Issue 21 ▲ Summer 2009 Mission and Goals

Education Outdoors New Zealand

This Issue

We must remember A tribute to Gottlieb Managing the big kids on camp Humans and their relationship with the outdoors First aid – a case for higher status Incident reviews – aspects of good practice Loburn Primary excels Celebrating the past, looking at the future – 30 years at “The Boyle” Awesome outcomes through GATEWAY

Education Outdoors New Zealand is a national professional association of outdoor teachers and educators.

Our mission is:

“To promote quality outdoor education”

Outdoor education encompasses opportunities for learning:

In the outdoors,

About the outdoors,

Through the outdoors, and

For the environment,

at all levels of education.

EONZ is structured around regional branches with the National Executive made up of volunteers representing each branch.

The functions of EONZ are supported by an Executive Ofﬁ cer.

Membership is open to all educators of people in the outdoors.

Currently EONZ members are mostly schools and teachers but also include tertiary institutions, youth groups and outdoor providers. Out and About Summer 2009 Editorial Issue 21 Summer 2009 by Arthur Sutherland Education Outdoors New Zealand Out and About continues the theme of highlighting excellent work and challenges

(EONZ) to practice and beliefs. In this edition we have a ﬁ rst for NZ when EONZ recognised a primary EONZ is an organisation of school, namely Loburn from North Canterbury, when it was presented with the EONZ Best Programme Award at the 2008 ONZ Gala Dinner. My interview with education professionals working respected outdoor educationalist Eric Schusser reveals the value of the relationship

to promote and facilitate the between key personnel within a school and between a school and its community. Working together the ‘people of Dunstan’ have facilitated excellent outcomes for development of outdoor education. three students through the GATEWAY programme. The recent celebration at the Boyle River Outdoor Education Centre focussed on outcomes and we bring you This magazine is supplied to some examples from the Boyle’s 30 years. In ‘Managing the big kids on camp’

members free. Craig Donnelly shares the challenges and delights of using parents as helpers. Where would primary school camps be if it were not for ‘the big kids?’ Guest editor Katarina Te Maiharoa from CPIT explores the relationships between humans and the outdoors in an essay she presented to her tutor on her ‘journey’ to a Arthur Sutherland Bachelor of Adventure Recreation and Outdoor Education. She acknowledges

Fax: +64 3 349 1351 the role of her tutors as she developed a ‘Caring for Nature’ state where a • Continued on page 4 Phone: +64 3 940 7180 email: arthur.sutherland@ Contents canterbury.ac.nz From the Chair ...... 4

Postal: Arthur Sutherland, We must remember: A passionate plea for a less passionate and more considered approach...... 6 UC Education Plus, GOTTLIEB: Friend of the mountains and the snow ...... 12

PO Box 3252, Managing the Big Kids: Parents on Camp ...... 14

Christchurch, 8140 How do humans develop a relationship with the outdoors? ...... 17

Design and Layout First Aid: A case for higher qualiﬁ cations? ...... 21 Loburn Primary School excels ...... 27 Dietlind Wagner Celebrating the past, looking at the future – 30 Years at “The Boyle” ...... 28 Cover Photo Awesome Outcomes through Gateway at Dunstan High School ...... 32

Eric Schusser Accreditation with Sfrito ...... 35

Contributions EONZ and Sfrito ...... 39 EOTC Review ...... 41 Material for publication Congratulations to recent Outdoor Leader holders ...... 43 is welcome. Please send The Outdoor Leader Award (ODL) ...... 43 contributions to the address Search and Rescue Institute New Zealand – SARINZ ...... 44

given at the bottom of page 46. Standards Alignment Project...... 45

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 3 • Continued from page 3 that buoyancy vests should be mandatory for all “ boaties’ at all connection to nature is made and times. The data backs this up. “The by caring for the environment in its wearing of lifejackets would likely natural state. have prevented fatality in 66% of Mike Brown highlights boating accidents between 2000 the discrepancies between and 2006” (Maritime NZ Boating the “tremendous” and more Safety Strategy 2007 review) “modest” outcomes attributed to Cathye Haddock’s excellent outdoor education programmes. article on incident reviews has a It is suggested that overstating message for us all. A near-miss; an the outcomes is potentially incident resulting in harm; ones problematic. The paper raises a school systems………..all should number of questions and issues be independently reviewed. The he summer holidays for consideration by all outdoor ONZ OutdoorsMark is one such highlight the many education professionals. The aim is review process and helps schools wonderful places to stimulate discussion and dialogue and others such as the ‘funders’ that are available for to explore new avenues for practice ascertain the attributes of a quality Teducation and recreation. The which refl ects the needs of students, provider. Yes, the ‘funders’ are easy access to the bush, beaches, in this place, at this time. interested in how to judge a quality rivers and mountains provides New At the time of writing all manner provider as they consider the merits Zealanders with a diverse range of of reviews are under way in the of a funding application. Currently opportunities and environments in outdoor education and recreation the ASB community Trust is which to live, learn and play. Three domains in NZ. Practice is being undertaking such research. points have been raised for me: challenged around water activities Finally, special thanks to Eric following the tragedy in the Schusser for his contribution The outdoor environment Mangatepopo Gorge, the Kawarau “GOTTLIEB: Friend of the 1is a very valuable part of and Matukituki Rivers and Lake mountains and the snow.” Our our culture and character. Taupo. These events are the result friend (Gottlieb and Eric were I have been reminded of of the actions or in-actions of people members of the 1979 Christchurch the contribution our outdoor who are enjoying life in Aotearoa. College of Education Outdoor environment makes to New In the case of the incidents over Education course taught by myself) Zealanders identity and culture. Sir the holiday period boater best has contributed so much both Edmund Hillary’s contribution and practice has been informed by directly and indirectly to outdoor leadership typifi es this and affi rms education and recreation in NZ) the ‘Maritime NZ Boating Safety the important place the outdoors Strategy’ which had it’s origins holds in lives of New Zealanders. in work done by the Pleasure In the Hillary Commission Kiwi Boat Safety Advisory Group but Outdoors Sir Ed highlights this: “I many ‘boaties’ seen reluctant to believe that the outdoors contributes have regard for the ‘what if?’ The Arthur Sutherland to the type of people we are. It fact that the Queenstown Lakes is important for our sensitivity, District Council’s move to add the PS: Special thanks to all who identity and perspective. Without mandatory wearing of life jackets have assisted me as the guest it, New Zealanders would lose to it’s by-laws has been held up by editor of Out and About. The three a vital part of their culture and the number of submissions sums editions have been both challenging character”. (p. 1). As educators it is up the attitude of ‘boaties.’ It has and rewarding. I wish Dave Irwin essential we continue to promote been, and will remain, my opinion all the best. and support the opportunities the

Page 4 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 offered by these environments and to be responsible risk takers. Water and bush environments are a key From the Chair part of the kiwi outdoor culture and this was highlighted on my recent summer trip around the north island. In every corner people were natural outdoor environment offers was an essential part of the whole enjoying the for learning and pleasure. The experience and set the scene for local natural EONZ AGM challenges we face today include its success. What struck me was environment Friday 1st May via a decreasing population in rural the strengthening of relationships of the bush, video conference. areas, fewer children biking or between students, teachers and rivers, lakes Join in either through walking to school, an increase in the environment. Sharing time in paddling pools your schools vc or computer and TV time, a crowded different places and circumstances and oceans. As arrange to meet with curriculum, the decrease in pre provided opportunities to see educators we an adjoining school service practical experiences and people in different settings and must foster this or gather with your an aging work force. Let’s start by for many characters in the class to enthusiasm and regional committee at the investigating the possibilities come out of the woodwork. These support aquatic their chosen venue for education outside the classroom setting provided opportunities for education and (EOTC) in the school grounds and adventure, team work, cooperative EOTC. Recent surrounding environment where we sharing, support and empathy as a publicity about the closure of many could have an authentic experience natural sequence of events. The ﬁ nal school pools, the reduction of learn once a week. These experiences debrief was moving and emotional to swim and the drownings in could follow the seasons and take and this shared experience recent years, highlights a worrying advantages of local happening for provided real connections. The trend. Boyes (2008) in an article example, planting native trees, the joy of spending time in a back to in The New Zealand Physical exploration of the local walking basic approach, with where cell Educator discussed this further tracks or cooking damper on a phones and technology were out of and stated that: “We have a duty hobo stove. This would support reach had the effect of freeing the to turn this around and provide the Ministry of Education focus of group and they were able to enjoy all children with the opportunity education for sustainability (EfS) the moment. to experience joy through aquatic and the New Zealand Curriculum’s adventure”. (p. 4). We need to (2007) vision and philosophy of Sound, safe, educational voice our opinions and lobby for confident, connected, actively 3experiences need to be solid training that includes practical involved, life long learners. thoroughly planned and hands on experiences in both prepared aquatic education and EOTC. The outdoor environment Two of the essential areas to 2provides a unique address in schools and pre service The outdoor environment is a environment to make teacher education are aquatic very valuable part of our culture friendships and memorable education and EOTC programmes. and character and must be fostered. experiences Students in New Zealand need It provides unique opportunities Term four has been the highlight to have comprehensive aquatic for sound and safe educational of my EOTC year. I have been education and EOTC programmes experiences. fortunate to be able to share throughout their schooling so they Boyes, M. (2008) Taking Risks is a special times with the pre service are competent and conﬁ dent in a Social Phenomenon, New Zealand Physical Educator. Journal of Physical teacher education students on their range of environments. They need Education New Zealand. Vol 41 (10 outdoor education experiences. be equipped to take advantage Hillary Commission (1995) Kiwi Outdoors. The planning and preparation of the many exciting adventures Hillary Commission, Wellington, New Zealand

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 5 We must remember: A passionate plea for a less passionate and more considered approach.

Mike Brown is a senior lecturer in the Department of Sport and Leisure Studies, The University of Waikato. Email: [email protected] http://edlinked.soe.waikato.ac.nz/staff/index.php?user=michaelb

Abstract

This paper highlights the discrepancies between the Someone recently called me a cynic, and “tremendous” and more “modest” outcomes attributed remembering a conversation I had with Mick to outdoor education programmes. It is suggested that Hopkinson, where he drew a distinction between overstating the outcomes is potentially problematic. the two terms, I responded with, “no I’m not, but The paper raises a number of questions and issues for I am occasionally sceptical”. A cynic is “one who consideration by all outdoor education professionals. sarcastically doubts or despises human sincerity and The aim is to stimulate discussion and dialogue to merit” whereas a sceptic is one who is “unconvinced of explore new avenues for practice which reﬂ ects the a particular fact or theory”1. I would not be in education needs of students, in this place, at this time. if I were of a cynical nature; however scepticism opens up possibilities for change.

Introduction As a young OB instructor in Scotland I was uncomfortable with verbal debriefi ngs (& frontloading) The thoughts presented in the following article are of experiences where students almost invariably came undoubtedly a reflection of my experiences and up with certain “key” words; trust, communication, co- background. I have worked in the outdoors in the operation, etc. An Australian friend (Glynn Thomas) UK, Australia and New Zealand over a twenty year has described this phenomenon as “students tickling period. Positions include working: at Outward Bound the instructor’s ears”. Espoused theories of facilitation Scotland; with Catholic and Protestant youth in didn’t seem to “fi t” with my experiences or those of Northern Ireland for a sail training charity during the others I worked with. The sceptic in me nagged away “troubles”; with school persistently until I completed a doctorate examining groups in Australia; a stint power and knowledge in these verbal discussion at OBNZ; coupled with sessions (see Brown, 2003, 2004). Whereas the cynic doctoral study and two might have walked away, the sceptic challenged and tertiary teaching positions. looked for alternatives. The opportunity to move between the academic My writing to date has largely been informed by context and “rock-face” my experiences “in the fi eld”, and refl ections on my has been both challenging own practice and that of others. Recent “sceptical” and enriching. Theory endeavours have focussed on examining the use of can inform practice and the “comfort zone model” to aid learning (Brown, practice can suggest new 2008), the possibilities for a place-based approach in insights and challenges to preference to the traditional activity focus (Brown, in existing theory. press), and the role of risk as a defi ning characteristic

1 The Concise Oxford Dictionary (7th ed.) 1982

Page 6 www.eonz.org.nz | Out and About ▲ Issue 20 ▲ Summer 2009 of adventure education (Brown & Fraser, 2008). These “It is important to recognize that it is impossible to eliminate are not solitary endeavours but build on the work of the risks that are inherent in outdoor environments… We others from a wide variety of fi elds both inside and must remember that tens of thousands of people, young and outside outdoor education. Reading widely is one of old, have had wonderfully enriching experiences at outdoor the privileges of an academic job, and with it comes centres across NZ over the decades. The outdoors provides a a responsibility to contribute to professional practice unique and unparalleled environment for learning across the through research and teaching. curriculum, and for personal and group development… When they [kids] are immersed in the outdoors, with their feet in the The events during an outdoor education programme river and an objective to achieve, they are truly discovering, in the central North Island earlier this year have had a learning and living.” profound impact on all involved in outdoor education. I have no intention of making any comment about It could be argued that the two authors quoted above the incident itself. What I wish to do is use several use the imperative “we must remember” as a way to responses after the event to draw our collective mitigate the events that occurred. It is not my intention attention to what I discern to be a discrepancy between to engage in a critical discourse analysis to deconstruct what is commonly espoused about the magnitude of these statements, rather I want to take the imperative the benefi ts of outdoor education and the “reality” of “we must remember” to raise points for consideration what we can reasonably claim to be the educational and to pose some questions. outcomes. This discrepancy has existed for some time; the responses to events earlier this year has provided a You may not agree with some of these questions or catalyst for action. Please note: I could have found (and comments, however please do not dismiss them out of used) other examples of such comments from overseas hand. As outdoor education professionals we have a sources in regards to incidents that have occurred responsibility to invest effort in placing our discipline elsewhere. However, in keeping with one of the themes on as fi rm an educational footing as possible. of this paper I believe it is important to refl ect on outdoor education in our context, at this time. We must remember that passion should not be confused with evidence. I have undoubtedly adopted a sceptical stance, a As outdoor enthusiasts, often bought up with or questioning of some of the assumptions relating to the introduced into outdoor education/recreation through benefi ts of outdoor education. I am concerned that involvement in kayaking, climbing, skiing, and so appealing to “overstated” claims provides outdoor forth, we can attest to the benefi ts of adventurous educators with tacit permission to justify practices endeavours, perhaps without refl ection as to whether that might not have a sound educational rationale. My they are assumed or real. It is highly probable that hope is that this article might encourage discussion as individuals we value challenge and the taking of about how we conduct our programmes in light of risks. It is also likely that we gravitate to others who the more “modest” and demonstrable claims about share our interests and outlook on life. Individually the educational benefi ts of outdoor education that are and as outdoor/adventure educators we believe that documented. adventure is good and will benefi t young people. We also fi nd our beliefs repeated in the outdoor education literature. Pete McDonald’s (1997, p. 377), “We don’t The two responses2 need independent research to prove the value of outdoor education; we believe in it” is an expression “While our thoughts are very much with those who have of this mindset. However, how many of us would suffered loss… we must remember the tremendous value of be comfortable going to a doctor who “believed” in what it is we do.” a remedy that was not backed up by clinical trials? Belief that smoking doesn’t cause cancer is no longer 2 Both quotes have appeared in the public domain. However I have defensible in light of the evidence. Beliefs can be chosen not to identify the sources. My focus is not on who wrote misleading even though they are well intentioned. what, rather the theme that is conveyed.

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 7 Lugg (2004) suggests that the passion which is assumptions, based on contemporary research fi ndings, a strength of the outdoor profession, can also be a has been conducted by Andrew Brookes (2003a, weakness, in that “it can create a ‘blinkered’ view of 2003b). He has presented solid evidence to suggest that outdoor education practice rather than an openness notions that outdoor education can “build character” to critique, debate and, possibly, change” (p. 10). Let are not viable. Notions that outdoor experiences reveal us ensure that our beliefs about the value of outdoor an individual’s “true self” that is then likely to “change” education are backed up with more than passionate rely on understandings in the stability of personal traits rhetoric. that are not supported by research evidence. This literature review illustrates how our beliefs, and some We must remember that much of what we take-for- of the claims based on these, have not kept pace with granted as outdoor education theory is not built on the research from social psychology. rock solid foundations. Outdoor education theory has evolved from We must remember that the outcomes of outdoor an eclectic mix of disciplinary areas (education, programmes have been well documented. psychology, management, counselling, sociology We do not have to revert to vague or grandiose etc.). As it has evolved some of the original contexts claims in support of outdoor education programmes. or sources have been “lost” and as a result we may Nor do we have to rely on anecdotal stories or claims not realise some of the limitations and fl aws inherent such as those made by Pete McDonald in the absence in the theory or idea that was “imported” from of evidence. We do not have to apologise or feel like another discipline. Whilst the originating disciplinary second-class citizens concerning the educational area may have advanced, we may not have kept benefi ts of outdoor education. There have been a up-to-date; we may be clinging to outdated notions. number of studies focused on the outcomes of various By way of example, it has been suggested that components of outdoor education programmes. authors of outdoor education textbooks assume that I have chosen to briefl y draw on the fi ndings of a programming principles conducted in the past implied meta-analysis of outdoor education outcomes (Hattie, such programmes were educationally sound (Brookes, Marsh, Neill, & Richards, 1997). I have selected this 2004). Through this process it is possible to see how study for several reasons; it was conducted by scholars practices that were embedded in particular social and from a range of academic disciplinary areas, it has historical contexts, which may no longer be applicable undergone a peer review process and been published to today’s learners, are perpetuated. in a respected journal with an international readership, and it synthesizes the outcomes of almost one hundred Nichol (2002) has suggested that the aims of outdoor individual studies. education (fostering awareness and respect for self, others and the environment) that were adopted at the Whilst meta-analytic studies do not provide the Dartington conference in the UK in 1975 have proved fine-grained detail of qualitative studies such as to be remarkably resilient. However, he argues that ethnographies (which are hugely valuable), they do these aims were merely a formulation of what the permit a “broad view” of the educational outcomes. delegates already perceived their job to be. They “were In this meta-analysis the researchers drew on 96 not arrived at as the result of empirical analysis and studies published between 1968 and 1994 involving so there is no evidence to suggest, for example, that over 12,000 participants. It is useful to note that the by ‘heightening awareness’ ‘respect’ would be fostered programmes lasted between 1 and 120 days with the for any of the three aims” (Nichol, 2002, p. 89). It mean length of 24 days. In essence these programmes appears that outdoor education has “evolved” into were of a longer duration than the majority of what it is as much by chance as design. “Consequently programmes offered in New Zealand. philosophical debate proceeds in defence of what has always been done” (Nichol, 2002, p. 90). The overall effect size was .34 which indicates a 15% improvement in the rate of learning. To put this An example of research which critiques existing in context it is worthwhile comparing the magnitude

Page 8 www.eonz.org.nz | Out and About ▲ Issue 20 ▲ Summer 2009 of outdoor education “change” to other educational with “tremendous” value. Students learn in various and programmes. In a synthesis of over 300 meta-analyses diffuse ways, in varying contexts with different teachers. of educational interventions Hattie determined an As outdoor educators we facilitate a part of the overall effect size of .40 for achievement and .28 for affective mix of students’ learning experiences. Students learn outcomes. “Thus, the overall effect size from the about the same with us as it would appear they might adventure program of .34 is most comparable to learn on a music camp, or school drama production achievement and affective outcomes from typical or foreign language visit to another country. educational interventions” (Hattie et al., 1997, pp. 55). Interestingly the “follow up” effects of adventure We must remember that there is value in learning programmes continued post-program, with an effect skills: how to use a map and compass, how to size of .17 recorded at a mean of 5.5 months after the cook a meal for a group and all of the ‘little things’ completion of the course. Of note to outdoor educators that we often take for granted. Why is it necessary working with school students was the fi nding that, “For to claim that we improve/enhance various all programs with school-aged students and for all psychological constructs (self-esteem, self-effi cacy shorter programs, the mean effect size was .26” (Hattie etc.)? Do we really know what we are talking about et al., 1997, p. 70). The fi ndings presented by Hattie et. when we claim that our aim is to enhance one of al. are similar to those determined by Cason and Gillis’s these “contestable” constructs? Have we kept up (1994) meta-analysis of outdoor education programmes with the research in these fi elds or are we merely which returned an effect size of .31. “In the most general repeating an “urban myth”? For example, enhancing terms, the average effects from attending adventure programs self-esteem is often cited as an aim of outdoor of .34 is not too dissimilar to the effects of many innovations programmes, however there is a considerable body in classrooms” [italics added] (Hattie et al., 1997, p. 70). of research which critiques both the concept of Whilst we must bear in mind that this effect size is self-esteem and the desirability of high self-esteem slightly higher than found for school aged students (Baumeister, 1987; Baumeister, Campbell, Krueger, (.21) and that these are long programmes (average 24 & Vohs, 2004). days), it is not unreasonable to assert that the magnitude Perhaps it is time to celebrate the observable of the effects of participation in outdoor education and tangible aspects of what it is that occurs during programmes are about the same as many classroom outdoor programmes. Such a “modest” approach might innovations. That’s right, similar to other educational include; acquiring some skills cooking or navigating, interventions. Not worse nor ten times better! learning the name of certain plants and their role in the eco-system, enjoying each others company, seeing The challenge is to match the appropriateness teachers and fellow students in a different setting and of our practices with these documented outcomes. having fun. The “tremendous value” (quote 1), and the “unique and unparalleled environment”…where “they are We must remember that fi rst and foremost we are truly discovering, learning and living” (quote 2) are educators. appealing images, particularly in an increasingly This has implications on several levels. Firstly we competitive and market driven education system. need to think about the learning needs of our students There is no doubt that outdoor education is of value rather than the types of activities that we might like, and that it provides unique opportunities, but in light of give students a “thrill”, or are “standard” outdoor the fi ndings presented above we need to be very careful activities. In a review of outdoor education textbooks about claiming that it has tremendous value and it is Brookes (2004) remarked that, “it was diffi cult to avoid the site of unique and unparalleled true learning. In the impression that whatever the educational problem, doing so we are making claims that are not only diffi cult the solution always seemed to be some mixture or to substantiate, but potentially give tacit approval to selection of ice-breaking, trust activities, ropes course, engage in activities whose educational outcomes are not environmental awareness activities, an expedition and known nor researched but are perpetuated because it is adventure activities” (p. 23). Perhaps we could start believed that they enhance “true” learning experiences planning our programmes with localising questions

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 9 such as: Who is here? What is here? What will the uncritical acceptance of imported outdoor education environment permit us to do here? What will the theory, has inhibited the development of critical environment help/hinder us to do? (Berry, 1987). This perspectives. The issues that face young people today may help us tailor our programmes to our environs may share some of the elements which gave rise to and our learner’s needs rather than taking a generic earlier forms of outdoor education but similarly there “outdoor education prescription”. are also vast differences in a post-colonial Pacifi c nation in times of global environmental degradation. Secondly, as educators we should engage with What is particular and unique about our place, our the issues that are part of the broader educational understanding of the world and our people that might landscape. It is no longer possible, nor desirable to shape “our” outdoor education? There are no easy or position ourselves in an educational enclave distinct simple quick-fi x answers. I have made some comments from other educational innovations or interventions. on my experiences of a place-based approach which As Hattie et. al. (1997) note, outdoor educators “have might offer some ideas about future directions in a all too rarely used the research from their in-class recent article in the NZ Journal of Outdoor Education counterparts to improve their programs, and they (Brown, in press). Payne and Wattchow (2008) also need to more fully appreciate that they are conducting offer some suggestions for what they describe as “post- an educational experience” (p. 78). We need to keep traditional” outdoor education in their case study of abreast of changes in teaching and learning theories “The Secret World of the Bear Gully Gnomes” which that challenge the experiential approaches to learning forms part of a practical component of a university that are commonly practiced in outdoor education. paper, Experiencing the Australian Landscape. For example, socio-cultural and situated perspectives challenge constructivist views of learning which place We must remember that we are the guardians of learning in “the head” of individual students. These someone’s child, husband, sister, mother, wife, perspectives potentially provide insights into the brother, niece, grandchild, and that participation problematic nature of “transfer of learning” which in outdoor education programmes should be is often a central feature of programmes that have based on sound educational principles. What is a strong emphasis on facilitating experiences to the educational justifi cation for placing students in “other contexts” (home or school). Also relevant is a situations that contain elements of risk that have greater awareness of culture in fostering learning, the potentially serious consequences? Given that the importance of relationships, catering for diversity and outcomes of participation in outdoor education the development of educational approaches such as programmes are known to be in the order of other Te Kotahitanga (Bishop & Berryman, 2006; Bishop educational interventions it may be timely to stand & Glynn, 1998) which may help outdoor educators back, refl ect on the assumptions underpinning broaden their approach from that advocated in many practice and consider anew why we engage in the “imported” outdoor texts. practices we do.

We must remember to question and challenge the We must remember that as outdoor educators we “norms” that shape our practice. do not have a magic wand or fairy dust to accelerate Why should outdoor education in Aotearoa/New educational achievement. Zealand at the start of the 21st century be guided by philosophies that originated in youth movements, We must remember this next time we are planning elite schools for young men, or military training an excursion or leading a group. establishments three quarters of a century ago in Europe? What space do we give for the voices of Yes, we must remember. But we must do more than M ori, women and recent immigrant groups in our just remember. The challenge that lies before us is to practice? Are we stuck in a “one-size-ﬁ ts-all” (or most) open up the dialogue to develop outdoor education approach? Brookes (2002) suggests that the search programmes that reﬂ ect our time, our place and our for universals in outdoor practice, coupled with the people.

Page 10 www.eonz.org.nz | Out and About ▲ Issue 20 ▲ Summer 2009 References

Baumeister, R. (1987). How the Self Brookes, A. (2003b). A critique of submitted for publication. Became a Problem: A Psychological Neo-Hahnian outdoor education Cason, D., & Gillis, L. (1994). A meta- Review of Historical Research. Journal theory. Part two: “The fundamental analysis of outdoor adventure of Personality and Social Psychology, attribution error” in contemporary programming with adolescents. 52(1), 163-176. outdoor education discourse. Journal Journal of Experiential Education, 17(1), of Adventure Education and Outdoor Baumeister, R., Campbell, J., Krueger, J., 40-47. Learning, 3(2), 119-132. & Vohs, K. (2004). Exploding the Self- Hattie, J., Marsh, H. W., Neill, J. T., & Esteem Myth. Retrieved 26/12/2004, Brookes, A. (2004). Astride a long-dead Richards, G. E. (1997). Adventure from www.sciam.com/print_version. horse. Mainstream outdoor education education and Outward Bound: Out- cfm?articleID=000CB565-F330-11BE- theory and the central curriculum of-class experiences that have a lasting AD0683414B7F0000 problem. Australian Journal of Outdoor effect. Review of Educational Research, Education Berry, W. (1987). Home economics. San , 8(2), 22-33. 67, 43-87. Francisco, CA: North Point Press. Brown, M. (2003). Paraphrases and Lugg, A. (2004). Outdoor adventure in Bishop, R., & Berryman, M. (2006). summaries: A means of clariﬁ cation or Australian outdoor education: Is it a Culture speaks: Cultural relationships a vehicle for articulating a preferred case of roast for Christmas dinner? Australian and classroom learning. Wellington, NZ: version of student accounts? Australian Journal of Outdoor Education, Journal of Outdoor Education Huia. , 7(2), 8(1), 4-11. 25-35. Bishop, R., & Glynn, T. (1998). Achieving McDonald, P. (1997). Climbing lessons: cultural integrity within education in Brown, M. (2004). “Let’s go round the Inside outdoor education. Kaikohe, NZ: New Zealand. In K. Cushner (Ed.), circle:” How verbal facilitation P McDonald. Intercultural perspectives on intercultural can function as a means of direct Journal of Experiential Nichol, R. (2002). Outdoor education: education. New York: Lawrence instruction. Education, 27(2), 161-175. Research topic or universal value? Earlbaum Associates. Part two. Journal of Adventure Education Brookes, A. (2002). Lost in the Brown, M. (2008). Comfort zone: Model and Outdoor Learning, 2(2), 85-99. Australian Journal of Australian bush: outdoor education or metaphor? Outdoor Education, 12(1), 3-12. Payne, P., & Wattchow, B. (2008). Slow as curriculum. Journal of Curriculum pedagogy and placing education in Studies, 34(4), 405-425. Brown, M. (in press). Outdoor education: post-traditional outdoor education. Brookes, A. (2003a). A critique of Neo- Opportunities provided by a place- Australian Journal of Outdoor Education, New Zealand Journal of Hahnian outdoor education theory. based approach. 12(1), 25-38. Outdoor Education Part one: Challenges to the concept . of “character building”. Journal of Brown, M., & Fraser, D. (2008). Re- Adventure Education and Outdoor evaluating risk and exploring Learning, 3(1), 49-62. educational alternatives. Manuscript

NEW ZEALANDER OF THE YEAR: Muarry Burton, School Principal

In the Jan 2009 issue of North and South Joanna Wane our 2009 winner, Murray Burton, principal of Elim wrote about the man who “opened the doors of Elim Christian College in Manukau City, which last April Christian College at the time that tragedy was tearing lost six students and a young teacher to a canyoning at the heart of his school. Ignoring ofﬁ cial advice tragedy near Turangi. As for the much-vaunted skill to keep the media at arm’s length principal Murray of leadership, Burton showed it can be distilled down Burton refused to lay blame or lose faith, and became to the simple truths of caring for your colleagues, the anchor for a devastated community. He displayed acting honestly and providing an example for others compassion and grace under the most stressful to follow. In a year that saw the loss of possibly New conditions and reminded us what true leadership Zealand’s greatest citizen, Sir Ed Hillary-a man who means.” led by example-Burton gave us another example of real leadership and the qualities most of us wish we had.” In the North and South editorial under the title “value judgement” Virginia Larson comments “It’s (The North and South article is a great read. that time again…. January is our pause for reﬂ ection I have yet to research the assertion that the officials issue when we name our New Zealander of the Year. advised Murray to follow the line of ‘no-comment.’ And none has given us greater pause for thought than Editor)

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 11 GOTTLIEB: Friend of the mountains and the snow

Eric Schusser

t is perhaps an indication of the luck. But when I met Gottlieb For our OE expeditions 2 mana of this man that his fi rst suddenly here was the consummate students had organised a trip over Iname leads to virtually instant professional, a man who knew the Copland – Gottlieb and I recognition by outdoors people what and why and I had a lot of came as participants. I remember in New Zealand. What only a few fun setting up photos with him Gottlieb’s guide skills came to would realise though is that Gottlieb for use in instructing climbing as the fore on the wet layover day at was also a secondary teacher. well as climbing occasionally up Hooker hut, Gottlieb and I climbed I came to know him through Castle Rock way. In many ways to the shelter then Gottlieb plugged Christchurch Teachers College he was the fi rst true professional steps to the pass for us all the next where we were colleagues in the instructor and guide I had met day. At the pass next morning, Outdoor Education class run that and his precision, mentoring skills Gottlieb judged the West side too year by Arthur Sutherland. and high uncompromising safety icy for unroped climbers so we both standard left a huge impact on belayed groups down. I added a It is 28 years since Gottlieb and me and still infl uences how I run tourist to my rope as all he had was I did outdoor education together my operation at Dunstan High crampons and bizarrely - a fi shing and yet in many ways it seems like School. rod. I think on that trip I passed an yesterday. Over the years Arthur informal Gottlieb “professionalism” Sutherland and I had talked on a I remember going up the Nina test. number of occasions about doing valley with an MSC instructor a trip with Gottlieb to celebrate running the winter camp for our A couple of years later came various milestones. It will forever Teachers College group. After Gottlieb’s out of the blue invitation remain one of my regrets in life that over-nighting we went up through a to run a German alpine Club 3 week I never made that happen and that gully/cliff band on snow and ice to trip around New Zealand. This was I didn’t keep in contact more. the head of the valley. Gottlieb was hugely challenging for me but as appalled at the lack of fi xed ropes with everything Alpine Recreation It came as a huge shock to me but didn’t get into an argument he does it had great infrastructure in to wake to the radio broadcast just went and fi xed the situation place that made it easier. That was recently that Gottlieb had died up at with his own gear putting in lines the year a number of Japanese died Rex Simpson Hut. On the drive up all through the dodgy sections on Mt Cook and some of our party to and from the funeral, I thought for the descent. I learnt from had been at Plateau with them about his infl uence on me and my Gottlieb that at times you have to prior to the weather shift. I can style of outdoor education. stand up and do what is right and still visualise the body bags being what is required in a situation, to unloaded from the chopper and it I remember the ‘typical kiwi’ trust your own judgement and was a sobering reminder for our approach to rock climbing at the to step in where someone else is group of the importance of reading time, learning a bit from clubs compromising safety. the weather right in New Zealand. and mates and surviving by good I spoke a lot of German, met some

Page 12 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 great people that I caught up with later overseas and generally had a fantastic and exhausting Maths Resource time. I always thought Gottlieb put an awful lot of trust in me to from EONZ pull off that trip and he probably saw something in me then that I hadn’t actually seen in myself.

So for me now, I believe, I Maths in the Outdoors teach outdoor ed at a very high professional level, I mentor A very useful resource from EONZ students into the outdoors and for teachers who want to take Maths into the industry, I make hard outside the classroom or away on calls on safety and management, camp. I am often in a position where I’m at odds with others in the Copies are available from teaching industry and have EONZ via www.eonz.org.nz or to make a stand, I often see email: [email protected] or potential in others and grow that Executive Ofﬁ cer in them long before they see it in Education Outdoors themselves, I develop resources New Zealand Inc. and share them with my peers, 354 Tram Road I enjoy the outdoors and am R D 2 Kaiapoi 7692 still very, very active outdoors. Price $20.00 per copy. I guide, I instruct, I teach and I facilitate. Where did all this come from? Many inﬂ uences and Change of Editor people, but in retrospect Gottlieb has been one of the strongest in rom the next edition my formative years and for that FDave Irwin takes I will forever be grateful as will over from the guest editor the many thousands of students I Arthur Sutherland. The pass these qualities on to. editorial team will consist of Arthur, Allen Hill, Gemma Periam and one other to be announced in issue 22. Arthur Sutherland

Take aim and shoot. The New Zealand Alpine Club Photographic Competition will have a youth category in 2009. We are looking for your student’s best shots of climbing (rock or alpine) and alpine environments. Photographers in the youth category must be 18 years or younger and Entries will be accepted from do not need to be members to enter. Cool prizes including outdoor gear, mid June at cameras and enlargements of your image to poster size. www.alpineclub.org.nz

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 13 Managing the Big Kids: PParentsarents oonn CCampamp

Craig Donnelly, Berkley Normal Middle School

pinnakers. America’s Cup. In her model, parent helpers are there —they’ve come to ensure the Black Magic. The pleasure compared to the spinnaker. How camp goes ahead, but their heart is Sand the pain. accurate. not in it — and when the going gets tough they begrudge the effort they Since ‘95, Kiwis have had Is it just good luck to have good have to put in. On the other hand, the euphoria of watching various parent helpers? Sometimes. But I have had parents volunteering Team NZ boats power around why are some teachers consistently weeks, months and in one case a America’s Cup courses, surging ‘luckier’ with their parent helpers year in advance, and every camp ahead under a full spinnaker. Under than others? I believe that it’s the was a winner. Knowing their the watchful eye of the experienced deliberate leading and management character also, I had no question crew, perfectly trimmed and of parents that has the greatest effect about making these ones first catching clean air, the spinnaker on the success of a camp. And the priority on the list. did everything the team — and the person in charge has the ability to sponsors — wanted. affect this most. Forget about being pc and drawing names out of a hat; get the Equally, we have also witnessed What follows are a few hard- best you can. If they can’t handle campaigns ending in anguish. learned ideas to help improve the being told that they aren’t required Spinnakers blown apart, entangled chances of a successful camp. (whatever your slant on that word around poles, ropes or keels, leaving might mean) then you sure don’t dreams dashed and spiraling sailors Firstly, the right people are your want them later on. This is also and supporters into despair. most important asset. Seldom do good practice for you in saying ‘no’. teachers have the opportunity to You’re going to need it. Just like parents on camp. select who comes on camp. In some situations a second or third With the right people, the Gemma Periam uses the letter home to ask for additional problem of motivating and metaphor of a sailing boat — the ‘NZ parental helpers is required. My managing people largely goes Sole’ — to describe the various roles experience of this has usually been away. and responsibilities of personnel negative. I’ve ended up with involved in EOTC experiences. people who don’t really want to be Also, you’ll have a great time no

Page 14 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 matter what the elements throw at ethic. Giving them the hard word trust them, leave them to fi nd their you or how the activities pan out. can be tricky, after all they have own way to complete the task. The They’ll love just being out there volunteered to come, they not on kitchen is a great example of this. with other motivated people and your payroll. This is where making Yes, your tried and tested menu their own kid. You know you got it clear what is expected of them at may have worked every time for the right people when at the end of the pre-camp meeting comes in. years, but unleashing a parent who a camp where everything that could If you painted a picture of camp has been involved in catering can have gone wrong went wrong; being a holiday then blame yourself remove a mountain of anxiety from parents turn around and say, ‘That when the going gets tough and they your shoulders and give you the was great!’ bail out, leaving you to pick up the chance to see other ways of working pieces. miracles with camp food. They’ll Once you have the right thrive on it. Show them the menu people, find the right tasks and On tough going, lead by and the quantities then let them responsibilities for them. This is example. Show yourself willing to know that if they have another a no-brainer. Have parents who do the hard yards and the messy idea then they’re welcome to try love to cook, cook; ‘fi rewood’ goes jobs that no one else will do. Do it. This year, one mum not only to those parents that know how to this early on, and others will realise produced tastier meals, she reduced use an axe — and any kid will love that if it’s good enough for you it’ll the amount of food prepared, the to think they are ‘in charge’ of the be good enough for them. They’ll preparation time and the amount fi re; those that can motivate and also see the standard that you of wasted food too. manage — look for ones that love expect for the task being done. So, to have fun with the kids — take sweep fl oors, wipe down benches, Everyone must feel valued, care of supervising toilet, dorm and collect up others dishes, make so if one person has only menial dishes duties. I learned from one coffee and break open the best of tasks, fi nd something else that is parent how simple this could be. the home baking and share with the both challenging and rewarding for I always had trouble getting kids parents. Balance this with having them. Maybe they could organise to turn up for dishes and kitchen rests — you’re no good to anyone a treasure hunt or ‘multi-sport’ duties, spending a lot of time doing everything and exhausting challenge, lead singing, or set up a chasing them up and then nagging yourself. But constantly sitting practical joke… them to stay on task once they got around on your backside while there. One day, Sally spotted the everyone else is working will do Show your appreciation. Give radio, — which we were under strict you no favours, and you’ll find lots of thanks. Look the person instructions to use only for weather they’ll soon be either joining you in the eye as you say it along with forecasts — changed the station and or running you down. a pat on the back or hand on the cranked up the volume. With Radio arm to show your sincerity. At the Hauraki fi lling the room we never In contrast, if you’re seen to end of a long day, a public thank had to chase kids up or nag again, be constantly busy, no one will you and round of cheering can go and there were always additional begrudge you taking a break while a long way. volunteers wanting to help. dinner’s simmering; you may even get told to take one. Give parents as much If you have parent helpers hiving information about what is going off to the back of the woodshed Once the organising of roles on as you possible can. Once the without an axe every time work and responsibilities is sorted, make kids are asleep, sit down with them needs to be done, look at fi nding sure everyone knows clearly what and chat about the day they’ve had. a job they are more suited to. If is expected of them. Provide a There may be questions about what that’s not possible, try pairing them version of a job description stating was done and why, they may have up with someone that they get on what is required, when, how often had a problem to deal with and with and who has a good work and who’s doing it. Then, if you want a chance to sound out if they

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 15 dealt with it okay. And lead them To build parents’ confi dence in what you would do differently next into tomorrow: What the plan is, your leadership, you have to know time. Let’s face it. You are human; who is doing what and when. If what you are doing. Let’s face it: you do your best. the environment is threatening to you standing at a fork in a track, force a change of plans, give them spinning the map like a propeller When conducting an autopsy a summary of the contingency and muttering something like, ‘I of an event, don’t blame others. plans. They’ll feel more secure think we might be here…’ is not Autopsies are needed only to search knowing you have thought ahead. going to impress anyone. If, on for understanding and learning, They may also have suggestions for the other hand, after four hours on not to blame. Sure, it may clearly improving the plan, or may see an the hoof you predict, ‘We’ll be at be another person’s error, but if issue or potential problem that you the river crossing in an hour and you want to blame someone, look haven’t anticipated. Well-informed the hut is another hour after that’, in the mirror and see if there is parents are in a better position to and that’s close to what happens, anything at all that you could have use their initiative and will be better then their balloon of trust will be done to have made a difference to prepared both mentally and with inflating. This applies whether the outcome. Learn from it, and equipment. you’re in Central Whirinaki or then let it go. navigating Cathedral Square. Remember to go through your Show your humanness. Ask SAP or RAMS forms with them; When a crisis strikes, about their families, past jobs, give them a copy, along with a copy immediately address your helpers. adventures, dreams. Have fun, but of your contingency plans. Take charge of the situation, share take care with fl ippant remarks. A a plan of action, ask for support, dry sense of humour takes a little When you have an unpopular and show absolute confi dence in time to get used to, especially if decision to make, give your helpers a positive outcome. Don’t dismiss you’re poker faced. Parents may plenty of time to get used to the concerns flippantly; justify your be wondering what on earth they idea by leaking details early. For plan and your confi dence in it. have got themselves in for. Give example, while they’re standing a wink or grin to let them know around watching the porridge The situation may be old hat you’re not serious. bubble, make a passing comment for you, but remember: those that about your concerns at how fast have only recently met you are Finally, make sure the whole job the wind is whipping the clouds still learning to put their trust in is done. Your helpers may be able over the mountaintops; that you’ll you while also dealing with their to call it quits after the heavy lifting keep an eye on it over breakfast perception of the crisis. is over, but you are responsible and see what the forecast is, but for seeing the work through to its from the view out the door, it’s Watch for nervous or upset successful completion. Yo u get the not looking so good at this stage. helpers; assign a stronger person kids to sleep. Yo u sort out the lost You may have already made your to support them. property. Yo u write your thank you decision, but easing the parents into Keep malcontents close to you: letters. the prospect of change can improve resist your instinct to avoid them the response when the decision is and instead try to win them over And into the future? Well, if offi cially announced. and gain their support. you’ve lead and managed well, the word will get out, and you’ll have This leads me to the next tip: When the crisis is past, debrief great parents volunteering for next Don’t be afraid to change your the event with your helpers when time. mind when you see your plan they are all together. Listen to their If you’re lucky. isn’t working. You won’t look views without getting defensive, indecisive if you show the logic of and thank them for their help and your changes. patience. Admit errors and say

Page 16 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 How do humans develop a relationship

with the outdoors?

Katarina Te Maiharoa Katarina is currently completing her Bachelors of adventure recreation and outdoor education at CPIT. The following essay on developing human – nature relationships though outdoor experiences was submitted for one of her papers.

have found many ways to defi nition works for me. I think Looking back at this time of my develop a relationship with the back to my experiences involving life, I was unaware of so many things. I outdoors and nature. It wasn’t dealings and feelings on physical I can see now that my perspective easy, and it took awhile before I was and emotional terms with the towards the outdoors was a very consciously aware of such a thing outdoors and can see the diverse basic one. I loved the outdoors for as a relationship with the outdoors. ways in which I have become sure and the way I saw it could be ‘Relationship’ in my dictionary connected. explained by Martin (2004b), who has a few defi nitions, one is ‘the charts the development of a human dealings and feelings that exist For many summers from the relationship with nature. He starts between people or groups’ and time I can remember, my family with the idea of travelling through another is ‘the connection between has always travelled to the Waitaki nature, the perspective of nature two things’ (Relationship, 2005). But lakes to camp. There we would as a place to go and nature as a was it possible for a human to have enjoy the time by living simply and playground. The adventure aspect a relationship with the outdoors playing with the toys of big boats of this idea is repeated many times in the fi rst place? There was no and water skiing. This was my fi rst with Haskell (1999) saying that she defi nition for connecting a person taste of being in the outdoors and fi nds answers when she interacts with an object or thing. So I decided I loved it. Later in high school, I with the outdoor environment and to combine these two explanations gained my fi rst real experience of that her awareness is heightened. creating; ‘the dealings and feelings adventure sports. I went on a trip Brooks et al. (2006) talks about that exist between people and where I experienced tramping, the physical interactions people things which create a physical abseiling and rock climbing. From have with the environment and and/or emotional connection’. this I was hooked and once I was how it helps grow their knowledge From the many different ways I done with high school, I moved on and memories of a place. Martin have been able to connect with into that fi eld to gain a Diploma of (2004b) includes excerpts from an my environments, I believe this Outdoor Education. interview with a student who says

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 17 “Let’s just go and climb our guts the students to develop a positive First I was taken through a out and enjoy the climbing and relationship with nature without journey of knowledge, information the nature thing will just come…” emphasis on skills can actually and history. I learnt about the bugs, In the same article Martin (2004b) create a negative connection out of the plants, the rock and how the draws the conclusion that to gain fear and frustration. If the students rock was formed which gave me an the nature awareness for any type couldn’t become comfortable with understanding of the place. While of connection with the outdoors, the activity because of a lack in skill, I climbed I could see the details of skills in these activities were very they become frustrated and blamed landscape and found weta in the important. nature. Martin (2004b) concludes cracks of the climb. The names of that for the students to overcome the climbs brought a little history I would agree that skills were their initial fears they needed to to the forefront. For example, needed to gain a more connected have the skills to feel comfortable one climb was called ‘Hotline feeling for the outdoors. I remember and competent in the outdoors. to Jim’, named after Jim Bolger while learning to rock climb and who was at the time Aotearoa’s kayak just how focused I was to the Now that I had learnt the skills Prime Minister. Somehow I felt an task at hand. So focused was I that needed and I felt confi dent in the affi liation with the climbs and the my surroundings were the least of areas I was in and the activities I area. Nearly all of my references for my worries as I fought gravity up was performing, I had gained my this essay included the importance the climbs searching desperately diploma and was looking into a of knowledge for connecting to for my hand holds or meandered degree in adventure recreation. nature. Brindle (2001) says that out of control down the rivers This was what I wanted, more knowledge will enhance people’s being denied from all the menacing adventuring and recreating rock empathy for nature and knowing eddies. During these frantic times I and kayak trips. This however the history of a place can help could not see nature for her beauty, was not to be the full story. Once people consider the events and I saw her as challenges and obstacles I had joined the third year of the adventurers that were there before for me to surpass and complete. programme, I began to see that this them. Hutson and Montgomery Once my skill base grew, so did my place took a different approach to (2006) believe that for outdoor confi dence and I was able to relax what I was used to. They talked leaders, when they know the area’s in the situations that once made about foreign things called human/ fauna and flora in detail, they my nerves tweak. Martin (2004a) nature relationships, connections are able to be engaged fully with uses examples of students who are with the environment, incorporating the outdoors. They also reflect learning about nature relationships environmental and social elements Brindle’s (2001) idea of history In a way that is similar to my own into teaching and something that saying that understanding the experience. He says that pushing intrigued me, holistic teaching. At process and history of a place can fi rst I was afraid, I help interact deeply and create a was petrifi ed. What nature-emotion connection. Stewart was this gobble- (2003) repeatedly makes the point de-gook that I was that knowledge gives people the listening to? I was understanding of the details at an here to dominate! It intimate level which highlights the wasn’t until a rock interconnectedness of a place as climbing trip with a whole which gives peoples own the second year existence meaning and worth. group that I started to understand what I was mentally blown away by the implications of this ‘outside the square’ thinking. these ideas were for I was more blown away however me. when on the same trip, the third

Page 18 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 year class which I was in decided to be developed. Nicholls and the journals to getting to know areas for an assignment to incorporate Gray (2007) mixed the infl uence in an intimate and personal way culture into a teaching session. of Buddhist philosophy and saying that feelings are essential to Once again I felt distant to the idea suggested that when the process gain a deeper understanding and to until we put it into action. We were of the student’s experiences were make sound judgments. to each talk about ourselves, how debriefed it created mindfulness we got here and the areas we felt toward the experience by refl ecting Time on this trip was affi liated to in climbing terms and the thoughts and feelings that unconsciously creating connections in the lay out of a Maori mihi. As were had. Stewart (2003) says for me. It had grabbed me with it’s we shared our history, where we that attention to detail and care invisible hands and moulded me were now and our hopes for the should be taken when attempting like dough into nature’s landscape. future, we sat at the top of the cliff to connect people to a place and I unknowingly became part of the and watched the sun set. I didn’t believes outdoor education to area I was in, I was another Rimu, realise until later on that we were be a legitimate medium to lead observing all that was around me; in the middle of a facilitated action people to better understanding and I was a Weta searching in the small for us to gain a sense of place there, humbleness to nature. places of the vicinity; I was a rock and it worked! The second years in the river allowing the forces did not know it until later also Just when I thought that a person which surrounded me to wash over that the session we ran with the could get no closer to nature, I was leaving it’s blanket of knowledge mihi was facilitated by us because taken on a loosely facilitated eleven and acceptance. Time certainly of an assignment. I certainly felt day tramp. This I thought would be did some funny things to me and oblivious to what was happening. I straight forward and another tick off as the environment in an unjudging knew that there was an underlying the ‘to do’ list. Yet this was not to way accepted me, I accepted her as agenda for this thing, ‘sense of be the full case as we were directed my home, a place were I belonged place’, but never would have I had toward many different ways to and felt safe. Participants from picked it that it was happening to experience where we were. We Martin’s (2004b) study believed me at the time. We were allowed were asked to complete a journal that time with nature was valuable to chill at places and discover the of our journey which made me for their relationship with nature area more thoroughly. Dan and I nervous. How could writing about to develop because it grew their found a small pool which we stayed my day be useful? How could I be feeling of comfort. Stewart (2003) and bathed at for hours, we also so misled again? The journal gave suggested that if the pace of life found another beautiful crag that me the time to refl ect on everything is slowed down then it is possible we started to climb on and develop that had happened, and allowed me for a dialogue to begin with a climbs. All of it was our tutor’s to review the things I had found and place, this is through observing idea for us to build connections learned. Gisel (n.d) saw a personal and participating in nature’s life. to this area and we did. Without journal as an opportunity for one to Brooks et al. (2006) found that time such intervention I highly doubt I study an environment, develop a in a place gave people intimacy, would have built on my perspective deeper relationship with the earth, familiarity and prepared them as in this way. Never did I know grow a greater awareness and care their experience increased. This that it was possible. Preston and for the earth. Matsumoto (2003) allowed for their place relationship Griffi ths (2004) studied that when says that “recording observations to grow. students were asked for a different and feelings in a fi eld journal can be focus for them to choose for an a powerful way for students to get I have found many ways to area such as history, experiential, to know their natural community develop a relationship with the ecological or other aspects, it and the geography of their home outdoors and nature. It wasn’t easy, would help broaden their personal environment, so that they can and it took awhile before I was growth, perspectives and help develop that sense of caring consciously aware of such a thing as their values, attitudes and beliefs commitment”. She also connects a relationship with the outdoors.

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 19 My journey began merely important ways for people to that outdoor education has huge camping and participating in create their nature relationships potential for the world to develop adventure activities where I was (Martin, 2004b). I cannot think awareness and connections for introduced to the outdoors. This of another way where people all. Maybe then can a sustainable, is important for humans as these learn such emotional and physical peaceful life might be enjoyed activities are the medium through connections to such a deep level as collectively. which a relationship can start and outdoor education with a holistic grow. The fun aspect is this fi rst approach. The way programmes Every time I was forced to point of contact with nature and is and tutors frame the course and experience nature in a new and very important (Martin, 2004a) and their own positions create the different way, I always felt anxiety. allows a person to travel through potential for likely people/ place I think this was from my belief that nature (Martin, 2004b). relationships as described by I already felt connected, I knew Stewart (2003). I believe I am now nature for all it was. And every I developed my skills to become in the “Integrated with Nature” stage time I found there was a little bit confi dent in the areas I explored. of Martins (2004b) environmental more that I could gain, that I could If all outdoor enthusiasts have development chart. be closer to her. This makes me the same skills, they too would be wonder, is there more ways for comfortable and their experiences Outdoor education was the best me to get to a higher stage of our would be positive and provide for way for me to create my relationship relationship? If there is, I will be an optimistic outlook towards the with the outdoors because it willing and open and maybe we environment. incorporates many aspects of will feel as one. relationship development. I believe Knowledge came to be more important than I could have ever promoting relationships with nature. References: Australian Journal of Outdoor Education, believed. With the information and 8(1), 20-28. history of a place, I felt more in Brindle, A. (2001). A call for the inclusion Martin, P. (2004b). Outdoor education touch and familiar with an area as of spiritual adventure therapy in for Human/Nature relationships. New Zealand Outdoor Education Retrieved July 24, 2008, from http:// i got to know it and cherish it. Our programmes. Out and About, Spring (6), www.latrobe.edu.au/oent/OE_ rapport with the environment grows 22-25. conference_2004/papers/martin.pdf Matusumoto, K. (2003). The nature journal as we have more understanding of a Brooks, J. J., Wallace, G. N., & Williams, D. R. (2006). Place as Relationship as a tool for learning. Retrieved July 24, place’s history and details, to know Partner: An Alternative Metaphor 2008, from http://www.newhorizons. org/strategies.environmental. a place takes away fear, ignorance for Understanding the Quality of Visitor Experience in a Backcountry matsumoto.htm and lack of preparedness (Brooks Setting. Leisure Sciences, 28(4), 331- Nicholls, V., & Gray, T. (2007). The role et al. 2006). With this connection 349. Retrieved July 30, 2008, from of stillness and quiet when developing SPORTDiscus database. human/nature relationships. Australian through knowledge I believe I Center for Columbia River History. (n.d). Journal of Outdoor Education, 11(1), was in Martin’s (2004b) stage of Understanding place. Retrieved July 24, 21-28. 2008, from http://www.ccrh.org/curr/ “Caring for nature” where a type of Preston, L., & Griffi ths, A. (2004). studyofplace.html Pedagogy of connections: fi ndings connection to nature is made and Gisel, B. J. (n.d). Sierra club environmental of a collaborative action research by caring for the environment in education program: Keeping a nature project in outdoor and environmental journal. Retrieved July 24, 2008, from education. Retrieved July 24, 2008, it’s natural state. http://www.sierraclub.org/education/ from http://www.latrobe.edu.au/oent/ nature_journal.asp OE_conference_2004/papers/preston. pdf The way that my tutors had Haskell, J. (1999). Ecological journey: An enactive view of the nature of Relationship. (2005). In Collins Student integrated culture, journals and experience. The Journal of Experiential Dictionary. (p. 704). Glasgow, Great time into our learning experiences Education, 22(3), 154-161. Britain: HarperCollins Publishers. is the only way I believe that I Hutson, G., & Montgomery, D. (2006). Stewart, A. (2003). Reinvigorating our How do outdoor leaders feel love of our home range: Exploring the would have opened up to such connected to nature places? A connections between sense of place understanding. Outdoor education Q-Method inquiry. Australian Journal of and outdoor education. Australian Outdoor Education, 10(2), 29-39. Journal of Outdoor Education, 7(2), and facilitation is one of the most 19-24. Martin, P. (2004a). Outdoor adventure in

Page 20 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 First Aid: A case for higher qualiﬁ cations?

Eric Schusser

Eric is currently Head of Department Outdoor Education at Dunstan High School, Alexandra.

eading through my recent in your group falls and hurts their or experienced enough to treat NZOIA registration and leg badly. There is substantial low a patient with a major medical Rvalidation material and cloud and rain in the valley and it is problem or serious injury. the changing trends in the awards, a howling gale. Radio reception is I fi nd it curious that each award limited and you may be faced with What should happen: I would requires a current fi rst aid certifi cate major time with your patient. In the argue that PHEC should be the but there is no requirement for fi rst six years since you fi rst qualifi ed as minimum qualification for all aid training at a higher level. There a fi rst aider you have never actually outdoor educators and that there is no logged experience required, treated a real live patient. The should be logged hours of patient no currency of experience required patient is in considerable pain. treatment and ongoing training and the very minimal qualifi cation included just as for any other that is required is renewable every Do you know how to record the outdoor qualification. I would two years. pain levels, the history, the MOI? argue that First Aid could also be Do you know how to take a detailed a three tier NZOIA qualifi cation When things go wrong in the set of limb baselines over time? Do just like the direction all the other outdoors we are often isolated you have the forms to record that awards are heading in. from help and have to deal with information and most importantly long term patient care before help do you know what all that means How do we get the experience: arrives. Good patient records and in terms of the need for or speed Some join the Fire Service as First baseline observations have a huge of evacuation? Can you convey Response Co-Responders, Some part to play because we will be confi dence in what you are doing join the Red Cross. I joined the passing our patients over to people and are you familiar with splinting local St John Ambulance service with advanced care protocols. options and pain relief options? I as a volunteer and have become These people use equipment that suspect many outdoor educators fully qualifi ed. I get training two it is also useful for us to know would reply “No, I’m not sure” to Tuesdays of every month; new about. many of these questions. advanced protocols and training are periodically added to the procedures Let’s say that you are away I would argue that while we I’m allowed to perform. I get re- with your group, two days into a are qualifi ed and experienced registered every 2 years if I meet fi ve day tramp and your standard to lead the outdoor activity, the criteria, I get on the road work workplace fi rst aid award is up for many are not qualifi ed enough for at least 12 hours every week and renewal next month. Someone and (more likely) not current deal with things that I hope I never

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 21 get to see on any of my outdoors we as outdoor educators have a teams using current search methods, trips. This gives me confidence, responsibility to be as qualifi ed, dog capabilities, and tracking team skills, experience and judgement current and experienced as possible capabilities then if I try to do the usually working with others more in the fi rst aid fi eld as well as in initial searching with my group qualified and experienced than our instructional field. I believe it can lead to a lot of destroyed I am. I know what the next skill we should have recent, current information and clues making level of paramedics will do and can experience operating at a much it much harder for the teams assist them. I’m familiar around higher level than we would have coming in. Is this also something helicopter evacuation and can with the current basic first aid we should be looking at including have things ready for that scenario. certifi cate whether it is workplace in outdoor educators qualifi cations As a school teacher I am also or outdoor. I’m afraid that also and experience? Should we have in charge of fi rst aid and during means more hard work for us, more an awareness and knowledge of the year deal with a huge variety time and money commitment and current search methodology? I of injuries and medical cases as wider availability of higher level would argue “yes” most defi nitely. well as the administration side of fi rst aid qualifi cations. recording and analysing cases and Currently our focus as I see it information and the stocking of kits. As someone undergoing a lot is on qualifi cations and systems to If there’s one thing I’ve learnt of SAR training currently with manage risk and instruct. Things over many years of dealing SARINZ and Wanaka SAR this still can and do go wrong despite with serious injuries and illness is also something I am wondering our best plans. Is it time that we also – it is that the more you know, about in terms of dealing with look more closely at qualifi cations the more you realise you don’t the risk of students getting lost and current training and experience know! or coming across another party in the whole crisis and emergency that has lost someone. If I don’t management fi elds of fi rst Aid and I’m not trying to be cocky here know current SAR methodology Search and Rescue? I believe it is. – All I’m saying is that I believe involving trained track and clue

NZ Journal of Outdoor Education

Articles in Volume 2, Issue 2, December 2007 Feature articles • Outdoor Education: A Road to Freedom (Jo Straker)

• The promise of Wilderness Therapy: Reﬂ ecting the Past, Projecting into the Future. (Dene Berman and Jennifer Davis-Berman)

• Effective outdoor Leadership Through Displays of Trustworthiness and Immediacy (Wynn Shooter and J. C. Norling)

• The nature and Scope of Outdoor Education in NZ Schools (Robyn Zink and Mike Boyes)

Volume 2 Issue 2 December 2007

Page 22 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 23 Page 24 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 25 Page 26 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Loburn Primary School excels

“Loburn School has become the fi rst primary school in New Zealand to win also the manner in which the a national award at the Outdoors New Zealand Excellence Awards.” So students grow that is parent. read a local press release after the 2008 Awards, presented at the dinner that The fl exibility of the programmes concluding this year’s annual ONZ forum. from one year to the next, to allow for the needs of the oburn school has EOTC and The willingness of the parent students. The school is needs- Loutdoor education programmes community to support EOTC. focused, and teachers constantly grounded in the school’s vision of While the rural nature of the consider what the best options ‘Together Helping Children to school may lend itself to more for their students will be, as Grow’ and clear evidence of this parental involvement, there is opposed to being driven by paved the way for it to claim this also a real culture of inclusion. a fixed programme. With year’s honour. Some activities call for expertise this comes a strong emphasis from within the community on review, as well as careful Evidence of this is to be found such as the rural fi re fi ghters planning to frame intended, at many levels. and farm safety offi cers (both manageable outcomes. Foundation documents that found within the parent body) identify EOTC as a valued others require a role such as for The project that involved the pathway to learning. EOTC has transport. production of a DVD while on a been built into the philosophy The students themselves, as they winter camp at Arthur’s Pass by a and framework of the school, grow through their experiences Year 5/6 class in 2007 (detailed in and link directly to its values and years at the school. Some a previous issue of Out and About) and core beliefs. activities and programmes have is an example of how much can The commitment and strong and immediate impact be achieved with the enablers for dedication of the Principal and on the students, however it is learning in place. staff in framing quality EOTC programmes and their belief in Loburn School Principal, Stuart Priddy, accepting the EONZ Best Programme the power of meaningful and Award from EONZ Chair, Liz Thevenard relevant learning; the belief that learning has no lasting value for students without the scaffolding of context within the students own lives. The way in which programmes are constructed, with clear learning intentions, progression, prior learning, refl ection, links made with other contexts, all supported by a sound safety management system. The way in which so much learning at school is taken outside of the classroom

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 27 Celebrating the past, looking at the future – 30 Years at “The Boyle”

n his speech at the 30th celebration of Outdoor Education at Boyle River Outdoor Education ICentre, Arthur Sutherland seizes the opportunity to acknowledge those behind the centre’s success and to talk about the future of Outdoor Education embedded in the New Zealand Curriculum. Among the guests were current and past instructors and Resident Teachers, (currently titled Centre Manager); teachers, some of whom gained their inspiration while at the Boyle as student leaders; and many from the ranks of those who have contributed to the Boyle as trustees, committee members, ‘builders,’ and spouses. Some of the latter have contributed by looking after family; others have ‘served’ in some capacity.

“The Boyle” was the vision of who 36 years ago in July 1972 in an investigation that led to the members of the North Canterbury is reputed to have said during a formation of the North Canterbury community. They were keen to club brainstorming session “Why Alpine Trust, representations to assist the youth of the area. not build a tin shed up in the various significant organisations mountains somewhere for the such as Forest Service, Lands Origins in brief beneﬁ t of the High School kids” and Survey and the Education The Boyle began in the early (the latter reference being to the Department, the selection of a site, seventies when the Rotarians of announcement that a high school fundraising, the construction and Belfast, Kaiapoi and Rangiora was to be opened in Kaiapoi). They the opening of the Boyle Lodge responded to the thoughts of were joined by the Kaiapoi and late in 1978. Belfast club member Bob Hawkins Rangiora High School communities

Colin East, foundation chair of the North Canterbury Alpine Trust and author of the History of the Boyle and the Trust spoke about the spirit of volunteerism and the huge outpouring of the spirit of philanthropy and generosity.

aving met it’s obligations to provide the Boyle Lodge the Trust’s fi nancial responsibility for paying staff at the Boyle. HTrust chair was facing the question of management of Hence a policy of ‘user pay’ had to be introduced. Talking this the facility when Arthur Sutherland was appointed to the Trust problem over on one occasion with Roy McKenzie of the J R by Kaiapoi High School. “As a staff member of Kaiapoi Arthur McKenzie Foundation, a generous benefactor of the Lodge, brought with him considerable experience & knowledge about he suggested taking the matter up with the deputy director Outdoor Education. He very soon had a team around him of of Education, whom he knew well as a member of his Rotary like minded teachers who spent considerable time (their own club. An appointment was subsequently made for a meeting time mostly), evolving management practices for the Lodge in Wellington and after an hour’s friendly discussion the and guidelines for users of the Lodge. This management meeting terminated with no assurance of fi nancial assistance team played a critical role in the establishment of Outdoor for a Resident Teacher. Education at the Boyle.” But his parting words to me have forever been engrained The next critical issue was the engagement of a person on my mind. The Deputy Director said ‘you know Mr East we to supervise the Boyle on a daily basis and for the Trust to must never deprive our communities of the opportunities for provide the suitable remuneration. “I was naïve enough to the spirit of volunteerism.’ So in other words go home and think that because, through a community effort an Outdoor establish a user pay system.” Tony Sinclair was subsequently Education facility had been provided that the Education appointed as the fi rst Resident Teacher. There would be Department Administration would cover the cost of a resident no story to tell about the Boyle if it weren’t for the spirit of teacher to look after it. It was soon realised that it was the volunteerism.

Page 28 www.eonz.org.nz | Out and About ▲ Issue 20 ▲ Summer 2009 Awards The cadet programme, designing a response to the task In 2004 best facility in NZ award ahead of its time given the recent presented to them and then they and in 2006 gained OutdoorsMark innovation by the Ministry of are implementing that very plan. having achieved or bettered the Education in establishing a Youth This is the Technology Learning benchmark set by the membership Apprenticeship Scheme, has Area in action. As they implement of Outdoors NZ. These awards produced outstanding instructors their plan they are learning about are due to the skill, knowledge and and citizens. Started in 2001 by the nature of group work — about contribution of many people Graham Frith, the then Boyle how a group functions. They have Centre Manager, Jaron Frost goals associated with how they Outcomes for young people holds rafting, kayaking and bush interact with each other — how The outcomes for young people qualifications and can be found they treat each other. This is the are many. The following illustrate leading rafting trips in the USA Social Sciences and Health and PE what is gained from ‘the Boyle and NZ or multi-day tramps in Learning Areas in action. experience.’ NZ. On occasions he works at the Boyle having graduated from The activity is taking place in Ritchie Hunter, Boyle and his cadetship he completed an the natural and physical world – Activity Hanmer instructor was ‘apprenticeship’ period at the the world of Science. The ripples recently named runner-up to the Boyle. Anthony ‘Sumo’ Earl has on the water will be a factor in winner of the New Zealand Outdoor moved from outdoor instructing the decision making while the Instructors Association (NZOIA) into the fi re service in Christchurch; Mathematics Learning Area is Emerging Instructor Award. Gemma Parkin plays a major role very obvious as the students size Ritchie is a product of the many for Horizons Unlimited; Isaac is a up their planks, themselves and the experiences he has had in life. Both se-kayaking guide; Amy and Sarah distances involved in getting to the the Boyle and Activity Hanmer work for Activity Hanmer; Katie, other side of the pond. have given Ritchie the opportunity Dave and Matt currently work for to develop his skills and build on his the Boyle. All but 4 of the 13 cadets Conversations now and at the knowledge base. To be runner-up are working in outdoor education conclusion of the activity involve in a tough competition where there or recreation in 2008. appropriate language. Debriefi ng were eight nominees is an awesome in its simplest form will address achievement. The Boyle experience for Year 10 ‘The what? ‘The so-what?’ and the students ‘What next?’ for the group, and the Oxford Area School, The attached photo shows individuals. Language in action. represented by their Outdoor amongst other things students What an awesome context. Education specialist Peter Cooper, was recently judged runner up to Problem solving Loburn Primary School for the Education Outdoors New Zealand (EONZ) Best programme award. The judges commented on the leadership of Peter. The Oxford community and the Boyle benefi t from Peter’s leadership. In the case of the Boyle Peter contributes to the cadet programme by sharing his wisdom and developing the skills of the cadets when they participate in Oxford outdoor education experiences.

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 29 From those same archives the Photo study at 30th Celebration-see group problem solving photo Following a think-pair share session in response to the question ‘What is following is an example of the end- happening here?’ a number of guests were invited to share with the whole group. of-experience self-reflections by Typical responses included: one of the seniors. Camille wrote 1. Group work the following: 2. Problem solving activity 3. Lots of communication 4. Students are having fun “My greatest feeling is one of 5. There is lots of happiness being expressed achievement. Throughout the year 6. Student are making decisions based on their judgement of the distances I doubted whether I could fulfi l all and their ability to utilise the planks the requirements of being a leader, especially in the communication The well-being and motor skills The group engaged in the activity area. I have learnt that I have are clear to see. The Health and PE captured in the photo included a to take risks when it comes to Learning Area in action! While not senior student in the role of co- communicating. I know that I have shown this group has been asked leader. “What do senior students to believe in myself to be successful. to show the rest of the class during get from their experiences? My I feel I have quite a high tolerance the evening programme how they garage contains many legacies of my level and am a successful role tackled the event and so they have time at Kaiapoi High including the model for the year 10s to look up designated one of the group to refl ective comments of participants to. My goals were to be pro-active be the photographer. The Arts in the many Boyle experiences with my group; assessing potential Learning Area in action. I facilitated over 25 years. From teaching moments and the risks; those records I want to share with to be an active risk manager; to The activity also indicates that you what the principal of Kaiapoi be organised and on time for all the students are developing the High Kevin Jennings wrote about activities which I was; and first key competencies. The success his co-leader.” and foremost give myself and the of the group depends on their year 10s an enjoyable experience at thinking, their ability to manage “B’s leadership was superb. He camp. In my fi nal debrief with my themselves, their ability to relate to was at home in the Outdoors, and group they were all really positive others, participating and the use of his considerable competence and about camp and I had an excellent language symbols and text. confi dence in all technical areas time.” gained the immediate respect of the group. He was thoughtful, always When asked to comment on planning ahead, and consulting what she was aiming to do in the Arthur drew on the thoughts of those gathered at the 30th with D and myself. His calm and future based on this experience Celebration and the ones he quiet manner showed a maturity Camille responded: had recorded in preparing his that I appreciated, and added to speech to make connections the excellent performance of the “Use my leadership experience with some of the Learning Areas in the recently published New group. The students had complete in my chosen career Zealand Curriculum (2007). He confi dence in B, and so did I. He Promote Kaiapoi High Outdoor commented that the activity can was prepared for all the situations education and the excellent be viewed through a number that arose, including emergencies. facilities at the Boyle of lenses. School A may send students to the Boyle to achieve B stepped beyond his normally Continue being a role model the outcomes associated with the reserved self, and accepted the for younger students around Health and Physical Education challenge of leadership. His effort our school, and the community. Learning Area while School B was rewarded by a very successful That is in sports clubs maybe taking the ‘integrated’ approach with outcomes from group, who appreciated his efforts. Pursue other outdoor activities almost all the Learning Areas I enjoyed his company, and on offer” being achieved. appreciated his excellent effort.”

Page 30 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Camille expressed her gratitude to Kaiapoi High, the Boyle and the camp Mum and Dad (her phrase) Mr and Mrs Suth. “I have leant so much about myself and others and I feel as though this will really help me in the future.”

Camille is now teaching, and brings young people from Timaru Girls’ High to the Boyle. The circle is complete. Awesome! Boyle Cadet Jaron Frost In the midst of the audience was fi rst year teacher Katrina Pollard. the incoming school expects the way the NZ Curriculum can be Her story is almost identical to outcomes to be for their students. implemented as it is planned for that of Camille. Recently she Post the experience there needs 2010. gained the Outdoor Leader to be liaison between the school Qualifi cation and she now brings and the Boyle where the focus is In conclusion Kaiapoi students to the Boyle. Also ‘refl ection’ on the experience for “As was stated at the start ‘The present was Ian Olson who fulfi ls the school and the students. “What Boyle’ was the vision of members of the role of part-time Boyle Assistant have the students done as a result of the North Canterbury community. Manager and part-time instructor. their Boyle experience?” could be The Rotarians were keen to assist A graduate of the Kaiapoi High one of the questions asked. the youth. The 30th celebration Outdoor Education programme was a celebration of what has been Ian studied at the Christchurch Another challenge is to take the achieved. I trust I have contributed Polytechnic Institute of Technology integrated approach to learning to that celebration.” and has worked in the USA on a as illustrated earlier. This is one number of occasions. He holds qualifi cations in Rafting, Kayaking, Adventure Based Learning, Bush Boyle River Outdoor Education Centre Positions Available and Tramping. Assistant Manager Tenured full-time salaried position Start as soon as possible 2009 “As can be seen from these With Ian Olson moving on to greater things the Trust examples the Boyle River Outdoor has re-defi ned the role of the Assistant Manager and upgraded the position to full time. Education Centre has had a huge infl uence on people. Long may Instructor/Project Manager Two tenured full or part time salaried positions Start 26th Jan 2009. that be the case.” Training available Feb 2-5

The tenure of these positions could be for one or two years, and employment The challenge could be fulltime or for the duration of the school year. In moving forward the Boyle faces We are looking for people with NZOIA awards and/or a number of challenges. One such qualiﬁ cations on the NQF and/or challenge is the need to enhance the who are working towards such qualiﬁ cations relationships the Boyle has with its with a background in environmental and outdoor education schools. There is a need to increase The Boyle provides outdoor education experiences to primarily secondary students and has been accredited with OutdoorsMark and recognised for its the pre- and post-Boyle experience outstanding facilities. engagement. Boyle staff need to See www.boyle.org.nz/employment for more details contact have a greater awareness of what Wendy Davis [email protected]

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 31 Awesome Outcomes through Gateway at Dunstan High School

Out and About Editor Arthur Sutherland chats with Eric Schusser while exploring the Bendigo diggings

O & A: You mentioned earlier today O & A: What courses did the students them to give something back that a couple of students had been take at school in 2008? to the community and explore sending you cards and emails. What Eric: The three students selected other ways of using Outdoor were they saying? Gateway and Year 11 Outdoor Education Eric: One of the Gateway boys, Education Leadership from the An Outdoor Education Jimmy, sent a card from Milford menu of subjects offered at the instructor contracted to Sound where he’s got a job as a start of the year; two of the students Dunstan High and who also kayaking guide – exactly what he also selected Year 13 ABL and the is the Learning Adventures wanted to do. In it he said “thank other chose Year 13 POE; while Operations Manager you for your time, commitment one chose photography as their The Dunstan High Year 11 and knowledge and everything fourth subject. Basically they were Outdoor Education course over the last three years in OE. It all doing three out of fi ve lines in where they were assistant was a blast and I’ve learnt a lot. Outdoor Education. facilitators helping to deliver I’ve also overcome a lot of things the course and have become less shy to try O & A: As I understand it Gateway is I also took all of them on the new things.” about gaining experience, credits on Year 10 camp at the start of the NQF and becoming informed about the year where they were part O & A: And the other? the requirements and expectations of a 6 person student trained Eric: Mat fl icked me an email associated with a student’s career leadership team along with 4 as well – he’s aiming to travel for pathway and perhaps moving into a staff. That was a smart move as the year taking photos then go job at an appropriate time. What sort I got to work really closely with do Outdoor Education at CPIT. of work placements did these students them in the fi rst 3 weeks and “I have got my self a camera, it have in 2008? work us all together as a team is great. Also in the process of Eric: They worked with Upskilling to the latest SARINZ planning a wee trip for next year, A ski fi eld – looking at ski patrol search approaches on the Year but think I will be mainly working and instruction sides 12 OE the search and rescue for parents to get money for 2010, to A MTB trail riding company camp. These guys would head to Christchurch for outdoors catering for tourism markets simultaneously but separately course. A GAP year! Thank you A kayak company looking at plan a paper search and rescue so much for everything you have guiding at the same times as the year done for me; for helping me gain Worked with the local youth 12’s. They’d end up planning 5 my outdoor experience, skills and worker who is using adventure searches by the end of the week qualifi cations; and for being a great based facilitation approaches but at a much higher theoretical person, friend and teacher. I could with primary aged students to level than the year 12’s based on never thank you enough, you have develop social and personal the SARINZ MLSO (Manage done so much. Thank you.” skills – this was a chance for Land Search Operations) course

Page 32 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 – lots of stuff on decision points. were all complete. Prior to that the patient and then transfer. They We’d debrief them later. It was on the Aspiring SAR camp I’d were pretty proud of what they great for me developing my covered extra fi rst aid beyond the achieved. skills in that fi eld as well standard stuff which included blood Red Cross for standards First pressure, detailed secondary surveys O & A: What local emergency services Aid course requirement for back country, patient report were involved in this intensive? Me in my role as volunteer forms, splinting options, shelter, Eric: Both the Alex Fire Brigade ambulance officer/workplace hypothermia, patient transfers, and Ambulance Service. (Eric is an assessor, specifically for the during exams we’d also spent time ambulance staff member. I watched crisis management/ advanced doing detailed secondary surveys to him in action during the winter when fi rst aid module develop a systematic approach that a bus loaded with University of Otago they then repeated on brothers/ students ended up off the Cardrona Ski O & A: Before I ask you about the crisis mothers etc at home prior to the fi eld road through the positive actions management experience given your fi ve day intensive assessment of the driver-editor). I wanted to photography work for the school did introduce the students to front you have any part in X’s photography O & A: You are a classic Eric, always line emergency services, how they course? involving parents and family. Tell me work, their gear and equipment – Eric: I mentored the student more. the ambos were fantastic as we did undertaking the photography course Eric: They learnt a lot about multiple assessments with them and involved him in the work I did working in a team, delegating, being called to various obscure for the school production. He has dealing with professionals, making outdoor locations. The students produced some awesome shots and the right decision rather than would use radios, call up Southcom his fi nal portfolio was one of the the easy one, communication, and then meet the crews, guide best there – very graphic. people reassurance skills as well them to the location, do a patient as all the technical skills. We had a handover, help re package as O & A: Tell me about the crisis great time over the course. It was necessary then help carry out. They management module? neat watching them develop from saw other professions in actions and Eric: Module might not be being nervous about working with on the last job, the ambos turned the right phrase. I provided them emergency services at a professional up with drink and food for them. with a fi ve day intensive training level and then when it came to the Fantastic fun and I was very proud day and night after school had moment doing a fantastic contact of how professional they were. fi nished for the year and externals job, preparation and packaging of O & A: Have there been any other outcomes for the students? Eric: They gained credits on the NQF; their independence was enhanced; motivated to assist school in the future; awareness of what life is like in a workplace; explored career pathways; affirmation of career pathway; informed their decision making; gained new skills; achieved and set new goals and took up employment; gained a Level 3 Risk Management Certificate offered by Sfrito*; less shy, could see how sometimes you have to work over time to get a result with

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 33 a group – one week won’t do it, it. Sometimes it’s disappointing programme at Dunstan. it needs a year with a lot of work where these guys (and their parents) Eric: We had a lot of laughs around self awareness have determined the direction they during the year and really when want to go in life – i.e. OE – and you come down to it I’m just a O & A: I’m so impressed that the yet they/we still get ﬂ ack from some guy throwing a few doors past Dunstan High Outdoor Education teachers about them being away these guys – it’s not rocket science Programmes cater for groups of from class. I wish some staff were – they’ve taken up so many students and individual students. The more aware of what GATEWAY challenges and grown from it complexities must be a challenge for is, what it offers and were a bit to the point where we’re a team you? more compassionate with students. delivering a programme for others Eric: The GATEWAY Some staff unfortunately only see – for them its got independence Coordinator has been very creative. the trees in front of them that have and interdependence thrown in, She is so supportive of students and there subjects name engraved in the mastery of outdoor skills and has made it work for them and us trunk and not the massive forest of facilitation skills, a huge sense of and the ITO. Right down to the possibilities around them that our belonging to something special wee card at the end of the year kids see. and the opportunity to practice from her thanking me for going the generosity by giving something extra mile with the guys – everyone O & A: I understand from my work back to others. – those four things likes to feel valued. She and I have as an advisor to schools on matters (independence, belonging, mastery a great relationship and have made pertaining to career pathways that and generosity) are the essence to it work for these students – lots of some schools have agreed that the me of great education and a life extra hours outside the “Job” have GATEWAY programme and others well lived. been a strain but heck it’s great such as STAR are as important as any when you see these guys take on other course on offer. Others have the challenges and come up with yet to achieve this outcome. Clearly the goodies and that makes it worth you see real beneﬁ ts in the GATEWAY

The National Bouldering Series 2009, is the best way to have fun and climb outdoors with the whole climbing community. Win cool prizes, have a BBQ and spend the day testing your skills at one of the competitions around the country. Some of New Zealand’s top climbing talent will be there as well as many recreational climbers competing in their own categories. Train your ﬁ ngers and get ﬂ exible for this great series of competitions. Visit www.nbs.org.nz for more information.

Page 34 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Accreditation with Sfrito

Too often schools comment “the Sfrito accreditation process is very difﬁ cult and takes too long” while Sfrito representatives are heard to say “schools are poorly prepared for the accreditation process.” In this article Arthur Sutherland provides some insight to the process, requirements and best practice.

What does the Sfrito Accreditation Guide have to Sfrito is able to help an Applicant Organisation say? 7. with preparation of the accreditation application This “Accreditation Guide” has been developed to and recommends contact with Sfrito at an early provide information on the process and essential stage in the process to ensure all requirements requirements to help an Applicant Organisation gain are understood and the Applicant Organisation Sfrito Accreditation. is aware of the resources and assistance available. Depending on the assistance needed there may be What is Accreditation? charges for this service. Accreditation is an evaluation process to 1. determine whether an Applicant Organisation has How long does this process take? the ability to assess against the specifi ed standards Once an application is received, Sfrito will allocate within the scope of an accreditation application. 1. an Analyst to evaluate the documentation. It focuses on the Applicant Organisation’s Quality Management Systems (QMS), evaluation policies, There is a standard turnaround time of 15 working procedures and evidence. 2.days for the initial evaluation of accreditation documentation. Granting of accreditation for Sfrito unit 2.standards is the responsibility of the New Zealand If the information supplied is insuffi cient the Qualifi cations Authority (NZQA). 3.Analyst will require the Applicant Organisation to carry out the remedial work required. The NZQA checks that the Applicant Organisation final timeframe will therefore depend on the 3.meets the requirements of Quality Assurance Applicant Organisation’s ability to source the (QA) Standard One* necessary additional information and submit for re-evaluation. Sfrito’s role is to check that the Applicant 4.Organisation meets the Sfrito sector specifi c The Sport, Fitness and Recreation industries requirements listed in the Accreditation and 4.can involve high risk. To ensure Applicant Moderation Action Plans (AMAPs)**. Organisations meet the requirements of industry the Sfrito Analysts are very thorough in the This means that formal accreditation for Sfrito evaluation process. From our experience, it can 5.unit standards is a two stage process – through take several attempts to document and supply NZQA and through Sfrito. Usually the Applicant all the required information, and arrange a Site Organisation is required to produce only one set Visit (if necessary). Considerable “backwards and of documentation that can be evaluated both by forwards” communication may be necessary until NZQA and Sfrito. the Sfrito Analyst is satisfi ed that all requirements have been met. Sfrito does not allow blanket accreditation 6.for multi-site organisations. Each site will be If an application for Accreditation or Accreditation individually reviewed to ensure it meets Sfrito 5.Scope Extension is not completed to Sfrito’s accreditation requirements. satisfaction within one year from submission of

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 35 the initial documentation, Sfrito reserves the right will expect to see evidence of meetings attended, to request resubmission of up-to-date materials/ industry consultation, staff qualiﬁ cations, emails, documentation in order for the process to be working documentation of student and staff continued. evaluations etc.

* QA Standard One – http://www.nzqa.govt.nz/ (Note: It is important that “working” documentation is for-providers/aaa/resources.html provided, not simply blank templates. If a blank template ** For an explanation on AMAPs – http://www.nzqa.govt. is provided because there has been no action in that area, nz/framework/amaps/index.html then evidence of the necessary policy/process to complete the template must be supplied.) New Accreditation Applications Sfrito requires copies of the Applicant Organisation’s Accreditation Application Site Visits policy and process documentation relating to the Site Visits focus on systems or evidence gaps within eight criteria*** detailed in the AMAP and the Sfrito the Applicant Organisation’s documentation and will Accreditation Checklist. seek to establish whether the documentation is an accurate reﬂ ection of the Applicant Organisation’s Accreditation Scope Extension Applications situation. The Sfrito Analyst will also look at the 1. For Accreditation Scope Extensions, Sfrito must systems that are in place with a view to ensuring that the sight documentation that the original policies Applicant Organisation is capable of maintaining and and procedures forwarded by the Applicant implementing additional systems. (It is acknowledged Organisation are being implemented. that not all systems will be in place, but it is expected that there will be relevant systems for the above 2. Accreditation Scope Extension applications are to occur.) Site Visits by NZQA/ITPQ and an based on evidence. For example, the Analyst Industry representative are required for accreditation

Page 36 www.eonz.org.nz | Out and About ▲ Issue 20 ▲ Summer 2009 applications as stated in the relevant AMAP (unless Criterion 5 Student guidance and support systems waived). Students have adequate access to appropriate guidance and support systems. Sfrito Provider Reviews To ensure the quality of training and assessment Criterion 6 Off-site practical or work-based components standards are maintained, Sfrito will annually review There are arrangements for ensuring that any the practices of randomly selected training providers. off-site practical or work-based components are All costs for this “Provider Review Visit” will be met fully integrated into the relevant programmes. by the Provider in accordance with the Sfrito AMAP. Criterion 7 Assessment Reviews are carried out through a visit by a Sfrito There is a system for ensuring that assessment appointed Review Analyst. The Reviews are intended is fair, valid, and consistent. to be educative and customer focussed. The results of a Sfrito Review often highlight excellent training and Criterion 8 Reporting assessment practices and can be a way of commending There is a system for providing students with fair best practice as well as completing Sfrito Annual and regular feedback on progress and fair reporting Moderation processes. Any Provider selected for a on fi nal achievements, with an associated appeals Review Visit will be notifi ed early in any calendar procedure. year, with visits taking place generally in the second There is a reliable system for archiving half of the year. information on fi nal student achievements.

*** General requirements for accreditation Suggested best practice Criterion 1 Development and evaluation of teaching 1. Have all your documentation in place before programmes forwarding it for analysis. There is a system for developing coherent 2. In setting your expectations be cognisant of the Sfrito teaching programmes and for their evaluation, comments such as “once an application is received, which should include evaluation by learners/ Sfrito will allocate an Analyst to evaluate the consumers. documentation…….There is a standard turnaround time of 15 working days for the initial evaluation Criterion 2 Financial, administrative and physical of accreditation documentation…….. The Sport, resources Fitness and Recreation industries can involve high Adequate and appropriate financial and risk. To ensure Applicant Organisations meet the administrative resources will be maintained to requirements of industry the Sfrito Analysts are enable all necessary activities to be carried out. very thorough in the evaluation process. (From Adequate, appropriate and accessible physical our experience, it can take several attempts to resources will be available for supporting students document and supply all the required information, to meet the required standards. and arrange a Site Visit (if necessary))”. 3. Your documentation must be concise, compact and Criterion 3 Staff selection, appraisal and development easy to follow (referenced as comprehensively as A teaching staff with the necessary knowledge possible) and include: and skills will be maintained through staff selection, The Applicant Organisation’s Quality appraisal, and development. Management Systems (QMS), evaluation policies, procedures and evidence. Criterion 4 Student entry Only documents relevant to the Accreditation There is a system for establishing and clearly Application process publicising student entry requirements that include The completed Accreditation Checklist. no unreasonable barriers. The eight General requirements for accreditation ***

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 37 4. Easy to follow includes Drowning Statistics identification within the completed checklist of where ur Drowning statistics while on the decline are still too high. things can be found for example, OEach year about 20 people drown at our beaches. Half of cross-reference to where 6.1 can these drown at surf beaches and ¼ are swept off rocks. According to be located in the accompanying a feature article in the Sunday-Star Times (4th Jan 2009) last season documentation 3400 guards on 80 beaches performed 111000 preventable actions- 5. All the documentation must be bollocking swimmers for being foolhardy, shepherding them back easily understood and followed between the ﬂ ags, that sort of thing- and carried out 1680 rescues and by existing and new staff 272 searches putting in a combined 183000 patrol hours. See www. 6. The visit by Sfrito is about surf.lifesaving.org.nz assessing how the documented procedures are being “Nine males, one female drown over (Christmas) holiday” (ODT Jan 6th implemented therefore the 2009). WSNZ statistics released yesterday show eight of these deaths latter should capture actual were recreational with all types of water bodies involved: beaches, practice lakes, rivers, off-shore, a pond, and tidal waters. No age group 7. Check off what your school escaped. Matt Claridge of WSNZ was quoted as saying “regrettably, currently has in place before these holidays have provided for 10 deaths that didn’t need to occur. creating anything new We are fortunate that there weren’t a great many more deaths, as 8. Ensure anything new is the reported rescue incidents and near misses suggest a real lack of embedded before applying for planning and attention to some basic safety requirements. There is no accreditation point in being in, on or around the water if you don’t have the skills and knowledge to be there. It is not reasonable to rely on lifeguards or other rescue services when precautions and safety measures could negate such a need.” (NZPA) See www.wsnz.org.nz

Outdoor Activities – Guidelines for Leaders (5th Edition) This edition replaces the 1996 publication Outdoor Pursuits – Guidelines for Educators (4th edition).

These guidelines are for outdoor leaders The resource was distributed in book format to all including teachers, employed and voluntary secondary schools and to primary and intermediate instructors, assistant instructors, youth group schools in CD-ROM format as part of the Active leaders and guides. This is an essential Schools Kit in 2005/2006 resource for tertiary institutions and national organisations that train outdoor leaders. The resource can be ordered on line at www. Employers, managers and governors of sparc.org.nz The resource complements: outdoor organisations may also find the • Book $20 (includes GST and P&P); • Ministry of Education, guidelines useful as may participants. • CD $5 (includes GST and P&P), or (2002) Safety and EOTC – • download for free. A good practice guide for The guidelines document current, accepted New Zealand schools, practice for a wide range of outdoor • Mountain Safety Council, activities. If you are looking for guidelines for activities that (2004) Outdoor safety • Section A contains general guidelines are not included in this publication, please send a – risk management for for all outdoor activities. message to Anne Tresch, ONZ Administrator, outdoor leaders, • Section B contains specific guidelines PO Box 11 776, Wellington or • Standards New Zealand, for 42 outdoor activities, including Tel: W 04 385 7287 (2004) New Zealand abseiling, adventure based learning, Fax: W 04 385 9680 Guidelines for risk kayaking, tramping, local activities such Email: [email protected] management in sport and as a trip to the beach or orienteering in recreation, the local park and many more.

Page 38 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Re-branding of Sfrito EONZ and Sfrito The Sports Fitness and Recreation Industry Training Organisation is now called Skills Active Aotearoa. There A number of meetings, one more project and is likely to take at least contact details are info@skillsactive. formal than the others, have a year to complete. We are reluctant org.nz 0508 4SKILLS (04 385 7124) occurred in the second half of to start this project until we have www.skillsactive.org.nz 2008. the new leader qualifi cations on the framework. Formal meeting However there is considerable NB the long term plan will pressure to adjust the National be put into action after the Sue Gemmell, Paul Richards (Sfrito) Award in Risk Management to Leader qualifi cations have been met with Arthur Sutherland and make it better fi t for purpose. To this fi nalized and the Sfrito Level 5 Fiona McDonald in Christchurch end we wish to propose a “quick National Certifi cate has been 9th October 2008. fix” solution that might hold us reviewed to better align with over until the bigger project can NZOIA level 1 awards. Outcomes: be started. 1. Agreed to maintain a regular This update is to provide you Approach (short term only): meeting schedule and to with some information about Adjustment to qualifi cation: communicate on a more regular the approach and to seek your We propose the removal of two basis and establish guidelines feedback. unit standards that seem to exceed for a continued working the skills described in the purpose. relationship. Objectives: (unit standards 424: Respond to 2. Sfrito provided an update Short term an emergency care situation and around the Leader qualifi cations To adjust the Award in Risk 20160: Demonstrate Knowledge – EONZ provide some feedback Management so that it better of weather processes and their (much of this has been outlined reflects the competencies effects on outdoor recreation in above and reinforced in the required by the target group. New Zealand ) three meetings to date). To provide a training and These will be replaced with 3. Sfrito provided an update on the assessment pathway that reduces units that better compliment the Risk Management award barriers to completion purpose (Unit standards 13377: 4. Sfrito provided an update To minimize the impact on Identify and manage hazards and on proposed accreditation NZQA Accredited Providers risks related to a recreation activity changes. currently accessing TEC funding environment and 20142 Assist with for this qualifi cation. leadership of an outdoor activity) Risk Management Award… the Consideration was given to Sfrito position: Long term developing a number of new units During the research and consultation To assess the relevance of the specifi cally aligned with the scope for this project we have realized that National Certifi cate in Outdoor and syllabus of this qualifi cation our current Level 3 qualifi cation the Recreation Leadership level 3 but the negative consequences to National Certificate in Outdoor To develop a qualifi cation that providers resulted in this idea being Recreation Leadership and the captures the risk management rejected in the short term. associated National Award in Risk needs of a wider pool of Draft scope and syllabus Management will also need re activities. A Risk Management documents along with a brief working if they are to fi t with the award that will serve EOTC in outline of the proposed qualifi cation new pathway. This qualifi cation general rather than just outdoor changes have been included for and unit standard review is a large recreation activities. your consideration.

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 39 Improve the training and the award more accessible with that have an internal training assessment pathway better consistency of training and and assessment pathway. In conjunction with these assessment. changes we also propose creating Develop comprehensive training At this stage we are seeking your clearer training and assessment and assessment workbooks feedback on the proposed changes pathways for the Award. Develop a system to facilitate to both the Award and the training The key subscribers to this approved instructors to deliver and assessment strategy. Award have to date been Teachers. workplace training courses. In many cases the teacher is the Such courses will be advertised Please ﬁ nd enclosed for your HOD of Outdoor Education through the Sfrito website and consideration. with the school and there are few can be more easily audited. A draft qualiﬁ cation descriptor opportunities for mentoring and Develop a more cost effective – showing the unit standards for internal assessment. This has made approach to assessment. This the proposed Award. the cost of this award prohibitive. is likely to include a weekend group assessment, workbook There is some degree of urgency Possible Solutions. evidence and an endorsed to make this material available The following are proposed practical portfolio. so a prompt response would be changes to the assessment Continue to offer the current appreciated. Please reply via email methodology that will make methodology for workplaces no later than the 30th November 2008.

Sfrito support for schools Sfrito have made it very clear that they do have a role to play in supporting teachers. Their involvement is at two levels. Namely, supporting teachers in their assessment of students against unit standards and supporting teachers gain qualiﬁ cations on the NQF.

Base scope accreditation In addition Sfrito are currently working with EONZ and NZQA regarding the ‘base scope accreditation.’ The goal is to have a number of ‘low risk’ in terms of hazards Sfrito unit standards included in the base scope accreditation. This will mean that the schools will not have to apply to Sfrito for permission to assess against these units; rather new schools and those with Year 11 for the ﬁ rst time would submit their generic procedures to NZQA and become accredited.

Page 40 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 EOTC Review

By Arthur Sutherland

Safety and EOTC – A good practice Marae visits, rocky shore studies, The review to-date: guide for New Zealand schools was sports trips and outdoor education 1. Steering group met to scope the published in 2002, and a review camps as examples of EOTC. I review and produced a project was planned to ensure that five always include sports and cultural plan years later the guidelines were still events including overseas trips, 2. EOTC Reference Group meeting the needs of schools. At weekend sport, art gallery visits, affi rmed the project plan and the Minister’s request, the Ministry Geography fi eld trips, sea kayaking, reported to the Minister brought this review forward. The and kapa haka performances in the 3. Cathye Haddock prepared current version is still available at community. framework for the front section www.tki.org.nz/e/community/ of the guidelines, given that eotc/resources The role of contracts this section will undergo Wherever there is an agreement considerable change to refl ect The Ministry in a communication with another party such as the the NZ Curriculum 2007 to all school principals ‘reassured completion of an entry form, and/ 4. The Minister requested regular boards that while the review is or the payment of money, and /or a updates from the Ministry under way, they can continue to Memorandum of Agreement, there 5. Three EOTC Reference Group rely on the existing guidelines.’ is now a contract. For example, meetings have focussed on the if the school purchases air fares review for students and/or staff to fl y to 6. Fiona McDonald (teacher rep) The following sets the wherever, then the event is a school and Arthur Sutherland (EONZ parameters for the review one and the event is an EOTC rep) have set up a group of six one! as their reference group What is meant by EOTC? 7. The draft front section has been EOTC is the acronym for Education Why do teachers take students to a Cathye Haddock convened Outside The Classroom. My outside the classroom? focus group in the Wairarapa conversations with schools always Teachers and principals often site 8. ERO gathering baseline data include the question ‘what do you the following when asked why they on school EOTC procedures in understand EOTC to include?’ take students off-site: 2008 and 2009 Occasionally the response is Learning about yourself 9. Ministry Curriculum personnel EOTC is curriculum-based Learning about the have contributed to the learning that extends beyond environment front section which looks at the four walls of the classroom. Experiencing competition & pedagogy Clearly the respondent has been team participation 10. A writer has been contracted reading Safety and EOTC – A good Physical activity 11. The Steering group has met practice guide for New Zealand schools. Learning about safety three times The Ministry is very clear, yet Experiencing another culture 12. Arthur Graves has been seconded there is uncertainty within some Learning from the resource that to the role of independent chair schools. Worse still there are exists beyond the classroom of the EOTC Reference Group some who say a Sports Tour is not Engaging in competition 13. Considerable progress has been a school event. Likewise some made in ensuring that the legal say Saturday sport is not EOTC. See pages 7 – 9 in Safety and EOTC-A section is up to date The Ministry cites museum visits, good practice guide for NZ schools

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 41 Next steps Lifeline Deadline EONZ website 1. Continue with consultation and writing he 1st of Feb 2009 deadline he EONZ website is the 2. Following completion of the for the switch to 406 Distress place to go for information. draft there will be consultation T T Beacons will have come and gone as It includes the schedule of events 3. Printing and then distribution you read this and the old system will both national and regional; all 4. Development of PD not now be monitored! Registering you need re Outdoor Leader; 5. Roll out of PD to schools your new device is free and simple. articles from Out and About; 6. ERO to evaluate the effectiveness See www.beacons.org.nz articles and presentations by of the PD members; and direct links to relevant websites Expectations of the writer 1. Very little change to the safety sections 2. Change to the title NZ RESEARCH …….. 3. Re-positioning of the blue box on page 21 feedback to the fore 4. The blue box on page 21 will refl ect requirements of SportsMark, huge study based on research into 83 million students from around Sfrito, OutdoorsMark and the Athe world shows that the key to effective teaching is the quality of Ministry the feedback students get and their interaction with teachers. Auckland 5. The document will refl ect the University professor John Hattie’s research has confi rmed what outdoor role of the Sports Coordinator education teachers see as the key to their work. Teaching students to and EOTC Coordinator, or rock climb, cross a river, pitch a tent etc requires interaction especially their equivalents feedback and peer assessment. 6. Update with regard to legal (Many have written about the value of feedback. Thanks to my colleagues in the atol project changes that have occurred I have in excess of 50 quotes on feedback-Editor) since 2002 7. Use of on-line for the tool-kit “Setting objectives and providing feedback are strongly related to section student achievement.” Marzano, R., Pickering, D. & Pollock, J., (2001). 8. The new document will be Classroom instruction that works: Research-based strategies for increasing loaded with pedagogy as this is student achievement. In Alton-Lee, A. (2003). Quality Teaching for Diverse an opportunity to incorporate Students in Schooling: Best Evidence Synthesis. Wellington: MOE. material similar to what was in Anywhere Everywhere. “... It is useful to summarise the characteristics of assessment that promotes learning. These are that: • it is embedded in a view of teaching and learning of which it is an essential part; • it involves sharing learning goals with pupils; EONZ acknowledges the • it aims to help pupils to know and to recognize the standards they support of the Perry Foundation are aiming for; and Pub Charity. • it involves pupils in self-assessment; The Perry Foundation • it provides feedback which leads to pupils recognizing their next supports the publication of steps and how to take them; Out and About. • it is underpinned by confi dence that every student can improve; • It involves both teacher and pupils reviewing and refl ecting on Pub Charity have helped us assessment data.” Assessment Reform Group. (1999). Assessment for resource the ‘EONZ offi ce’ Learning: Beyond the black box. Cambridge: School of Education.

Page 42 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Congratulations to recent The Outdoor Leader Award Outdoor Leader holders (ODL) EONZ has been busy assessing and revalidating candidates for the Outdoor Leader Award and consolidating the assessor pool. Congratulations go esigned for teachers and to the following who have gained the award in 2007-08 either through Dyouth leaders the three grand-parenting, revalidation or the assessment episode. partners to the award EONZ, NZOIA and NZMSC agreed to Glenn Close Papanui High continue with the Outdoor Leader Alesha Hobbs Boyle River OE Centre Award until such time as it was no Kaye Norstrom Avonside Girls longer required. Louise Thomson Avonside Girls Ashleigh Kersten Boyle River OE Centre The current work being done Cameron McKeown Boyle River OE Centre on the new Leader Awards has yet Sam Richardson Timaru Boys High to reach a decision on this matter. Katrina Pollard Kaiapoi High ODL is the best award available Liz Thevenard Victoria University for those leading day walks on Allen Hill Otago University formed tracks with or without an Fiona McDonald Kaiapoi High overnight. Clinton Fee Boyle River OE Centre Pete Brailsford Unlimited The EONZ Executive has Gemma Perriam EONZ agreed to promote the award Eric Schusser Dunstan High and to encourage past holders of Allan Kane Hornby High Outdoor One and ODL to have Ian Thomas Marlborough Girls their award revalidated. Currency Darren Rooney Lincoln High is proven through revalidation. George Elliott Lincoln High Kay Nordstrom Avonside Girls Many teachers with higher Louise Thompson Avonside Girls qualiﬁ cations in bush (camping Neil Sloan Cashmere and tramping) and/or Kayaking Katie Gray Boyle River OE Centre and Rock Climbing have been Matthew Johnston Boyle River OE Centre applying for ODL. The latter Jaron Frost Boyle River OE Centre do not cover off the ODL scope David Felstead Boyle River OE Centre/ Activity Hanmer and therefore it should not be Amy Devlin Boyle River OE Centre/ Activity Hanmer assumed that a holder of Rock Sam Palmer Boyle River OE Centre/Activity Hanmer One is component as a leader in Steve Hodkinson Kaiapoi High the bush. Allan Easte Hurunui College Ed Rimmer Garin College The Award consists of two Greg Jansen Kaiapoi High School components: Tara English Hurunui College 1. Prerequisite written tasks Guy Sutherland Roncalli College 2. A 24 hour practical Lynne Arnold Napier

Those who gained Outdoor Leader or Outdoor One in the past See www.eonz.org.nz and are encouraged to make application for revalidation of their award contact the ODL programme by contacting Arthur Sutherland after consulting the EONZ website manager arthur.sutherland@ www.eonz.org.nz canterbury.ac.nz

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 43 Search and Rescue Institute New Zealand – SARINZ

elcome to SARINZ! As New the practical skills and knowledge Since 2003, SARINZ has delivered WZealand’s principal search to search for and rescue others over 1200 training days to more and rescue (SAR) training provider in alpine, backcountry, rural, than 6500 SAR practitioners in New we are well placed to support urban, and coastal or workplace Zealand, Antarctica, USA, Canada, outdoor instructors and leaders environs. Iceland and Australia. to handle SAR emergencies. In November we delivered a practical SARINZ achieves its purpose by: Specific training/consulting skills workshop to EONZ on what Educating the NZ public in search projects with the likes of the to do when you or someone in and rescue Australian (and NZ, USA) Antarctic your party gets lost. We are keen to Providing education, training Divisions, NZ Defence Force, share our knowledge and systems and assessment for developing Department of Conservation, Civil with you and your industry to and retaining an internationally Defence, NZ Fire Service, NZ enhance everyone’s experience in credible, effective and efficient Police and SAR volunteers (via the outdoors. We look forward to SAR capability throughout New LandSAR ) means that SARINZ developing our relationship and Zealand. can offer a range of services to training with you in 2009. Promoting and supporting SAR advance the skills and capabilities research and development to help others save lives.

About SARINZ The not-for-proﬁ t SARINZ Trust and Feel free to visit the SARINZ The Search and Rescue Institute New charitable operating SARINZ Company website at www.sarinz.com or Zealand (SARINZ) is an international were established in 2003 to provide contact Tony Wells, Programme training centre of search and rescue for the above purposes and also to Manager Search at tony@sarinz. (SAR) excellence. All our services are undertake, promote and support com or Ross Gordon, SAR designed and delivered by search research and development relating Development Manager at ross@ and rescue training specialists who to SAR. The company is 100% sarinz.com. We will be taking a are operational in SAR. This ensures owned by the Trust and serves break in the hills over Christmas SARINZ meets its purpose to equip as the vehicle to accomplish the and we look forward to catching search and rescue personnel with Trusts’ objectives. up in 2009.

Out & About on the EONZ national ofﬁ ce EONZ website now in Canterbury

Out and About content The national ofﬁ ce transitioned successfully appears on the website in PDF from Wellington to Canterbury during the second part of the year. Thanks are expressed to Pub Charity, format. Currently issues 15, 16 whose donation purchased a laptop, operating software and a laser and 17 are there in full as one printer. All queries, accounts and other business can be directed to pdf while a selection of articles the ofﬁ ce. and the editorial from issues Education Outdoors New Zealand Inc. 18, 19 and 20 are posted on the 354 Tram Road site. www.eonz.org.nz R D 2 Kaiapoi 7692 Email: [email protected] Phone: 03 327 9551 Web page: www.eonz.org.nz

Page 44 www.eonz.org.nz | Out and About ▲ Issue 21 ▲ Summer 2009 Standards Alignment Project

Fiona McDonald reports on progress up until Dec 2008.

he group charged with the responsibility of or similar units be developed: L1 sustainability, L2 Taligning the PE Achievement and Unit Standards & L3 group processes to follow on from L1 ABL, within the Physical Education domain on the NQF L1 & L3 Outdoor pursuits, L1, 2 & 3 environmental submitted Milestone 5 (and ﬁ nal I believe) to the MOE processes. on the 9th Dec 2008.

The work then goes to NZQA and MOE where a Alignment of NCEA Standards with The group of three then check what has been done and the New Zealand Curriculum (2007) units go through the quality assurance process. (Ofﬁ cial notice-Education Gazette 15th Dec 2008)

The major changes for Outdoor Education are: The Ministry of Education, in association with the New 1. changes to the L2 ABL unit standard which Zealand Qualiﬁ cations Authority, has contracted the becomes L1 unit national subject associations to carry out a review of all curriculum-related standards so that they are aligned 2. L3 Outdoor Pursuits becomes ‘multi-day activities’ to The New Zealand Curriculum. and becomes L2 These changes have had to occur to avoid This review will also address any issues of duplication with existing achievement standards duplication between standards and ensure credit and to match the levels and achievement objectives parity. As announced by the former Prime Minister at (AO) in the new curriculum. the PPTA conference in September, and subsequently published in the 27 October Education Gazette, the 3. The L2 achievement standard around safety reviewed standards will be implemented over three management has changed to a unit standard to years with Level 1 introduced in 2010, Level 2 in 2011, allow the unit to have more credits in line with the and Level 3 in 2012. work involved. It now has 4 credits. Draft Matrices The subject associations are 4. There are now new L1 and L3 safety management working on developing a draft matrix of the standards. unit standards. Each matrix shows the proposed key assessment outcomes (titles) at each of the three levels along with 5. All of these unit standards have merit and excellence the proposed credit value and assessment mode. The attached to them. subject associations will be consulting on these. The link below provides access to these drafts as they become Hopefully the other outcome of the project will be a available. http://www.tki.org.nz/e/community/ recommendation from the PENZ group that new units ncea/alignment-standards.php be developed so that senior students can study both PE and OE courses without having to use Sfrito units Fiona is keen to have dialogue with people. Contact her on for assessment. The expectation is that the following [email protected]

Out and About ▲ Issue 21 ▲ Summer 2009 | www.eonz.org.nz Page 45 Out and About Needs You! your contributionsarewelcome andneeded. This isyour magazine– Deadline for next edition – May 1, 2009 Deadline for next edition –May 1, ahead oftimeisaneditor’sdream! looming toosoonforyou,don’tworry–contacttheeditoranyway. Havingcontributions The editorishappytoofferadviceandguidanceoncontributions.Ifthenextdeadline Poetry •photospracticalactivityideasletterstotheeditor •children’s work,•news All contributionswelcome: Pleasedon’tputphotosintoWord • Pleaseincludefullcontactdetailsand • Articlesusually1500 wordsbut –2000 • Send byemailorCD • • Word fi Guidelines forwrittencontributions: By post: to Arthur Sutherland, UC Education Plus, PO Box Education Plus,PO toArthurSutherland, UC By post: [email protected] By email: Please sendthemtoArthur Sutherlandinthemeantime. The neweditorhasn’t beenappointedyetbutwestillwantyour contributions. Don’t delay today! –post documents –sendthemasseparatefi school, organisation,etc) contributors nameandaffi longer orshorterisacceptable lespreferred –let’shearaboutthem,too. If it’saboutoutdooreducation/EOTC, itbelongsin And allthosegoodideas,commentsandevencriticismsyouhave If youhavesomethingtocelebrate,celebratein If youhavequestions,askthemthrough liation(with les Digitalimagespreferred–see • Guidelines forillustrations: Jpegistheperferredfi • Pleasescanimageswiththeiroriginal • Itisbesttosendimagestakenwith • Ifdigitalimagesnotavailable,please • Asaguide,standard6x4inch photo • specifi saving imagesasjpegfi Please choose ‘bestquality’when (pixels perinch) ppi dimensions ataresolutionof300 a result) and areusuallynotthebestqualityas - theyonlyhavetobetakenoutagain insert photosintoWord documents digital camera,unaltered(pleasedon’t will bereturnedwithduecare send printsorslidestoeditor;they to besuitableforprintproduction. would requireafi Out andAbout cationsbelow Out andAbout 3252, Christchurch 81403252, le size of 300–500kB lesizeof300–500kB Out andAbout . leformat. les . ! EXECUTIVE DIRECTORY Chairperson: Liz Thevenard, Victoria University of Wellington, PO Box 17 310, WELLINGTON, Ph: 04 463 9733 MEMBERSHIP FORM email: [email protected]

EONZ Executive Ofﬁ cer: Membership is current for ONE year and runs from Catherine Kappelle 1 January to 31 December Education Outdoors New Zealand Inc. 354 Tram Road R D 2 Kaiapoi 7692 For further information contact the EONZ Executive Ofﬁ cer: Ph: 03 327 9551 Phone: 03 327 9551 email: [email protected]

Email: [email protected] Members: Gemma Periam – hEdOutdoors Ltd – 343 If you wish to become a member please complete the form below and Falls Road, RD 2, TE KAUWHATA Ph: 07 826 7577 return with payment to: Mob: 0274 770 998 Catherine Kappelle email: [email protected] Executive Ofﬁ cer Craig Donnelly – EONZ Waikato/BOP Education Outdoors New Zealand Inc. Berkley Normal Middle School, 354 Tram Road Berkley Ave, Hillcrest, Hamilton. R D 2 Kaiapoi 7692 Ph: 07-856 6537 Email: [email protected]

Pete Brailsford – Unlimited Paenga Name: ______Phone: ______Tawhiti, PO Box 4666, CHRISTCHURCH, Address: ______Ph: 03 377 7773 ______Fax: ______Email: [email protected] ______email: ______Fiona McDonald – EONZ Canterbury, ______Kaiapoi High School. Ph: 03 3374250, Contact Person (in Organisation): enrolled at: (for students only) Cell: 021 106 8632, Email: f.mcdonald@ kaiapoi.school.nz ______Jason Swann – EONZ Auckland, Sir Douglas Bader Intermediate School, Membership category (please circle one): Mangere, AUCKLAND, Ph: 09 275 4332, Fax: 09 275 5240, Organisation $100.00 (all organisations, and Schools with email: [email protected] rolls above 300) Allen Hill – EONZ Otago, University of Small Organisation $70.00 (Schools with rolls of less than 300) Otago. Email: [email protected] Individual $45.00 (Not carried by school/organisation) Annie Dignan – EONZ Wellington. Email: Student $25.00 [email protected] EONZ Resources Refer to EONZ Executive Ofﬁ cer – see Payment enclosed above Direct credit: 060 561 0151538-00 Outdoor Leader Co-ordinator: Please include name of school or person Arthur Sutherland – UC Education Plus – PO Box 3252, CHRISTCHURCH 8140 Date: ______REGION: ______Ph: 03 940 7180 Fax: 03 349 1351, Cell: 027 472 6796, Email: [email protected]

REMEMBER! Membership of EONZ gives you: Training Courses and Workshops Newsletters/ Magazines Resources Advocacy Networking Regional focus and more... www.eonz.org.nz