Scicon Handbook Online

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SCICON2018
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ebook.com/SciCon2018/ scic
con2018.co.nz
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1
INTRO D UCT I O N
Kia ora koutou,
Nau mai, haere mai. Welcome to SCICON 2018 and the garden city of Christchurch. The organising committee in
conjunction with the Canterbury Science Teachers’ Association (CSTA) and the New Zealand Association of Science
Educators (NZASE) are excited to bring a programme of world-class speakers, workshops, and excursions.
Our theme of Inspiring Science reflects both the cutting edge relevance of our subject in the world today and the
role that we as educators have with the young people in front of us.
A conference such as this could not run without the support of all our wonderful sponsors, listed on pages 6 & 8
but in particular the principal sponsors sciPAD, Education Perfect and Lab Warehouse. A big vote of thanks must
also go to the generosity of NZASE, CSTA and BEANZ in providing scholarships to enable many people to attend.
But most importantly, thanks must go to all of you, the delegates, who have given up precious holiday time to be
CSTA
inspired and in turn to enthuse and inspire your students.
“Whaia te iti kahurangi, ki te tuohu koe me he maunga teitei.”

“Seek that which is most precious, if you should bow let it be to a lofty mountain.”
Pictured (Left to Right): Carolyn Green (Hagley College), Marianne Daines (Avonside Girls’ High School), Hilary Kingston (Kaha Education),
Tamsin Laird (University of Canterbury), Scott Franklin (Christ’s College), Jenna Wilson (Cashmere High School),
Rebecca O’Loughlin (Burnside High School)
Not Pictured: Sabina Cleary (Kaha Education)
S CHE DUL E OVE RVI E W

S und a y 8 th J ul y PRE- CO NFERENCE
12:00 – 4:00 pm NZASE AGM (W201)
5:00 – 7:00 pm Social Function (Old Boys’ Theatre – for all Helpers, Keynote Speakers, Committee Members & Major
Sponsors who are already in Christchurch)
7:00 – 7:30 pm Registration for Early Arrivals (Assembly Hall Foyer)
7:30 – 9:30 pm Movie Night (for early arrivals – see more information on page 16)
Mo nd a y 9 th J ul y DAY 1
10:00 – 11:20 am Registration (Assembly Hall Foyer)
11:20 – 11:30 am Assemble for Mihi Whakatau (Christ’s College Front Gates)
11:30 – 12:15 pm Opening Speaker & Committee Welcome (Assembly Hall)
12:15 – 12:50 pm Light Lunch (Dining Hall)
1:00 – 1:55 pm Keynote Speaker: Dr Graham Walker (Assembly Hall – see more information on page 15)
2
2:00 – 3:15 pm Workshops & Seminars: Session 1 (see descriptions on pages 20-21)
Genetics for Generation Z, Oliver Brown (W201) What’s in the Water?, Pru Casey (B2)
Introducing the New Junior Science Thinking with Science Teaching Leadership Programme,
Evidence Assessment, Sandy Robbins & Lorraine Jenn Corbitt & Janine Bidmead (W205)
Spiller (W206)
How to Use NCEA Data to Evaluate the Impact of an Growing Plants for Regenerating Native Trees for Bird
Initiative, Darcy Fawcett (P2) Food & Habitat, David Newton (P1)
Cultural Responsiveness in Action – the How & the Science Capabilities in Senior Earth & Space Science,
Why, Faye Booker & Mike Stone (B1) Mairi Borthwick (C1)
Getting all Emotional About Communicating Science, Online Citizen Science in the Classroom,
Graham Walker (C3) Brigitte Glasson & Marcus Luczak-Roesch (C2)
3:15 – 3:45 pm Afternoon Tea (Miles Warren Building)
Teaching Thinking & Analytical Skills to Disengaged Inspiring Primary Teachers Through the
Students: A Curriculum Redesign Based on Skills Not Interconnections of Content, Policy & Practice in
Content, Bronwyn Trewin (W205) Science Teaching, Steven Sexton (P1)
Effect of Growth Regulators on Grape Tissue Culture, Capture Your Students Through the Science
Shireen Lata (B1) Capabilities, Maree O’Boyle (C2)
Teaching & Learning About the Nature of Science Education Perfect – Empowering & Promoting Self-
Through Authentic Contexts, Alison Cook (W206) Regulated Learning, Bevan Jones & Ben Hilliam (C1)
2019 Opportunities: IYPT Brainstorm, Richard Who Cares?, Kim Beaton (W202)
Hartshorn (C3) Ernest Rutherford’s Den – Inspiring Science at the
Space Opportunities in Christchurch & Beyond, Heart of Post-Quake Christchurch, Olivia Egerton &
Miranda Satterthwaite & David Paterson (W201) Margot Persson (Arts Centre)
5:00 – 6:00 pm Happy Hour sponsored by sciPAD (Chapman Room)
7:00 – 9:00 pm Quiz Night sponsored by sciPAD (Christchurch RSA – see more information on page 16)
7:00 – 9:00 pm Bowling Night sponsored by Education Perfect (AMF Bowling – see more information on page 16)
Tu e sd a y 1 0 th J ul y DAY 2
8:30 am Exhibitors Open (Miles Warren Building)
8:45 – 9:00 am Housekeeping Notices (Assembly Hall)
9:00 – 10:00 am Keynote Speaker: Professor Jonathan Osborne (Assembly Hall – see more information on page 15)
10:00 – 10:25 am Morning Tea (Miles Warren Building)
10:30 – 11:45 am Workshops & Seminars: Session 3 (see descriptions on pages 22-23)
Learn About Cells through the Context of $300,000 Road Safety as an Authentic Context for Science,
Hamburger, Tony O’Sullivan & Rebecca Wilde (B1) Brigitte Glasson & Maria Lovelock (P1)
Increasing Access & Equity for All Learners, Carmen Playing With the Science Capability Cards, Lorraine
Kenton (W206) Spiller & Sandy Robbins (B2)
Inspiring Tomorrow’s Scientists: Doing Science “The Day the Balloons Danced” Collaboratively
Through the Digital Technologies Curriculum, Michael Creating & Sharing Narratives of Children’s Learning in
Fenton (W205) Science, Ian Milne (W201)
Fuelling the Engine of Prosperity – Are we Achieving Invasion Busters Revealed, Chris Duggan & Jane
Well Enough in Science?, Robyn Caygill (W202) Hoggard (B3)
Scholarship Chemistry for Beginners, Scott Franklin (C1) SALT from Hero to Zero to Villain – Salt’s Place in the
Sounding Off, Denis Burchill (C2) History of Human Civilisation, Richard Rendle (C3)
11:50 – 12:55 pm Keynote Speaker (sponsored by Open Polytechnic): Nanogirl – Michelle Dickinson (Assembly Hall – see
more information on page 15)
1:00 – 1:45 pm Lunch (Dining Hall)
1:50 – 2:50 pm Workshops & Seminars: Session 4 (see descriptions on page 24)
Primary Science Assessment – a Journey of Beyond Fair Tests – Other Investigation Strategies to
Discovery, Chris Duggan & Jane Hoggard (C2) Engage Reluctant Learners, Michael Fenton (P2)
“A Gas Expands When Heated”. Is Dogma in Science What is ‘Understanding in Science’?, Mike Stone &
Hurting Our Kids?, Robyn Caygill (W206) Faye Booker (P1)
Beekeeping in Schools – A How to Guide, Play in Primary Science, Anne Barker & Paul Ashman
Mat Synge (W201) (B2)
E Teaching & Learning in the Sciences – Making BYOD Tales of the Periodic Table – The Ytterby Odyssey:
Work in a Secondary School, James Henegan (B3) From Porcelain to the Prius (Toyota), Richard Rendle
Workshop Creative Exploration: Collaboratively (W205)
Creating, Testing & Sharing Explanations in Primary Nanogirl: Science is Everywhere, Michelle Dickinson
Science, Ian Milne (B1) (C1)
3:20 – 4:30 pm The Roger Osborne Lecture: Peter Beggs (Assembly Hall – see more information on page 16)
Awarding of Peter Spratt Medal 2018 (Assembly Hall)
3
4:30 – 5:15 pm NZQA & MOE Panel (Assembly Hall)
7:00 – 11:59 pm Conference Dinner: ‘Harry Potter & the Inspired Scientists’ theme (Assembly Hall – see more information
on page 16)
We d n e sda y 1 1 th J ul y DAY 3
9:00 – 9:55 am Keynote Speaker: Simon Pollard (Assembly Hall – see more information on page 16)
10:00 – 10:25 am Morning Tea (Miles Warren Building)
Blended & Flipped Learning in the NCEA Classroom, The GrowingNZ Innovation Challenge, Michelle
Alex MacCreadie (W201) Glogau (B3)
Engaging with Science through Minecraft Education The Power of Formative Practice in Science
Edition, Peter Sutton (W206) Education, Ben Laybourn (W205)
Scholarship Chemistry for Pros, Scott Franklin (C1) Science Within Integrated Learning, Matt Nicol (C2)
Using Models to Teach Senior ESS, Larraine Barton & Diving Underwater Into the World of Virtual Reality –
Anna Johnston (P3) the NZ-VR Project, Bhakti Patel (P2)
Gene Editing – a Rich Context for Teaching & Maori Technology & Science, David Newton (P1)
Assessment – a BEANZ/RSNZ Partnership, Terry Fenn
(B1)
11:50 – 12:50 pm Primary Sectors Panel (Assembly Hall)
1:00 – 1:45 pm Lunch (Dining Hall)
1:50 – 2:50 pm Keynote Speaker: Tim Stahl (Assembly Hall – see more information on page 16)
3:20 – 4:25 pm Subject Association Meetings: NZIC/SCENZ (Old Boys’ Theatre), BEANZ (Assembly Hall), NZIP (W206),
ESSA (W201)
ARB’s Resource & the Science Capabilities, Lorraine How to Introduce Psychology in a Secondary School
Spiller & Sandy Robbins (C2) Setting, Eric Wheater (W201)
Fun Chemistry Lab Experiments, Scott Franklin (C1) Easy Peasy Microbiology, Pru Casey (B2)
Future Science Learning: Ethical Dilemmas, Making Breaking Down Educational Silos – Towards
Judgements, Science Classrooms as Knowledge- Meaningful Student Driven Cross-Curricular Science
Building Communities, Simon Taylor (B1) Investigations, Thomas Everth (W205)
Fun Physics Activities, David Newton (P3) Streaming in Science, Kim Beaton (W206)
Being Culturally Responsive – Moving Beyond the Earth & Space Science – an Introduction to the Subject
‘Hangi’ Unit in Science, Faye Booker & Mike Stone (P1) & Standards, Jenny Pollock (W202)
Air Rocket Construction, Ken Silburn (P2)
5:30 pm Evening to Explore Christchurch (see dining suggestions on page 18)
Th u r sd a y 1 2 th J ul y DAY 4
9:00 – 9:55 am Keynote Speaker: Ken Silburn (Assembly Hall – see more information on page 16)
Senior Chemistry Experiments, Scott Franklin (C1) Earth & Space Science Scholarship, Jenny Pollock (P1)
Explore. Discover. Share, Jessie McKenzie (C2) Science for the People, Sterling Cathman (P2)
Science at NCEA Levels 2 & 3 – ‘Consumers of Beautiful Phytoplankton & their Role in Our Changing
Science’, Remco Baars & Ian Reeves (B2) Oceans, Paul Broady (W202)
Closing the Gap in Level 1 Science, Darcy Fawcett Science Big Ideas for Primary Schools & How to Get
(W205) Them Across Using Metaphor, Analogy & Graphical
The Very Big Sundial Project, Ken Silburn (P3) Representation, John Marsh (B1)
11:10 – 11:40 am Sponsor Messages, Prizes & Closing Ceremony (Assembly Hall)
11:40 – 12:10 pm Collect Packed Lunches (Dining Hall)

12:15 – 5:00 pm Excursions Depart (Front Gates) (see descriptions on page 17)
University of Canterbury: Bus 1 Waipara Wine Tour: Bus 5
Orana Park: Bus 2 Botanic Gardens: Walking Group
International Antarctic Centre: Bus 3 Canterbury Museum: Walking Group
Brewery Tour: Bus 4 Rutherford’s Den: Walking Group
4
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Over the past year, we have been updating the assessment
component of our platform. This is being made freely
available to new users and their classes for the remainder of
2018.
Dynamic tests that utilise a bank of pre-written questions

Pre-built end of topic tests for junior science (NEW)
Fully customisable tests that can be written by you
Pre-built NCEA internal assessment investigations
Reduce your marking load, save your printing budget, give

your students instant feedback and create individualised
revision programs with a click of the mouse!
The first step is to come and talk to Bevan

at the Education Perfect stall or unlock your
complimentary access today at:
educationperfect.com/learnmore
E VENT SP ONSOR S
SCICON 2018 would not be possible without the fantastic support from our conference sponsors.
Principa l Sponsors
Education Perfect Science is a very popular online learning platform designed to magnify the
value of a teacher in the classroom, and make learning fun, engaging and effective. Student
answers are automatically marked, significantly reducing teacher workload to deliver timely
and relevant feedback each step of the way.
Education Perfect has a powerful assessment tool where you can generate computer
marked assessments or use our bank of Pre-built End of Topic Tests. Our assessments
automatically assign individualised remedial tasks to students based on their weakest areas
that were highlighted by the test result. The rich data generated on student engagement and
achievement supports report writing, parent/teacher meetings and overall teacher judgements
of student ability. The science resources currently cover NZ Curriculum Levels 3 to 5+ for the EducationPerfect
juniors, plus 49 NCEA Level 1, 2 and 3 achievement standards.
Education Perfect is proud to once again sponsor SCICON in 2018.
Team sciPAD is so proud to be one of the ‘Principal Sponsors’ of SciCon 2018!

You know who we are and what we do, so rather than write some self-aggrandising marketing
jargon here, we’d prefer to write you a poem. A poem to try and express how genuinely stoked
we are to have the opportunity to give something back to you - the teachers.
Dear Science teachers.
You are the ones for us.
You make our Bunsen’s ignite and you light up our arrays.
You fog up our microscopes and spin our centrifuges.
We love your A, C, G, and T so much it twists us all up inside.
We denature and anneal every time you teach.
We know it’s hard.
All those hours spent preparing and the seemingly endless administrative tasks taking you away from
what you should be doing.
But amazing things happen when you teach.
Because of you, the world changes.
You matter more than you know.
Love, Team sciPAD
CSTA

Labwarehouse is a New Zealand based supplier of laboratory glassware and equipment and
we are pleased to be able to support SCICON this year. We offer both budget and quality
ranges of our products depending on your needs and keep almost all our products in stock so
can offer a fast delivery on most items. We also offer an easy to use online ordering system
and discounts for schools. As well as our extensive range of glassware (including all the
necessary peripherals) we’ve recently added a range of balances, hotplates, water meters
( such as pH) and centrifuges from the long established brand Ohaus. All electrical items
comply to New Zealand safety standards. Please check us out on our stand.
Ma jor Sponsors
ABA Resources is proud to be a major sponsor of SCICON 2018.
We are a boutique NZ owned Educational Publishing Company providing innovative Science
material relative to the NZ School Curriculum. We have been in business for over 30 years and
are passionate about education and delivering quality material to turn students onto Science.
At this conference, we are excited to present all of our Science resources including our newest
16 cutting edge Year 9 and 10 Junior Science workbooks (which encompass the Nature of
Science) and our Year 11 eLearning.
We look forward to catching up with familiar faces and introducing ourselves to any new
attendees so please be sure to pop by our stand.
Lincoln University is a specialist land-based institution with a reputation for providing highly
qualified graduates who are equipped to hit the ground running in business environments
across a wide range of industries.
We focus on discovering, learning and sharing knowledge about the land, and will provide
students with the skills, and confidence needed to start students career. We run a close-knit
campus, with a learning structure designed to help students work with experts from industry,
as well as share ideas and activities with fellow students. Lincoln is also one of the leading
research institutions in New Zealand. This means students will study in an environment where
the activities of tomorrow are being invented and discussed today.
Christ’s College is pleased to play host to SCICON 2018. We hope you enjoy our campus and
the local surroundings. Get inspired!
To find out more about Christ’s College visit: www.christscollege.com
6
You inspire your students. Who inspires you?
As a teacher, you know the learning UC can help. Our postgraduate Be a life-long learner and lead by
never stops. A life-long learner is qualiﬁcations are designed for example. Choose postgraduate
who you are, and it’s what you’re people just like you, who have study at UC.
inspiring in your students. started their careers but are
See the diﬀerence in yourself,
keen to keep up and get ahead.
So, what is your next learning your career and your students.
adventure? Where are you heading?
What are your ambitions?
www.canterbury.ac.nz
SCNC7488
Kaha Education is a Ministry of Education accredited provider of professional development. We specialise in culturally
responsive and relational based pedagogy. Our curriculum specialists will work with your teachers to integrate
the culturally rich knowledge and experiences of your students across the curriculum. We work with teachers to
understand how and why cultural differences impact learning and the importance of connecting with the culture of
their students. We can support you with your inquiries into Science, Digital Technology, Literacy, Social Sciences,
student engagement, self-review, effective culturally responsive pedagogy and we offer fee for service. For further
information contact info@kahaeducation.co.nz or 0800KAHAED.
The Electrical Training Company (Etco) is New Zealand’s premier employer and trainer of electrical apprentices with
more than 200 new electrical apprenticeships available each year.
We consider an Etco apprenticeship to be a career gateway rather than a destination. After leaving Etco with a New
Zealand Certificate in Electrical Engineering (NZCEE), and potentially a Level 5 extension, there are options to move
into a range of specialist or generalist streams, into self-employment, or into a university diploma or degree.
Etco apprenticeships lead to a Level 4 NZCEE and Electrician’s Registration. Prior to applying, students should be
looking to achieve 8 credits or more in NCEA Level 2 English, Maths and Physics or Industry-related Science.
This is an ideal pathway for those who are looking for a career with a blend of academic and practical work, or are
uncertain or not yet ready to commit to university study. Going into an engineering degree after completing a NZCEE
with practical experience gives a student a tremendous academic advantage. Also, students will complete their
NZCEE with money in the bank.
University of Canterbury (UC) is ranked in the top 1 percent of universities worldwide. We are proud to sponsor
SCICON 2018. Science educators are vital to the future of science and technology in New Zealand. At UC, we’re
helping science educators grow and develop in their own careers through postgraduate study, real world research
and access to state-of-the-art facilities and technology. We offer world class postgraduate degrees in science,
engineering and education. Postgraduate study can increase your career options and earning potential. Find out how
we can help you take the next step in your career. Go to: www.canterbury.ac.nz
New Zealand’s innovative primary sectors are a vital part of our economy. They contribute to over 70% of New
Zealand’s product exports and employ 1 in every 6 New Zealanders.
For us to keep leading the world, we need talented people who will thrive in roles as diverse as robotics engineers,
geneticists, farm managers and assistants, environmental scientists, food technologists, bankers, forestry workers
and business owners.
With a predicted 50,000 more people needed in the primary sectors by 2025, smart, adaptable and passionate
problem solvers are in high demand – particularly young people with skills in science, technology and business.
GrowingNZ is an industry, education and government alliance that supports career opportunities in New Zealand’s
primary sectors.
To find out more, visit growingnz.org.nz
Minor Sponsors
EXH I BI TO RS
We love science too ABA Resources Kaha Education
ARA Institute of Canterbury Lab Warehouse
Science is big at Ara. We offer exciting study options for
Canterbury University Lincoln University
anyone seeking a hands-on career in science, with subjects Cengage Mentis
ranging from engineering, nursing, computing and CSTA OfficeMax
Edify Open Polytechnic
laboratory science to human nutrition, animal science, Education Perfect GrowingNZ
medical imaging and sport and exercise science. The Electrical Training Company Sci Learning Hub
Electrotest/Pasco sciPAD
ESA Publications Sir Peter Blake Trust
Discover all the options. Essential Resources Stile Education
ara.ac.nz House Of Science
CHRISTCHURCH | ASHBURTON | TIMARU | OAMARU | ONLINE

8
Extensive catalogue
Study Guides • Learning Workbooks • A

covering
TheǭNewǭZealand Curriculum
and NCEA
AME
ME Workbooks
Wo
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Study Guides
Full coverage of the year’s work
for Years 7 to 10 and Levels 1 to 3.
Learning Workbooks
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Brief coverage of one or more

Achievement Standards in a workbook
for Years 9 to 10 and Levels 1 to 3.
Start Right Workbooks
AME Workbooks
End-of-year revision and exam practice
for Levels 1 to 3 and Scholarship.
Start Right Workbooks

For younger students in Years 1 to 8.
WWW.ESA.CO.NZ
9
CA MPU S MAP S
P Parking (see Important
Information on page 12)
Music
School
Flower’s House
Male & Female Toilets
Male Toilets Only
Female Toilets Only Somes

Richards House
House ASSEMBLY
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House Gloucester Street
School OBT
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Rolleston Ave
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Fine Arts &
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Mil es Warren Building

GROUND FLOOR SECOND FLOOR
Virtual Reality
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W101
Lounge
W201 W206
The Chapman Room

(Exhibition Hall)
W202 W205
Cafe
W203 W204
10
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Science Building
BOTTOM MIDDLE TOP FLOOR
FLOOR P3 FLOOR B3 CHEMISTRY C3
PHYSICS BIOLOGY LABS
LABS LABS
P2 B2 C2
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I M PORTA NT I NFOR MATI ON

C ateri n g
On the first day of the conference, a light lunch and afternoon tea will be provided. Morning tea, lunch and an afternoon tea will be
provided on Tuesday and Wednesday. A packed lunch will be provided on Thursday. Morning and afternoon tea will be served in the
Miles Warren Building, while the lunches will be served in the Dining Hall.
The conference dinner will be held in the Christ’s College Assembly Hall on the Tuesday evening.
Caterers have been provided with delegate dietary information from registration and every attempt has been made to meet all the
dietary needs of delegates. Please let the catering staff or a committee member know if you have any questions or need assistance.
C hec k-I n
The Check-in stands will be available within the entrance to the Assembly Hall (next to the front gates of Christ’s College). Delegates may
check-in at the registration desk between 7:00 – 7:30 pm on Sunday, 10:00 – 11:20 am on Monday, and from 8:30 am each other day.
If assistance is not available at the information desk please direct your inquiry to an organiser identified by a navy blue hoodie and for
off-site assistance phone Scott on 021 248 8842. Please also see the desk for messages, lost property, coat/luggage check-in and IT
assistance.
Con ference Support

The conference committee will be visible in navy blue hoodies to assist with your needs. A team of Christ’s College Year 13 students
will also be on-site for further assistance, along with a team of science and AV technicians.
We operate fully equipped labs, with specialist Chemistry, Biology, and Physics technicians.
D on’t Forget!
- Don’t forget valuables should not be left unattended at any time.
- Please wear your name badge for ease of identification at all times, including the social events.
- Please turn cell phones to silent during presentations.
- No recording of presentations is permitted.
Emergency & Contact Information

Emergency: Dial 111 After Hours Care: 24 Hour Surgery, 401 Madras Street, phone 03 365 7777.
Event Manager: Hilary Kingston Evacuation: Assemble on the Quad (see campus map on page 10).
I n tern et Access
Guest Wi-Fi access will be provided to delegates at no extra charge. This information will be posted on signs at the venue.
N oti ces
Daily updates and notices will be given at 8:45 am every morning from Tuesday – Thursday. Updates to the current programme will also
be available at the conference information desk located within the entrance to the Assembly Hall.
Pa rk i ng
Limited parking is available opposite the entrance to Christ’s College via the upper ramp at 54 Rolleston Avenue (see map on page 10),
on a first-come-first-served basis. Those who wish to park in this area may park there on arrival, but must arrange a parking sticker upon
registration. Cars without a registration sticker may be towed from this area.
There is no parking available on the main campus during the conference.
12
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and assessments. achievement. PRUHH΍HFWLYH
For more information visit us at iqualifyschools.co.nz or

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S e c u ri ty
As Christ’s College is located close to the Art’s Centre, Museum, and Botanic Gardens, it is common for tourists to wander in off the
street without awareness that it is a school. While College allows visitors to enter the campus to view/photograph the Quad, for safety
and security reasons they are not allowed beyond this open area, nor inside any of the buildings.
During the conference we must strictly monitor and control this, and all conference delegates must wear their lanyards at all times.
Any person found on the campus during the conference without a lanyard will be approached by College staff, or a member of the
conference team, and politely asked to leave the campus.
We ask for your assistance in this, if you see anyone or anything peculiar, please promptly raise this with a member of the conference
team.
To il ets
Toilets are located at various locations over the campus. Please see the map on page 10 for available options. As this is a boys College,
much like a titration, a degree of accuracy is required in some of the facilities.
Tran sport
The Christchurch International Airport is located in the north west corner of the city, a 15 minute drive from Christ’s College. Transport
options from the airport include the Red Bus service, taxis, and shuttles.
Venue Policy
All visitors to Christ’s College must adhere to Christ’s College health and safety policies. Delegates are asked to follow any instructions
provided by the organisers so that the organising committee can ensure these policies are met.
Due to the public nature of the venue, delegates are required to wear their lanyards at all times.
Vi rtu a l Rea lity Room

There will be a virtual reality room on-site with the latest technology for you to try out. Visit the room on the ground floor of the Miles
Warren Building (see maps on page 10).
Wh a t to B ring
We will provide a lanyard and tote bag with your conference handbook and other assorted items. You should bring a rain jacket in case
of bad Canterbury weather, and an umbrella for travelling between buildings. Also – don’t forget your outfit for the “Harry Potter and the
Inspired Scientists” Conference Dinner!
14
KE Y NOTE SPEAKER S
Mo nd a y 9 th J ul y DAY 1
1:00 pm Keynote Speaker: Dr Graham Walker (Assembly Hall)
Since 2001, Graham has taken science to over a million people in Australia and around the world using
exciting live science shows, TV, hands-on activities, and workshops for teachers and students.
He’s worked and consulted for big names in Australian science communication including Questacon and
CSIRO, while also performing abroad for UNESCO and science festivals and centres in Abu Dhabi, Africa,
Jordan, Malaysia, Brunei, China, Saudi Arabia and Singapore. He’s performed at numerous big events in
Australia, including the Darwin and Sydney Royal Shows and arts festival Corinbank, and has a ongoing TV
spot. He works regularly with the Starlight Foundation, taking science to kids in Australian hospitals. In late
2012, Graham got his PhD in (you guessed it) science shows from the Australian National University – one
of two in the world in this specialty area. He enjoys sharing this expertise and regularly conducts science
centre staff training and teacher workshops around the world.
Graham believes science centres and science education can make the world a better place, especially in the developing
world. He’s traveled many times to South Africa, performing shows, training staff, running teacher workshops and touring
an interactive exhibition for over 20,000 disadvantaged students. In 2008 he collaboratively developed a show on HIV/AIDS
for South African audiences, which is now part of a science centre based AIDS intervention. In 2013 Graham successfully
piloted Science Circus Africa through South Africa, Zambia, Malawi and Botswana reaching over 11,000 people. He then
raised over $100,000 to run a full version reaching over 41,000 people and training local teams who are now running
programs independently. Graham strongly believes science and its communication can change people’s lives for the better.
He has unique experience working with younger children and families, teenage, and adult audiences. From killer bowling ball
pendulums to embarrassing ‘shrinkage’ in freezing liquid nitrogen, his shows are jammed with intriguing science aimed to inspire
audiences to laugh, learn, see the wonder of the scientific method and highlight the careers available. Graham loves to craft his
own unique props and equipment, including a life-size ultra-flatulent cow, Belching Buttercup, who helps him communicate climate
change.
In addition to his PhD, Graham has a Bachelor of Science and a Graduate Diploma in Science Communication from the Australian
National University, including a year’s training with the Shell Questacon Science Circus. He’s also worked for the Australian Science
Festival and five years with CSIRO Education as their national Marketing Manager. He currently works at the Australian National
University on teacher development and international projects in tandem with his freelance activities.
9:00 am Keynote Speaker: Professor Jonathan Osborne (Assembly Hall)
Professor Osborne is currently the Kamalachari Professor of Science Education at Stanford Graduate School
of Education, California. He is also the Chair of the OECD PISA Science Expert Group.
Professor Osborne’s research focus is a mix of work on policy and pedagogy in the teaching and learning
of science. In the policy domain, he is interested in exploring students’ attitudes to science and how school
science can be made more worthwhile and engaging – particularly for those who will not continue with the
study of science. In pedagogy, his focus has been on making the case for the role of argumentation in
science education both as a means of improving the use of a more dialogic approach to teaching science
and improving student understanding of the nature of scientific inquiry. He has worked on four major projects
in argumentation. The first from 1999 – 2002 was on ‘Enhancing the Quality of Argument in School Science
Education’. From this developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher
professional learning funded by the Nuffield Foundation. From 2007 – 2010 he was co-PI on the project ‘Learning to Teach Ideas,
Evidence and Argument in School Science’ which explored how to build teachers competency with the use of this pedagogy in
four schools. Most recently, he has worked with Mark Wilson of UCB on a project to develop and test a learning progression for
argumentation in science.
Professor Osborne’s other area of interest in pedagogy is the teaching of reading and the facilitation of discussion. He has published
a book titled ‘Language and Literacy in Science-Education’, and is just completing a five year IES funded project – ‘Catalyzing
Comprehension through Discussion and Debate’, exploring how we can support the teaching of reading in science.
11:50 am Keynote Speaker: Dr Michelle Dickinson (Nanogirl) (Assembly Hall)

Michelle has a PhD in biomedical materials engineering, runs New Zealand’s only nanomechanical testing
laboratory and is a self-confessed adrenaline junkie.
Her passion for both sports and science has enabled her to travel the world in the search for her next
adventure or research project. With specialist knowledge in nanotechnology, Michelle has contributed to the
development of cutting edge technologies.
Secretly, however, Michelle has been working on advancing these developments to help her to achieve
her childhood dream of becoming a real life superhero. In her spare time you will usually find her outside
kitesurfing, cycling, running, paddle boarding, or inside practicing martial arts.
Her recent move to academia from industry was a step towards her goal of inspiring females to push
the boundaries in both science and sports, and to encourage environmentally sustainable living through
engineering design.
Member of New Zealand Order of Merit, Michelle was winner of the Women of Influence award for science and innovation in 2016,
was awarded the Sir Peter Blake Leadership in 2015 and was winner of the Prime Ministers Science Media Communication Prize and
the New Zealand Association of Scientists Science Communicators Award in 2014.
Dr Michelle Dickinson uses the popular twitter handle ‘Nanogirl’ (@medickinson) on a mission to use science for good, not evil.
15
3:20 pm Roger Osborne Lecture: Peter Beggs (Assembly Hall)
Peter Beggs is the Chief Executive of Antarctica New Zealand, a Crown Entity of the New Zealand Government
responsible for developing, managing and executing New Zealand Government activities in Antarctica and
the Southern Ocean, in particular the Ross Dependency.
Peter is passionate about supporting scientific research, conserving the intrinsic values and raising public
awareness of the international significance of Antarctica and the Southern Ocean.
As a veteran of two Antarctic seasons, Peter leads New Zealand’s Antarctic Programme and represents New
Zealand’s Antarctic interests in a number of advisory and governance roles. These include: the Antarctic
Heritage Trust’s Executive Committee; Advisory Board of the Victoria University Antarctic Research Centre;
the Council of Managers of National Antarctic Programmes (COMNAP), The Chair of The Antarctica office in
Christchurch, and he also participates in international Antarctic Treaty discussions.
Before joining Antarctica New Zealand, Peter was a Divisional Vice President for Thales Australia New Zealand. He simultaneously
held the position of Country Director for Thales New Zealand, where he was responsible for corporate affairs, general governance
and business growth of Thales activities in New Zealand.
Born in New Zealand, Peter studied Engineering and then Commercial Law, after which he spent 11 years living in Europe. Largely
based in Ireland and the UK, he worked in a variety of technical and commercial roles. In the final 5 years of his employment in
Europe, he held product responsibility across Europe, Australia, South America, Asia, the Middle East and Northern Africa.
9:00 am Keynote Speaker: Simon Pollard (Assembly Hall)
Simon Pollard is a successful children’s book author, spider expert and natural history writer.
Currently Adjunct Professor of Science Communication at the University of Canterbury, Simon is the author
of the award-winning I Am a Spider (2004) and I Am an Insect (2002). He is a frequent contributor to
Natural History (US), and has written for BBC Wildlife (UK), New Zealand Geographic and Nature Australia
magazines. Simon has worked as an advisor and script writer for many natural history documentaries,
including The Hunt (BBC, 2015) and Planet Earth (BBC, 2006). His book Dear Alison (2009) won the 2010
Children’s Choice Award for non-fiction at the New Zealand Post Children’s Book Awards and the 2010
LIANZA Elsie Locke Award, Non-fiction Book of the Year.
The Genius of Bugs was nominated for the Elsie Locke Award for Non-Fiction at the 2017 New Zealand Book
Awards for Children and Young Adults.
1:50 pm Keynote Speaker: Tim Stahl (Assembly Hall)

New Zealand sits astride the active Pacific-Australian tectonic plate boundary and we are often reminded
that this is the case. While our earthquakes present a range of natural hazards, they have also facilitated
world-leading innovation and research into earthquake phenomena. This talk will explore earthquake geology
through the lens of the 2010-2012 Canterbury and the 2016 Kaikōura earthquake sequences. A past high
school environmental sciences teacher, Dr. Tim Stahl has been involved in scientific response to these
quakes and the study of ancient earthquakes around the world.
9:00 am Keynote Speaker: Dr Ken Silburn (Assembly Hall)
Winner of the 2015 Australian Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.
Seventeen years ago Casula High School was just an average state school in Sydney’s south-western
suburbs with just eight students doing science at year 12. But something extraordinary has happened.
Two-thirds of Year 11 and 12 students now choose science subjects and they are performing well above the
state average. The transformation is largely due to the work of Dr Ken Silburn, the head of science at Casula.
Ken has transformed the way his students engage with science, through extension programs, interactive
and hands-on activities, and a great deal of encouragement. In the classroom, Ken focuses on what his
students are most interested in or fascinated by, and makes it a big part of his science teaching curriculum.
A highlight is the use of space science as a core element of the classes.
For his leadership in science teaching, Dr Ken Silburn received the 2015 Prime Minister’s Prize for Excellence in Science Teaching
in Secondary Schools.
S OCIA L E VE NTS
Sunday 8th Movie Night: Everyone who is in town early is invited to come along to the Old Boys’ Theatre at Christ’s College
7:30 – 9:30 pm for a movie evening.
Monday 9th Quiz Night sponsored by sciPAD: The Quiz Night will run at Trenches Restaurant (The Christchurch RSA) –
7:00 – 9:00 pm hosted by Team sciPAD. Come along for a drink and snack, and some fun competition against your peers. The RSA
is located a short 5 min walk from College, down Armagh Street.
Monday 9th Bowling Night sponsored by Education Perfect: The bowling night will run at AMF Bowling – hosted by
7:00 – 9:00 pm Education Perfect. Sign-up at either the conference registration desk or at their exhibitors stand in the Chapman
Room. The bus for this will depart from the front gates of Christ’s College at 7 pm.
Tuesday 10th Conference Dinner: The conference dinner this year is going to challenge the status quo and put a spin on the
7:00 – 11:59 pm standard conference fun. This year it will be held on site at Christ’s College, and will feature a standing dinner and
drinks service, with the hope that it will be a more interactive and enjoyable night for all. The exciting night will be
featuring entertainment from local band Girl from Mars. The theme is ‘Harry Potter and the Inspired Scientists’. Prizes
will be awarded for best individual and best group costumes.
16
DAY 4 EXC URSI O N S
B otani c G ardens
The Christchurch Botanic Gardens are a beautiful oasis in the middle of the city. Take the chance to experience these gardens and
see aspects that are not available to the general public. Explore the biodiversity of the central city with a tour of the less seen parts of
the gardens.
C an terbury Mus eum

The Canterbury Museum tells the story of the land and people of Canterbury from the Geology, to the historic settlements, and more
recent events and science. Here you will get to experience the museum’s current exhibitions as well as seeing some of the behind the
scenes work that goes on.
Current Exhibitions Include:
Sunlight – Ihi Komaru: Explore the science of the Sun in a fun-filled, hands-on exhibition that will appeal to all ages
Antarctic Gallery: Explore the objects and the stories behind the heroic age of Antarctic exploration and discovery – from the epic
journeys of Scott and Shackleton to the first motorised crossing of Antarctica.
Bird Hall: See beautiful displays and dioramas of all our native species of birds, including those that are rare or extinct.
Geology: Discover spectacular fossils and learn about New Zealand’s fascinating marine reptiles.
B rewery Tour
While Wellington may hold the title of “best city to visit for breweries”, there are a number of our very own here in Christchurch. We are
going to find one who will give you a tour of their facilities. Stay tuned!
The I n ternationa l Anta rct i c Ce n tre

Visit Antarctica without leaving Christchurch! Experience snow and ice, survive an Antarctic storm, learn about life in modern day
Antarctica and Scott Base, and hang out with Little Blue Penguins. There is also the famously exciting Hagglund ride and stimulating
4D ‘Ice Voyage’. You will learn about life in extreme environments
O ran a Park
Orana Park is New Zealand’s only open range zoo, with the only gorillas and orangutans! The park is internationally renowned for its
involvement in zoo-based breeding programmes for endangered exotic and native species. Hand feed a giraffe, check out the great
apes, get close to our native birds, and experience Zoo School.
Ro l l es ton Coll ege

Visit a newly built school with a passion for doing things differently. Investigate how learning can be integrated and connected. Discover
ways to help students explore their passion for science, and ask questions about managing learning in a flexible space.
R utherford’s D en
Ernest Rutherford, 1st Baron Rutherford of Nelson, man on the $100 bill. Learn more about one of our most famous scientists and see
where he worked. Enjoy a guided tour and interactive displays about his work, the Art of Numbers, and the future of energy.
The Uni versity of Canter b u r y

Visit the new state of the art Ernest Rutherford building, which is Stage 1 of the $220 million Rutherford Regional Science and Innovation
Centre (RRSIC). Named for renowned UC alumnus Ernest, Lord Rutherford, it includes specialist teaching and research laboratories
for physics, astronomy, chemistry, geology, geography and biological sciences. Come and see the newly refurbished Engineering
Precinct, which is the result of the CETF (Canterbury Engineering the Future) project, a $162 million investment in new state-of-the-arts
facilities for the College of Engineering.
Wi nery Tour
The Waipara valley – the coolest little wine region in the country! Distinctively different geology leads to distinctively different wine.
Sample some of the delicious wines the region has on offer on a tour of this beautiful Canterbury Region.
17
O F F-S ITE ATTR ACTI ONS
Have some down time? Don’t have any workshops you want to go to? Check out some of the local attractions.
We recommend you check out the following attractions:
• The Arts Centre: 2 Worcester Blvd • Christchurch Art Gallery Te Puna o Waiwhetu: Montreal St
• Christchurch Botanic Gardens: Rolleston Ave • Canterbury Museum: Rolleston Ave
C HRISTCHUR CH DI N I N G
We also recommend the following restaurants for dining on the Wednesday evening in Christchurch City:
• Bamboozle: 151 Cambridge Tce • Bunsen Café: 2 Worcester Blvd
• Christchurch Casino: 30 Victoria St • Cook’n with Gas: 23 Worcester Blvd
• The Curators House: 7 Rolleston Ave • Fiddlesticks: 48 Worcester Blvd
• Little High Eatery: 255 St Asaph St • Trenches Bar & Restaurant: 74 Armagh St
• The Villas: 290 Montreal St
18
HOUSE OF SCIENCE
RAISING SCIENTIFIC LITERACY
Science Resource
Kits for Schools
Teacher Professional
Development
National Science
Conferences
W O RKSHOPS & SE M I NAR S
M o nd a y 9 th J ul y DAY 1
2:00 pm Workshops & Seminars: Session 1
Sandy Robbins & Introducing the New Junior Science Thinking with Evidence Assessment, W206
Lorraine Spiller, Summary: The new Junior Science: Thinking with Evidence test provides science capabilities focused, summative
NZCER and formative assessment, and great ideas for teaching science for Years 4 to 6. For: Primary school teachers
At last we have a standardised science assessment for the middle primary school written expressly for New Zealand
students. The new Junior Science :Thinking with Evidence assessment gives you a snapshot of where your students
are on a scale of how well they make meaning from evidence provided. It also gives you rich descriptive information
about patterns in how your students think in science, providing a useful starting point in your formative assessment
cycle.
Come to this workshop to see how the three new tests can revolutionise your science lessons. Through these tests
you’ll see how to incorporate the Nature of Science with the contextual strands of the NZC using a focus on the
science capabilities.
Oliver Brown, ACG Genetics for Generation Z, W201

Parnell College Recently, there has been a substantial rise in the availability of direct-to-consumer and medically provided genetic
testing. The students in class today will have access to more genetic information about themselves than any other
generation. In this environment, we have a responsibility to evaluate our own genetics curricula.
I will outline some of the common problems with genetics curricula and explore how we can adapt the teaching
of our Year 9-11 science programmes to better address our students’ needs. I will also discuss the pedagogical
strategies our department has employed to address this issue.
David Newton, Growing Plants for Regenerating Native Trees for Bird Food and Habitat, P1
Christ’s College I will present a brief summary of how a small school nursery was set up at Shirley Boys’ High School to propagate
trees to help revegetate the Christchurch Redzone using some student help. Eco sourced seed provide trees that
are well suited to the local environment and the fruit, seeds, and insects they provide underpin our unique and
endangered birdlife. About 6000 plants have been grown over three years. Of these about 2000 are in the ground
with another 2000 due for planting this winter season. A trip to the Christ’s College satellite nursery will then allow
participants to see what can be accomplished on a small area. A third, third, third model is proposed with 1/3 of the
400 initial donated plants sold to generate a sustainable income and thereby allow the new nursery to both pay for
the next round of plants but also plant a third and give 1/3 away as a service to other community groups. Further
satellite nurseries would subsequently be set up in the same way. The skills and tools of potting on and the automatic
irrigation system will also be demonstrated as part of the proposed model. No actual hands on work will be required
unless you want to become involved.
Darcy Fawcett, How to Use NCEA Data to Evaluate the Impact of an Initiative, P2
Gisborne Boys’ This workshop will explore how statistics can be used to evaluate the impact of departmental initiatives on NCEA
High School outcomes. Although learning how to carry out statistical tests is beyond the scope of an 75-minute workshop, learning
the features of the quasi-experimental method and how to interpret statistical outputs is not. As well as these skills,
it is hoped that this workshop will inspire participants to undertake their own quasi-experimental inquiries and learn
how to use statistical software to evaluate their own initiatives.
This workshop is aimed at educators who want to enrich their inquiries. Depending on prior knowledge and interest,
some analysis could also be modeled. I use SPSS, a statistical analysis package used in many post-graduate
Teacher Education programmes.
Mairi Borthwick, Science Capabilities in Senior Earth & Space Science, C1

Freyberg High As a school we have introduced the science capabilities into our junior programmes, and as a result quickly realised
School how transferable they are to the senior area. This year I have been actively using science capability tasks with my
Y12 and Y13 Earth and Space Science classes. In this workshop I will discuss how I have found using them, the pros
and cons, as well as things to watch out for. I will also present a variety of different tasks, for both year levels, which
I have developed, that participants will be able to have a go at, and take away with them. The aim of the workshop
is to make Earth and Space Science teachers see how valuable the science capabilities can be as a teaching tool
with senior students.
Brigitte Glasson Online Citizen Science in the Classroom, C2

& Marcus Luczak- At this workshop teachers can explore some Online Citizen Science (OCS) projects and consider how they can use
Roesch, Victoria them with students to support science learning that aligns with the New Zealand Curriculum. OCS is a sub-field of
University participatory science that uses internet systems to engage volunteers in contributing to scientific investigations.
We will briefly describe our research project, funded by the Teaching and Learning Research Initiative, which is
investigating how OCS can be purposefully embedded in New Zealand classrooms. One aim of the project is to
develop a suite of resources that allows practitioners to browse through the classification of OCS projects with
reference to exemplary teaching cases. We would seek participants’ input and feedback on this aspect as part of
the workshop.
Faye Booker & Cultural Responsiveness in Action – the How and the Why, B1
Mike Stone, Team Workshop participants will experience a range of culturally responsive strategies grounded in science contexts –
Solutions the how. They will then examine these strategies to identify the principles of culturally responsive pedagogy that
underpin them – the why. Finally participants will adapt their own resources/units so they are ready for when they
return to their classrooms – the action.
This workshop is suitable for primary and secondary teachers of science. Please ensure you bring (or have available
for access) resources or units of work that you wish to modify.
20
Pru Casey, Otago What’s in the Water, B2
Boys’ High School Using photo spectrometers sounds way to complicated for junior science – until Andy Wang of the Dodds Wall
Institute Auckland University invented a $25 version that you can use with kids for cool easy peasy science. Student
work from my Y10 and Y11 classes will be profiled, to show how they made and used these little gadgets using an
LED, a Photoresistor, a battery and a multimeter to measure the concentration of nitrates in waterways, plankton in
sea water and much much more. Is this physics? Is it chemistry? Is it biology? Yes, Yes and Yes.
Jenn Corbitt & Science Teaching Leadership Programme, W205

Janine Bidmead, Join Jenn Corbitt and Janine Bidmead, coordinators of the Science Teaching Leadership Programme (STLP) and
RSNZ teachers who are part of the programme to discuss what the STLP is and how participation on this programme can
enhance the quality of Year 1-10 students’ science and engagement in science. You’ll have the chance to talk to
participants from primary and secondary schools about their experiences.
Graham Walker, Getting All Emotional About Communicating Science, C3

Australian National Apart from performing science shows, Graham does research on what effects they have on audiences. He’s
University particularly interested in how science shows can inspire, motivate and provoke emotions in people, and which things
in a show help that happen – this was the focus of his PhD. Science shows make people more excited about science,
encourage them to keep studying it, and behave in ways that science argues are good choices.
Dr. Walker will talk about the use of emotions in Science Communication performance, and the need to use the
everyday in science to be more relatable. Psychology is used to engage interest to show something novel and also
comprehensible. Using everyday objects to communicate science makes the science more accessible and relatable
– for example using a vacuum cleaner and marshmallows to create a bazooka. Keeping the interest and enjoyment
is very important, as people become more intrinsically motivated.
Bevan Jones & Ben Education Perfect Science – Empowering & Promoting Self-Regulated Learning, C1
Hilliam, Education Education Perfect Science has evolved into a comprehensive digital ecosystem that will enhance your students
Perfect learning experience. Within the Science content library there are over 1000 scaffolded lessons designed and built
for the New Zealand curriculum that will support students working at all levels. There are also fun and competitive
elements devised to engage students and connect them to other learners around the world.
Our platform is a huge time-saver and it will provide you with meaningful insights into your classes strengths and
weaknesses right down to an individual level. Education Perfect makes differentiation and personalisation of learning
really easy and you will have access to world-class analytics.
Students get immediate feedback on all of their answers and individualised learning pathways are automatically
generated through our intuitive assessment platform. We have an amazing support team and we offer free
professional development to make sure that staff and students are getting maximum benefit from the system. This
session is an introduction to the EP platform and an opportunity to learn more about how you can implement the
program into your Science curriculum.
Shireen Lata, Effect of Growth Regulators on Grape Plant Tissue Culture, B1

Tokomairiro High This is aimed at Biology teachers/Bio technologist/Tissue Culture Officers/Wine Industry and whoever has an interest
School in Tissue Culture to see an insight into the effect of different growth regulators in the effective callus formation and
grape propagation to enhance somaclonal variation in grapes.
Kim Beaton, Who Cares?, W202

Otumoetai College Question asking makes for a dynamic and future focused classroom environment. In an era where computers are
getting better at answering questions, we need students who are better at asking questions. This workshop shares
an exciting strategy that encourages young people to take risks, build literacy skills, and ask questions. Students
can form opinions based on evidence and progress from learning what to think, to learning how to think. This
approach contributes to the citizenship goal of NZC by awakening student interest in current local, national and
global issues and it is receiving a very positive response from students and teachers. Individual views and culture
are valued, and there is not just one ‘right answer’. Science students yearn for active learning, fun and engaging
activities that help them to make connections with the world around them. Part of being a scientist is you get to ask
great questions. In an emotive, authentic and dynamic present, suddenly the light goes on. Young people do care!
Alison Cook, Teaching & Learning About the Nature of Science Through Authentic Contexts, W206
Taupo-Nui-a-Tia Aimed at: Secondary school science teachers (or any teachers interested in teaching through the Nature of Science
College & Science Capabilities).
In response to the evidence-based, student-led change in curriculum and a wider push toward approaching science
education with a nature of science focus, in 2016 a group of Taupo-Nui-a-Tia College Year 9 students became
involved with a project initiated by the Ministry of Education (Education Infrastructure Service). This project was
intended as a data-gathering exercise with a view to informing a review of property funding in schools nationwide.
This seminar will focus on how (and why) this project was used as an aid to implement change in science teaching,
learning through use of this authentic, real-life context.
Miranda Space Opportunities in Christchurch and Beyond, W201

Satterthwaite, Ara, Space industry is finally taking off in New Zealand with Rocket Lab and the New Zealand Space Agency. There are
& David Paterson, now genuine pathways to jobs in the space industry in New Zealand. In April 2018 the presenters led a combined
Cashmere High school trip to Spacecamp and Kennedy Space Centre involving students from Cashmere High School, Hagley
School College, Ao Tawhiti Unlimited Discovery, Otago Boys’ High School and Logan Park High School. This seminar will
look at the educational programmes available through Space Camp USA and through Ara Institute of Canterbury
such as the Mission to Mars and NASA Aerodynamix programmes, that lead to these new roles in the future space
industry in New Zealand. A discussion around developing a space educational strategy for New Zealand will be an
outcome of the seminar.
We suggest simple ways of including aspects of Space Science into your school programmes, such as building
water rockets in a Junior science topic, launching chemical rockets in a Science Club, or exploring many Space
related concepts in a Senior Earth and Space Science course. We are interested to hear how you incorporate Space
Science in your school and are keen to share ideas with all interested parties.
21
Maree O’Boyle, UC Capture Your Students Through the Science Capabilities, C2
Education Plus Primary Science
Teaching your students through the Science Capabilities turns science around for both teachers and students.
The Science Capabilities shared through hands on activities that create curiosity and thinking. Your chance to have
fun with your learners by engaging and inspiring them with awe and wonder!!
Bronwyn Trewin, Teaching Thinking & Analytical Skills to Disengaged Students: A Curriculum Redesign Based on
Kamo High School Skills Not Content, W205
Kamo High School caters to rural and urban students in Whangarei. Students come from a range of backgrounds,
with a high proportion having low literacy and poor engagement. Nearly two-thirds of the junior school are male, and
50% Maori. Many of our students do not intend to follow a career using Science.
Starting in 2017 the Science department has been developing a new junior curriculum that has a focus on skills
rather than content. The flow of learning has been designed to allow teachers to follow the interests of students and
design differentiated tasks based within an overall context linking the learning to the issues of climate change and
sustainability.
Assessment is based on skills mastery not necessarily simple content recall and contexts for assessment are chosen
by students based on their interests. Assessments are designed to be marked at multiple curriculum levels. One
assessment task can therefore be used to cater for the range of abilities within the class.
This session will focus on why Kamo High School has made the changes, what those changes entail, and the
process used to teach the course.
Richard Hartshorn, 2019 Opportunities: IYPT Brainstorm, C3

University of The UN and UNESCO have declared 2019 to be the International Year of the Periodic Table. This provides an
Canterbury opportunity to promote science at all levels, based on one of the best known and most useful organising principles
in chemistry. Together we will identify, share and develop ideas for using the Periodic Table as a context for
promoting science as a human endeavour - something done by humans (with all their strengths and failings) for the
good of humanity and the earth. As Secretary General of the International Union of Pure and Applied Chemistry, I
am in a unique position to introduce this opportunity, and I will seed the discussion with examples from the Chem
Club outreach programme that UC runs with Cobham Intermediate, Burnside High, Burnside Primary and Fendalton
Primary.
Olivia Egerton & Ernest Rutherford’s Den – Inspiring Science at the Heart of Post-Quake Christchurch
Margot Persson, The father of physics Ernest Rutherford left a special legacy for Christchurch’s Arts Centre. Opening August 2016
Arts Centre Rutherford’s Den is a hands-on interactive science exhibition that each year offers more than 2000 school-aged
students a chance to learn outside the classroom, in particular, in a unique Victorian-era lecture theatre, in full robe
and experience how science, social science and technology is taught with a modern hands-on twist.
This presentation will outline:
- How we teach modern science in a historic environment
- Teaching post-earthquake in the Arts Centre – how short bursts out of the classroom can be a life changing experience
- The experience of learning in the Arts Centre environment, the largest collection of Category 1 Neo Gothic heritage
buildings of its kind.
- The Arts Centre’s vision – creating a home for creative entrepreneurs – how we endeavour to inspire more Rutherford’s!
Steven Sexton, Inspiring Primary Teachers Through the Interconnections of Content, Policy & Practice in Science
University of Otago Teaching, P1
The New Zealand Curriculum (Ministry of Education, 2007) is the national curriculum for English-medium schools,
which accounts for approximately 95 per cent of all school-aged students. This curriculum was required to be
implemented fully by the start of the 2010 school year. In New Zealand, primary teachers are expected to be able to
deliver all nine subject areas of the curriculum: English, the arts, health and physical education, learning languages,
mathematics and statistics, social sciences, technology, digital technology, and science from New Entrant to Year 8
(students aged 5 through 13). While this document was required to be fully implemented in 2010, it was estimated
that less than half of New Zealand’s teachers were prepared for this curriculum change.
This paper reports on an ongoing professional learning and development to provide primary and intermediate
classroom teachers with the knowledge, materials and support needed for effective delivery of The New Zealand
Curriculum’s science subject area. Specifically, interconnections of government policy, professional learning and
development, teacher’s practice and students’ learning.
10:30 am Workshops & Seminars: Session 3
Lorraine Spiller Playing With the Science Capability Cards, B2

& Sand Robbins, Understanding the Nature of Science (NOS) and the science capabilities can be confusing for teachers. The science
NZCER capability cards are a helpful way for them to understand how the science capabilities are embedded in the science
they do. There are 7 statement cards for each of the five science capabilities that help describe the capability. For
example, “Sort questions into those that can be answered by science and those that cannot” is a Critique evidence
card.
In this workshop, teachers will participate in activities that will help them understand the NOS and the science
capabilities in a fun way. Teachers will use the cards to plan and develop rich learning tasks for students that build
and strengthen their students’ science capabilities.
Denis Burchill, Sounding Off!, C2

University of In this Interactive hands-on workshop participants will try out a suite of five sets of activities on sound.
Auckland These activities range across Curriculum levels 1 to 5, are used in University of Auckland primary teacher education
science classes and follow a pattern set by the “Building Science Concepts” booklets (particularly #18 and 19).
Participants can critique the suitability of the activities which are a mix of ‘tried and true’ and innovative ideas in
- linking sound to waves and vibrations
- producing sounds
- detecting and measuring sounds.
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Carmen Kenton, Increasing Access & Equity for all Learners, W206
Kaha Education Assistive technology is technology that improves the ability of ākonga with additional learning needs to participate
and learn. There are a wide variety of low cost, digital technologies available to you and your students already, it is
just a matter of you sharing them with your students.
If you teach students who are too young to read, don’t read confidently, struggle with dyslexia, have physical
difficulty writing, or any other learning need that causes them to struggle with reading text or writing down their
thoughts, then this seminar is for you. If you or your students use Edge, Chrome, Word, Google Docs, PowerPoint,
or OneNote, then this seminar is for you. Suitable for teachers of year 1-13.
Ian Milne, Primary “The Day the Balloons Danced” Collaboratively Creating & Sharing Narratives of Children’s
Science Education Learning in Science, W201
Consulting Group This talk shares organically the stories behind the creation and refinement of Creative Exploration, an organic
interactive approach to science teaching and learning that mirrors many aspects of the ways in which scientists
work. The approach requires both the teachers and students to make the science and scientific processes involved
explicit yet connected to the children’s world. A brief overview of the approach will be shared and its critical features
will be explored using the stories behind examples of the teaching and learning the author has experienced as he
has worked with children and teachers in their classrooms over the last 17 years.
Richard Rendle SALT from Hero to Zero to Villian – Salt’s Place in the History of Human Civilisation, C3
Was salt the first narcotic? How did salt get involved in political events? According to one source there are 1000
books on salt in a basement of the New York City Library. Richard Rendle has taught Chemistry and Science at
Christchurch BHS and Kaiapoi HS. He has co-authored a number of Chemistry texts. Since leaving teaching he
has continued an interest in chemical education and written a number of articles mostly on the stories behind
the chemistry. He has coordinated the NZIC Chemistry Exams for the last 20 years, taught Chemistry part-time in
Bridging Programmes at UC 2003 – 2014 and is currently Chair of Bishopdale Menzshed.
Chris Duggan & Invasion Busters Revealed, B3

Jane Hoggard, New Zealand is an island nation that is geographically isolated from any significant landmass. For this reason the
House of Science species that are present evolved in the absence of organisms from elsewhere. Indigenous species are at risk from
population decline or extinction if any invasive species are introduced.
Bio-security in New Zealand guards against threats to agriculture and biodiversity, with strict border control
measures being taken to prevent unwanted organisms from entering the country.
Bio-security 2025’ aims to make every New Zealander a bio-security risk manager. Come along to learn how we as
teachers can play our part to making this a reality. This is a hands-on, interactive session which culminates in an
exciting collaborative board game! Especially suitable for teachers of year 1-10 students.
Robyn Caygill, Fuelling the Engine of Prosperity – Are we Achieving Well Enough in Science?, W202
Ministry of If you Google “the importance of science” you come up with over a billion results in 0.63 seconds. Clearly, science
Education is important for understanding our natural world.
In the last decade there has been public concern about science achievement in New Zealand. Recent releases of
the international studies had driven this concern, because of observed decreases in achievement in both TIMSS
and PISA.
This paper brings together findings from our most recently available national and international assessments of
science for school age children.
This paper will provide an overview of what this evidence shows about how we are going on our journey, as well as
opportunities for discussion about whether we need to change and if so, what. Researchers, teacher educators, and
teachers (both primary and secondary) will find this paper interesting.
Michael Fenton, Inspiring Tomorrow’s Scientists: Doing Science Through the Digital Technologies Curriculum,
Open Polytechnic W205
The new Digital Technologies curriculum launched in 2018 provides fantastic opportunities for science and
mathematics students to work on authentic problems as citizen scientists or budding professional scientists.
In this session, scientist and digital technology expert Michael Fenton expands on the research paper he presented
last year at ULearn2017, highlighting some of the recent leaps and innovations in science and technology as they
impact on the New Zealand Science curriculum.
Authentic activities for Primary through to senior Secondary science classes will be profiled, and Michael will bring
some of his robots and sensor systems for participants to consider and ask questions about.
Scott Franklin, Scholarship Chemistry for Beginners, C1

Christ’s College An introduction to what Scholarship Chemistry is, how the examination is structured, how the student work is
assessed, a bit of an overview of the results data and the subject content covered.
This is a repeat of my Scholarship Chemistry workshop from ChemEd/Biolive 2017, and an introduction prior to the
“Scholarship Chemistry for Pros” workshop on Tuesday.
Tony O’Sullivan & Learn About Cells Through the Context of $300,000 Hamburger, B1
Rebecca Wilde, Come and learn the basics of Cells by following young scientists who grew a $300,000 hamburger in a lab from just
Stile Education a few cells. Packed with interactive experiments, simulations and practical activities, this ready-to-use resource is
available now (but we bet you’ve never heard of it).
Come and learn about Stile, and why it has become Australia’s most popular classroom STEM resource.
Aimed at science teachers years 8-11.
Brigitte Glasson Road Safety as an Authentic Context for Science, P1

& Maria Lovelock, At the heart of Road Safety Education (RSE) is a desire to make NZ roads safe for all. The RYDA day is a one-day
Road Safety high participation event for Year 12 students.
Education RSE has been working to link this day with meaningful teaching programmes in schools, in both subject-specific
(Australasia) and integrated ways across all year levels. This work has been based on the latest research in Behaviour Change
Techniques and Good Practice as recommended by the New Zealand Transport Agency.
In this session, we share what the RYDA day involves and introduce the Teacher Companion – a guide to further
exploring road safety themes in the classroom. Many of the links are NCEA achievement standard aligned. We will
explore vehicle safety design, specifically crumple zones, as a hands-on link to Investigating in Science and the
Physical World sub-strands of the NZC. We will discuss how to maximise learning and give students an opportunity
to take action themselves within this road safety context.
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Dr Michelle Nanogirl: Science is Everywhere, C1

Dickinson, Science is traditionally thought of as a subject taught in schools, but science is literally everywhere. This hands on
University of workshop will delve into the fascinating world of scientific concepts using normal everyday household objects to
Auckland show how complex scientific principles can be explained through natural discovery.
James Henegan, E Teaching & Learning in the Sciences – Making BYOD Work in a Secondary School, B3
Takapuna Grammar Over the past six years I’ve gone from an occasional laptop in my classroom to establishing school wide BYOD and
School adapting the flipped classroom technique into my teaching practice and that of the faculty I lead. I’ve seen student
device use be a gimmick and be transformative. In that time I’ve worked to steer my practice, my faculty and my
school to use e-teaching and learning effectively and not as a shiny gimmick. My seminar is basically that story. It
will cover what worked, what did not, how we as a faculty got students to actively engage with online video content
and online assessment and integrate Google Apps across our school. My seminar will be aimed at teachers looking
to use e-teaching and learning, specifically BYOD and the flipped classroom effectively and School Leaders looking
to embed that practice across their school.
Richard Rendle Tales of the Periodic Table – The Ytterby Odyssey: From Porcelain to the Prius (Toyota), W205
A tale of intrigue and serendipity. Sam Kean author of “The Disappearing Spoon (Tales of Madness, Love and The
History of the World from The Periodic Table of the Elements)” describes Ytterby as the Galapagos of The Periodic
Table. Richard Rendle has taught Chemistry and Science at Christchurch BHS and Kaiapoi HS. He has co-authored
a number of Chemistry texts. Since leaving teaching he has continued an interest in chemical education and written
a number of articles mostly on the stories behind the chemistry. He has coordinated the NZIC Chemistry Exams for
the last 20 years, taught Chemistry part-time in Bridging Programmes at UC 2003 - 2014 and is currently Chair of
Bishopdale Menzshed.
Ian Milne, Primary Creative Exploration: Collaboratively Creating Testing & Sharing Explanations in Primary Science,
Science Education B1
Consulting Group This workshop introduces and creatively explores a range of engaging contexts suitable for enhancing primary age
learner’s innate sense of wonder, curiosity and explanation of the natural world. As each set of activities is explored
the presenter will justify his intentions by making explicit links to the philosophical perspectives and frameworks
presented in his earlier talk. Together using the concepts of energy matter and change the participants and the
presenter will organically; co-create, test and share explanations for the phenomena being explored.
Mat Synge, Beekeeping in Schools – a How To Guide, W201

Aquinas I’ve been beekeeping for around 6 years now and have established a club at both my current and previous school.
The previous school had nearly 50 students in the beekeeping club. The students take an active role in managing
three hives, as well as processing honey and wax. Protective gear is optional and seldom worn.
This will be a short presentation on beekeeping, with a discussion on the recommendations for how to start a beehive
and beekeeping club at school. Some contextual units will be presented, as well as a copy of the paperwork that
I’ve used to get permission.
Chris Duggan & Primary Science Assessment – a Journey of Discovery, C2

Jane Hoggard, The House of Science has developed a vast range of hands-on science resources for use in primary and intermediate
House of Science schools. From day one, teachers have asked for tools to help evaluate the science learning while using our resource
kits. Come and join us on a journey of discovery where a range of existing and new assessment tools will be
explored, evaluated and critiqued. Suitable for teachers of years 1-8. Electronic devices recommended.
Robyn Caygill, “A Gas Expands When Heated”. Is Dogma in Science Hurting Our Kids?, W206
Ministry of While supervising the marking of student response for TIMSS 2014/15 I observed that markers, who are all trained
Education teachers, were very strict on language with some questions and not with others. A particularly intriguing question
from this standpoint required an answer “A gas expands when heated” or similar.
Because TIMSS (the Trends in International Mathematics and Science Study) is administered in more than 60
countries, consistency of marking is a desired and necessary behaviour of the markers. Therefore, it is important to
have an understanding of language, as well as what the words “or similar” used in the marking guide should look like.
This paper will examine this notion of language in science and how we should use it, focussing particularly on
assessment. It will use examples of questions from TIMSS and will provide plenty of opportunities for discussion.
Anne Barker & Paul Play in Primary Science, B2

Ashman, University To play with something is to engage with it positively. Come and explore the role play has in primary science with
of Waikato hands-on activities that are engaging, playful and stimulate scientific thinking.
Anne Barker and Paul Ashman are two experienced primary science facilitators who are keen to engage educators
in discussion, sharing ideas and thoughts about play as a productive and effective component in a primary science
programme.
Mike Stone & Faye What is ‘Understanding in Science’?, P1

Booker, Team Understanding in Science is one of four aspects of the Nature of Science in the New Zealand Curriculum. It is often
Solutions the aspect that is least understood by teachers and so is not explicitly taught. In this workshop, we will look at the
development of Understanding in Science from curriculum levels one to five (so this workshop will be appropriate for
primary, intermediate & secondary science teachers). We will explore how this aspect is different from investigating
in science and try some appropriate activities.
Michael Fenton, Beyond Fair Tests – Other Investigation Strategies to Engage Reluctant Learners, P2
Open Polytechnic In this session, scientist and Microsoft Innovative Teacher Michael Fenton provides some practical examples of
alternative and authentic ways scientists carry out practical work. A number of teacher trialed investigations, linked
to the Investigating in Science strand, will be shared.
If you would like to add to your investigation skills and teaching tool kit as a Primary or Junior Secondary teacher
come along and try some of these strategies for yourself! Michael has worked with hundreds of teachers across
New Zealand to increase their confidence in teaching science and mathematics.
For more practical science and mathematics investigation ideas and authentic Science Fair projects visit Michael’s
website: www.NexusResearchGroup.com
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Terry Fenn, Ministry Gene Editing – a Rich Context for Teaching & Assessment – a BEANZ/RSNZ Partnership, B1
of Education Gene editing is a great context for learning and assessment (e.g. BIO 3.2 & 3.7). This workshop is a partnership
between Royal Society Te Apārangi and BEANZ. Gain experience in writing a new assessment task and we’ll get it
QAMMed (NZQA quality assured) so your school can confidently use it with your classes.
Come along and work in one of two teams to write an assessment task for one of these Level 3 Biology internals:
BIO 3.7 – AS91607 (human manipulations of genetic transfer) in the context of gene editing of agricultural species in NZ
BIO 3.2 – AS91602 (socio-scientific issue) considering gene editing in healthcare in NZ or in the management of
pest species in NZ
RSNZ have agreed to fund the QAAM process for any assessment resources we develop from this workshop.
Bring your laptop to access the online resources. You can prepare for the workshop by listening to this podcast:
http://www.radionz.co.nz/national/programmes/ourchangingworld/audio/201792328/the-crispr-dilemma
Alex MacCreadie, Blended & Flipped Learned in the NCEA Classroom, W201
Open Polytechnic Digital tools on their own do not create learning for success. Successful learning and achievement are achieved
through effective teacher knowledge of how to apply these tools to their classroom situation.
iQualify for Schools makes use of Open Polytechnic’s learning management platform, iQualify, to digitise the well-
known ESA Publications Science resources, to create interactive learning resources for New Zealand schools.
In 2017, iQualify for Schools started a pilot for Science teachers in a range of high schools. The pilot focused on
blended and flipped learning pedagogies using the iQualify for Schools software to enhance student learning.
In this session we will share the lessons learned from the pilot which will be relevant to all Science teachers wanting
to try and implement more ICT in their classroom.
The session includes a demonstration of the iQualify for Schools resources as well as discussion about ICT
implementation and flipped and blended learning.
Scott Franklin, Scholarship Chemistry for Pros, C1

Christ’s College This workshop is designed for those teachers who already understand what the Scholarship Chemistry exam is
about, how it is organised, and how students should be preparing for it. The focus of this workshop is on reviewing
the key areas of the senior chemistry curriculum that students need a grasp of to find success at Scholarship level.
There will be opportunity for sharing tips and tricks related to different topic areas, and the kinds of resources which
students should be accessing.
Matt Nicoll, Science Within Integrated Learning, C2

Rolleston College Rolleston College is a new school in Selwyn District, using flexible learning spaces and innovative learning
practices. Learning is organised into three “vehicles”: Ako (individualised); Selected (specialised); and Connected
(integrated). How does Science “live” within these vehicles? How do learners get exposed to the “wow” of Science?
How do learners get the opportunity to explore their (new) passion for Science? How do those open-plan labs work?
Hear about the peaks, pits, challenges and opportunities of leading Science in this environment. NB. An Excursion
to the school will also be available on Thursday afternoon.
Michelle Glogau, The GrowingNZ Innovation Challenge, B3

GrowingNZ GrowingNZ’s Innovation Challenge Day is designed to introduce Year 9-11 science, technology and commerce
students to the primary sectors and to apply their skills and talents to solve real-life challenges. This cross curricular
programme has strong links to Level 4 and 5 of the science, technology, social sciences and English learning areas.
It also provides an authentic experience for students to explore their natural talents in an industry context. Working
in teams of four with industry experts on hand to give advice, students plan and create a prototype which is judged
by a panel of experts – all in a single day! There is also a teacher-led resource – where teachers use the step by
step lesson guides in class to take the students through the same process.
In this workshop, you get a chance to experience the same fast-paced, innovative process to solve real-life
challenges faced within the primary sectors. Are you up for the challenge?
Ben Laybourn, The Power of Formative Practice in Science Education, W205

Evaluation This seminar is a presentation to explore the importance of effective pedagogy and place of formative practice in
Associates science education. This will be appropriate for teachers on junior Science years 1-10. it will focus on the important
components of pedagogy that enable effective learning to take place with a specific focus on the Nature of Science
and Science Capabilities.
This presentation will be interactive but not a workshop.
Peter Sutton, Engaging with Science Through Minecraft Education Edition, W206
Microsoft Minecraft is a proven and popular block based digital platform that can be used for game based learning. Minecraft
Education Edition provides a learning platform through which learners, both primary and secondary, can individually
or collaboratively engage with science. Through Minecraft worlds students can explore scientific contexts, gather
and interpret information and critique evidence.
In this hands-on workshop (devices supplied) participants will have the opportunity to explore examples of science
worlds individually and in multiplayer mode. You will find that you do not need to be an expert to use or manage
science learning experiences in Minecraft worlds. The workshop will also cover technical requirements and support
available through online resources.
Larraine Barton, Using Models to Teach Senior Earth & Space Science, P3
Pakuranga College In this workshop, aimed at ESS teachers, the presenters will share examples of models used in the teaching of level
& Anna Johnston, 2 and 3 Earth and Space Science. Using models in teaching science can engage students in thinking deeply about
Christ’s College the concepts represented. They can enable them to visualise something that is not easily seen or hypothesise about
different possibilities and discuss the relative strengths and weaknesses of the model.
There are many theoretical and practical models out there on the web and the presenters will utilise a selection of
these and encourage workshop participants to also bring and share models they have found useful in teaching level
2 or 3 ESS. It is intended to share the resources via Google Drive with participants.
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Bhakti Patel, Diving Underwater Into the World of Virtual Reality – the NZ-VR Project, P2
Sir Peter Blake “If young people experience the environment they will learn to love it… and if they love it they will want to take care
Trust of it”- Sir Peter Blake, sailor and environmentalist. The majority of New Zealanders rate themselves as ‘connected to
nature,’ but it’s largely an emotional connection, rather than a sense of responsibility or a first-hand experience of
nature. Furthermore, not everyone has access to our wild places, and that’s more true of the seas than anywhere else.
The term ‘ocean blindness’ has come to describe the out-of-sight-out-of-mind conundrum that affects conservation
efforts and education in this space. Interactive technology changes the way people experience, understand and
empathise with the environment in real and life-changing ways. It also allows everyone the opportunity to explore
and learn about places that are too remote or sensitive for everyone to visit. The NZ-VR project uses virtual reality
technology as a means of conveying knowledge from the curriculum areas, and explicitly engages students with a
core understanding of digital technology and how to use it in life and work. Come and try underwater virtual reality
for yourself and see how this technology can be used in your classroom. The NZ-VR project is a partnership with NZ
Geographic, The Sir Peter Blake Trust, and the PEW Charitable Trusts.
David Newton, Maori Technology & Science, P1

Christ’s College I will present two sets of literacy focussed resources, each of 20 Readings in English that look at Maori Technologies
and the western science ideas that underlie them. Much of the information was researched from original articles
published in Journal of the Polynesian Society although some was anecdotal. There is also another set of practical
resources that augment the Readings. My hope was and continues to be that students of all ethnicities would be
proud of these stories and that would lead to a better understanding of Maori culture. I think they also help with our
responsibilities under the Teacher Registration legislation. They have been purchased by many schools already
over the years including several Kura Kaupapa Māori. Because of my classes mixed literacy level I rewrote each
of the stories at about level 3 and 4 of the curriculum. All the stories were checked by our teacher of Te Reo Māori.
Samples will be free to peruse and take away but the complete sets on CD will be available for sale on a free trial-
and-return basis. I have enjoyed using these over the years and if nothing else they make good single lesson relief
due to the questions and answers at the end of the readings.
Eric Wheater, How to Introduce Psychology in a Secondary School Setting, W201

Avondale College Psychology is a hugely popular, long standing field of study with rigorous academic standards, an established
body of knowledge and contemporary research taking place in a range of contexts. Yet, currently the subject is
underrepresented within schools in New Zealand, something which does not reflect the popularity of the subject in
schools in comparable countries.
New achievement standards are now available for psychology at NCEA levels 1, 2 and 3. NZQA has informed the
NZAPT that the subject should be added to the list of University Entrance approved subjects in 2020. Now is the
perfect time to introduce psychology in your school.
With the introduction of the new Achievement Standards in psychology, many schools have introduced these
standards to enhance their academic programmes within the social science or science domains.
This workshop will provide inspiration and resources for anybody considering introducing psychology in a high
school setting.
Scott Franklin, Fun Chemistry Lab Experiments, C1

Christ’s College This workshop is for the chemistry teachers out there who like doing interesting random practical experiments, not
necessarily your usual activities for your course work, but fun nonetheless. Come check out the Christ’s College
Chemistry laboratory and get introduced to a bunch of interesting practical activities. Bring pad and pen so you can
jot down notes along the way. Experiments will include: luminol, iodine states demo, liquid nitrogen, dry ice, vanillin,
cleaning copper, etc.
Lorrainer Spiller ARB’s Resource & the Science Capabilities, C2

& Sandy Robbins, Science assessment in the New Zealand Curriculum asks us to weave together the Nature of Science and the
NZCER contextual strands. Recent Assessment Resource Bank (ARB) science resources show what this looks like in
practice.
The ARB’s are an online collection of 2825 assessment resources (740 science) that are linked to the New Zealand
Curriculum (NZC) Level 1 to Level 5.
This workshop looks at recent science resources that have been written with the Science Capabilities as the focus.
It unpacks the thinking behind them, how students have responded to them, what teachers can tell from student
responses, and in what ways they can support students’ next steps.
Simon Taylor, Future Science Learning: Ethical Dilemmas, Making Judgements, Science Classrooms as
University of Knowledge-building Communities, B1
Waikato So what are the characteristics of classroom tasks that contribute to setting up a knowledge-building community in
a science classroom? And what guiding lights are there to help us construct such tasks in our own classrooms? This
workshop draws on a recent research project in three schools on how a group of science teachers have helped to
develop a knowledge building community with their junior classes. Four themes will be discussed: Making sense
of what knowledge-building is, how the students worked together, what they talked about and ethical dilemmas,
have a significant impact on motivation. Classroom strategies and short video clips will be shared. There will be an
opportunity for discussion for those curious in developing a science classroom as a knowledge-building community
and those poised in considering future oriented science programmes using socially relevant contexts.
David Newton, Fun Physics Activities, P3

Christ’s College I think students who can make a working model of some physics idea learn much better. I want to share some of
the small inexpensive practical activities that I know work and make my day more enjoyable as well as that of my
students. String, balloons, bottle tops, straws, paper and sellotape will be provided and at least 6 models will be
presented with more available if time permits. Hands-on participation by you isn’t mandatory but it should be more
fun in what I hope will be a light hearted bit of fun physics. Friction free machines, balloon racers, Can racers and
rotating lanterns are a few of the models that should be presented given time.
Ken Silburn Air Rocket Construction, P2

(Keynote Speaker), Simple design and make engineering projects.
Australian High
Commission
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Jenny Pollock, Earth & Space Science – an Introduction to the Subject & Standards, W202
Earth & Space This presentation is suitable for teachers of Level 2 or 3 ESS or science courses that are partially assessed by
Science Educators ESS standards. It will concentrate on making sure that teachers who are new to ESS or who need help with certain
aspects of the subject know where to go for help. Participants are encouraged to bring along ideas or resources
that they are using in the classroom.
Earth and Space Science (ESS) is now a well-established subject at Levels 2 and 3 NCEA. The subject is growing
in numbers with students being highly engaged in learning about Earth Science, Marine Science, the Atmosphere
and Astronomy (as Planetary Science). ESS standards are being extensively used as part of Level 2 and 3 science
courses as well. Earth and Space Science is a highly flexible subject. Courses can be run as a mixture of Geology,
Marine Science, Atmospheric Science and Astronomy or an emphasis can be put on any one of these subjects to
suit the needs of the students. This subject can also be used to explore ESS issues of the day. Jenny Pollock has
been a key person in the development and resourcing of Earth and Space Science. She has a wealth of knowledge
that she readily shares and runs a Google Drive folder which contains resources and assessments to share.
Thomas Everth, Breaking Down Educational Silos – Towards Meaningful Student-Driven Cross-Curricular Science
Mercury Bay Area Investigations, W205
School Mercury Bay Area School is running a two year Level 3 Earth and Space Science + Statistics course for students
in Y12 and Y13. Students undertake investigations in our estuarine and coastal environment over two years,
gather data and compile a comprehensive report including statistical analysis of their data leading to UE Earth
and Space Science + UE Statistics at Level 3 in two years with possible links to Biology and Chemistry. Their
reports are assessed holistically and their statistical analysis compliments their scientific investigation methodology
and conclusions. The course is run in conjunction with our L2/L3 English for Scientists course. The course is an
excellent choice for students who also take Calculus in Mathematics and who traditionally leave school without a
solid foundation in statistics. The presentation showcases the course design, comments on cross-curricular learning
and assessment and presents some of the student’s work from 2017.
Pru Casey, Otago Easy Peasy Microbiology, B2

Boys’ High School Practical hands-on, tried and true tasks for students at all levels are what we are all looking for. Using Glowing
bacteria, that uses no incubator, washes up in soap and water and is essentially edible, is a great entry point for
teachers that lack confidence in practical work in Biology at Junior and Senior level. In this lab you will plate out
peppercorns, use glowing bacteria and look culturing fungi in the lab as a great way to engage students and teach
practical skills, fair testing and higher order thinking. This is a lab with takeaway goodies. Sponsored by Brightenz,
Auckland Medical School.
Faye Booker & Being Culturally Responsive – Moving Beyond the ‘Hangi’ Unit in Science, P1
Mike Stone, Team Workshop participants will engage with the principles of culturally responsive pedagogy to deepen their
Solutions understanding of what this means for teaching practice in science. This includes critically examining how our
beliefs shape our actions in the classroom and how we can do things differently in our day-to-day practice so we
are inclusive of all students. Indigenous world views and science world views will be explored to raise awareness of
the possibilities and pitfalls when working with learners whose worldview may differ from a science worldview. This
workshop is suitable for primary and secondary teachers of science.
Kim Beaton, Streaming in Science, W206

Otumoetai College What do we know?
Traditionally, in NZ Secondary schools, students are placed into streamed classes according to perceived ability.
This often perpetuates inequities and disadvantages our ‘priority’ students; those we are supposed to be helping
most!
Inflexible grouping of students may reinforce poor achievement as students lose faith in their ability to improve. The
idea that intelligence is fixed can lead students to believe that academic challenges are a sign that they are ‘dumb’
and as a result resilience is compromised, even among high-achieving students (Yeager & Dweck, 2012).
Our goal is to break the cycle of low achievement and socially constructed segregation. This seminar shares relevant
information on the achievement of Year 9 Science students in a mixed ability setting.
Opportunities to learn, can determine the likelihood of success. Let’s focus on capability, rather than measuring,
labelling and drafting students into ability groupings.
Paul Broady, Beautiful Phytoplankton & Their Role in Our Changing Oceans, W202
University of The smallest forms of life, microorganisms, are often overlooked although they have vital roles in the marine
Canterbury ecosystem. Presently there is an intense research focus on the effects on their growth of environmental change
caused by human activities. Our waste waters and agricultural run-off have fertilised coastal waters, whilst increasing
atmospheric carbon dioxide dissolves in surface waters and results in acidification. Global warming also affects
surface waters which is already having consequences for phytoplankton. Because of these complexities the future
for phytoplankton is very difficult to predict. Will they continue to provide the environmental services on which we
depend? This will depend on how well we care for the oceans. Celebrating the beauty of phytoplankton will help
remind us to care for them well.
Target audience: teachers of biology with a strong interest in environmental change and who would like to hear some
summarising information about an important group of marine microbes.
Jessie McKenzie, Explore. Discover. Share., C2

RSNZ In this seminar presentation Jessie McKenzie, School Programmes Coordinator, will outline how Royal Society Te
Apārangi supports New Zealand schools, teachers and students to explore, discover and share knowledge by
linking education providers with schools, teachers and students; sharing education events and resources as well as
advising on and facilitating learning opportunities.
Support for teaching and learning includes linking students with science and technology interests to industry
mentors; Industry and tertiary with schools; teachers with science and technology organisations; science and
technology subject associations with science and technology providers and science and technology providers with
other providers and how Royal Society Te Apārangi also shares news and their expertise.
Target audience is Primary to Senior Secondary teachers.
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Darcy Fawcett, Closing the Gap in Level 1 Science, W205
Gisborne Boys’ This presentation will discuss an attempt to enhance academic performance in Level 1 Science at Gisborne Boys’
High School High School (GBHS). Changes in curriculum, course selection procedures and teaching/learning activity will be
linked to significantly enhanced outcomes including lifting the performance of Maori students to the level of Pakeha
students.
GBHS is a Decile 3 school with 65% Maori and 30% Pakeha students and offers three pathways for Level 1 Science.
In 2013 and 2014 the Science department undertook a detailed review of the curriculum offered, student voice
and NCEA outcomes. This review revealed a mismatch between students’ needs and aspirations and the courses
offered, and that Maori students were significantly under-performing. As changes were implemented from 2015 –
2017 a variety of NCEA outcomes improved significantly including credits earned, grade distributions endorsement
rates. In 2017 Maori students earned as many credits as Pakeha students.
Jenny Pollock, Earth & Space Science Scholarship, P1

Earth & Space Earth and Space Science Scholarship requires teachers and students to not only be familiar with the Planet Earth
Science Educators and Beyond Strands (PEB) of the New Zealand Curriculum (NZC) but also the Nature of Science (NOS) strands up
to and including Curriculum Level 8. It can be hard to work out exactly what is needed for students to have a chance
at passing ESS Scholarship.
In this presentation, Jenny Pollock will help teachers and students to make sense of these requirements by going
over and decoding:
- The scholarship standard, specifications and other relevant documents
- How the Nature of Science Strand can be revised by studying how scientists work to gain ESS knowledge
- What content students need to know from the Level 2 and 3 courses
- Important concepts that aren’t directly taught as part of a Level 3 course but which seem to be necessary for ESS
Scholarship
- How to use previous years’ questions and NCEA exemplars
Teachers coming to this presentation are welcome to bring and share exercises and resources that they have
successfully used with their students.
Jenny Pollock has been a key person in the development and resourcing of Earth and Space Science. She has
taught ESS Scholarship since its inception in 2013 and has a wealth of resources that she will share with participants.
John Marsh, Science Big Ideas for Primary Schools and How to Get Them Across Using Metaphor, Analogy &
Tauranga Graphical Representation, B1
Intermediate How to bring big ideas understanding to students covering topics such as atomic structure; states of matter; global
warming; body systems, electricity; transfer of heat via conduction; saturated solutions. It is focusing on middle and
upper primary and intermediate schools and leads into Science Capability 4: Interpreting Representations.
Remco Baars, Science at NCEA Levels 2 & 3 – ‘Consumers of Science’, B2

Riccarton High Many schools are finding that there is interest for students to pursue Science in the senior school outside of the
School classic 3 specialised areas. This workshop combines experiences from two teachers, teaching at three different
& Ian Reeves, high schools. The programmes of learning at these schools have in common a mix of students: those who want to
Papanui High pursue Science further, but do not need or want to specialise, students who struggle to meet the requirements for a
School specialised course, ELL students who are there to improve their command of English or students wanting an extra
science course on top of a specialised course. The idea of a narrative has been a strong influence behind the design
of several of these courses at Darfield High School. At Riccarton High School, the Level 2 course caters for ELL
students and others who would normally not take Science at this level, or those who want to take a sixth subject. The
emphasis at Papanui has been on meeting the needs of students. This has involved developing semester courses in
Level 2 that match student interests, such as Astronomy, Life Science and Agriculture and a full-year Science course
in year 13 that is entirely driven by student choice. The ideas shared by the presenters can then be explored further
in small groups, with a presentation back to the main group at the end of the session. The ideas generated during
these sessions will be shared with participants so there is less need to reinvent the wheel.
Scott Franklin, Senior Chemistry Experiments, C1

Christ’s College Come and see some great practical experiments/demonstrations that are relevant to Year 12 and 13 Chemistry
which you may or may not be currently doing with your students. If you have any requests for something different
you may like to see, email these to sfranklin@christscollege.com before lunchtime on Wednesday!
Experiments and demonstrations will include: Amide hydrolysis, ethanoyl chloride reactions, permanganate/iodine
solubilities demo, NaCl precipitation, methyl salicylate hydrolysis, hypochlorite iodometry, etc.
Ken Silburn The Very Big Sundial Project, P3

(Keynote Speaker), Simple design and make engineering projects.
Australian High
Commission
Sterling Cathman, Science for the People, P2

Mr Science Ltd Discussion, presentation, integrating fun science education into your local community.
At the concurrent Light Nelson winter festival we will be attempting the world record for the longest glowing DNA
model, < 64m with the help of 50,000 people over 5 nights – this will be a presentation of how we did it, (if we did it).
This workshop will provide ideas and inspiration for creating your own events and opportunities for LEOTC. My
presentation will include many photos and videos of the attempt and information on how these events can be staged.
We will also look at the impact on the community and how you could create something similar in your town combining
private sector science providers with your school or organisation.
28
DEL EG AT ES L I ST
Kay McNamara ABA Resources Ltd Mairi Borthwick Freyberg High School
Alice Polglase
Stephen Matheson ACG New Zealand International College
Natalie Sinclair
Alan Coop
Nandana Ariyaratne
Marc Jacobs
Nandy Nathu Paige Richmond Geraldine High School
Oliver Brown ACG Parnell College Peter Derby Gisborne Boys' High School
Jennifer Thompson Darcy Fawcett
Esther Richardson
Colleen Willard Aidanfield Christian School
Julie Barrack Glendowie College
Zack Williams Ao Tawhiti Unlimited Discovery
Morag Newberry Greymouth High School
Mat Synge Aquinas College
Thomas McGirr
Ange McManaway
Jacq Burrell Michelle Glogau GrowingNZ
Heena Shah Ashburton College Rudy Rupp Haeata Community Campus
Denis Burchill Auckland University, Faculty of Carolyn Green Hagley College
Education & Social Work Tinamarie Munro
Elvina Stephens
Marianne Daines Avonside Girls' High School
Jo Eaton
Pauline van der Wielen
Lindis Chetwynd
Sharon Gauld Bethlehem College
Amanda Moys Havelock North High School
Lisa Steenhauer Buller High School
Alex Lee Hillmorton High School
Paul Schofield
Helen Boothby Hornby High School
Rebecca O'Loughlin Burnside High School
Sophie Moloney Chris Duggan House of Science
Finian Creswell Jane Hoggard
Nicola Hawke
Ian Milne Independent
Maree Pervan Carmel College Brigitte Glasson
Richard Rendle
David Paterson Cashmere High School
Jenna Wilson Paul Ashman Institute of Professional Learning, Te
Anna Morrison Whai Toi Tangata, University of Waikato
Libby Caygill
Samantha York James Hargest College
Laura Doughty
Genna Nam Conny Ludascher John Paul College
Surette Potgieter
Seonaia Doherty Zelter Catholic Cathedral College
Nathan Bergin John Paul II High School
Emma Stoddart Chilton Saint James School
Holly Lindsay
Scott Franklin Christ's College
Carmen Kenton Kaha Education
Kirsty Howatson
Barb Bowron
Anna Johnston
Hilary Kingston
David Newton
Chris Hill Alisha Smith Kaiapoi High School
Andrew Taylor Rebecca Richardson
Linda Pears Christchurch Boys' High School Alex Sergeant Kaipara College
Brieanna Aziz
James Thew Christchurch Girls’ High School
Bronwyn Trewin Kamo High School
Charlotte Johns Cobham Intermediate School
Sarah Gunn Karamu High School
Steven Sexton College of Education, University of Otago
Jean Allibone Kavanagh College
Ben Duckett Columba College
Chantal Hillier Sandy Jackson King's School
Teresa Hutchinson
Jacky Young Core Education
Ryan McCroskery Kuranui College
Susan Stokes DairyNZ
Caitlain Blanchard Lincoln High School
Matt Maude Darfield High School
Rosanne Homewood
Kerry Sullivan
Tahlia Whiting
Susan Kingsley
Craig Marshall
Jenny Pollock Earth & Space Science Educators Willem Tolhoek
Penny Jones Edify Ltd Carol Smith Lincoln University
Annie Hawker Jon Hickford
Bevan Jones Education Perfect Miriam Bugler Linwood College
Ben Hilliam Helen Mora
Kelly Body Michelle Ryder
Steve Williams Electrotest Ltd/ PASCO Natalia Golding Marian College
Anita Collett Ellesmere College Eliot Attridge Marlborough Boys' College
Craig Anderson Radka McKendry
Antony French
Jan Taylor Medbury School
Andrea Tamatea ESA Publications NZ Ltd
Hayley Chalmers Menzies College
Terry Bunn
Julie Johnstone
Pipianna Lole-Tamatea
Thomas Everth Mercury Bay Area School
Rebecca Smith Essential Resources
Peter Sutton Microsoft/ BEANZ
Ben Laybourn Evaluation Associates
Robyn Caygill Ministry of Education
Lisa Janek Fairfield College
Ang Whitlam Motueka High School
Josh Morris Francis Douglas Memorial College
29
Matthew Huang Mount Albert Grammar School / BEANZ Toby Swallow South Otago High School
Karin Lill Mount Hutt College Heather Petelo Southland Boys' High School
Bevan Clark
Richard Freeman St Bede’s College
Pauai Afele Mount Roskill Grammar School John McPhail
Brooke Rowland
Lisa Holstein Murchison Area School
Jacob Harris St Bernard's College, Lower Hutt
Abby Linton Museum of Transport and Technology
Dave Thrasher St Cuthbert's College
Johnnie Fraser Nelson College
Sarah Hay St Peter's School, Cambridge
Graeme Rogers Nelson College for Girls
Toni Vickers
Catherine Symonds Newlands College
Kieran Tibble St Peter’s College, Auckland
Jess Brownell
Jonathan Riddell St Thomas of Canterbury College
Athol Hockey New Plymouth Girls’ High School
Tony O'Sullivan Stile Education
Eric Wheater New Zealand Association of Psychology
Rebecca Wilde
teachers (NZAPT)
Matt Cade Takapuna Grammar School
Simon Kersten NZ Graduate School of Education
James Heneghan
Matthew Burrell Newlands College
Zoe Doidge Tararua College
Heidi Haringa Northcote College
John Marsh Tauranga Intermediate School
Melissa Beaumont
Kirsty McKenzie
Lorraine Spiller NZCER: New Zealand Council for
Cayley Coughlin Tawa College
Sandy Robbins Educational Research
Christofer McGuire
Sue Mulrennan OfficeMax
Susan Swan Te Wharekura o Manaia
Tasha Dore
M Indira Bali
Pushpa Bandi One Tree Hill College Bright Hu
Ema Motu
Faye Booker Team Solutions – University of Auckland
Xavier Braganza
Mike Stone
Tarewa Williams
Kathryn Baker Timaru Girls' High School
Alex MacCreadie Open Polytechnic
Jo Dockrill
Malcolm Hewlett
Megan Turnbull
Matt Dobbs
Michael Fenton Maree O'Boyle UC Education Plus
Dennis Pollock Orewa College Paul Broady University of Canterbury
Tamsin Laird
Gavin Lambert Ormiston Senior College
Kenneth Loh Simon Taylor University of Waikato
Andrea Soanes
Pru Casey Otago Boys' High School
Anne Barker University of Waikato, Institute of
Andrew Sparrow Otago University
Teresa Fernandez Professional Learning Te Whai Toi
Kim Beaton Otumoetai College Tangata
Andrew Riach Oxford Area School Saptak Saha Upper Hutt College
Larraine Barton Pakuranga College Briana de Kwant
Jack Du Paraparaumu College Denise Dooley Waimate High School

Trish Dollan
Lesley Elms Rangiora High School
Kate Huddleston Kirsten Keighley Waitara High School
Patsy Matheson
Chloe Renshaw Rathkeale College Gael Surrey
Martyn Owen Reporoa College Gus Berghan
Kara Ross Riccarton High School Rose Christian Wakatipu High School
Rachael Cain Alex Karl Wellington East Girls’ College
Remco Baars
Emma Kean Wellington Girls' College
Sharyn Varcoe Riccarton High School / BEANZ Amy Rowe
Maria Lovelock Road Safety Education Jessica O'Boyle
Matt Nicoll Rolleston College Jackson Martin Wellington High School

Emma Lawry Shazia Nisha Wesley College
Jamie Buckland Ngatia Vaike
Manmeet Sandhu Rosehill College Ian Burnett Westlake Boys’ High School
Sean Stanning Matthew Russell
Sharyn Loveridge Ross Intermediate David Wedderburn
Nick Wilson Yenny (Heuiyeon) Bae Westlake Girls’ High School
Niki Burtenshaw Sara Jung
Nicky Wallace Rotorua Boys' High School Laura Bennett Westmount School, Manawatu Campus
Michelle Goeth Rotorua Girls’ High School Musa Musa Whanganui Girls' College
Jessie McKenzie Royal Society Te Apārangi Suzie Scourfield Whangarei Girls' High School
Jenn Corbitt Suhil Musa
Janine Bidmead
Dana Holt Sacred Heart College, Lower Hutt
Jeanette Hudson
Harriet Reed-Hadley Sacred Heart Girls' College, Hamilton
Praneeta Singh Sancta Maria College
Jason Rendle sciPAD
Mike Wilson
Lian Soh
Bhakti Patel Sir Peter Blake Trust
30
S CHO L AR SH I PS
CSTA Scholarship Recipients for SciCon 2018
Sophie Moloney, Burnside High School
Finn Cresswell, Burnside High School
John McPhail, St Bede’s College
Lindis Chetwynd, Hagley College
Caitlin Blanchard, Lincoln High School
Charlotte Johns, Cobham Intermediate
Anna Morrison, Cashmere High School
Laura Doughty, Cashmere High School
Elizabeth Caygill, Cashmere High School
Paige Richmond, Geraldine High School
Genna Nam, Cashmere High School
BEANZ Scholarship Recipients for SciCon 2018

Helen Boothby, Hornby High School, Christchurch
Matt Burrell, Newlands College, Wellington
Rose Christian, Wakatipu High School, Queenstown
Jo Dockrill, Timaru Girls’ High School, Timaru
Michelle Goeth, Rotorua Girls’ High School, Rotorua
Matt Huang, Mount Albert Grammar School, Auckland
Heather Petelo, Southland Boys’ High School, Invercargill
James Heneghan, Takapuna Grammar, Auckland
NZASE Scholarship Recipients for SCICON 2018

Sandy Jackson, King’s School, Auckland
John Marsh, Tauranga Intermediate School, Tauranga
Carol Breisman, Hampton Hill School, Wellington
Teresa Hutchison, King’s School, Auckland
Ian Milne, Primary Science Education Consulting Group
Scott Franklin, Christ’s College, Christchurch
Laura Crane, Waitaki Boys’ High School, Oamaru
Graeme Rogers, Nelson College For Girls, Nelson
Ngatia Vaike, Wesley College, Auckland
Erin Matthews, Waitaki Boys’ High School, Oamaru
This programme was proudly designed & sponsored by:
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7:00 – 7:30 pm Registration for Early Arrivals (Assembly Hall Foyer)

11:30 – 12:15 pm Opening Speaker & Committee Welcome (Assembly Hall)

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5:00 – 6:00 pm Happy Hour sponsored by sciPAD (Chapman Room)

8:45 – 9:00 am Housekeeping Notices (Assembly Hall)

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11:50 – 12:50 pm Primary Sectors Panel (Assembly Hall)

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2:55 – 3:15 pm Afternoon Tea (Miles Warren Building)

5:30 pm Evening to Explore Christchurch (see dining suggestions on page 18)

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Vi rtu a l Rea lity Room

11:50 am Keynote Speaker: Dr Michelle Dickinson (Nanogirl) (Assembly Hall)

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Oliver Brown, ACG Genetics for Generation Z, W201

Mairi Borthwick, Science Capabilities in Senior Earth & Space Science, C1

Brigitte Glasson Online Citizen Science in the Classroom, C2

Jenn Corbitt & Science Teaching Leadership Programme, W205

Graham Walker, Getting All Emotional About Communicating Science, C3

3:50 pm Workshops & Seminars: Session 2

Shireen Lata, Effect of Growth Regulators on Grape Plant Tissue Culture, B1

Kim Beaton, Who Cares?, W202

Miranda Space Opportunities in Christchurch and Beyond, W201

Richard Hartshorn, 2019 Opportunities: IYPT Brainstorm, C3

Lorraine Spiller Playing With the Science Capability Cards, B2

Denis Burchill, Sounding Off!, C2

Chris Duggan & Invasion Busters Revealed, B3

Scott Franklin, Scholarship Chemistry for Beginners, C1