1 2012 EOTC Guidelines An EONZ-NZAEE-MSC project funded by Sport NZ.

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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


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


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


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


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.


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


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?


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


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


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)


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).


162012 An EONZ-NZAEE-MSC project funded by Sport NZ

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.


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


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?


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?


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?


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


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


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?


Activity: Leader competency


Leader competency activity

Page 16

Page 20 Page 13

Page 56

Page 17

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.


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


Personal actions

Note any actions for your programme


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


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


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.


Personal actions

Note any actions for your programme


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


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.


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?


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.



He waka eke noaA canoe on which everyone can embark

Bringing the Curriculum Alive

1 2012 EOTC Guidelines An EONZ-NZAEE-MSC project funded by Sport NZ.

Documents

Transcript of 1 2012 EOTC Guidelines An EONZ-NZAEE-MSC project funded by Sport NZ.