Resources

Code Of Practice For School Laboratories

Under the Hazardous Substances and New Organisms Act (HSNO), teaching and research laboratories may be exempted from certain parts of the Act, provided the laboratories meet the requirements of the Exempt Laboratories Regulations 2001.One means of complying with these regulations is to conform to an Approved Code of Practice.

A Code of Practice for schools has been developed by NZASE and approved by ERMA NZ. 10 January 2007 If schools do not follow this code, school managers should ensure they comply with Hazardous Substances and New Organisms (Exempt Laboratory) Regulations 2001.
Download the Code of Practice in
Word Format                PDF Format

Safety in Science

Disclaimer: July 2011.  Safety in Science was first published in 1997, revised in 2000. It should be consulted in conjunction with other safety guidelines
and Codes of Practice for School Laboratories.  This manual will be reviewed and updated in the near future.  Meanwhile Learning Media has given permission for the 2000 version of the document to be scanned and made available on this website.

Download   Safety and Science

NZ school science technician roles 

Information about New Zealand school science technicians available from surveys is examined, with overseas comparisons. Use of science technicians to minimise the additional workload science teachers have for practical work is at a low level by international standards. The proportion already qualified and experienced when engaged is higher than in Australia and UK. Accessing further training and professional development is however difficult, even for those lacking basic training. 

by Ian de Stigter
August 2010

NZ School Science Technicians Workforce Survey

An on-line survey of school science technicians was carried out in August-September 2007 to guide future planning for the profession. Survey questions were designed to determine the characteristics of the NZ school science technician workforce, and the environment in which they work. Some of the information can be compared with that in UK and Australian science technician surveys. NZ information on employment hours, from an earlier survey, is also considered.

by Ian de Stigter
September 2007

NZ Secondary School Science Technician Employment

by Ian de Stigter

Science Technician at Mt Albert Grammar School for Science Technicians Association of NZ
August 2007
Endorsed by STANZ Executive 10/08/2008

Abstract: Ways used by others to determine the amount of technician support for science teaching were considered. A survey of NZ schools was carried out and the service factor ratios calculated. The different values for this measure of teaching support were compared in different-sized state/integrated schools, and in independent schools. The assumption that state and integrated schools could be considered together was checked. Consideration was given to the role of a science technician in a school, and the reasons why larger schools may use proportionately less technician support. A proposal was put forward for a minimum service factor ratio, with the suggestion of central funding the salaries.

History of Efforts for Support Staff and Science Technicians

Report by Ian de Stigter
Science Technician at Mt Albert Grammar School for STANZ
October 2011
Abstract: In this report Ian outlines past developments which have been positive for school science technicians, followed by continuing and current professional and employment challenges. Data and resources available to quantify and resolve these issues are described. Strategies are presented which could be used to bring about beneficial change.

Workplace Change for Science Technicians

School science technicians are involved with a variety of changes which are taking place in their work and workplace, and believe that some further developments there are overdue. Changes have come both from progress in technology and curriculum, and through different resource needs as science teaching methods and assessment requirements evolve. Changes which have taken place, and drivers for further change, are:

by Ian de Stigter
August 2012