Archery
| Archery | |
|---|---|
| Suitable for students from Years 5 –12. Students are taught the basics of archery and then have the opportunity to practice on a short range course. It is a program in which all students can achieve some level of competency, regardless of fitness. The course range can be increased or decreased, dependent on the age of the group. | |
| Archery emphasises safety protocols, active listening, perseverance and encouragement of peers . The links to the WA Curriculum are: | |
| Follows safety protocols | H/PE : Strand – Personal, social and community health: Sub-strand – Contributing to healthy and active communities: actions that keep people safe; following school (camp) rules |
| Actively listens | ENGLISH: Strand – Literacy: Sub-strand – Interacting with others: skills students use when engaging in listening and speaking interactions: use interaction skills, including active listening behaviours ….. |
| H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: …. actively listening ….. | |
| Perseveres / Strives to meet challenges | GENERAL CAPABILITIES: Personal and Social: Self-management: persisting in completing tasks and overcoming obstacles; persevering in the face of setbacks and frustrations; become confident, resilient and adaptable |
| Master specialised skills | H/PE: Strand – Movement and physical activity: Sub-strand – Moving our body: basic strategies and tactics to successfully achieve a movement outcome or goal; use of appropriate skills; spatial awareness; relationship to and with objects, people and space |
| Learn/use technical vocabulary | ENGLISH: Strand – Language: Sub-strand – Expressing and developing ideas: Vocabulary – learn and incorporate technical vocabulary and use to express greater precision of meaning |
| Encourages others | H/PE: Strand – Movement and Physical activity: Sub-strand – Learning through movement: ……encouraging team-mates …..encouragement of others |
Beach Games
| Beach Games | |
|---|---|
| Suitable for students Years 3–12. | |
| This program focusses on using the beach safely. The Camp School is ideal for this activity as it has direct access to a very safe beach. Students are introduced to some basic Surf Life Saving training games and skills. While they are having fun on the beach they are taught beach running skills, they participate in beach flag races, they are taught the correct way to swim in surf as well as basic surf rescue techniques using boogey boards, paddle boards and rescue tubes. | |
| Beach Education emphasises following safety protocols, active listening, encouragement of peers, mastery of specialised skills and positive competitiveness. The links to the WA Curriculum are: | |
| Follows safety protocols | H/PE : Strand – Personal, social and community health: Sub-strand – Contributing to healthy and active communities: actions that keep people safe; following school (camp) rules |
| Actively listens | ENGLISH: Strand – Literacy: Sub-strand – Interacting with others: skills students use when engaging in listening and speaking interactions: use interaction skills, including active listening behaviours ….. |
| H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: …. actively listening ….. | |
| Encourages others | H/PE: Strand – Movement and Physical activity: Sub-strand – Learning through movement: ……encouraging team-mates …..encouragement of others |
Low Ropes
[table “” not found /]Raft Building
| Raft Building | |
|---|---|
| Suitable for students from Years 4-12 | |
| This program can be modified depending on the age of the students. Rafts can be built, using tyres and poles. These rafts can allow students more freedom with the design. They are taught about basic knots and lashings as an aid to the build. The rafts are then launched from the beach and races are held. | |
| Raft building emphasises teamwork, active listening, following instructions, encouragement of peers and positive competitiveness. The links to the WA curriculum are: | |
| Follows instructions | H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: skills to establish and manage positive relationships, such as being co-operative |
| Actively listens | ENGLISH: Strand – Literacy: Sub-strand – Interacting with others: skills students use when engaging in listening and speaking interactions: use interaction skills, including active listening behaviours ….. |
| H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: …. actively listening ….. | |
| Encourages others | H/PE: Strand – Movement and Physical activity: Sub-strand – Learning through movement: ……encouraging team-mates …..encouragement of others |
| Positive competitiveness | H/PE: Strand – Movement and physical activity: Sub-strand – Learning through movement: positive choices when participating in group activities, such as dealing with winning and losing |
| Works effectively in a team | GENERAL CAPABILITIES: Personal and Social: Social awareness – recognising others’ feelings and knowing how and when to assist others; show respect for and understand others’ perspectives, emotional states and needs; participate in positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities. |
| GENERAL CAPABILITIES: Personal and Social: Social management – negotiate and communicate effectively with others; work in teams, positively contribute to groups and collaboratively make decisions; resolve conflict and reach positive outcomes. |
Flying Fox
| Flying Fox | |
|---|---|
| Suitable for students from Years 5-12 | |
| This program teaches students basic climbing skills and then they set a personal goal as to how high they climb. They are also taught how to harness themselves and use specialised safety gear. They are grouped so that students zip line and the rest have the responsibility of with a teacher to dismount zip liners safely at the end of their ride. | |
| The Flying Fox emphasises perseverance, safety protocols, risk management, trustworthiness, positive response to success or failure and goal setting. The links to the WA Curriculum are: | |
| Follows safety protocols | H/PE : Strand – Personal, social and community health: Sub-strand – Contributing to healthy and active communities: actions that keep people safe; following school (camp) rules |
| Perseveres / Strives to meet challenges | GENERAL CAPABILITIES: Personal and Social: Self-management: persisting in completing tasks and overcoming obstacles; persevering in the face of setbacks and frustrations; become confident, resilient and adaptable |
| Encourages others | H/PE: Strand – Movement and Physical activity: Sub-strand – Learning through movement: ……encouraging team-mates …..encouragement of others |
| Responds positively to challenge/failure; shows resilience | H/PE: Strand – Personal, social and community health: Sub-strand – Being healthy, safe and active: use of persistence and resilience … to respond positively to challenges and failure (self-talk, seeking help, thinking optimistically) |
| Learn/use technical vocabulary | ENGLISH: Strand – Language: Sub-strand – Expressing and developing ideas: Vocabulary – learn and incorporate technical vocabulary and use to express greater precision of meaning |
| Strives to overcome fear | GENERAL CAPABILITIES: Personal and Social: Self-awareness – develop a realistic sense of personal abilities, qualities and strengths through knowing what they are feeling in the moment; identify personal characteristics that contribute to or limit their effectiveness; interpret their own emotional states, needs and perspectives; recognise emotions |
| GENERAL CAPABILITIES: Personal and Social: Self-management – effectively regulating, managing and monitoring their own emotional responses; express emotions appropriately; become confident, resilient and adaptable. | |
| Shows trustworthiness | H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: skills to establish and manage positive relationships, such as …. being trustworthy |
| Learns from success/failure | GENERAL CAPABILITIES: Personal and Social: Self-awareness – reflect on and evaluate their learning, identify personal characteristics that contribute to or limit their effectiveness, learn from successes or failures; recognise personal qualities and achievements; understand themselves as learners; and develop reflective practice. |
| Takes calculated risks | GENERAL CAPABILITIES: Personal and Social: Self-awareness – develop a realistic sense of personal abilities, qualities and strengths and having a realistic assessment of their own abilities |
| Sets goals/strives to achieve them | GENERAL CAPABILITIES: Personal and Social: Self-management – develop self-discipline and set goals; identify the resources needed to achieve goals; persist in completing tasks and overcoming obstacles |
Team Games
| Team Games | |
|---|---|
| Suitable for students from Years 4-12 with activities modified dependent on age of group | |
| This program involves a number of challenges to solve that require teamwork and co-operation. The students work against the clock (and possibly another team), to solve the problems presented. | |
| Problem Solving/Team Building emphasises co-operation, encouraging peers, positive competitiveness, effective teamwork, positive communication and critical and creative thinking. The links to the WA Curriculum are: | |
| Follows instructions | H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: skills to establish and manage positive relationships, such as being co-operative |
| Encourages others | H/PE: Strand – Movement and Physical activity: Sub-strand – Learning through movement: ……encouraging team-mates …..encouragement of others |
| Is co-operative | H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: skills to establish and manage positive relationships, such as being co-operative; Strand – Movement and physical activity: Sub-strand – Learning through movement: co-operation skills and practices to ensure everyone is included …; negotiation and sharing roles and responsibilities; dealing with conflict and disagreements |
| Learns from success/failure | GENERAL CAPABILITIES: Personal and Social: Self-awareness – reflect on and evaluate their learning, identify personal characteristics that contribute to or limit their effectiveness, learn from successes or failures; recognise personal qualities and achievements; understand themselves as learners; and develop reflective practice. |
| Works effectively in a team | GENERAL CAPABILITIES: Personal and Social: Social awareness – recognising others’ feelings and knowing how and when to assist others; show respect for and understand others’ perspectives, emotional states and needs; participate in positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities. |
| GENERAL CAPABILITIES: Personal and Social: Social management – negotiate and communicate effectively with others; work in teams, positively contribute to groups and collaboratively make decisions; resolve conflict and reach positive outcomes. | |
| Shows leadership | GENERAL CAPABILITIES: Personal and Social: Social management – building skills associated with leadership, such as mentoring and role modelling; communicate effectively; work collaboratively; make decisions; negotiate and resolve conflict; develop leadership skills. |
| Communicates positively | H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: skills to establish and manage positive relationships |
| GENERAL CAPABILITIES: Personal and Social: Social awareness – participate in positive, safe and respectful relationships; Social management – positively contribute to groups …. Resolve conflict and reach positive outcomes | |
| Positive competitiveness | H/PE: Strand – Movement and physical activity: Sub-strand – Learning through movement: positive choices when participating in group activities, such as dealing with winning and losing |
| Critical and creative thinking/Problem-solves | GENERAL CAPABILITIES: Critical and creative thinking: Inquiry – pose questions; identify and clarify information and ideas; organise and process information. Generating ideas, possibilities and actions – imagine possibilities and connect ideas; consider alternatives; seek solutions and put ideas into action. Reflecting on thinking and processes – reflect on processes; transfer knowledge into new contexts. Analysing, synthesising and evaluating reasoning and procedures – apply logic and reasoning; evaluate procedures and outcomes; draw conclusions and design a course of action. |
SandBoarding
| Sand Boarding | |
|---|---|
| Suitable for students from Years 3-12 | |
| This program is an introduction to basic sand boarding. The aim is to have students master sitting on the board and then being able to challenge themselves. | |
| Sand boarding emphasises following safety protocols, active listening, perseverance, mastery of specialised movement skills and resilience. The links to the WA Curriculum are: | |
| Follows safety protocols | H/PE : Strand – Personal, social and community health: Sub-strand – Contributing to healthy and active communities: actions that keep people safe; following school (camp) rules |
| Actively listens | ENGLISH: Strand – Literacy: Sub-strand – Interacting with others: skills students use when engaging in listening and speaking interactions: use interaction skills, including active listening behaviours ….. |
| H/PE: Strand – Personal, social and community health: Sub-strand – Communicating and interacting for health and well-being: …. actively listening ….. | |
| Perseveres / Strives to meet challenges | GENERAL CAPABILITIES: Personal and Social: Self-management: persisting in completing tasks and overcoming obstacles; persevering in the face of setbacks and frustrations; become confident, resilient and adaptable |
| Master specialised skills | H/PE: Strand – Movement and physical activity: Sub-strand – Moving our body: basic strategies and tactics to successfully achieve a movement outcome or goal; use of appropriate skills; spatial awareness; relationship to and with objects, people and space |
| Responds positively to challenge/failure; shows resilience | H/PE: Strand – Personal, social and community health: Sub-strand – Being healthy, safe and active: use of persistence and resilience … to respond positively to challenges and failure (self-talk, seeking help, thinking optimistically) |
| Learns from success/failure | GENERAL CAPABILITIES: Personal and Social: Self-awareness – reflect on and evaluate their learning, identify personal characteristics that contribute to or limit their effectiveness, learn from successes or failures; recognise personal qualities and achievements; understand themselves as learners; and develop reflective practice. |
| Takes calculated risks | GENERAL CAPABILITIES: Personal and Social: Self-awareness – develop a realistic sense of personal abilities, qualities and strengths and having a realistic assessment of their own abilities |
| Sets goals/strives to achieve them | GENERAL CAPABILITIES: Personal and Social: Self-management – develop self-discipline and set goals; identify the resources needed to achieve goals; persist in completing tasks and overcoming obstacles |