Health and Physical Education 2

Unit PlanningDillon Mullins 110093826

Part 1 – Nature of the LearnerThe Leaner(s) Influence on Teaching / Learning

Year Level / Cultural Diversity

Year 10 – HPE Class 22 Students (Co-ed)

o 14 x boyso 8 x girlso 5 x Negotiated Education Plans

(NEP’s)o 2 x Indigenouso 1 x ESLo 1 x Middle Eastern Origino 2 did not complete Outdoor

Education Unit in Semester 1

Male dominated environment > 20% of the class on NEP – need to

ensure instructions and demonstrations are clear, concise and well understood

Time spent in preparation understanding the requirements of these students

Investigate considerations for students of Indigenous and Middle Eastern descent

Consider pairing students who did not complete OE Unit in Semester 1 with confident and competent students for assistance

Provide opportunity for extra time to revisit key content they may have missed if they require further elaboration

Social Dynamics Observations

o Limited interaction between boys and girls on the whole

o Some inter-gender interaction between students who have attended Cheltenham Exchange

o All students felt willing to give previous sports based units a go

o Some recent changes to classes over semester break so potentially some social impact caused by this

o Culture does not seem to have any impact on student interaction

o Some students (boys in particular) are quite dominant – but keep largely to themselves

o No visible leaders within the group – mostly happy to follow other student’s example

o 2 students seem hesitant and dis-engaged

Potential issues with teacher allocation of small groups may include:

o Will there be a leader step up within the group or will they lack direction?

o Will limited interaction between genders impact group cohesion?

o If the teacher selects the groups – potential for impact on student engagement and increased behavioural concerns

If students select groups:o May have one or two dominant

groupso May have some students being

left out or feeling isolatedo ‘Weaker’ groups may lack

leadership and cohesivenesso Interacting with friends may

increase engagement, motivation and cohesiveness

Unsure whether this was caused by their confidence in volleyball, comfort completing PE or just how they were on the day

Consider providing opportunities for all students to act as leader to develop leadership skills, confidence and competence – support to ensure success not failure

Continually re-assess as students engage with OE theory based unit when compared to a sport based practical unit

Consider ice-breaker / get to know you / GAIT fun activities to promote group cohesiveness and inter-dependence

Experience Level 20 of 22 students completed a general

camp craft unit in Year 10 PE in Semester 1.

Content included:o Trangia Use & Camp Meal

Planningo Tentso Setting up a campo Packing a rucksack

Spend some time re-acquainting students with content covered in previous unit

Provide additional time for students who did not complete unit to engage with this content if necessary

Consider pairing 2 students who did not complete unit with another more competent/confident student who is happy to assist

Prioritise teaching time – is it worth spending a whole lesson recovering content which has already been taught? Can this be revisited when on camp or does it need to be done beforehand? What is the essential knowledge required to attend this camp and return safely?

Interest Level All students have chosen to participate

in HPE in Year 10 Evaluation of camp in Semester 1 was

that engagement, motivation and standard of completion by these students was high

Limited student experience in camping beyond school context

Should be a high level of engagement with the course as a whole

Potential for some uneasiness in engaging with Outdoor Education and unfamiliar environments

Use positive experiences on previous camp as reminders or context for content being covered for this camp

Ensure this camp is well aligned with the last such that it builds upon previous experiences and knowledge rather than conflicts with it (i.e. scaffolding)

Provide opportunities for students to realise the benefit of engaging with the outdoors in their personal lives (link to lifelong physical activity)

Level of Personal Responsibility In the broader school context teachers

are generally seen as the source and

Consider that student autonomy in this context may be beneficial but foreign

If providing opportunity for personal

provider of knowledge High level of teacher dependence Limited opportunity for student

autonomy and individual responsibility Possible connection to life outside of

schoolo Personal life requires them to

be independent and autonomous

How will they respond if the same situation is thrust on them here?

Do some students enjoy having information fed to them?

If information is passed on rather than sought, is this fulfilling our obligation to them as students?

What does this do for student engagement?

responsibility and independence, provide supportive scaffolding to help promote success and limit failures

Understand that there is likely to be diversity in student response to the shift in power within the classroom

o What impact will this have on my teaching?

o Is it beneficial to risk this as a teacher when there is content to cover?

o Cost – benefit analysis?

Relationship with regular teacher and you Students generally have a very good

relationship with all HPE staff and this has been extended to their interactions with me

High level of respect in interactions and communication

Limited exposure to these students

Will need to spend some time forming relationships with these students

May need to share something of myself to start to develop relationships inside and outside of the classroom

Opportunity to interact with students beyond the classroom in an enjoyable, relaxed and engaging outdoor environment – get to see past the student we experience in a more rigid classroom setting

Part 2 – Context and ConstraintsThe Leaner(s) Influence on Teaching / Learning

Number of lessons/wk, Unit Length, Time/Place of Lessons

4 lessons per week 2 x Single Lessons – 45mins

o Monday – Lesson 1o Friday – Lesson 6

1 x Double Lesson – 1hr 40 minso Wednesday – Lesson 3/4

Unit Length 4 weeks

o Week 6 / 7 / 8 / 9o *Only on placement for first 3

weeks 7 lessons pre-camp

o 4 Lessons – Week 2o 3 Lessons – Week 3

Camp – Week 4 (Tues / Wed) 5 Lessons post camp

o 1 Lesson – Week 4o 4 Lessons – Week 5

Place of Lessons PE Classroom

Limited class time prior to camp in Week 8 to cover necessary content

Need to choose ‘must’ content carefully and ensure this is covered in as much depth as possible

Prioritise the ‘should’ content and include time permitting – do not compromise ‘must’ content

Wednesday’s double lesson will provide core time for problem based learning activities and content coverage – other classes likely to be impacted by student lateness / Friday afternoon behavioural considerations

Teaching Space, Equipment, Time Allocation, Resources

Teaching Environment Theory classes conducted in PE

classroom attached to Gym 2 main groups of ‘white-board’ desks 10 - 15 students at each group of desks 1 x Smart Board 3 x White Boards Teachers Computer Access to student computers/printer

o Questionable usability with technological issues

Option of moving outside for practical activities

Class Time Week 6 – 190 mins Week 7 – 145 mins Week 8 – Camp + 45 mins

Use outdoor space where possible (weather permitting) to get students to learn by doing rather than learn by listening and writing

Use small groups for discussions – noting on whiteboard desks can be used so that student’s lack of stationary does not impact on ability to engage

Accessibility to student computers could be an opportunity or limitation depending on their functionality – get these checked if they are to be used by students

o Ensure effective Plan B in place if this is not possible

Regular meeting spot should decrease transitional time between classes

Adequate camping equipment available and accessible – consider going through this equipment to assess its usability and suitability for this camp

Week 9 – 190 mins

Unit Breakdown Lesson 1 (45 mins)

o Module 1 Lesson 2/3 (110 mins)

o Module 2 Lesson 4 (45 mins)

o Module 2 Lesson 5 (45 mins)

o Module 3 Lesson 6/7 (110 mins)

o Module 3 + Camp Preparation CAMP Lesson 8 (45 mins)

o Module 4 Lesson 9 (45 mins)

o Module 4 Lesson 10/11 (110 mins)

o Module 4 Lesson 12 (45mins)

o Module 4

Equipment Available Individual lengths of rope Tents Trangia & Fuel Emergency Shelters First Aid Kits Maps – School / Kuitpo Forest Compasses Ruck Sacks Tarpaulins

Personal Experience and Background Have completed a number of

Foundational Outdoor Education subjects at University

o 2 x Bushwalking / Camp Crafto 2 x Kayaking / Camp Craft

All completed to high standard However, they were completed more

than a 12 months ago Require some refreshing on key

content but with research – comes back relatively quickly

Some personal experience of camping in last two years – 4wd camping in National Parks

Spend time in preparation going over content to ensure it is fresh and accurate in my consciousness in my teaching

It is vital that I understand my teaching content thoroughly so as to not confuse other students or compromise their active learning time

Consider the relevant skills and content which you would have found valuable as a student

Use personal experiences as anecdotal context for students to increase relatability and engagement

Teaching Approach of Regular Teacher Pursues consistency in student-teacher

Clear connections between regular teacher’s teaching style and my own

interaction and regularity of class structure in developing an effective learning culture

Uses clear, concise and simple instructions in guiding class time before moving within the group to provide more individualised direction and feedback to students who require it

Happy to work through theory content step by step with students ensuring that it is being completed and all students understand requirements

Thorough preparation of resources further compliments this

Well organised and planned ensuring classes run smoothly and maximise the little active learning time available

Should attempt to continue on with the culture and expectations that they have established with their students

Main difference – provide opportunity for student autonomy rather than stepping students through content

o Question how effective this will beo Does she do this because the other

method doesn’t work or because she prefers to control the class in this manner?

Regular teacher will be a good sounding board for ideas and assistance when required

Will likely provide some worthwhile feedback to be taken on board

Context of the School HPE department somewhat isolated

from rest of the school Typically ‘runs its own show’ –

particularly in relation to inter-school exchange with Cheltenham High School in Term 2

Limited interaction with other faculties within the school

Students widely engaged with HPE as a subject, typically high levels of subject selection at a senior level

3 streams at SACE Levelo SACE Physical Educationo Sports Studieso Sport and Recreation (VET)

PE compulsory until Year 9

Likely to be good student interest and engagement in the unit

Unknown consequences of attitude towards HPE department at school?

o Difficulty in running classes in common spaces

o Impact on out of school campo Communication networks with

other faculties which may be of benefit

Design and Tech Science

Part 3 – Activity AnalysisThis Outdoor Education unit will encourage students to engage with physical activity beyond a typical HPE classroom setting. They are able to accept new roles, develop new physical, personal, social, teamwork and leadership skills which are relevant and applicable to a broad range of professional and personal contexts. This camp skills unit will draw upon previous skills developed in a camp completed by Year 10 PE students during Term 1, 2016. It will provide students with opportunities to further develop skills learnt in this context whilst engaging with new skills related to orienteering and knot tying. The ‘Camp Skills Theory’ component of this unit at school will provide students with practical skills and understanding which are then applied in a real camp context with an overnight camp at Kuitpo Forest, in the final week.

The key learning experiences that will be used are individual and small group challenges where students are provided with a problem and a structured context to which they need to respond using a select range of skills. This is well aligned with the key learning principle which will underpin my educative practice, being maximising individual participation by structuring an engaging, practical and success oriented learning environment. It is also vitally important that given the physical context in which my teaching will take place that students remain physically and emotionally safe (i.e. do no harm).

Expected Student Outcome Implications for Teaching and LearningMODULE 2Acquire knowledge and develop proficiency in identifying and applying a range of knots to practical, problem based scenarios.

Identify 4 main knotso Truckies Hitch

o Bowline

o Clove Hitch

o 2 ½ Round Turn

Provide opportunity for student autonomy as they investigate:o How the knot is tied?o What context it could be used in?

Truckies Hitch: Securing a load Bowline: Safety knot, easy to undo having

been under tension Clove Hitch: End or Midline knot tying off 2 ½ Round Turn: Tying to anchor point

Provide opportunity for students to show their understanding in minor and major practical context

o Small individual challenges Securing a load Connecting two pieces of wood Tying off a loose end Tying rope to anchor point

o Larger Group Challenge Stretcher Challenge Obstacle/Challenge Course

MODULE 3Develop and demonstrate the use of orienteering skills and strategies to effectively navigate a range of physical environments.

Potentially limited previous experience in the compass familiarisation and use

Teacher modelling and explanation whilst doing becomes significant

Using a mapo Types of Maps (Topographical, Atlas, Road, Marine)o Information contained on a map (Title, Type,

Compass, Contour Interval, Scale, Landmarks, Legend)o Scales (relevance, how to measure – linear/curved)o Grid Referenceso Contours/Representation of heighto Orienting a map

Using a compasso Parts of the compass (direction of travel arrow, scale,

base plate, orienting arrow, magnetic north needle,

housing dial, orienting lines)o Points of degreeso Bearings and North Point (True North, Grid North,

Magnetic North)

o o Taking a Compass Bearing Face the object, hold compass horizontally

with arrow pointing towards object Turn the dial on the compass house until ‘red

is in the shed’ Read the magnetic bearing on the housing to

convert to grid bearingo Taking a Map Bearing

Point direction of travel arrow in the direction you plan to travel

Place the long edge along the desired route Rotate the compass housing so the orienting

lines are parallel with the grid lines on the map

Take compass away from the map and keep ‘red in the shed’

Provide opportunities for students to learn off each other, practice and hone these skills

Then provide an opportunity for students to work autonomously and as a member of a small group in completing an orienteering course

MODULE 1Review and reflect on

Provide students with an opportunity to reflect and share on skills learnt in Term 1

previously developed skills in setting up and packing up a tent and further develop these skills in a new practical context.

Revisit and consolidate knowledge on following key points:o Pitching a tent

Even, dry place Remove stones and sharp objects Consider wind direction (strongest part

towards wind) Pitch away from water courses No overhead branches or trees Poles then pegs (pegs at 45 degrees) Set up inside of tent

o Pack-up Pegs then poles Shake out tent inside Remove all dirt from bottom of tent Collect all pegs Return items which may have been moved Do a walk around – ‘leave no trace’

Provide opportunity for students to individually show knowledge – quiz / practical problem

MODULE 1Apply safe trangia cooking practice and demonstrate creativity and proficiency in planning and executing a meal whilst on camp.

Consolidate knowledge on trangia useo Parts of trangia

o

Cooking Protocols Cooking circle Safety briefing Fuel Dump and transport of fuel Filing the fuel Sitting away from cooking pot No one in the idle of the circle Use the billy grips Disposing of waste

Provide broad guidelines on what is required for camp meal

preparation but allow and encourage creativity and flexibility with incentives

MODULE 4Form and express of personal values, beliefs and attitudes.

Allow students time during and post camp to reflect and analyse on what has been learnt and how this is applicable to their lives beyond school and PE

Provide opportunity for these values, beliefs and attitude to be shared, should they wish to, in a safe group context.

Share something of yourself to promote openness and respectMODULE 4Work collaboratively and cooperatively with peers in successfully completing a range of activities.

Structure engaging activities which require group collaboration, effective communication and cooperation to achieve success.

Part 4 – Scope of LearningWhat MUST be taught? What SHOULD be taught? What COULD be taught?Recap of knowledge learnt on previous camp:

Setting up camp Setting up a tent Packing down a tent Using a trangia Safe cooking practice Menu Planning Packing a rucksack What to take

Navigational Skills Different types of

maps Information that can

be found on a map Using a map to find

where you are Using a map and

compass for direction Other necessary

equipment

Knots 5 knots

o Bowlineo Clove Hitcho 2 ½ Round

Hitcho Truckies Hitcho Reef Knot

What are they used for?

How are they tied?

Camp Etiquette Selecting a toilet spot Waste disposal Minimal impact

Equipment maintenance How to clean a tent How to look after a

trangia

Navigational skills Catching features Compass Bearings Railroading Aiming off

Knots Use of these knots in

varying contextso E.g. Midline vs

end of line Simple, effective knots

which could be used in place of

Bushwalking considerations First aid Emergency Procedures Extended stays Communication Off the grid camping

Equipment Purchase

considerations Additional equipment Clothing for different

climates

Navigational skills Using different maps Navigating without a

map Navigating at night

Additional Information Kuitpo Forest

information Indigenous

perspectives Forestation Weather

considerations

Considerations when camping alone or with a couple of travelling companions

Part 5 – Australian CurriculumStrand: Health and Physical Education Band Level: 9-10Select the Sub strand(s) & standard for band level. Specific Evidence of Student LearningSub Strand 1: Moving Our Body

Provide and apply feedback to develop and refine knot tying and navigational techniques in controlled and un-controlled environments.

Develop, implement and evaluate navigational concepts to successfully traverse a range of natural and built environments with and without equipment.

Sub Strand 2: Learning Through Movement Demonstrate leadership and collaboration

skills to contribute to small group or team success in completing problem based challenges.

Transfer understanding from previous outdoor education experiences to successfully complete individual and group challenges.

Sub Strand 3: Communicating and Interacting for Health and Wellbeing

Investigate how empathy and active listening skills can contribute to effective interpersonal relationships and small group collaboration

Complete problem based, knot tying challenges using 1 or a combination of the following 4 knots:

o Clove Hitcho Truckies Hitcho Bowlineo 2 ½ Round Hitch

Apply individual problem solving skills to determine appropriate knot use in a given context

Contribute acquired knowledge to a small group in completing simple and complex challenges

Effectively demonstrate the use of a compass to determine the most appropriate path around an orientation course both at school and on camp

Develop skills in effectively navigating a physical environment without a compass using navigational strategies knowledge

Show leadership and collaboration skills to prepare for an overnight camp and effectively set up and pack up camp without staff guidance.

Apply knowledge acquired in Semester 1 to respond to camp skill challenges:

o 15 mins for a safe cooking space to be established and have everyone ready to cook

Allocate group roles and show skills in responding to responsibilities and contribute to group success.

Show leadership skills to effectively respond to failure.

Reflect on the allocation of group roles and how their application of empathy and active listening benefited or limited their ability to contribute to group success

Focus PointsFood and Nutrition (FN)

Provide opportunities for students to further develop current nutritional and camp cooking skills to make healthy informed food choices for an overnight camp.

Challenge and Adventure Activities (CA) Focus on how individuals participate in

outdoor recreation activities to challenge them physically, emotionally, socially and behaviourally through collaborative and individual challenges in varying natural physical environments.

Lifelong Physical Activities (LLPA) Assist students in making connections

between the accessibility of outdoor recreational activities and the health related benefits of participating in physical activity across the lifespan.

Students will plan a detailed menu plan covering all food and snacks for their small group for 2 days

This plan must show evidence of having considered healthy, sustainable choices

Report on the appropriateness and efficacy of this mean plan in the post-camp reflection

Students will participate in a number group based challenges while on camp at Kuitpo forest which will require them to:

o Interact effectively with their peerso Adjust their behaviour to ensure

group successo Exert themselves physically to

successfully navigate an on and off track orienteering course

These activities contain an inherent risk which will require recognition and management both individually and as a group.

Opportunities will be given for students to complete simpler activities on campus to develop skills in navigation and knot tying allowing staff and peers to provide feedback and context

Students will be given opportunities to reflect on their camp experiences and consider how this may be applicable to their personal lives

Students will be encouraged to consider how this activity may be beneficial for adults who experience physical, social or emotional limitations or disability

Year 9 & 10 Achievement StandardsBy the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

In this OE Unit students will: Critically analyse and evaluate their actions, interactions and behaviours as a member of a group,

satisfying group roles and accommodating personal diversity Analyse a problem based challenge, establishing and applying relevant knot tying, navigational or

camp craft skills to inform and apply an appropriate response Reflect on their actions and interactions, effectively justifying their choices and decision making in

response to individual and group challenges and consider how this may be adjusted for refined application in future contexts

Apply navigational skills and knowledge (e.g. using a map, compass, observations) to complete an orienteering course using on track and off track strategies

Effectively reflect on performance, evaluating the application of peer and teacher feedback to show how they improved their application of knot tying and navigational skills over the course of the unit

Part 6 – AssessmentAssessment method provided to me in form of a written assignment, completed in class, with additional resources collected in preparation for and on camp. Students given 5 in class lessons to complete the assessment for marking by the teacher with a summative grade provided.

The assessment is separated into two areas. The first is an opportunity for students to provided evidence of the effective completion of a number of skills and techniques learnt in preparation for the camp. There is the assumption of some prior learning in the areas of Menu Design and Trangia use, with students only required to provide some simple, coherent answers and photographic evidence. There are no assessable expectations on student’s knowledge of setting up a camp or a tent. Greater cognitive consideration is being asked of students with regards to knots and orienteering, as they are asked to complete a more in depth analysis of the content covered, whilst also encouraging them to evaluate their application of the technique or skill.

The second, more significant component of the assessment is the reflective journal where students are asked to reflect and evaluate on a number of key themes and ideas (e.g. group work, communication, participation, learning, highlights and improvements). This certainly requires a level of higher order thinking, however, presents a significant amount of work which I believe, in planning, could be challenging for a number of students.

Questions I would ask regarding this assessment are:

How is this aligned with the Australian Curriculum? Does this provide opportunities for students to encounter new knowledge or apply their

skill-based knowledge to new situations or contexts? What framework is available for students who struggle with self-reflection to still complete

the assessment to a high standard? How is this contextually relevant to the overall students objectives and outcomes?

It is up to you to choose how to present this assignment. You may like to present this using PowerPoint, as a Word document, a website or in an alternative method (discuss with teacher). You need to use photos as evidence of your learning and to support your writing.

Answer each section using the headings listed below.

MENU DESIGN

1. Provide a detailed menu of the food you took on camp using the menu sheet provided.

2. Provide a photo of a meal you cooked using a Trangia.

TRANGIA

1. Download a picture of a Trangia and label each part.2. State 3 rules to consider when using a Trangia?

KNOTS

1. For each of the five knots we learnt in class, you need to:a. Provide a picture/photo of eachb. Step-by-step process of how to do each knotc. Provide examples of where you could use this knot in the future

(The five knots are as follows: Clove Hitch, Round Turn 2 ½ Hitch, Truckies Hitch, Joining & Bowline)

2. Provide a photo of your shelter and label the different knots.3. Did you find the knot unit beneficial? Why/why not?

ORIENTEERING

1. Name three things visible on a map that assist in finding directions?2. What are three points to remember when using a compass?3. When choosing a route to follow, what are three factors you should consider?4. What strategy/strategies can you use to measure out distances?5. Safety is important when orienteering, what considerations must you understand

when participating?6. Provide a photo of your group completing the orienteering challenge.7. How did your group go with the orienteering course on camp? Discuss the

strategies your group used.

YEAR 10 OUTDOOR EDUCATION ASSIGNMENT

CAMP PHOTOS

You need to provide photos of the following:

Camp group

LogoYour group completing a challenge task A meal you cooked using a TrangiaA labelled picture of a Trangia

The five knots we learnt in class

Your shelter with knots labelledYour group completing the orienteering challenge

CAMP TASKS

1. Explain how camping can be a positive influence on a group of students and why?

2. Do you feel that you have developed any positive skills with regards to your ability to provide leadership and problem solving? Explain with evidence, why/why not.

3. Do you feel that you participated and involved yourself to the best of your ability on camp? List the tasks that you were involved in.

4. Detail three things you have learnt from this unit of work and how they will be useful to you in the future.

5. What were the highlights of this camp? Why?6. What improvements could be made to this camp? What should be added /

removed?

STUDENT NAME:

Needs Attention

Competent Competent +

Pictures

Clear photos/pictures of required evidence

Minimal photos/pictures have been included

Photos aren’t clear

Most photos have been included

Photos/pictures are clear

All photos/pictures have been included

Photos/pictures are clear

All photos/pictures have captions and labeled where necessary

Comments

Each photo picture is captioned (what is happening in the picture/photo) and labelled where necessary

No labels or captions on photos

Attention needed on correct grammar

Most photos/pictures have captions and labelled where necessary

Demonstrates correct grammar and literacy skills when describing picture

All photos/pictures have captions and labelled where necessary

Demonstrates high level of literacy

Questions and procedures

Students are to complete all questions and procedures within the assessment task

Does not complete all required tasks to a satisfactory level

Completed all questions and procedures with demonstrated evidence

Completes all questions and procedures to an outstanding level

Cooperation and participation

Students are to display cooperation and participate in both class and on camp

Reluctant to participate

Reluctant to cooperate with both peers and teachers

Displays a willingness to participate in activities

Routinely displays a cooperative manner

Consistently participates in all activities

Displays initiative in class and on camp

Highly engaging and supports others in the group throughout activities

Resilience

Willingness to try activities and work through them

Reluctant to take risks with their participation.

Needs to build specific strategies to develop resilience

Willing to take some risks in their participation

Shows persistence and effort to improve one’s self with a given task

Willing to take risks Extends self to take

risks, apply effort and persist, whilst positively rebounding

YEAR 10 OUTDOOR EDUCATION RUBRIC

Fair Play

Respectful of others in class

Does not show respectful and/or empathy to others

Does not communicate positively with peers and teacehers

Behaves with respect and empathy for others

Communicates positively with peers and teachers

Consistently respectful and considerate of others

Communicates positively with peers and teachers

Effort & responsibility

Students to display effort with tasks asked of them and show responsibility throughout unit

Attention needed to increase focus/effort in participation with required tasks

Reluctant to work with others

Participates in class and on camp with a positive attitude and application

Can stay focused mostly, takes responsibility to work with others cooperatively

Participates in class and on camp with enthusiasm, and encourages others to participate

Is consistently focused and on task, collaborates and encourages others

COMMENT:

GRADE:

Part 7 – Unit Evaluation

Appendix 1 – Risk AssessmentActivity: Outdoor Education Camp Location: Kuitpo Forest Date: 12th & 13th Septmber

Possible risk of injury Risk 1: Emotional stress Risk 2: Major Physical Injury Risk 3: Minor Physical Injury

Risk 1: Emotional Stress What will you do to minimise risk?

Causal Factors

People Equipment Environment

Emotionally unsafe learning environment caused by individual behaviour, lack of group protocols

Students encouraged to move beyond their comfort zone, generating feelings of

Establish clear and agreeable group expectations and rules at the start of the unit which students must follow

Provide emotional support for students, allowing them a ‘no-go’ response if they feel uncomfortable at any stage

Show appropriate behaviour to role model expectations on students

Ensure consistency in enforcing consequences for not meeting group expectations and rules

Carefully check all equipment prior to going on camp for appropriateness, maintenance and functionality

Establish that students are able to successfully and safely use the equipment (e.g. set up a tent, cook on a trangia)

Research the environment, weather and risks associated with camping in Kuitpo Forest

Seek regular updates on changes in weather

Employ a ‘do no harm’ mentality, if in doubt – don’t do it

Risk 2: Major Physical Injury

Causal Factors

People Equipment Environment

Inappropriate, unsafe behaviour going against group rules

Inappropriate clothing or footwear

Poorly maintained equipment Unsafe camping / walking

environment

Risk 3: Minor Physical Injury

Causal Factors

People Equipment Environment

Inappropriate, unsafe behaviour going against group rules

Inappropriate clothing or footwear

Poorly maintained equipment Equipment poorly used Unexpected change in weather Unsafe camping / walking

environment

Response Plan

Non Urgent Response Immediate contact first aid: Brenton Dalby (School Mobile # TBC)

Urgent Emergency Response Ambulance: 000 Closest Hospital: Noarlunga Hospital / Flinders Medical Centre