Health Promoting Schools
Otago Murihiku Wakatipu
A Joint Public Health South Te Wakahauora And University Of Otago College Of Education Project
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Poutu-te-rangi – June 2016 – Term 2
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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
Taha Wha-nau......................................2 (rua)
Health Promoting Schools Equity
Workshop............................................2 (rua)
The Role of the Public Health Nurses... 3 (toru)
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What’s been happening................... 4 (wha)
Heart Foundation Update.............. 7 (whitu)
Maramataka..................................... 8 (waru)
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.
College of Education
Te Kura Akau Taitoka
Tena koutou te kura wha-nau oranga
In keeping with our theme Taha Wha-nau we have
reported back on the Health Promoting Schools
Interactive workshop facilitated by Laurayne Tafa in
Invercargill, Dunedin and Oamaru. Thank you to the
schools who have shared how they are using this
information in their communities. The article by the
Public Health Nursing Service shows their unique role
in supporting wha-nau in our school communities.
May the next months bring Highlanders’ victories!
HPS Interactive Workshop with
Laurayne Tafa
The HPS Interactive workshops
run recently in Invercargill,
Dunedin and Oamaru are the first
in the series of HPS Accelerating
Equity workshops. This series is
run through HPS.
Low education achievement is
often linked with higher levels
of obesity, drug and alcohol
addiction, smoking addiction and poor mental health.
For this reason “education is a health intervention”
The workshop challenged schools to review their
engagement practice and priorities with their Maori,
Pacifica and minoritised students and families.
Laurayne said the research cited most schools rate
their relationship with wha-nau more highly than
wha-nau do. Gathering the experiences of indigenous
and minoritised learners and their families can help
schools to understand why educational disparities and
achievement levels exist.
with students and their families is key.
The message from the research is that to make a real
difference in outcomes for students, the school’s
relationships with students and their families must
be focused on student learning. The most successful
strategies are when teachers and parents are working
together. Teachers designing interactive homework
with parents is very successful. At a younger age it
can be tasks like assisting with counting and as the
children get older supporting children to have the time
and space to study.
These are some of the changes some school principals
in our region have initiated:
Gary Shirley Principal from Papakaio School
At their wha-nau meetings, their school will make the
conversations with parents have more of a focus on
the students’ learning. One of their written reports is
going to be replaced with a three way conversation with
students, parents and teachers. > Continues page 2
The evidence shows to raise achievement levels of
minoritised students developing good relationships
The Difference between Equality and Equity
THE FOCUS of this magazine is
Taha Wha-nau – Social Wellbeing
tahi
1
Taha Wha-nau (Social Wellbeing)
In the Junior School the school interviews are going to begin with an emphasis
on learning.
Peter Roundhill Principal at Oamaru North
Peter said that after the 6 Year NET the Deputy Principal now meets with the
parents and explains the test results in relation to the National Standards
across Literacy and Numeracy. This meeting creates the opportunity for
positive dialogue on ways the Home and School can take positive steps
towards meeting the next goals and supporting the child's learning.
Already parents have indicated that they appreciate being able to see exactly
where the children sit in relation to their peers.
They also talked about being able to celebrate the successes and progress
especially when the discussion is data driven.
Certainly this is proving worth the effort and time invested as we increase
student achievement.
Lloyd Bokser Principal at Fenwick School
Their school is going to look at their ways of consulting with parents and look
at ways to involve them more. They will consider how data and achievement is
presented to parents especially Maori and Pacifica parents and look at ways to
involve them more in their children’s learning.
Brent Godfrey Principal at Pembroke School
The workshop showed Brent that some of the school’s conversations with
children and families needed to shift a bit. To converse more about the success
of the learning taking place. To shift the focus from behaviour to learning
outcomes. This would be well supported from within the PB4L SW (Positive
behaviour for Learning School Wide) work currently going on within the school.
Anneta Payne Principal of Kaitangata School
Too often we focus on “Events” e.g. Kapahaka, Cross Country, BBQ, Sports
Day, Te Reo.
These may make students and parents feel good about themselves and add to
self-esteem but they do little to improve achievement. It legitimises culture in
visible signs but it doesn’t impact on learning.
Parents need to feel comfortable talking about their child’s learning just like
they are comfortable coming along to a sports event.
To do this we need to demystify the assessment systems so that parents
understand what is expected of their children.
It is too late to simply give out achievement data at the end of the process.
Parents need to know what is involved in an assessment so that they understand
what is expected of their children and can support them in their learning.
Comments from Southland
We’ve already got great engagement with our wha-nau. It’s now so blindingly
obvious – we’ve been missing getting them more involved with the learning.
Why haven’t we been having more learning conversations? We can easily
change that.
We already identify our vulnerable learners and put the supports around them
but I was heartbroken seeing our Maori achievement levels not improving
significantly. We’ve now drilled down and identified each wha-nau and coded
them - really engaged; engaged; yet to engage.
It was possibly the best PD I’ve ever attended.
Authentic relationships are the key.....
ERO said it. “Longford Intermediate is a high performing school”.
The sole South Island finalist in the 2015 Prime Minister’s Education Excellence
Awards also acknowledged Principal Shona Hewlett’s “unrelenting focus and
belief that all students can and should succeed”.
Shona’s down to earth but professional approach sees her able to develop
authentic relationships. “We make sure we make a positive connection first”.
That starts right from the time students arrive. A powhiri welcomes students
and wha-nau and each family gets a phone call about something positive
within weeks.
Over time this has changed from calls with a focus on behaviour to learning.
Classroom teachers only make curriculum calls home. Calls about behaviour are
Shona’s domain.
Home-school partnerships are very well developed at this school say ERO.
“We’re constantly developing relationships”. It’s important that connections are
made early so every teacher shares something about themselves in a fun and
positive way in the first week. “Being an Intermediate we lose half of our families
every year”. Shona credits PB4L for helping get to the positive place the school is
now in. “We revisit this at the beginning of every year”.
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rua
What else makes Longford special?
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Positive postcards posted home
There is no room for deficit thinking
Stationery packs are just $30
Not being able to pay is never a barrier
Support is available in inoffensive and
non-patronising ways
28% of the roll of 185 identifies as Ma-ori with an increasing number of Filipino
children adding to the mix. All at risk students are clearly identified for support
to be tailored to ensure every child has the opportunity to experience success in
some way during their time at Longford.
Taha Wha-nau (Social Wellbeing)
Southern DHB Public Health Nursing Service.....
Who are we?
The Public Health Nurses have a special role in communicating and supporting wha-nau in our school communities.
Public Health Nurses work in all schools and early
childhood centres throughout Otago and Southland,
often working “behind the scenes” with teachers
and families. Every year public health nurses interact
with hundreds of families in our regions.
We are a Well Child service, which means we work
primarily with children, but usually we end up
working with the whole family/wha-nau to best meet
the needs of the child.
The nurse, in collaboration with parents, will do a
health assessment and together decide on a course
of action; this could include trying some new
parenting strategies, writing up a health plan for
school, seeing the GP, or referring on to a specialist
health service.
Teachers often suggest to parents that they talk to
the public health nurse directly about a concern, and
either the parent or teacher can contact the nurse to
make a referral.
Public health nurses come in contact with most
4-year-old children through the B4 School Check
Programme. These Well-Child checks are provided
free of charge in a variety of community settings
throughout Otago and Southland. The check covers
all aspects of the child’s health and development,
and provides an opportunity for parents to ask
questions and voice any concerns they may have
about their child. Most of the time, fortunately, the
B4 School Check is a chance for the nurse to confirm
for the parent that their child is well and healthy!
The first contact is usually by phone, often followed
with a visit by the public health nurse to the home.
This gives the nurse and parent(s) an opportunity
to discuss all aspects of the child’s health concerns
and anything that may impact on this.
Year 8 girls in Otago know the public health nurses
through the HPV Vaccination Programme, which
is offered in schools. In Southland (including
Queenstown) the programme is delivered by
WellSouth Nurses.
We give advice to teachers on a wide range of health
topics and resources related to child health and
wellbeing, and preventing infectious diseases.
Dunedin Public Health Nurses
This vaccine protects young women against cervical
cancer later in life. Some parents prefer to take their
daughters to the GP for these vaccines, which are
available at GP practices up to the age of 20.
If you would like to talk to a public health nurse,
please phone the office of your school or early
childhood centre for the contact details.
What is the difference between Influenza and a Common Cold?
If you think you have influenza, please phone the toll-free health line 0800 611 116. Do not just turn up at your medical centre or
emergency department.
SYMPTOM
INFLUENZA
COMMON COLD
Fever
Usual, sudden onset 38°-40° and lasts
3-4 days.
Rare
Headache
Usual and can be severe
Rare
Aches and pains
Usual and can be severe
Rare
Fatigue and weakness
Usual and can last 2-3 weeks or more after the
acute illness
Sometimes, but mild
Debilitating fatigue
Usual, early onset can be severe
Rare
Nausea, vomiting, diarrhea
In children < 5 years old
Rare
Watering of the eyes
Rare
Usual
Runny, stuffy nose
Rare
Usual
Sneezing
Rare in early stages
Usual
Sore throat
Usual
Usual
Chest discomfort
Usual and can be severe
Sometimes, but mild to moderate
Complications
Respiratory failure; can worsen a current
chronic condition; can be life threatening
Congestion or ear-ache
Fatalities
Well recognised
Not reported
Prevention
Influenza vaccine; frequent hand-washing;
cover your cough
Frequent hand-washing, cover your
cough
toru
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What's been happening...
The Key messages from the Secondary School.....
Networks Meeting
The network has three workshops, the first two provide ideas and information about promoting health and wellbeing in a school community and at the final
workshop in September the students present their projects to the network. The theme for 2016 is to encourage students to seek help.
Kaua e whakamaa k0-rero atu ki tetahi tangata. Don’t be ashamed to talk to someone.
Chris Roy, a community and social worker was our key note speaker in Dunedin and his theme was Whakama- – Shame
The Key messages from the Secondary School Networks Meeting
In our school communities there are many ways students can feel shame in their
lives for example:
• Being too fat
• Being too skinny
• Being the bad negative person in the school
• Being too good in school
• Being an A student
• Being a D student
• Sexual abuse
• Wha-nau abuse in the home
• Problems with drugs and alcohol
As student leaders you need to be aware of the challenges your peers maybe facing.
Be supportive of students who may be finding school difficult and need support.
Rodger Mangai, Mental Health Promoter, was the key note speaker at Waitaki and
his keynote message was:
Kaua e whakama- ko-rero atu ki tetahi tangata - Don’t be ashamed to talk to someone.
Rodger used the example of Kevin Locke, a rugby league player, highly successful on
the field but off the field having problems with alcohol and drugs. After seeking help
he was able to get his life back on track.
Marcelle Nadine-Turner, a Guidance Counsellor at St Hilda’s, did a mindfulness
exercise at the Dunedin workshop. The exercise incorporated the three aspects of
mindfulness:
• living in the moment
• being grateful
• accepting yourself for the way you are
Sharleen Szavay, oral health promoter, emphasised that small sustainable changes
can lead to bigger changes in school canteens. Sharleen gave examples of changes
that can be made. When marketing food it is important to place healthy food at eye
level on the counter, have fresh fruit available and limit the days pies are sold. Examples were given from the Bayfield High School canteen where, in the canteen area,
there were eye catching health messages and a water cooler available to encourage
drinking water.
Jamie the Canteen manager at Bayfield was there to answer questions about how she
managed their canteen. Sharleen gave a reminder of the effect of sugary drinks on
oral health and general health.
Rebecca Wilson, from the Heart Foundation, highlighted that to be alert and attentive
in class choosing the right food is important.
The best form of energy is from complex carbohydrates provided by foods like grains
and starchy vegetables like potato, kumara, yams. Sugary drinks or high sugar food
cause a spike in energy then a low whereas complex carbohydrates give more sustainable energy. The best fats for the brain are the Omega 3 fatty acids. These are
found in oily fish like salmon, nuts and seeds. Minerals like iodine and iron are important for regulating our energy levels. Iodine is found in Iodised salt and added to
some of our breads. Meat is a good source of iron but green leafy vegetables and
eggs contain iron also. Nuts and seeds are good snack foods.
Rebecca spoke on behalf of Qa-t-a from the Heart Foundation spoke about the
School Food programme and the programme options that are available for schools
to participate in.
Qa-t-a from the Heart Foundation is available if your school wants the support of the
Heart Foundations School Food Programme.
Contact her at: [email protected]
Aaron Whipp and Samantha Clark are Alcohol Health Promoters at Public Health
South and they challenged the students to review their attitudes to alcohol.
They left the student leaders with these key messages for their peers:
• Encourage young people to delay their first drink
• That it is ok not to drink – you don’t have to have alcohol to have a good time
• Look out for each other
• Know who you can go to for help or let someone know your concerns
Student leaders were asked to be aware if their peers were suddenly not attending
school or bunking and no longer participating in sport or cultural activities. Alcohol
or drugs may be the cause. The students were given a list of agencies available to
provide help. These are the links to the videos they showed:
Start of Talk: Alcohol abuse in Teens - https://youtu.be/sFh6T2w4KFw
‘Under construction’ – about the alcohol and the developing brain - https://www.
youtube.com/watch?v=g2gVzVIBc_g&feature=youtu.be
Marie’s visit to Tarras School
Marie Roxburgh is the Health Promoting Schools
Advisor in Central Otago.
I recently had the pleasure of visiting Tarras School and discussing the Health
Promoting School’s health review with Principal Karen Blue.
It is clear that nutrition, as well as exercise, is firmly embedded in the ethos of
the school, and wha-nau engagement is also evident. Not only does the school
have a fabulous garden, but the children are learning about growing fresh produce
from seed, as well as re-planting the seeds borne from such produce. The children
have also created their own values, using the letters from the school’s name;
Thoughtfulness, Active, Respectful, Responsible, Achievers, Supportive. These are
not just words to the children. They can convey the meaning behind each word, and
how they use them in the school.
I observed that the children had wonderful manners, and it was very refreshing to
witness. Well done Tarras School!
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whā
Our Values
At Tarras School, we challenge ourselves to be the best we can be.
T A R R A S
Thoughtful
Active
We think before we We make the most
act and speak
of our outdoor
spaces
Respectful
Responsible
Achievers
Supportive
We respect
ourselves,
others and our
environment
We are reliable
and sensible
We strive for
excellence
We work
co-operatively and
support each other
What's been happening...
RANGATAHI FITNESS LEADERSHIP PROGRAMME (RFLP)
RFLP is based on the CACTUS (Combined Adolescent Challenge Training Unit & Support Programme)
which is a programme of physical training developed by the Armed Forces. RFLP is designed to extend a
young person's mind and physical capability with a focus on teamwork, goal setting and leadership.
WHAT IS R.F.L.P?
Rangatahi
Fitness
Leadership
Programme
This programme was developed for Year 7 & 8
students at Bathgate Park and Carisbrook Schools
and in 2016 will be extended to Brockville School.
RFLP is led and run by the Police, along with a
group of committed trainers, mentors, leaders and
community volunteers. In 2015 there was also input from Year 13 students from
Queen’s High School, the Southern Steel and the Highlanders.
The programme is about assisting rangatahi to set and realise goals and to give
them a challenge that they normally would not get to do. It is designed to give
rangatahi basic discipline and guidelines outside the home environment.
The programme runs for 8 weeks, 2 mornings a week, starting at 6:30/7am with
a one hour physical training session. The sessions become progressively harder
throughout the 8 weeks challenging the participants to set and achieve goals
and realise their full potential. Following the physical activity, participants have
to shower and get ready for breakfast. From there, participants share breakfast
together along with their trainers and volunteers.
Healthy eating is encouraged and this is reflected in the range of breakfast
foods that ensure participants are energised for the school day. Breakfast time
also offers an opportunity for relationship building and mentoring between the
trainers and participants. At the end of the session students attend a regular
day at school. Last year at the end of the programme the Police and students
completed the Rail Trail over 2 days.
After the programme the teachers reported that the students were more engaged
in class, fitter, had more energy and their behaviour had improved.
If you want any more information about this programme contact:
Toni Wall - Programme Co-ordinator & Facilitator, Senior Constable, Iwi - Pacific Liaison Officer, Dunedin Central Police
471 4888, 021 1183 759
Riverton School.....
A team of Riverton Primary School students are so passionate about sharing
healthy eating messages that even their teachers have been in the firing line.
As well as designing a range of healthy food
posters and writing a healthy lunchbox play, the
six students also ran a professional development
session for staff to show them how to read food
labels and pack a nutritious lunchbox.
Their hard work has been carried out under the
Heart Foundation’s Heart Start award, a free
programme designed to help schools build learning environments that promote
healthy eating and physical activity.
Linda Harris, Heart Foundation Health Promotion
Coordinator, says “ schools must complete five out
of twelve available modules to achieve the Heart
Start Award. At Riverton Primary, this group of six
students, called the Heart Start team, have excelled
by achieving six modules. Their aim was to achieve
a Heart Start award for their school and, in doing
so, they’ve promoted healthy eating messages not
only to their peers, but also to teachers and the
wider community.”
Riverton Primary School was presented with its
Heart Start award at a school assembly.
On their journey to achieving the award, the students also initiated a sticker
reward system for students who bring healthy foods in their lunchbox. They also
introduced a 5+ A Day-themed colouring competition and completed a schoolwide canteen survey. Deputy Principal Nigel Easson says he is proud of how
much the students have achieved.
“They really did direct their own learning and took ownership of the Heart Start
programme within the school. They worked independently and used the Heart
Foundation’s resources to assist their goals and plans.”
Nigel says a highlight was having the students teach staff about healthy eating.
“That includes checking our lunchboxes and discussing how to choose healthy
options. All the staff were very impressed and we all learned something,” he says.
Student Vaughan Tihore says being a member of the RPS Heart Start Team was
fun and helped him learn which foods are healthy.
“It was cool checking
lunchboxes,” he added.
the
teachers’
Another student, Stacey Adams, says being
involved in the student Heart Start team “was
the best job and has helped me learn about
healthy eating. I was surprised at how much
sugar there is in sports and energy drinks.”
Team leader Jesse Baker says she was really
excited to have achieved the Heart Start award for their school.
“It was a fun responsibility to be part of the team and I want to encourage future
year 6 students to be involved next year. All of us would like to continue being
involved in health teams next year at the colleges we attend,” she says.
rima
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What's Been Happening...
Taking care of yourself – Let’s Prosper.....
Teachers are renowned for more often than not
overlooking their own wellbeing as their time and
energy goes into supporting others. But at Aurora
College, a decile 2 Year 7-13 school in Invercargill
Lachie Shannon leads the charge to ensure his
colleagues do focus on their own wellbeing.
A classroom teacher, Year 13 Dean and the Well Being
Coordinator Lachie was inspired when he saw his
colleagues’ energy and morale flagging at a pastoral
care team meeting. The increasing levels of unhappiness and burnout in late
2014 led to him developing Kickstart in 2015. While a popular and successful
initiative it focused almost entirely on nutrition and exercise and Lachie realised
it needed to be wider.
Attending a Well-Being in Schools conference in October 2015 and many hours
spent researching has lead Lachie to the next point – Let’s Prosper.
The outcomes
• improved collegiality
• healthy habits formed
• improved self-awareness
• stress reduction (coping mechanisms)
• healthier eating habits
• improved immunity
• regular exercise
• weight loss
• reduced sick leave
• medication reduction/removal
Lachie welcomes the opportunity to share his passion and enthusiasm with others.
Contact Lachie at [email protected]. To follow on Facebook, the search key
is letsprosper.wellbeing
Let’s Prosper aims to get people focused on themselves to ensure they are
• Functioning optimally
• Modeling great habits
• Avoiding burnout
How does it work?
• Baseline information – wellness audit and goal setting.
• Weekly wellness tasks – simple self-moderated activities designed to create
awareness and interest in holistic wellbeing.
• Habit builders – month long challenges to develop positive habits
It’s all about wha-nau…..
The Waverley Park School wha-nau and wider community made this successful hangi happen - according to Raiha Johnson - teacher, parent and Maori wha-nau
member. In the last year there has been a real shift in the way our community engage with the school– our wha-nau have taken it to the next level. They know they are
important and valued members of our school. This is just one example of our huge wha-nau support. We really have an amazing school community.
Multiple requests from wha-nau for a community hangi
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•
•
•
•
•
•
•
•
•
2 full days of kai and hangi prep
300 school children each doing their bit getting veges ready
4 lots of hangi gear gathered from around Invercargill
6 wha-nau meetings to plan this huge undertaking
3 butchers from within our school community to cut up all the meat
15 dads, uncles, grandads at the pit all day
12 hangi baskets of kai
3 serving lines
30 minutes from hangi pit to plate
50 loaves of rewana bread made by the mothers
90 kg of potatoes donated
120 loaves of bread donated
600 plates, knives and forks donated
200 tamariki doing the haka powhiri for their whanau
600 happy people
In a thank you letter, one of the children wrote…
Thank you for organising the community hangi for us to
make connections and relationships.
6
ono
The bit I loved the most (although it was all so awesome) was seeing the whole school do
the haka for all the workers who had been at school for two full days to get everything
done. After the haka, the senior boys - unprompted - went over to all the helpers and
gave them a hongi and haruru. I was so proud of the kids and of the Wha-nau.
Our Ma-ori wha-nau were the absolute backbone of this operation,
but the wider school wha-nau contributed as well .Every family
donated something.
Many of our wha-nau took time off
work to help.
Heart Start: Toitoi Manawa*
Newsletter Term 2 – 2016
GREETINGS KIA ORA MALO LELEI TALOFA LAVA FAKAALOFA LAHI ATU KIA ORANA BULA VINAKA
Water-only schools
The Ministries of Health and Education have recently joined forces to encourage
schools to become ‘water only schools’. They would like to see only plain water
and plain reduced-fat milk available for children to drink at school. Sugary drinks,
such as fizzy drinks, sports drinks and juices, cause tooth decay, obesity and
diabetes and make it harder for children to achieve academically.
Children should have no more than 5 teaspoons of added sugar per day.
These sugary drinks are all too high in sugar:
• 600ml bottle fizzy drink has 16 teaspoons added sugar
• 350ml fruit juice has 10 teaspoons added sugar
Schools that adopt a water-only policy can still be part of the Fonterra’s Milk for
Schools programme.
How can schools get parents on board?
Schools can encourage parents to support their water-only policy by:
• Giving children a clear drink bottle to take to school
• Filling the drink bottle with plain tap water only
• Keeping sugary drinks for ‘treats’ at home
• Being positive role models by drinking water
• 750ml sports drink has 15 teaspoons added sugar
Need more help and support?
The Heart Foundation runs a free Heart Start Schools programme, supporting and assisting schools to make positive changes to
their environment. Contact your local Health Promotion Coordinator below for further guidance and support.
Congratulations to the following schools which have recently achieved a Heart Foundation Award:
• St Leonard’s School, Dunedin – Heart Start
• Port Chalmers School, Dunedin – Heart Start
• Bathgate Park School, Dunedin – Heart Start
• Waitahuna School, Waitahuna – Heart Start
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 / [email protected] or
Linda Harris in Southland, 03 214 5444 / [email protected]
*HEART START is a trademark of Laerdal Medical A.S., and is used under license.
www.heartfoundation.org.nz www.learnbyheart.org.nz
whitu
7
Calendar
Maramataka
Health Promoting Schools Calendar of Events 2016
Haratua-Heri-turi-K0-ka-
World Smokefree Day
31 May
Smokefree Signage in Schools
www.smokefree.org.nz
World Environmental Day
www.wed2016.com
5 June
Pipiri
Are The Legal Requirements Met?
Cancer Survivors Day
www.cancernz.org.nz
6 June
Queens Birthday
14 June
World Blood Donor Day
www.nzblood.co.nz
15 June
World Elder Abuse Awareness Day
www.ageconcern.org.nz
19-25 June
Volunteer Awareness Week
www.volunteeringnz.org.nz
20 June
These days, almost everyone knows that schools are 100% smoke-free – 24 hours a
day, seven days a week.
However, it is still a legal requirement for schools to have smoke-free signage at the
main entrances to the school grounds and at the outer entrance to buildings.
World Refugee Day
www.un.org/en/events/refugeeday/
Perhaps signage at your school has deteriorated or not been replaced following
refurbishing? Here are some options for how to access new signage:
July
Ho-ngongoi
Child Cancer Month
www.childcancer.org.nz
4-10 July
Ma-ori Language Week
www.korero.maori.nz/
8 July
Term Two Finishes
• FREE stickers designed for glass can be ordered from Health
Education www.healthed.govt.nz/
25 July
Term Three Starts
• Get in touch with your nearest Public Health South office for FREE
signs and stickers
25-31 July
• FREE signs can be ordered from the Health Promotion Agency in
English and Maori www.smokefree.org.nz/smokefree-signs
Loss & Grief Awareness Week
www.grief.org.nz
Here-turi-ko-ka-
Clutha Clued Up Kids – Cross Recreation Centre
[email protected]
10-11 August
Waitaki Clued Up Kids – Waitaki Community
Recreation Centre
4 August
[email protected]
12 August
International Youth Day
www.un.org/en/events/youthday/
26 August
Daffodil Day
www.daffodilday.org.nz
29 August 4 September
Multiple Sclerosis Awareness Week
www.msnz.org.nz
• You can also develop your own signs, perhaps as a school project.
For more information visit www.smokefreeschools.org.nz/schoolprocedures/signage
It is also recommended that schools have smoke-free clauses in contracts/leases.
Other easy things to implement are having smoke-free logos or brief messages in
school newsletters or enrollment packs. It is a New Zealand government goal to have
a smoke-free nation by 2025. Smoke-free signs are required at schools to remind staff,
Wha-nau and the community that they are role models for young people.
For further information, please contact:
Joanne Lee - Health Promotion Advisor & Smoke-free Enforcement Officer
03 476 9800 or [email protected]
Bridget Rodgers, Health Promotion Advisor, Invercargill
03 211 8624 or [email protected]
Tongan Language Week
TBC
www.beehive.govt.nz/release/pacific-languagescelebrated-year
31 August 6 September
Asthma Awareness Week
www.asthmafoundation.org.nz
Marie Roxburgh, Health Promotion Advisor, Queenstown
03 450 9169 or [email protected] Health Promoting Schools
College of Education
Te Kura Akau Taitoka
Otago Murihiku Wakatipu
A Joint Public Health South Te Wakahauora And University Of Otago College Of Education Project
Public Health South Health Promoting Schools Team
Jo O'Connor
92 Spey Street
PO Box 1601
Invercargill 9840
Ph (03) 211 8639
Fax (03) 211 0899
[email protected]
8
Marie Roxburgh
Above Noel Leeming
Remarkables Park
PO Box 2180
Queenstown 9349
Ph (03) 450 9159
Fax (03) 450 9169
[email protected]
Ann-Maree Fox
Wakari Hospital
Taieri Road
Wakari
Dunedin 9058
Ph (03) 476 9800
Fax (03) 476 9858
[email protected]
waru
Craigs 00632