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High ropes

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Lesson Purpose : 

  1. To challenge oneself by following a course through the tree tops across obstacles, bridges etc.

  2. Listen and follow instructions.

  3. Put on the necessary equipment (harness, helmet) without adult intervention.

  4. To work very closely with a partner to ensure their safety.

 

Time Needed:

5 hours for a class sized group

 

Year Levels:

6 upwards

 
Instructor:

All Instructors will meet the requirements of the Education Queensland Curriculum Activity Risk Assessment Guidelines (CARAs)

 

General Comments:

One of the two 'high' activities we do. Abseiling is the other. Will require a 5 day camp to fit both of these activities into your program.

 

Australian Curriculum:

During the course of this activity it may be possible to target a number of the "Content Descriptions" across year levels six upwards.


 

Year 6

Health and Physical Education

Personal, social and community health

Being healthy, safe and active

  • Examine how identities are influenced by people and places. 

  • Plan and practise strategies to promote health, safety and wellbeing.

Communicating and interacting for health and wellbeing

  • Practise skills to establish and manage relationships. 

  • Examine the influence of emotional responses on behaviour and relationships

Contributing to healthy and active communities

  • Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities.

  • Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment. 

Movement and physical activity

Moving our body 

  • Practise specialised movement skills and apply them in a variety of sequences and situations. 

  • Propose and apply movement concepts and strategies with and without equipment. 

Understanding movement 

  • Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing. 

  • Manipulate and modify the elements of effort, space, time, objects and people to perform movement strategies.

Learning through movement 

  • Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.

  • Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges.

  • Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities.

 
 

Year 7/8 

Health and Physical Education

Personal, social and community health

Being healthy, safe and active

  • Investigate the impact of transition and change on identities.  

  • Practise and apply strategies to seek help for themselves or others. 

  • Investigate and select strategies to promote health, safety and wellbeing. 

Communicating and interacting for health and wellbeing

  • Investigate the benefits of relationships and examine their impact on their own and others' health and wellbeing. 

  • Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity.

Contributing to healthy and active communities

  • Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities.  

Movement and physical activity

Moving our body 

  • Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations. 

  • Practise, apply and transfer movement concepts and strategies with and without equipment.

Understanding movement 

  • Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans. 

  • Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences.

Learning through movement 

  • Practise and apply personal and social skills when undertaking a range of roles in physical activities. 

  • Evaluate and justify reasons for decisions and choices of action when solving movement challenges.

  • Modify rules and scoring systems to allow fair play, safety and inclusive participation.

 
 
 

Year 9/10

 

Health and Physical Education

Personal, social and community health

Being healthy, safe and active

  • Evaluate factors that shape identities and critically analyse how individuals impact the identities of others.

  • Examine the impact of changes and transitions on relationships.

  • Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices. 

Communicating and interacting for health and wellbeing

  • Investigate how empathy and ethical decision making contribute to respectful relationships. 

  • Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses. 

Contributing to healthy and active communities

  • Plan and evaluate new and creative interventions that promote their own and others; connection to community and natural and built environments.  

Movement and physical activity

Moving our body 

  • Perform and refine specialised movement skills in challenging movement situations through providing and analysing feedback. 

  • Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment.

Understanding movement

  • Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences. 

Learning through movement 

  • Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams. 

  • Transfer understanding from previous movement experiences to create solutions to movement challenges.

  • Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities

 
 
 

Year 11/12

Physical Education

Acquiring

  • Demonstrate through physical responses an understanding of safety, rules, learned and rehearsed skills, tactics and strategies.
  • Identify, describe, recall and comprehend facts, definitions, terminology and principles as they relate to various contexts through the study, observation of, and engagement in, physical activity.

Applying

  • Apply and integrate information in the performance of physical responses.
  • Analyse and apply performance strategies as individuals, and in groups and teams.
  • Select, interpret, analyse and manipulate information related to the focus areas and performance in physical activities.

Evaluating

  • Modify physical responses based on informed reflective decision making in varying physical performance environments.
  • Initiate change and demonstrate solutions in team and group physical performance.
  • Evaluate, predict and justify probable and possible outcomes of actions, plans and decisions.
  • Make decisions about strategies to communicate ideas.

Attitudes and Values

  • Experience the enjoyment, challenge, self-expression and social interaction that is possible through engagement and informed performance in physical activity.
  • Recognise the aspects of involvement in physical activity that provide personal enjoyment and satisfaction.
  • Acknowledge the range of values and attitudes surrounding performance in physical activities.
  • Develop personal esteem through involvement in physical activity.
  • Value collaborative and shared learning in physical activity.
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Last reviewed 16 June 2020
Last updated 16 June 2020