state highway 1 in Eastern Southland has also been busy working on reviewing their eating and drinking habits. Firstly they undertook a community consultation that resulted in healthy changes being made to their canteen menu which now means processed foods are not available from Monday through to Thursday with Friday remaining an unchanged canteen day for students. This has not resulted in any dramatic reduction in purchases from the canteen as students now regularly buy the more healthy options. They have also noted that there is a lot less rubbish being found around the school. The school now has its sights set on reviewing their policy around becoming a water only school. They plan to do this by promoting the concept at their next “Spread the Healthy Word” lunch that they will be having during term one of this year (see further details in term two’s magazine).

Rethink Your Drink

John Goulstone, Principal Palmerston Primary School

Wyndham Primary School students making a healthy choice

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What's going on...

wha

Running the School Ball: What you need to knowIn recent years schools throughout Otago and Southland have largely stayed out of the negative limelight that is sometimes associated with school balls and the subsequent after party. This is mainly due to the governance that has been put in place by Police, Public Health South and of course the schools themselves and their organising committees. This is a trend that we would like to see continue in the south, so now is not the time to be complacent. If your school is planning a ball make sure you are up to date with all the recommended guidelines and more importantly, if there is an after ball party planned, ensure that best practice is being undertaken by the organisers.

If you are not sure about the regulations that govern these events please don’t hesitate to contact us (details below) to ensure your information is correct and up to date. All schools have access to an information pack that includes the guidelines to follow if an after ball party is planned. You can find these in the School Resources tab at www.nosafelimit.co.nz or by contacting one of those listed below.

Please note: Public Health South and the NZ Police do not endorse under-age consumption of alcohol or after ball events but are involved to mitigate the risk of alcohol related harm. We strongly encourage these events to be alcohol free and under strong parental supervision.

For further information please contact:

Otago – toni.paterson@southerndhb.govt.nz or ian.paulin@police.govt.nz Southland – lynn.grace@southerndhb.govt.nz or john.harris@police.govt.nz

The Halberg Disability Sport Foundation provides No Exceptions Training ‘NET’ a nationwide Professional Learning and Development (PLD) course for primary and intermediate schools on adapting sport, physical activity and recreation to ensure they can include physically disabled New Zealanders.

The Halberg NET is based on a model of best practice for providing physical activity in schools. The training enables teachers to deliver physical activity to all students across various physical abilities and skill sets.

IAN PAULIN and TONI PATERSON

Halberg No Exceptions Training for Primary SchoolsA PLD course on adapting physical activity for primary and intermediate schools

The Halberg NET for primary schools is delivered by a local Halberg Disability Sport Adviser and consists of two one hour sessions:

NET Session One:

• A one hour introduction session with practical and theory elements

• Teaching the core fundamentals of adapting and modifying physical activity

• Investigates the need of the school/teachers to facilitate inclusion of physically disabled young people in sport and physical activity

• An action plan created by the teachers specific to their school

NET Session Two

• A one hour session continuing reinforcement of lessons learned and actions agreed in session one

• Furthering understanding of disability specific areas ie. applying the social model of disability in a sport or physical activity setting

Halberg NET resources and support includes:

• Access to online resources eg. activities, downloadable images and videos• Evaluation process and review from Halberg Disability Sport Foundation• Certificates of participation at completion of programme

At the conclusion of a NET teachers will have the skills, tools and confidence to deliver fully inclusive physical activities to all students to enhance their enjoyment and skill learning in the classroom and playground.

The course covers the preparation, delivery, resources, post evaluation and access to our regional Disability Sport Advisers.

Register for a Halberg NET today atwww.halbergallsports.co.nz/no-exceptions-training/

If you have any queries about the Halberg No Exceptions Training course please contact your local Disability Sport Adviser:

BRIDGET MEYERDisability Sport Adviser (Otago & Southland) Phone: 03 474 6347 Mobile: 027 697 7177 Email: bridget@halberg.co.nz

HALBERG DISABILITY SPORT FOUNDATION www.halberg.co.nz 0800 Halberg PO Box 11487, Ellerslie, Auckland 1542

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NATHAN MIKAERE-WALLIS

What's been happening...

rima

Roxburgh Youth Holiday programme was action packed with activities and trips for the youth. It is designed to inspire a sense of adventure and promote good healthy physical activity.

Some of these exciting activities included learning how to water ski, hiking in Wanaka with youth from other districts, swimming, trampolining at Leap in Dunedin, treasure hunting and geocaching, problem solving games, bushcraft and safari and paintballing.

The paintballing was the most anticipated event as each school holiday Roxburgh youth meets with Cromwell, Wanaka, Queenstown, and Alexandra youth to battle in a combined paintball tournament. The excitement had been brewing for a while and the youth couldn’t wait to suit up, team up and go all out against their neighbouring districts. While the weather forecast for Cromwell that day was described as a ‘weather bomb’, this made them even more excited for what could potentially turn into a slimy mud fest. Fortunately for the leaders the weather remained dry and calm and everybody had a great time running around like headless chickens, shooting anything that moved and looking around helplessly for the opposing team’s flag. Paintball is definitely one of those sports that’s much more fun than it sounds.

Roxburgh Youth Holiday Programme

Each year a group of primary school student leaders get together and share their health and wellbeing initiatives. At the beginning of the workshop each school presented their health and wellbeing initiatives. Some schools used power points often with video clips and some used charts and posters.

At Bathgate Park School the Play is the Way programme was an opportunity for seniors to take a leadership role in their school. Bull rush was the most popular game in the programme.

At Macandrew Bay School, to coincide with the Olympics, the students had chosen their preferred Olympian and explained their choice. Their school garden provided produce for cooking classes.

Pine Hill School had many projects and their favourite was when their school community walked the Pineapple Track together. The school community shared evening meals and information nights, sometimes about their learning areas e.g. maths.

Port Chalmers School’s theme was art is a way of fostering Taha Wairua. The school adapted the Physical Activity Leaders (PALS) concept and senior students organised lunchtime art with interested younger students. This was a popular activity. The school has a Lilliport library station at their school gate with children’s and adult books. The school displayed miniature Lilliport libraries the children had designed in the Community Gallery.

With the Heart Foundation the children made smoothies on a smoothie bike. The dental health promoters talked about preventing caries. Enviroschools looked at ways of reducing packaging food in their school lunches.

The workshop ended with a shared lunch.

Nathan Mikaere-Wallis at Cromwell College and Mount Aspiring

Health Celebratory Workshop

Nathan Mikaere-Wallis spoke to Cromwell College and Mount Aspiring year 9 and 10 students about alcohol and the brain.

Nathan’s message is research-based and he really engages the students on what is actually happening with their brains when they drink alcohol or smoke marijuana with the visual presentation he provides. Nathan also spoke to the early learning centres in the region about the importance of the first 1,000 days of an infant’s life and to the Wanaka and Alexandra communities about how to live with their teenagers.

Nathan’s visits always leave the region energised and communicating more. His trip was made possible because of Parenting4life – a community group made up of stakeholders, including Public Health South, interested in positive parenting.

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Sexuality Education

ono

Healthy Body Image, Why it Matters, and how Schools can Help

Body image has become an increasingly hot topic over the last few decades as technology and media have exploded in a globalised world alongside panics about an obesity epidemic and eating disorders. Combine these panics with a constant stream of advertisements depicting impossibly Photoshopped models and it can be difficult for teachers, parents, caregivers, and health providers to navigate how to best approach the subject of body image with young people who are increasingly body-focused. To address this “best approach” I will focus purely on the most recent and rigorous published evidence available (I’m happy to provide any of the research articles discussed).

the evidence shows that they are more likely to experience further weight gain due to “disordered eating” (or what is more commonly referred to as “comfort eating”) related to being shamed or bullied about their weight (Reece et al, 2015). So to put it bluntly, despite some of the discourse out there that overweight people simply need to be shamed into losing weight, shaming and stigmatising overweight and obesity actually has the opposite of the desired effect (though there will always be someone with an anecdotal story that they feel contradicts the large body of evidence that counters such anomalies…).

Furthermore, when reviewing all available research on the issue of obesity stigmatisation and weight gain, Puhl and Suh (2015) came to the conclusion that “anti-obesity” or “healthy lifestyles” campaigns need to be careful with how they convey their messages. These campaigns can unwittingly increase the stigma and shaming of overweight people, and thus do the opposite of what they are hoping to achieve by increasing weight gain in already overweight people (Puhl & Suh, 2015).

So what has actually been found to be effective for increasing healthy body image in school

programmes? Yager et. al. (2013) reviewed all universal-selective classroom based programmes that had been conducted since the year 2000 (to 2012) with adolescents. There were sixteen eligible intervention programmes and seven of those programmes were effective in improving body image (and remember – improved body image helps prevent any kind of disordered eating, whether over or under eating). The effective programmes were delivered to younger adolescents (13-16 year olds), and included activities focusing on media literacy, self-esteem, and the influence of peers (Yager et. al., 2013).

More recently, Halliwell et. al. (2016) evaluated a UK based primary school programme called “Body Image in the Primary School”. For the seventy 9-10 year old girls and boys who were randomly allocated into the intervention condition (six hours of body image lessons versus normal lessons for the control group), body esteem was much higher. Importantly, the positive body esteem appeared to be sustained when evaluated at a three month follow-up. Moreover, girls with the lowest levels of body esteem at baseline made the largest gains in positive body image (Halliwell et. Al., 2016).

In conclusion, schools are in a powerful position to implement effective body image programmes, and the benefits will be far reaching for young people in Aotearoa/New Zealand, as healthy body image equates to healthier bodies and minds.

Bonnie Scarth, Health Promotion Adviser: Sexual Health

References (feel free to get in touch for a copy of any of these) bonnie.scarth@southerndhb.govt.nz

Brixval, C. S., Rayce, S. L., Rasmussen, M., Holstein, B. E., & Due, P. (2012). Overweight, body image and bullying—an epidemiological study of 11-to 15-years olds. European Journal of Public Health, 22(1).

Halliwell, E., Yager, Z., Paraskeva, N., Diedrichs, P. C., Smith, H., & White, P. (2016). Body Image in Primary Schools: A pilot evaluation of a primary school intervention program designed by teachers to improve children’s body satisfaction. Body Image, 19, 133-141.

Puhl, R., & Suh, Y. (2015). Health consequences of weight stigma: implications for obesity prevention and treatment. Current Obesity Reports, 4(2), 182-190.

Reece, L. J., Bissell, P., & Copeland, R. J. (2015). ‘I just don’t want to get bullied anymore, then I can lead a normal life’; Insights into life as an obese adolescent and their views on obesity treatment. Health Expectations.

Slater, A., & Tiggemann, M. (2011). Gender differences in adolescent sport participation, teasing, self-objectification and body image concerns. Journal of Adolescence, 34(3), 455-463.

Tiggemann, M., & Slater, A. (2014). NetTweens the Internet and body image concerns in preteenage girls. The Journal of Early Adolescence, 34(5), 606-620.

Yager, Z., Diedrichs, P. C., Ricciardelli, L. A., & Halliwell, E. (2013). What works in secondary schools? A systematic review of classroom-based body image programs. Body Image, 10(3), 271-281.

Firstly, negative body image tends to be a gendered issue, with girls usually being more at risk (although negative body image is increasing among boys). In a study by Slater and Tiggerman (2011) gender differences in adolescent participation in sport and PE demonstrated that while both boys and girls reported being teased by same-sex peers, girls also reported being teased about their bodies by boys, when taking part in sport and PE. As a result, girls were less likely to take part in sport in PE. Further highlighting the gendered nature of body image issues, a separate study by Tiggerman and Slater (2013) found that pre-teenage girls who spent more time on social networking sites were much more likely to have concerns about their body image.

Most teachers will be aware that overweight children are more likely to be exposed to teasing or bullying, and a study by Brixvall et. al. (2011) indeed showed that overweight children are at a significantly higher risk of being bullied than their normal weight peers. The impacts of teasing and bullying are generally well known these days (self-esteem, mental health, sense of self, and sense of belonging all suffer), but when people are bullied, teased, or shamed about their weight,

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GREETINGS KIA ORA MALO LELEI TALOFA LAVA FAKAALOFA LAHI ATU KIA ORANA BULA VINAKA

www.heartfoundation.org.nz www.learnbyheart.org.nz

Heart Start: Toitoi Manawa*Newsletter Term 1 2017

Your local Health Promotion Coordinators are available to provide advice and resources relating to nutrition and physical activity.

Please contact – Qa-t-a Amun in Otago, 03 477 3999 / QAmun@heartfoundation.org.nz or Linda Harris in Southland, 03 214 5444 / lindah@heartfoundation.org.nz

*HEART START is a trademark of Laerdal Medical A.S., and is used under license.

whitu

Congratulations to the following schools which have recently achieved a Heart Foundation award:♥ New River Primary School, Invercargill - Heart Start Excellence ♥ Wyndham Primary School, Southland - Heart Start

Promoting healthy eating and physical activity in schoolsHeart disease is New Zealand’s biggest killer. Through education and changes in the learning environment, the Heart Foundation is committed to growing future generations of healthy New Zealanders.

If you would like to promote healthy eating habits in your school then your local Heart Foundation Health Promotion Coordinator would love to hear from you. The Heart Foundation offers a range of free, curriculum-aligned programmes, initiatives and resources to help schools achieve their nutrition and physical activity goals.

Below is a summary of the programmes and support available to schools. Further information is also available at www.learnbyheart.org.nz or by contacting your local Health Promotion Coordinator – see below.

HEART START (Toitoi Manawa) is a curriculum-aligned programme for schools to create healthier learning environments through positive changes to their food and physical activity settings. Choose five modules out of a possible 11 to complete HEART START. These can fit in with the needs and workload of your school. Additional resources are attached to each module for teachers to use. Our inquiry units are popular resources for teachers and a new one about sugar will soon be added to the five units that are currently available.

HEART START EXCELLENCE is for schools to build on the work they are already doing to improve nutrition and physical activity. Choose five modules out of a possible 11 to complete HEART START EXCELLENCE. For this level of the programme, your school will need to show evidence of regular healthy eating and/or physical activity initiatives completed each term.

Heart Schools: If you’re doing a special project or activity that promotes healthy eating or physical activity to your school community, Heart Schools could be just right for you. Recipients of the award receive a Heart Schools’ trophy and certificate. Your initiative will also be showcased on the Learn by Heart website and entered into the regional Heart Schools’ awards for the top Heart School.

OVERVIEW OF FREE PROGRAMMES, TOOLS AND RESOURCES

Food for Thought uses an inquiry-based learning approach to help students (years 5-6) learn how to make healthy food choices. It’s free, fun and takes learning both inside and outside the classroom with in-class sessions and a visit to the local supermarket.

Fuelled4life is a tool to help improve food and nutrition at your school. If you are a teacher, principal, catering manager or cook and would like to see some changes in the food and drinks available at your school, then sign up for Fuelled4life. The programme is free and you will receive regular resources to help provide healthier options.

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Calendar

waru

MaramatakaHealth Promoting Schools

Calendar of Events 2017Whiringa-a--nuku - Hakihea

Health Promoting SchoolsOtago Murihiku Wakatipu

A Joint Public Health South Te Wakahauora And University Of Otago College Of Education Project

Public Health South Health Promoting Schools TeamDeon Hourston 92 Spey Street PO Box 1601 Invercargill 9840 DDI (03) 211 8639 Fax (03) 211 0899 deon.hourston@southerndhb.govt.nz

Marie Roxburgh Above Noel Leeming Remarkables Park PO Box 2180 Queenstown 9349 DDI (03) 450 9159 Fax (03) 450 9169 marie.roxburgh@southerndhb.govt.nz

Ann-Maree Fox Wakari Hospital Taieri Road Wakari Dunedin 9058 DDI (03) 476 9826 Fax (03) 476 9858 ann-maree.fox@southerndhb.govt.nz

College of EducationTe Kura Akau Taitoka

Craigs 03798

This must-attend workshop will takeyou through Waiharara School’stransformation, from a school withless than 10% whānauengagement to one with morethan 90%, and from a rolldeclining at a rate of 45%, to onethat is now increasing by 33%.

Together with students and parents/board members, Toni willprovide real-life examples of how their hard work in student andcommunity-led consultation and sense–making has returnedmultiple benefits to the school and wider community. Kate willthen facilitate new learning for school leaders to criticallyevaluate your own beliefs, assumptions and theory foraction. You will learn:

• How to have open to learning conversations that enable you to critically evaluate your beliefs, assumptions, intended/unintended consequences and theory for action.

• How to use the HPS rubric to increase whānau engagement and student achievement

• Key steps in co-constructing and transitioning to a more culturally responsive and innovative model of learning for students

• Innovative techniquesto ignite new ideas on how to best support Māori / minoritised students and whānau

Ex Principal in South Canterbury (10 years) and now Principal of Waiharara in the Far North, a school with 100% Maori roll, Toni will share the story of their transformation to an inclusive and innovative learning environment, where students, whānau and community are fully engaged and thriving. See stage 1 of their journey here: (add link TBA)

An experienced educator, coach and mentor for change, who has worked as a teacher and leader of professional learning in primary, secondary and tertiary settings. She co-authored “Visible Learning in Action: Case Studies of Impact’ (Routledge 2015) with Professor John Hattie and Deb Masters. She is currently a CoL Expert Partner, supporting the development of newly established Communities of Learning with New Zealand schools.

See her profiles here:

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<< CLICK HERE

• 1.00 -4.00 Monday 26 June Alexandra• 10.00-2.00 Tuesday 27 June Invercargill• 1.00 -4.00 Wednesday 28 June Byrdone Hotel Oamaru( to be

confirmed)• 1.00 -4.00 Thursday 29 June 10.00 am to 2.00 Sargood Centre

Dunedin.

Letters of invite will be posted to all schools at the end of term1

Hui-tanguru February Aotearoa Bike Challenge Month http://www.lovetoride.net/nz

01 TERM 1 STARTS

06 - 10 Heart Foundation Awareness Week http://www.heartfoundation.org.nz/

08 Go By Bike Day https://www.bikewise.co.nz/resources

09 World Toothache Day

26 - 04 Hearing Awareness Week http://nfd.org.nz

27 - 05 Well Child Week http://www.wellchild.org.nz

Poutu-te-rangi March Endometriosis Awareness Month http://www.nzendo.org.nz/

Melanoma March http://www.melanoma.org.nz/

26 - 04 Hearing Awareness Week http://nfd.org.nz

27 - 05 Well Child Week http://www.wellchild.org.nz

03 World Hearing Day

03 - 09 Endometriosos Awareness Week http://www.nzendo.org.nz/

05 Children’s Day http://www.childrensday.org.nz/

16 Secondary Schools Health Leaders’ Network – Rangatahi Ropu – Waitaki Boys’ High School Ann-maree.fox@southerndhb.govt.nz

17 Secondary Schools Health Leaders’ Network – Rangatahi Ropu – John McGlashan Ann-maree.fox@southerndhb.govt.nz

20 http://www.healthysmiles.org.nz/

20 - 26 Shave For A Cure Awareness Week http://www.leukaemia.org.nz/

20 Shave For A Cure Day http://www.leukaemia.org.nz/

20 - 22 Child Cancer Beads Of Courage http://childcancer.org.nz

21 World Social Work Day - ‘Promoting Community and Environmental Sustainability’ http://ifsw.org/world-social-work-day-2017/

22 World Water Day http://www.worldwaterday.com/

24 - 25 Red Puppy Appeal http://www.rnzfb.org.nz/

26 Purple Day Epilepsy http://www.epilepsy.org.nz/

Paenga-whawha April01 - 07 World Iron Awareness Week http://www.ironweek.co.nz/

02 DAYLIGHT SAVING END (3.00am becomes 2.00am)

03 - 09 St John Appeal Week http://stjohn.org.nz

13 TERM ONE FINISHES

14 GOOD FRIDAY

17 EASTER MONDAY

24 World Meningitis Day http://www.meningitis.org.nz

25 ANAZ DAY

Haratua May25 - 01 Food Allergy Awareness Week http://www.allergy.org.nz

MAY CONTINUED:

01 - 07 Immunisation Awareness Week

01 - 07 World Iron Awareness Week http://www.ironweek.co.nz

01 TERM TWO STARTS

01 - 07 Salvation Army Red Shield Appeal Week http://salvationarmy.org.nz

01 - 07 Student Volunteer Week http://www.volunteeringnz.org.nz/

02 World Asthma Day

05 World Hand Hygiene Day

08 - 14 Road Safety Week http://brake.org.nz

08 - 14 Sign Language Week http://www.deaf.org.nz

08 - 14 Rape Crisis Awareness Week http://www.rapecrisis.org.nz

17 Secondary Schools Health Leaders’ Network – Rangatahi Ropu – Waitaki Boys’ High School ann-maree.fox@southerndhb.govt.nz

18 Secondary Schools Health Leaders’ Network – Rangatahi Ropu – Guthrie Pavilion Bayfield High School Ann-maree.fox@southerndhb.govt.nz

14 MOTHERS DAY

26 Pink Shirt Day http:/www.pinkshirtday.org.nz/

31 World Smokefree Day http://smokefree.org.nz/