Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "1 2012 EOTC Guidelines An EONZ-NZAEE-MSC project funded by Sport NZ."— Presentation transcript:

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

2 He waka eke noa A canoe on which everyone can embark Bringing the Curriculum Alive

3 Tirohia kia mārama Whāwhāngia kia rangona te hā Observe to gain enlightenment; participate to feel the essence An EONZ-NZAEE-MSC project funded by Sport NZ

4 There are four overarching key messages  EOTC is all curriculum-based activities outside the classroom, including sport  The EOTC Guidelines support the national curriculums, both The New Zealand Curriculum (2007) & Te Marautanga o Aotearoa (2008)  Each activity requires planning  Education for sustainability is fundamental to EOTC An EONZ-NZAEE-MSC project funded by Sport NZ

5 Expectations today and beyond 1. Complete tasks in the workbook and reflect on your practice, and thus meet your responsibilities as per…..  Registered Teacher Criteria (bullet point # 12) “critical reflection”  NZC “Self review”  Your school EOTC procedures “annual review”  ERO want to see your self review An EONZ-NZAEE-MSC project funded by Sport NZ5 2012

6 Expectations continued 2. Update on the current practices in EOTC 3. Connect with participants that might have similar programmes and/or issues 4. Participate in workshop #2 5. Share/lead/facilitate learning back at your school An EONZ-NZAEE-MSC project funded by Sport NZ

7 Starter questions  start your reflection with starter questions 1-3 in the workbook Note: All your subsequent reflective question responses will be related to your response to Question 2. An EONZ-NZAEE-MSC project funded by Sport NZ

8 Module One: Bringing the Curriculum Alive Ko te manu ka kai i te miro n ō na te ngahere Ko te manu ka kai i te mātauranga n ō na te ao The bird that eats from the miro tree owns the forest The bird that eats of the tree of knowledge owns the world An EONZ-NZAEE-MSC project funded by Sport NZ

9 9 Module One: Bringing the Curriculum Alive Key messages  Each EOTC activity should have a purpose that relates to the national curriculum  Consciously identify the best venue for each activity An EONZ-NZAEE-MSC project funded by Sport NZ

10 Using teaching as inquiry to inform practice Loburn clip focus questions  Given what you see in the clip, what could have been the possible learning needs of the students?  What might have been the needs connected to the NZC?  Why might EOTC have been chosen as the most appropriate teaching and learning strategy?  How could teachers have determined that EOTC was the best strategy? An EONZ-NZAEE-MSC project funded by Sport NZ

11 Personal actions  Throughout the workshop there will be time to note any personal actions in your workbook  Post the workshop we suggest you identify on a map with your school at the centre all the venues/sites/environments you use to for student learning An EONZ-NZAEE-MSC project funded by Sport NZ

12 Module Two: Learning Safely: A Shared Responsibility Ko Tangaroa ara rau Tangaroa of the many pathways of the sea. (Everyone must be alert, know their roles, and also be willing and able to assist others) An EONZ-NZAEE-MSC project funded by Sport NZ

13 Module Two: Learning Safely: A Shared Responsibility Key messages  Learning and safety go hand in hand  Everyone shares responsibility for quality learning and safety  Appropriate cultural practices and principles of sustainability are integral to quality learning An EONZ-NZAEE-MSC project funded by Sport NZ

14 Waka activity: Instructions Divide into 8 small groups. Each one is given one of these contributing groups: 1.Person in charge/mata ariki (flag) 2.EOTC coordinator/tiratū matua (mast) 3.Activity leaders/hoe urungi and hoe ākau (rudders) 4.Board of trustees and principal/ngā riu (hulls) 5.Students/rā matua (mainsail) 6.Assistants/rā tauaki (foresail) 7.National bodies/kīato (cross-beams) 8.Government/ngā takere (keel) An EONZ-NZAEE-MSC project funded by Sport NZ

15 Brainstorm and record What are some of the key responsibilities that ensure:  Quality learning occurs in an EOTC activity (yellow stickies).  This learning occurs safely (blue stickies).  Appropriate cultural practices and principles of sustainability are applied (green stickies). An EONZ-NZAEE-MSC project funded by Sport NZ

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

17 Personal actions  Time to record any personal actions  Note any actions for your own role in your programme.  Read the section on specific responsibilities for your role in the EOTC programme. An EONZ-NZAEE-MSC project funded by Sport NZ

18 Module Three: Planning Te toia, te haumataia Launching a canoe (Anticipation and excitement are part of the launching – but nothing can be achieved without a plan, a workforce, and a way of doing things) An EONZ-NZAEE-MSC project funded by Sport NZ

19 Module Three. Planning Key messages  Planning starts with intended learning  Paperwork should be proportionate to the level of risk, focused on significant risks  A systems approach is most effective  Reviews keep systems alive  Clear communication among all stakeholders is critical An EONZ-NZAEE-MSC project funded by Sport NZ

20 Sound log activity Your group of 3 will need to go outside to do a site inspection for the sound log activity as part of this planning process. The group needs to:  Organise the activity.  Identify any hazards with this activity  Identify what documentation you need to support the planning? Why? An EONZ-NZAEE-MSC project funded by Sport NZ

21 Discussion: Approval and consent Discuss briefly in groups:  If you were running this overnight camp in your school / organisation, who would you need to get approval / consent from and why?  What information would you need to provide people with? An EONZ-NZAEE-MSC project funded by Sport NZ

22 Discussion: Systems review  When do you review your planning documents?  What happens with the information gained through review?  How are any changes or new information / policies / procedures passed on to others or incorporated into the programme? An EONZ-NZAEE-MSC project funded by Sport NZ

23 Personal actions  Own actions  Suggest include use of websites in your reflective process ….see back pages of Workbook  Suggest utilise Appendix 4 Sample form 24: EOTC management self-audit checklist to continue with self review An EONZ-NZAEE-MSC project funded by Sport NZ

24 Module Four: Staffing and Supervision Ka haere te mātātahi Ka noho te mātāpuputu Youth rushes in; age deliberates An EONZ-NZAEE-MSC project funded by Sport NZ

25 Module Four: Staffing and Supervision Key messages  Competent staff and clear roles and responsibilities are key to learning safely  Match staff competence and supervision structures to effectively supervise the activity An EONZ-NZAEE-MSC project funded by Sport NZ

26 Activity: Leader competency 1. Identify and record in your workbook the leader competencies for one or more of the photos in pages 13, 16, 17, 20, & 56 of the EOTC Guidelines 2. Read page 35, paragraph 112 and answer the questions through a discussion with your neighbour.  Do you think there should be anything else in this list of core competencies?  Is there anything in this list that you were surprised by?  Why do you think ‘knowledge of sustainable practices’ is in this list, and what might that mean in the context in which you work? An EONZ-NZAEE-MSC project funded by Sport NZ

27 Activity: Leader competency An EONZ-NZAEE-MSC project funded by Sport NZ Page 16 Page 20Page 13 Page 56 Page 17

28 Personal actions  Reflect on your responses to the starter questions and the activities in this session. Was the activity you led operating under an effective supervision structure?  Look at your organisation’s systems to see what process exists to establish a supervision structure.  Note any actions for your own programme. An EONZ-NZAEE-MSC project funded by Sport NZ

29 Module Five: Contractors, providers and volunteers He o te kotahi No te tokomaha One wrong decision – everyone is affected An EONZ-NZAEE-MSC project funded by Sport NZ

30 Module Five: Contractors, providers and volunteers Key messages  Competent staff and clear roles and responsibilities are key to learning safely  Match staff competence and supervision structures to effectively supervise the activity An EONZ-NZAEE-MSC project funded by Sport NZ

31 Personal actions  Note any actions for your programme An EONZ-NZAEE-MSC project funded by Sport NZ

32 Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice He ture whenua tuaukiuki Ma te ture tangata e pupuri The ancient lore of the land Be protected by human law An EONZ-NZAEE-MSC project funded by Sport NZ

33 Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice Ka tika te rapaunga whakaaro Ka tika ko te whakaharatau Getting the philosophy right will ensure informed practice An EONZ-NZAEE-MSC project funded by Sport NZ

34 Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice Key messages  There are legal requirements which everyone must observe  Leaders must be aware of the relevant codes and accepted best practice An EONZ-NZAEE-MSC project funded by Sport NZ

35

36 Module 6: Conclusions  In education circles, the legal chapter in the EOTC Guidelines is highly regarded as succinctly capturing the responsibilities and accountabilities under NZ law.  With students at the centre there are statutory requirements and obligations for boards.  Society’s expectations around safety are increasing and so you need to understand governance responsibilities, accountabilities, and liability. An EONZ-NZAEE-MSC project funded by Sport NZ362012

37 Personal actions  Note any actions for your programme An EONZ-NZAEE-MSC project funded by Sport NZ

38 Module Seven: Emergency Preparedness He kōhatu taka i te pari e kore e taea te whakahokia A stone fallen from the cliff can never be returned An EONZ-NZAEE-MSC project funded by Sport NZ382012

39 Module Seven: Emergency Preparedness Key messages  An emergency plan is essential  You should practice your emergency plan regularly  Incident recording and analysis is essential An EONZ-NZAEE-MSC project funded by Sport NZ

40 Activity: Scenario role play Trip to the zoo (Years 5 & 6 or Year 9) The bus has just pulled into the car park at the zoo. A student spots a friend from another school across the car park, rushes off the bus, runs across the car park to meet their friend, gets hit by a car, and is in too much pain to get up. An EONZ-NZAEE-MSC project funded by Sport NZ402012

41 Scenario questions  What did you do first?  What roles did you allocate?  What information did you need?  What course of action did you take?  Who did you communicate with? (How and when? How did you deal with the student cell phones?)  How did you resolve the situation?  Did you discuss, debrief, offer support, record, report and review the incident? An EONZ-NZAEE-MSC project funded by Sport NZ412012

42 Personal actions Find your organisation’s Incident Register and see if it:  Records EOTC incidents and near misses.  Rates incidents for severity.  Has been reviewed regularly and has led to change of policies and / or procedures. Compare your responses to the starter questions with what you have learnt from this module. An EONZ-NZAEE-MSC project funded by Sport NZ422012

43 An EONZ-NZAEE-MSC project funded by Sport NZ He waka eke noa A canoe on which everyone can embark Bringing the Curriculum Alive


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

Similar presentations


Ads by Google