Base camping
Lesson Purpose:
To put up their tent at the beginning of their camp and pack it away at the completion of their camp.
Work cooperatively with the members of their tent group.
Follow instructions in the setting up, and packing away of their tent.
Understand the importance of caring for camping equipment.
Time Needed:
1 hr at start and 1 hr at the end of your camp
Instructors:
TEEC Staff and Class Teacher.
General Comments:
A great activity for getting the class to take note and follow instructions. Emphasizes the importance of caring for camping equipment and the skills required in making a satisfactory shelter.
Australian Curriculum:
During the course of this activity it may be possible to target a number of the "Content Descriptions" across year levels five to ten.
Year 5/6
| Personal, social and community health |
Being healthy, safe and active - 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 - 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 |
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.
|
Year 7/8
| Personal, social and community health |
Being healthy, safe and active - 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 |
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
| Personal, social and community health |
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
|
| Movement and physical activity |
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.
|
Year 11/12
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.
|
Activity Purpose:
To erect their own fly style shelters (bivvy) - no walls or floor.
Pack and waterproof a backpack.
Choose, prepare and cook their own meals on an open fire and on a trangia stove.
Hike sometimes many kilometres a day carrying a full backpack.
Use a map and compass to navigate when necessary.
Be involved in making all decisions - adult supervisors have minimum input into decision making.
Complete all the above with a minimum impact on the natural environment.
Year Levels:
Year 6 upwards
Instructor:
TEEC Staff Member
General Comments:
Will involve students and teachers in :
building their own shelters
sleeping under these shelters - a sheet of plastic (bivouac / bivvy ) - no walls or floor
packing and waterproofing a backpack
hiking up to 5 kilometres a day carrying a full backpack
no showers
using bush toilets
preparing and cooking own meals on an open fire and on a trangia stove and completing "heaps" of washing up
completing all the above with a minimum impact on the natural environment.
Pupils use map and compass to navigate when necessary. Pupils are involved in making all decisions - adult supervisors have minimum input into decision making. In a number of sections pupils may have to navigate through open forest country or through rainforested areas with no defined tracks. When on water in canoes, pupils are accompanied by a Safety Boat. Involves a fair amount of time in preparation before camp. Students will follow our Minimal Impact Code.
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
| Personal, social and community health |
Being healthy, safe and active - 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 - 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.
- Participate in physical activities from their own and other cultures and examine how involvement creates community connection and intercultural understanding.
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
|
Year 7/8
| Personal, social and community health |
Being healthy, safe and active 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 use health practices, behaviours and resources to enhance the health, safety and wellbeing of their 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 Understanding movement 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.
|
Year 9/10
| 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.
- Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own health, safety and wellbeing may be at risk.
- 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 then reflect on possible outcomes of different responses.
- Evaluate and apply health information from a range of sources to health decisions and situations.
|
| Movement and physical activity |
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.
|
Year 11/12
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 surounding performance in physical activities.
- Develop personal esteem through involvement in physical activity.
- Value collaborative and shared learning in physical activity.
|