Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … interpersonal skills by… connecting with other members of my class during ABL sessions and outdoor activities.
    • We are EXPLORING … white water kayaking by… discovering a new enjoyable activity and how it contributes to personal well being.
    • We are EXPLORING … mountain biking by… discovering a new enjoyable activity and how it contributes to personal well being..
    • We are EXPLORING … orienteering by… discovering a new enjoyable activity and how it contributes to personal well being.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on … movement skills by… developing knowledge of motor skills required for a variety of outdoor activities.
    • We are FOCUSING on … positive attitudes by… identifying the attitudes required to accept challenges, learn new skills and strategies, and extend my abilities in a variety of outdoor activities.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … interpersonal skills by… connecting with other members of my class during ABL sessions and outdoor activities.
    • We are EXPLORING … white water kayaking by… discovering a new enjoyable activity and how it contributes to personal well being.
    • FOCUS / ARONGA

      FOCUS / ARONGA learning intentions:

      • We are FOCUSING on … movement skills by… developing knowledge of motor skills required for a variety of outdoor activities.
      • We are FOCUSING on … positive attitudes by… identifying the attitudes required to accept challenges, learn new skills and strategies, and extend my abilities in a variety of outdoor activities.
      PLAN & DO / WHAKAMAHI

      PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING … to attend outdoor education activities so that we can… demonstrate and practice our newly acquired skills in a physical environment.



    Specific LI's (Kayaking)

    Learning Intentions
    To learn to exit a kayak, swim to safety and to assist in being rescued. 
    To learn to break into and out of an eddy and fast moving water.
    To learn paddle strokes, kayak control & positioning to navigate grade 2 water.
    To learn how to prepare for a kayak session (safety gear, clothes, signals, vocabulary)

    Success Criteria
    Can ensure own safety and that of others when on moving water.
    Can explain kayaking terms, methods & equipment. 
    Can kayak confidently and competently on grade 2 water.

    We'll discuss:
    Pre-water boat check (air bag, foot rest, back support, bung, paddle length, boat volume)
    Pre-water self check (buoyancy aid vs life jacket, clothes, helmet, spray skirt tag visible)
    Power, sweep, draw, and support paddle strokes.
    Drops, eddys, emptying boats, X-rescues, capsizes and '3 bangs on hull'.     

    Assessment
    Your kayaking will contribute towards Assessment 1 and will be self and teacher / instructor assessed.
    Self-assessment: part of the evidence for your grade will come from your reflections in your learning journal.
    Teacher / Instructor assessment: other evidence will come from observations and conversations during the sessions regarding your contribution, team work and skills development

          

    In your Learning Journal, you should reflect on how you've developed your skills, knowledge and attitude. Here's an example entry:

    Here's some scribbles to jog your memory