1 / 57

EOTC Guidelines

EOTC Guidelines. Bringing the Curriculum Alive. He waka eke noa A canoe on which everyone can embark. Tirohia kia mārama Whāwhāngia kia rangona te hā Observe to gain enlightenment; participate to feel the essence. There are four overarching key messages.

rhonda
Download Presentation

EOTC Guidelines

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. Bringing the Curriculum Alive He waka eke noaA canoe on which everyone can embark An EONZ-NZAEE-MSC project funded by Sport NZ

  3. Tirohia kia māramaWhāwhāngia 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 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 NZ

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

  9. Scope of your school operation Have you added anything not on the list? Were there any surprises? Would other staff in your school circle the same? Would any not be considered EOTC in your school? Are you confident that your current system enables your school to successfully deliver all EOTC experiences at your school? An EONZ-NZAEE-MSC project funded by Sport NZ

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

  11. 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

  12. Using teaching as inquiry to inform practiceLoburn 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

  13. Exploring our local area An EONZ-NZAEE-MSC project funded by Sport NZ

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. An EONZ-NZAEE-MSC project funded by Sport NZ

  20. 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

  21. 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

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

  23. 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

  24. 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

  25. 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

  26. 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

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

  28. Module Four: Staffing and SupervisionKey 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

  29. Activity: Leader competency 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 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

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

  31. Leader Qualifications EONZ Outdoor Leader It’s designed for teachers and other youth leaders who lead day walks on formed tracks with or without an overnight. A replacement is currently being developed with Skills Active. Further information or register your interest: www.eonz.org.nz fmcdonald@clear.net.nz An EONZ-NZAEE-MSC project funded by Sport NZ

  32. National Certificate in Recreation and Sport (Education Outside the Classroom)

  33. Who is it for? • People who provide EOTC and outdoor education programmes and experiences in schools • EOTC coordinators or teachers in kura, primary or secondary schools • Private contractors providing EOTC services to schools

  34. Why do it? • Validates your role as a professional in EOTC, to schools and parents • Gives formal acknowledgement of your specialist EOTC skills and knowledge • Valuable professional development opportunity • Provides a useful stepping stone in your career pathway

  35. Why do it? • Can lead to other development opportunities such as: • Outdoor Leader award offered by EONZ and Mountain Safety Council • Specialist outdoor instructor qualifications • Higher-level recreation and sport management qualifications

  36. What does it cover? • The principles and values of EOTC • Managing hazards and risks • Planning, delivering and evaluating EOTC activities and events • Teamwork and listening skills • Dealing with different types of behaviour

  37. What do I have to do? • Completing these two assessments will give you the qualification: • Module 1: EOTC and You • Module 2: Running EOTC Events and Activities

  38. What do I have to do? • Module 1 assessment: The ‘theory’ of working in EOTC – principles, values, behaviours, roles and responsibilities • Module 2 assessment: Evidence of planning, running and evaluating real EOTC events and activities

  39. What do I have to do? • The assessments are: • A mix of written questions and practical tasks • Based on ‘naturally occurring evidence’ • Based on a ‘portfolio of evidence’ – documents and forms you already complete day-to-day in your role

  40. What do I have to do? You also need to provide attestations to confirm your skills and experience – from a head of department, EOTC coordinator or school principal

  41. Interested? Now what? • Sign up to the qualification: • Download a Skills Active Training Agreement directly from our website at www.skillsactive.org.nz • Pick up a training Agreement from an EOTC workshop • Talk to EONZ • Talk to Skills Active: jenni@skillsactive.org.nz

  42. 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

  43. Module Five: Contractors, providers and volunteers He o te kotahiNo te tokomaha One wrong decision – everyone is affected An EONZ-NZAEE-MSC project funded by Sport NZ

  44. Module Five: Contractors, providers and volunteersKey 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

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

  46. Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice He turewhenuatuaukiukiMa teturetangata e pupuri The ancient lore of the landBe protected by human law An EONZ-NZAEE-MSC project funded by Sport NZ

  47. Module Six: Legal Responsibilities, Codes of Practice & Accepted Best Practice KatikaterapaungawhakaaroKatikakotewhakaharatau Getting the philosophy right will ensure informed practice An EONZ-NZAEE-MSC project funded by Sport NZ

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

  49. An EONZ-NZAEE-MSC project funded by Sport NZ

  50. 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 NZ

More Related