Outdoor education policy guidelines (PACI, NTDE 1997)
Purpose
Adventure Bound NT Outdoor education focuses on personal development through responsible interaction with others and responsible use of the natural environment.
Focuses
- To provide a safe and stimulating learning environment;
- To offer achievable challenges and promote success;
- To encourage active participation and praise all efforts;
- To show others how to appreciate and care for the environment;
- To foster development of personal skills, ie self confidence, self esteem and independence;
- To provide opportunities for groups to exercise and develop skills in leadership, decision making, mutual support and cooperation,
- To promote equality and respect for each individual and
- To make camp programs affordable and accessible to all schools.
Industry standards
The organisation conducts activities, which require strict regulation of procedures utilised. Organisations with which Adventure Bound NT are affiliated with, provide the relevant operating guidelines, ie Professional Association of Climbing Instructors, NT Outdoor Education Guidelines (1997)
Insurance
Adventure Bound NT has comprehensive insurance cover to the value of $10,000,000.00. A copy of the insurance cover can be provided on request.
Adventure Bound NT and Staff
Adventure Bound NT Instructors / Leaders and assistances associated with the conduct of camp programs are all fully trained and qualified to run the relevant activities.
School Staff Insurance
School staff are required to have relevant skills and expertise to conduct activities. Final Duty of Care to students, as per NT Outdoor Education Guidelines falls on the school and school staff. Teachers conducting activities at Adventure Bound NT camp site need to have insurance cover from the school. Adventure Bound NT insurance will not cover teachers conducting activities.
Safety
The safety and well being of all persons involved in an activity or program is the principle concern of the organisation. Adventure Bound NT seeks to protect the physical, mental, social and cultural well being of both staff and students.
Safety in outdoor education is of paramount importance. All staff from the school and Adventure Bound NT are required to have relevant skills and expertise to conduct activities.
Ratios
Staff to student ratios as a guideline exists at 12:2, ie one qualified leader and one teacher or other adult to each twelve students participating in the activities. ABNT will provide the qualified staff and the school attending the program are to provide the other supervisor/s.
ABNT will provide staff for adventurous activities requiring qualified instruction.
Activity | Minimum age of students (yrs) | Qualified instructors required | School staff required |
Rock climbing | 12 | 12students:1inst | 1 |
Abseiling | 10 | 12:1 | 1 |
Flying Fox | 10 | 12:2 | 1 |
Bushwalking (over night) | 10 | 15:2 | 1 |
Swimming (on site pool) | 10 | 12:1 (Years 4 -7)15:1 (Years 8 – 12) | 12:1 (Years 4 -7)15:1 (Years 8 -12) |
High ropes challenge course | 10 | 12:2 | 2 |
High ropes elements | 10 | 12:1 | 1 |
High ropes course | 13 | 12:2 | 1 |
Navigation course | 10 | 12:1 | 1 |
Low ropes | 10 | 12:1 | 1 |
Team building games | 10 | 12:1 | 1 |
Nature walk (half day), fishing | 10 | 15:1 | 1 |
Mountain Bikes (day trips) | 12 | 15:1 | 1 |
Mountain Bikes (overnight trips) | 12 | 15:2 | 1 |
NIGHT TIME ACTIVITY, CANE TOAD HUNT: STUDENTS NEED TO BRING THIER OWN SET OF GLOVES IF THEY ARE COLLECTING THE TOADS. |
ABNT STAFF DO NOT RUN NIGHT TIME ACTIVITIES.
Accident/Incident Response
Fundamental to risk management is the realisation that accidents or incidents can, do and will happen and even the best preventative measures will not always succeed. Hence, it is essential to plan for this as best we can.
In doing this, the organisation has developed a written accident response plan that outlines to all staff the procedures for response in the event of an accident. The Accident Plan is a sequential step by step outline of tasks to be performed.
ABNT advise that the inclusion of too many students on a camp program may adversely affect the ‘quality’ and ‘safety’ of the experience.
Curriculum Information
Induction for a Year or Pastoral Care Group
Suitable for Years 7-10
HPE |
Year 7 and 8 |
Year 9 and 10 |
Personal, Social and Community Health |
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Movement and Physical Activity |
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Rationale |
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Outdoor adventure and team building activities offers students and teachers the opportunity to get to know each other through offering opportunities to recognise and respect each others personal strengths and challenges. It can provide the opportunity for teachers to observe the students they will be responsible for over the coming year. |
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Recommended Activities |
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At Base camp Wallaroo:
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At the school:
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Adventure and Challenge
Suitable for Years 5-10
HPE |
Year 5 and 6 |
Year 7 and 8 |
Year 9 and 10 |
Personal, Social and Community Health |
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Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity |
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Movement and Physical Activity |
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Rationale |
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The adventure and challenge program is aimed at the personal development of each student whilst complementing and reinforcing the school’s curriculum and philosophy. These programs provide many opportunities to develop self reliance, self-confidence and independence, coupled with the encouragement of teamwork and cooperation. |
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Recommended Activities |
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Leadership and Teamwork
Suitable for Years 5-12
HPE |
Year 5 and 6 |
Year 7 and 8 |
Year 9 and 10 |
Personal, Social and Community Health |
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Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity |
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Movement and Physical Activity |
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Rationale |
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Through a series of carefully chosen tasks which are quickly established in the school grounds or at a campsite, students recognise the importance of roles, responsibilities, planning, problem solving and communication. Each task is chosen to highlight a particular team or leadership skill and instructors coach groups in how to review their performance and progressively improve. Instructors also provide information about how to get the best from a team and how to adapt leadership style to particular circumstances. |
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Recommended Activities |
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At Base camp Wallaroo:
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At school Team building activities and games – low ropes, spider web, boardwalk, human knot |
Environmental and Historical Studies
Suitable for Years 5-12
Australian Curriculum Achievement Standards
Humanities and Social Studies (HASS)
Year 5 |
Year 6 |
Year 7 |
Students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. |
Students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. |
Students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. |
Environmental and Historical Studies
Suitable for Years 5-12
Australian Curriculum Achievement Standards
Year 8 |
Year 9 |
Year 10 |
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History |
Students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past. |
Students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past. |
Students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. |
Geography |
Students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors. |
Students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria. |
Students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion. |
Rationale |
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Base Camp Wallaroo campsite is located close to the Mary River National Park and has views of the floodplains. At the site there is a man-made billabong and evidence of mining and cattle/buffalo farming from past years. Some schools have invited rangers from the National Park to the camp site to share their knowledge about the local area – plants, land use past and present. In addition to the wealth of environmental resources in the area, Jabiru Peaks has access to tracks used by early explores, for example, Stuart and McKinlay. |
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Recommended Activities |
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Base Camp Wallaroo
Darwin, Northern Territory
Postal address:
PO Box 2470, Darwin 0800