Download - EOTC Guidelines
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EOTC Guidelines
An EONZ-NZAEE-MSC project funded by Sport NZ
An EONZ-NZAEE-MSC project funded by Sport NZ 22012
He waka eke noaA canoe on which everyone can embark
Bringing the Curriculum Alive
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Tirohia kia māramaWhāwhāngia kia rangona te hā
Observe to gain enlightenment;participate to feel the essence
An EONZ-NZAEE-MSC project funded by Sport NZ
There are four overarching key messages
EOTC is all curriculum-based activities outside the classroom, including sport
The EOTC Guidelines support the national curriculums, both The New Zealand Curriculum (2007) & Te Marautanga o Aotearoa (2008)
Each activity requires planning
Education for sustainability is fundamental to EOTC
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Expectations today and beyond1. Complete tasks in the workbook and reflect on your practice, and thus meetyour responsibilities as per….. Registered Teacher Criteria (bullet point # 12) “critical reflection” NZC “Self review” Your school EOTC procedures “annual review” ERO want to see your self review
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Expectations continued
2. Update on the current practices in EOTC3. Connect with participants that might have
similar programmes and/or issues4. Participate in workshop #25. Share/lead/facilitate learning back at your
school
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Starter questions
start your reflection with starter questions 1-3 in the workbook
Note: All your subsequent reflective question responses will be related to your response to Question 2.
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Systems approach to EOTC
Students Desired learning outcomes
.
Select Teaching strategies
YES !
Logistics Location Hazards Leadership
Emergency Incidents
Preparedness
Teaching and learning
outside the classroom
Com
mun
icati
on
Approval Sustainability practices
Scope of your school operation Have you added anything not on the list? Were there any surprises? Would other staff in your school circle the
same? Would any not be considered EOTC in your
school? Are you confident that your current system
enables your school to successfully deliver all EOTC experiences at your school?
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Module One: Bringing the Curriculum Alive
Ko te manu ka kai i te miro nōna te ngahereKo te manu ka kai i te mātauranga nōna te ao
The bird that eats from the miro tree owns the forestThe bird that eats of the tree of knowledge owns the world
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Module One: Bringing the Curriculum Alive
Key messages
Each EOTC activity should have a purpose that relates to the national curriculum
Consciously identify the best venue for each activity
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Using teaching as inquiry to inform practice
Loburn clip focus questions Given what you see in the clip, what could have
been the possible learning needs of the students? What might have been the needs connected to the
NZC? Why might EOTC have been chosen as the most
appropriate teaching and learning strategy? How could teachers have determined that EOTC was
the best strategy?
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Exploring our local area
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Personal actions
Throughout the workshop there will be time to note any personal actions in your workbook
Post the workshop we suggest you identify on a map with your school at the centre all the venues/sites/environments you use to for student learning
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Module Two: Learning Safely: A Shared Responsibility
Ko Tangaroa ara rau
Tangaroa of the many pathways of the sea. (Everyone must be alert, know their roles, and also be willing
and able to assist others)
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Module Two: Learning Safely: A Shared Responsibility
Key messages Learning and safety go hand in hand Everyone shares responsibility for
quality learning and safety Appropriate cultural practices and
principles of sustainability are integral to quality learning
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Waka activity: InstructionsDivide into 8 small groups. Each one is given one of these contributing groups:
1. Person in charge/mata ariki (flag)2. EOTC coordinator/tiratū matua (mast)3. Activity leaders/hoe urungi and hoe ākau (rudders)4. Board of trustees and principal/ngā riu (hulls)5. Students/rā matua (mainsail)6. Assistants/rā tauaki (foresail)7. National bodies/kīato (cross-beams)8. Government/ngā takere (keel)
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Brainstorm and record
What are some of the key responsibilities that ensure:Quality learning occurs in an EOTC activity (yellow stickies).This learning occurs safely (blue stickies).Appropriate cultural practices and principles of sustainability are applied (green stickies).
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Personal actions
Time to record any personal actions Note any actions for your own role in your
programme. Read the section on specific responsibilities
for your role in the EOTC programme.
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Module Three: Planning
Te toia, te haumataia
Launching a canoe(Anticipation and excitement are part of the
launching – but nothing can be achieved without a plan, a workforce, and a way of doing things)
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Module Three. PlanningKey messages
Planning starts with intended learning Paperwork should be proportionate to the
level of risk, focused on significant risks A systems approach is most effective Reviews keep systems alive Clear communication among all
stakeholders is critical
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Sound log activityYour group of 3 will need to go outside to do a site inspection for the sound log activity as part of this planning process.
The group needs to:Organise the activity. Identify any hazards with this activityIdentify what documentation you need to support the planning? Why?
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Discussion: Approval and consent
Discuss briefly in groups:If you were running this overnight camp in your school / organisation, who would you need to get approval / consent from and why? What information would you need to provide people with?
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Discussion: Systems review
When do you review your planning documents?
What happens with the information gained through review?
How are any changes or new information / policies / procedures passed on to others or incorporated into the programme?
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Personal actions
Own actions Suggest include use of websites in your
reflective process ….see back pages of Workbook
Suggest utilise Appendix 4 Sample form 24: EOTC management self-audit checklist to continue with self review
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Module Four: Staffing and Supervision
Ka haere te mātātahiKa noho te mātāpuputu
Youth rushes in; age deliberates
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Module Four: Staffing and Supervision
Key messages
Competent staff and clear roles and responsibilities are key to learning safely
Match staff competence and supervision structures to effectively supervise the activity
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Activity: Leader competency1. Identify and record in your workbook the leader
competencies for one or more of the photos in pages 13, 16, 17, 20, & 56 of the EOTC Guidelines
2. Read page 35, paragraph 112 and answer the questions through a discussion with your neighbour.
Do you think there should be anything else in this list of core competencies?
Is there anything in this list that you were surprised by? Why do you think ‘knowledge of sustainable practices’
is in this list, and what might that mean in the context in which you work?
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Activity: Leader competency
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Leader competency activity
Page 16
Page 20 Page 13
Page 56
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Leader QualificationsEONZ Outdoor LeaderIt’s designed for teachers and other youth leaders who lead day walks on formed tracks with or without an overnight. A replacement is currently being developed with Skills Active. Further information or register your interest:[email protected]
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National Certificate in Recreation and Sport (Education Outside the
Classroom)
Who is it for?
•People who provide EOTC and outdoor education programmes and experiences in schools
• EOTC coordinators or teachers in kura, primary or secondary schools
• Private contractors providing EOTC services to schools
Why do it?
•Validates your role as a professional in EOTC, to schools and parents
•Gives formal acknowledgement of your specialist EOTC skills and knowledge
•Valuable professional development opportunity
•Provides a useful stepping stone in your career pathway
Why do it?
•Can lead to other development opportunities such as:
• Outdoor Leader award offered by EONZ and Mountain Safety Council
• Specialist outdoor instructor qualifications
• Higher-level recreation and sport management qualifications
What does it cover?
•The principles and values of EOTC
•Managing hazards and risks
•Planning, delivering and evaluating EOTC activities and events
•Teamwork and listening skills
•Dealing with different types of behaviour
What do I have to do?
•Completing these two assessments will give you the qualification:
• Module 1: EOTC and You
• Module 2: Running EOTC Events and Activities
What do I have to do?
•Module 1 assessment: The ‘theory’ of working in EOTC – principles, values, behaviours, roles and responsibilities
•Module 2 assessment: Evidence of planning, running and evaluating real EOTC events and activities
What do I have to do?
•The assessments are:
• A mix of written questions and practical tasks
• Based on ‘naturally occurring evidence’
• Based on a ‘portfolio of evidence’ – documents and forms you already complete day-to-day in your role
What do I have to do?
You also need to provide attestations to confirm your skills and experience – from a head of department, EOTC coordinator or school principal
Interested? Now what?
•Sign up to the qualification:
• Download a Skills Active Training Agreement directly from our website at www.skillsactive.org.nz
• Pick up a training Agreement from an EOTC workshop
• Talk to EONZ
• Talk to Skills Active: [email protected]
Personal actions
Reflect on your responses to the starter questions and the activities in this session. Was the activity you led operating under an effective supervision structure?
Look at your organisation’s systems to see what process exists to establish a supervision structure.
Note any actions for your own programme.
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Module Five: Contractors, providers and volunteers
He o te kotahiNo te tokomaha
One wrong decision – everyone is affected
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Module Five: Contractors, providers and volunteers
Key messages
Competent staff and clear roles and responsibilities are key to learning safely
Match staff competence and supervision structures to effectively supervise the activity
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Personal actions
Note any actions for your programme
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Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice
He ture whenua tuaukiukiMa te ture tangata e pupuri
The ancient lore of the landBe protected by human law
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Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice
Ka tika te rapaunga whakaaroKa tika ko te whakaharatau
Getting the philosophy right will ensure informed practice
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Module Six: Legal Responsibilities, Codes of Practice & Accepted Best
PracticeKey messages
There are legal requirements which everyone must observe
Leaders must be aware of the relevant codes and accepted best practice
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Module 6: Conclusions In education circles, the legal chapter in the
EOTC Guidelines is highly regarded as succinctly capturing the responsibilities and accountabilities under NZ law.
With students at the centre there are statutory requirements and obligations for boards.
Society’s expectations around safety are increasing and so you need to understand governance responsibilities, accountabilities, and liability.
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Personal actions
Note any actions for your programme
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Module Seven: Emergency Preparedness
He kōhatu taka i te pari e kore e taea tewhakahokia
A stone fallen from the cliff can never be returned
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Module Seven: Emergency PreparednessKey messages
An emergency plan is essential
You should practice your emergency plan regularly
Incident recording and analysis is essential
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Activity: Scenario role play
Trip to the zoo (Years 5 & 6 or Year 9)
The bus has just pulled into the car park at the zoo. A student spots a friend from another school across the car park, rushes off the bus, runs across the car park to meet their friend, gets hit by a car, and is in too much pain to get up.
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Scenario questions What did you do first? What roles did you allocate? What information did you need? What course of action did you take? Who did you communicate with? (How and when?
How did you deal with the student cell phones?) How did you resolve the situation? Did you discuss, debrief, offer support, record,
report and review the incident?
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Personal actions
Find your organisation’s Incident Register and see if it:Records EOTC incidents and near misses.Rates incidents for severity.Has been reviewed regularly and has led to change of policies and / or procedures.Compare your responses to the starter questions with what you have learnt from this module.
An EONZ-NZAEE-MSC project funded by Sport NZ 562012
An EONZ-NZAEE-MSC project funded by Sport NZ 572012
He waka eke noaA canoe on which everyone can embark
Bringing the Curriculum Alive