OK! Before you fall asleep with the thought of two days of risk management training, hear me out!
What are the most exciting things you do in education? It probably has nothing to do with sitting in a classroom and completing worksheets. Each year, that puts countless people to sleep.
Education needs to be dynamic, exciting and engaging to equip students with the skills they need for life. However, to run really cool programs like this, we usually have to step outside the school gates and engage with the real world.
Only problem is that when we do this, there’s a whole stack of inherent risks with which we’re suddenly confronted. Everything from your usual stack of peanut allergies, to your bus strangely catching on fire, which to be clear was not actually my fault.
The randomness and richness of the world outside the school gates is the most amazing place in which to learn, but if we’re not trained and equipped to plan for and manage risks in this environment, then we’re putting ourselves and our students at risk.
At this point we have three options:
Don’t go! It’s all too hard! School’s not about the real world anyway. If you take this option, you probably should have become an accountant or a public servant, perhaps both. Complete risk aversion is pointless and damaging and should be avoided.
Just do it! Grab your bags, kids and let’s go! If you take this option, which unfortunately, I’ve seen many teachers do, then you’re setting yourself up for some major problems. Anything can and does go wrong in these situations where well-intentioned teachers don’t take the time to plan, prepare for and run their programs carefully.
Have a structured, well-planned approach for all of your programs which documents the steps you need to take to ensure your group is well managed and the focus is on great experiential education outcomes for students, with robust systems in place for contingencies to support this.
For me, the only option when running any excursion, camp, sport or activity is Option 3. However, most schools are operating somewhere in between Option 1, 2 and 3 with many teachers confused about their role and responsibilities when planning and running any programs. Even experienced staff can struggle with this.
You must put the time, energy and effort into building a well-formed plan no matter what the activity is. It could be just going down the road to visit the local court. It could be a year level camp, or an overseas trip. Whatever the case is, you need to ensure you’ve planned for normal operations and contingencies if something doesn’t go to plan, which invariably will be the case. One trip I was on, I received a phone call to say that one of the 5th Grade students had been taken to hospital with a fish hook in his arm! I was pretty surprised by this, since there was no fishing on the program, yet here we were with fish hook in the arm, right next to a vein.
Risk Management Training prepares you for weird random stuff like this and how to respond quickly and effectively no matter what the context.
With a non-delegable duty of care, you also can’t outsource your risk management to another organisation, even if they suggested you can. It just doesn’t work that way.
Instead, you and your school are ultimately responsible for the duty of care over your students for any trips you’re on.
“But they didn’t tell us that at uni!” I hear you say! True, unis don’t actually equip teachers with most of the skills they need with which to teach, but that’s another matter.
At the end of the day, if you’re running any sort of excursion, camp, sport, overseas trip or any other sort of school activity which requires you to produce a risk assessment, you need to be trained in risk management. It’s no good just to copy and paste what the last untrained person produced and put your name to it. That’s a dangerous precedence which will come back to bite you.
Risk management training isn’t about putting you to sleep for two days. It’s about giving you clarity and confidence through practical experienced-based training on how to run effective and safe programs. Get in touch with us today to see how you can build this training in to your professional development schedule to ensure you’re running the best programs possible for your students.
Unfortunately, when it comes to risk management, there’s no material safety data sheets, engineering limits or forecasts when it comes to people risks and how they’re going to act, react and behave in any given environment or situation. Even though it’s the most unpredictable and complex factor in the mix, it’s often the least considered and most underestimated. There’s no shortage of stupid people in the world. In fact, many people excel in this area every day of the week and should certainly not be trusted with open flames or power tools, or anything without smooth edges.
The problem is that when you're responsible for people who are unpredictable, or taken to doing idiotic things, it's vital that you watch them and actively manage them. Unlike finding a faulty or damaged piece of equipment and replacing it with a new one, the people risk is far more emotive and complex.
If you can exclude a student from activities who simply will not listen or engage, that could be the best solution, as they drag everyone else down with them. However, often schools are reluctant to take definitive action and sadly, sometimes as leaders, we’re stuck with a compounding people risk until their idiocy negatively impacts on the group and someone higher up in the organisation suddenly realises that what you said in assessing the participant risk has now come true. This is not a situation in which you want to find yourself. It’s worth having good behaviour management strategies in place, such as higher staff to student ratios or modified programs when the people factor has the increased potential for producing adverse risk to the staff and the group.
As with any other individual component of risk, behaviour alone isn’t necessarily critical and with a good leader more often than not, as with every other risk factor in isolation, is not a major concern. However, throw in a bit of bad weather, forget or misuse some vitally important piece of safety equipment and you’re now shaping up for some major issues.
When you’re reviewing your risk management systems, it’s well worth considering the interaction of these three components in the context of your organisation and how you can best address them when running any sort of program. Being aware of how the level of risks escalate as one or more aspects are compromised, will help you to build far greater situational awareness. This keeps your risk management practices alive to ensure safe operations and great educational outcomes.
Decision-making is something that most teachers love to control and who can blame them! How could you possibly trust kids to make any sort of decision for themselves? Have you seen what their rooms look like at the end of a week? Kids struggle to decide what they want for breakfast, let alone anything important.
However, rather than hoarding all the decision making for yourself, how can we as teachers teach good decision making processes and skills? For many teachers, this will strike fear into their hearts. The idea of letting go the reins and losing control of the class is a nightmare scenario. After all, they’ve spent years perfecting the art of being in control and it’s something that's deeply entrenched into teachers’ psyche.
No teacher wants to go back to the nerve wracking days of feeling out of control, when they first stepped into the classroom to start their teaching practicum. It's an experience that's etched in all teachers’ minds. Whilst some teachers might have been thinking about delivering a good lesson, others, including myself, were just hoping that no chairs were thrown and no dolphins were injured during the lesson.
Whilst many teachers are used to exercising control over their class, which is a very good idea when dealing with a ratty year seven class to ensure the windows don't get broken, at what point should you start letting go and allowing students to transition into decision makers themselves?
If you want to produce mature young independent thinking adults, at some point you need to relinquish much of the standard ‘classroom’ control associated with education. Many schools profess how wonderful they are at giving students the opportunity to lead, the opportunity to think for themselves and the opportunity to make decisions. However, what's the practical reality of this? Does this really happen? Unfortunately, when I’ve seen this in outdoor education, it's often a case of students being led around on an activity and pretending that they're making decisions along the way, rather than empowering students to take real responsibility for this themselves.
The problem is that students see right through the false veneer of fake ownership and illusionary responsibility. The only way to address this is to actually allow your students to make decisions for themselves. Unless there's a real safety issue that arises, then extract yourself from the process and simply provide the operational framework. Whilst this can be extremely difficult for someone who is used to being in control, it makes a massive difference to the educational outcome.
On one canoe expedition, we were paddling up into the Shoalhaven Gorge. The journey saw us covering around 15km each day, which is a decent distance to paddle, but add to this the fact that it was raining, slightly complicated things. To put this in context, when I said it was raining, it wasn't just drizzling, it was pelting down and had been for some time.
After a long gruelling morning paddle that had lasted several hours, the river split and we turned up into a narrowing section of the waterway. To our right appeared a large sandstone outcrop, which jutted out over the water, forming a natural shelter. The students who were navigating led us over to the shelter, which was large enough to shelter six of our boats. Unfortunately, we had seven, so one boat with two students in it was stuck out in the rain, which was getting heavier.
Given the nature and structure of the shelter, there was no way to allow the students to get out of the boats and all shelter. For the shelter to be of any use they had to be in the water. This created a problem, even though most students were sheltered from the rain, at least two weren’t. This wasn't a problem that I was going to solve for them, so I posed the question, ‘What are your options?’
The group talked amongst themselves for a few minutes, their initial resolution was that they would stay under the shelter and everybody would then have a turn on the outside for five minutes. This meant they would cycle through all the boats every 35 minutes. This seemed fair in a really, pragmatic sense, however, the practical reality of getting boats in and out, especially ones that were fully loaded with gear was just a slight complication to this.
They tried this for ten minutes before realising how difficult this decision was logistically. At this point, it was also lunch time and the students were getting hungry. We could easily eat lunch on the canoes, but again, a tricky initial logistical problem as the food was buried in barrels. Not an impossible task, but fiddly all the same.
I realised I needed to facilitate a discussion with the students. Although it wasn't a huge concern and we could easily have sat there and waited out the storm, which could be another few hours, but then my concern from a safety point of view was hypothermia and so a decision had to be made one way or another so I could factor in a suitable response to avoid students getting too cold. From my point of view, the decision being made was still completely the responsibility of the students. However, I remained diligent in my role as leader to provide the required safety net.
As the students sat there directionless, waiting to be told what to do, which wasn’t going to happen, I threw out another suggestion, “Why don’t you see where we are on the map, then look at where the campsite is and assess how long going it’s going to take us to get there. Then assess other factors, such as the rain, our current shelter and the terrain between here and the campsite. What are some options?
The sound of the students’ voices bounced off the rocky wall of the shelter as they discussed the possibilities and consequences of each option. The reality was the rain wasn’t stopping anytime soon, the canoes were starting to become rather uncomfortable due to the additional few kilograms of water that had been accumulating at the bottom from heavy rain and people were getting hungry. With all these factors at play, it was an interesting discussion to listen to and I had no idea what the outcome would be. I had guessed it was going to be ‘let’s have lunch.’
No matter what the decision was, unless it was ridiculously unsafe, I was ready to go with it. I didn’t frontload the process either to try to get them to decide what I wanted and this is a very important part of the process to ensure that students really are empowered.
The rain kept pouring down relentlessly as they went back and forth with their discussion. I could hear it getting heavier and heavier as the droplets of rain hit the water and splashed back up at us, convincing me that their decision was going to be stay here and have lunch. The students however, seemed to have little interest in the lunch option as they discussed all the various ideas. What I found interesting about this discussion was the fact that the needs of the group seemed to come out as more important than the needs of the individual.
The end result, despite all the uncertainty of for how long the storm was going to continue, was for us to get back out onto the river and keep paddling to camp. The students thought that by doing that, it would mean they could get a fire going, set up their tents for shelter, have something to eat and dry their clothes.
Whilst I was surprised and happy with the decision they made, what really impressed me was the process through which the decision making was made. It was done in a logical manner which explored lots of options I hadn’t thought of myself. Again, if I had just been leading the group on a trip and didn’t let them make any decision for themselves, this wouldn’t have provided any educational benefit whatsoever. I later commended the students on their discussion and decision making process.
As soon as we started paddling though, we got absolutely smashed by the rain. It came in over wave after wave of torrential rain. Yet everyone pressed on and a few kilometres later we arrived at our destination. Despite being totally and utterly soaked and slightly exhausted, as soon as we arrived we had another problem to deal with. Cold wet students and so the race was on to get a fire going in the rain! What impressed me about this was that the earlier discussion that had been led by the students, somehow brought them together as a team and when it came to getting the fire organised, they were already out looking for sticks.
Before too long, the tents were up, we had a raging fire going, the soaking wet clothes had been swapped for warm dry ones and everyone was happily eating their well-deserved lunch. However, the other teacher and I can’t claim responsibility for any of this happening. The work to get the fire going, the food out and organised and everything else done, was not from us telling the kids what to do. They just did it all themselves. I was amazed, as it’s not something that usually happens with groups like this. I’d like to think that once they realised they were trusted to make decisions, it gave them the opportunity to push the boundaries of this and not wait to be told what to do next. Instead, they used their initiative and found what needed to be done next to ensure they and their friends were warm, comfortable and well-fed.
Despite the rain, the discomfort and the one trip to hospital the next day, this remains one of the most memorable canoeing expeditions I’ve ever had and certainly one of the most rewarding.
Why are schools so challenged by risk management? This is something I’ve been noticing a lot lately and whilst risk management in schools has never been strong, because it doesn’t form part of a teacher’s training, the fact that it’s so important baffles me as to the lack of attention given to it.
Whilst many a school will scream and curse at this suggestion, claiming that they have a great paperwork system, there lies the problem. A paperwork system based purely on checking boxes and approvals masks the fact that there’s a lack of real risk management understanding and implementation. Paperwork without training and experience is just that, paperwork. It can be dragged out to accuse staff of this or that in an attempt to deflect blame, rather than being a support mechanism for decision making and good operational practices.
One place I worked was obsessed by paperwork. One activity was determined unsafe because the paperwork wasn’t good enough. This was yet another ill-informed and idiotic comment from someone who knew nothing about risk management. The boss also insisted everyone sign every document, before going out on an activity, but when something within that document was materially affecting the safety of the program, nothing was done about it. Now, I admit this was an extreme case, but we learn a lot from these things and the reality is that if a teacher has not had any formal Risk Management training, the teacher shouldn’t be planning or running any sort of activity at all.
Anything from a practical lesson, to a quick trip down the road to a local park, gallery, courthouse or museum, right up to sports, camps and overseas trips, requires a risk management assessment. Teachers must take the time, not just to learn how to ‘do’ paperwork, which I could probably train a team of monkeys on typewriters to do quite a lot better than some of the risk assessments I’ve read over the years, but instead, the most important thing is that they need to train for situational awareness, contingency planning and how to be adaptable and flexible to ensure whatever the activity is, it’s run well.
The number of teachers who are taking groups of students out on activities who are untrained, unskilled and unprepared is worrying. You cannot contract out your duty of care nor your liability to a third party, so if you’re taking a group overseas, then you are responsible for everything that happens regardless of contract providers. These are some of the most dangerous trips to run, as far too many people see this as a holiday, rather than the significantly higher duty of care and potentially reduced resources, yet countless trips head out with a bit of paperwork and teachers who have no ideas what’s in that, nor how to really implement any of it.
This disconnect widens, the more schools employ people to ‘do’ their risk assessments for them. I’ve seen an increasing number of schools put this responsibility on one person and not the people running the trips. At the end of the day, if you aren’t trained and experienced in the management of risk, then you shouldn’t be planning and running a trip at all. This isn’t to say stop doing trips, because that would be stupid and pointless. Instead, get some training so that you can be confident in what you’re doing and start to build a culture within your organisation which understands and has great risk management systems so every trip goes out with confident pro-active teachers who are prepared and situationally aware so that you are always running great experiential education programs for everyone.
Before your next excursion, do a risk management training course and build your skills-set and start to address this disconnect between documentation, implementation and culture. The only way to truly run great programs, is to have that culture of risk management right throughout your organisation.
Recently, I visited the USS Midway, a long-serving American aircraft carrier, now museum which sits in San Diego Bay. Built in 1943 at a cost of $90 Million, this ship with its crew of 4,500 was in active duty until 1992, with its last engagement being the main carrier for the battle group in the first Gulf War. This a truly remarkable museum and for a school group, is the best way to explore modern naval history. From WWII to Vietnam and the Gulf, the Midway played a pivotal role in gaining air and sea superiority for the allied forces.
Approaching the Midway, I stood in awe of its enormity! It looks big from a distance, but close up, you really appreciate the sheer size and dominating presence of this amazing vessel. With a Tom Cruise look-alike at the entrance playing the soundtrack to Top Gun, that's about the only awful and touristy thing about the place. The rest is an amazing historic journey back to the last century and a glimpse into what life was and is like serving in the Navy.
The tour of the ship is divided up into three sections. The first is the hanger deck where they used to store the planes, but now has a number of historic aircraft and flight simulators. Unfortunately, I didn't get to try them out, but well worth budgeting for your trip as the kids will nag you for it when you get there. Better to pre-empt this and be the most amazing teacher for organising it for them!
Below this deck is the main galley, sailors mess and medical areas, which give you an idea of the sheer size of the task of keeping everyone fed and healthy. There's a post office, laundry, general store, chemist, surgery and dental clinic, as well! Everything you need for extended deployments at sea. The most interesting part of this was the Marine’s guard station which led to the nuclear missiles’ storage below. An unambiguous warning sign outside, informed that the marines were authorised to use deadly force if any sailor attempted to gain access.
The runway deck, however, is the highlight of the tour. The deck is enormous, as you would expect when planes have to take off and land on it. There are all sorts of different aircraft up on deck from training and surveillance planes to the very impressive war planes such as the FA18, the Tom Cat and many others. There are a number of helicopters too, including the Huey that was extensively used in the Vietnam war and immortalised in the movie Apocalypse Now. Each of the aircraft is well-kept and has dummy armaments on each to gain a full picture of what these planes were capable.
There's a number of education sessions very worthwhile to take the kids. Under the shade of a small marquee, former naval officers explain the take-off and landing experiences they and others had whilst serving on the ship, as well as other aspects of life and work on board the Midway. These are great informative sessions and well worth going beforehand to listen, if you want to develop a worksheet. Having said that, the officers were so interesting, the natural curiosity of the kids might be enough to get them engaged.
Just below the flight deck, you descend to the pilots ready rooms, where mission briefings are held. What struck me, was the number of different rooms there were down there, all adorned with emblems of the various squads that had served aboard the ship. The final part of the carrier is the operations tower. This is where the flight control room is, as well as the bridge. This is a guided tour and limited to groups of 20 at a time, so be sure to divide your class and staff up accordingly. This was a very good tour, again conducted by former sailors and officers who had served on board.
This is an amazing day out for a school group. The variety of things to see, the history and the firsthand accounts of life on board the ship is sensational! Although a big trek to do this from Australia, for any US school groups heading to the area, this is an absolute must!
Sydney Aquarium is amazing! I just want to throw that out there right from the start. Being a diver, I love to explore the hidden beauty beneath the desolate surface, but a visit to the aquarium means you can have such a wonderful educational experience and not get your feet wet! The floor to ceiling glass tanks give you the feeling of total immersion in an underwater world, which is way better than Kevin Costner's Waterworld. I mean seriously what was he thinking?
Without getting too distracted with bad movies, and back to the aquarium, it is an awesome progressive journey through the deep. Perfect for any school group and will map straight into a range of the syllabuses for both primary and secondary students.
Being able to see first hand rare and exotic marine creatures up close with detailed descriptions is fantastic. The sharks were of course a favourite of mine. Having thankfully only seen a reef shark and a grey nurse, whilst diving, I was thrilled to see so many other varieties from the safety of the underwater walkway! The kids will absolutely love this. It was mesmerising standing watching them duck, weave and glide through the water! Make sure you go without the kids before hand, so you can enjoy it all, distraction free!
There's also a hands on section where the kids can touch many of the marine creatures. This is a bit slimy for me, but again it's something that your students will really enjoy. The day I was there, it was being run by an exceptionally helpful guide. His explanations of the various creatures was thorough and I left feeling as if I'd really learnt something from him.
At 11am, it's feeding time! If you can time it so that you're at the end of the tour at 11, this’ll be perfect. As the fish are fed, a presentation is given by one of the staff, which was both informative and helpful. I now know that a swordfish is in fact a mainly nocturnal fish!
There's also a shark talk in the same location at 3:30 and 5:30pm, which would still work if you're in Sydney running an overnight program for the kids.
The Sydney Aquarium really brings to life the whole marine environment and well worth taking a group of kids to see and experience it. Living by the sea, it's easy to take these sorts of things for granted, but as America tells us, 'The ocean is a desert with it's life underground, And a perfect disguise above,' the aquarium lets everyone explore and experience what is truly a complex and fascinating world below, something of which we are rarely able to catch a glimpse.
For any teacher, it's a must to go through beforehand and check it out. Use this opportunity to plan out some stops where you can focus on particular areas from what you've been studying back in class. Btw, present your teacher ID and you can get in for free! It's well worth going ahead of time, map out your lesson and prepare any materials in advance to make the most of the school trip.
Important Fast Facts:
Location: Eastern Side of Darling Harbour Sydney NSW, Australia
Open Daily: 9:30am – 7pm
Entrance & Parking: – See Aquarium Website for Details
P: 1800 199 657
School Education Entry:
$15 to $33 – check options here
Closest Decent Coffee:
Lime Cafe - Market St
Ok so it's not the closest, but very good coffee and I only recommend somewhere I've had a couple of coffees from and it's been good. Beware the old lady who sweeps around your feet in the afternoon, but otherwise very nice and worth the walk!
Australia is big, really, really big and most of our population lives on the eastern seaboard. Consequently, many of us never get to see our own unique wonders that form critical parts of our nation’s history. In all the years about education and hiking around the countryside, other than being stuck in Darwin airport due to a broken plane, I’ve never actually gone into the city. Other than the extreme heat, I really didn’t know what to expect.
Setting out with a friend in April, we flew to Darwin and the moment we stepped off the plane, we were hit by the unbelievable humidity of our nation’s frontier to Southeast Asia. Darwin itself, is more like a big country town than a city. It has a bizarre charm to it. Stinking hot, very red and surrounded by waters in which you can’t swim for fear of being stung by deadly box jellyfish, or eaten by crocodiles. If this is your first port of call in our country, “Welcome to Australia!”
Other than avoiding the water, there are some interesting things to do around town. We started out at one of the old World War II sites, which were massive fuel tunnels, built underneath the city. During WWII, Darwin was bombed 64 times by the Japanese. The first attack happened on 19th Feb 1942. 188 Japanese planes struck Darwin, an important Allied naval port. Darwin harbour was full of Allied ships and this was the biggest Japanese attack since Pearl Harbour.
The fuel tunnels were built to protect the Allied fuel sources as all of the tanks which were above ground had been repeatedly bombed and destroyed by the Japanese. Walking through these massive concrete chasms built deep into the ground, you get a sense of how critical thinking changes during times of war.
The second historic site we went to later that day was the Darwin Military Museum, which is on the original site of the old army outpost. Here there’s a fascinating, interactive display which runs you through the bombing of Darwin and the experience of those stationed there to defend our shores. There are films, personal accounts, maps, photos, artefacts and lots of military equipment, all of which present a very different picture of the Australian experience of War during WWII.
An amazing piece of military engineering you can see is one of the original massive 9.2" guns. This was an anti-ship gun which they built to protect the harbour against naval vessels. However, by the time they built it, they only fired it to test it out and the war was over. Walking inside the bunker and around the gun, then seeing the projective it fired, you can imagine how loud it would have been when fired.
Most of the focus of our studies of WWII tends to be on Australians in Europe or in PNG. However, this was happening on our own shores. You don’t realise how close we came to being over-run in recent history. Unfortunately, the experience of Darwin and its efforts to fight off the Japanese often only rates a couple of lines in a text book and this is something we need to seriously address.
Taking a school group here is a valuable and eye-opening experience to the fact that War was on our door-step, not in some far off land in Europe or the Middle East, it was here and it was real! There’s so much more to the history of Darwin than we often think and visiting these sites on our Northern frontier, is a great way to give your students a real understanding of just how critical this city was to protecting our nation from invasion.
For more on the history of the bombing of Darwin & the WWII experience:
Darwin Military Museum
Darwin Fuel Tunnels
This week I'm going to kick off the first of the 'Places to Go! Things to See!' feature where I'll detail and review somewhere that's fun, interesting and has great educational value for students. This feature looks at galleries, museums, historic sites and cultural activities that you can do around Australia. Each feature is based upon my own experience and won't be some crappy rehash of someone else's website or tourist information blurb.
The first port of call (so to speak), is the Jervis Bay Maritime Museum. Tucked away on the South Coast near Huskisson, the museum is a great historic collection that details the settlement history of the local area. From aboriginal heritage, to Governor Macquarie's explorers, to the famous Lady Denman Ferry lovingly restored by locals, the museum is a fantastic opportunity for students to explore the development of a regional community.
There are four main gallery areas in the museum:
1. The Lady Denman Ferry
2. Settlement & Development of Jervis Bay
3. Science & The Sea (a great private collection of rare naval artefacts)
4. Visiting exhibits
The Lady Denman Ferry is a commuter ferry, built in Huskisson, that was in service in Sydney from 1911 to 1979! The ferry transported passengers from Circular Quay to smaller inner harbour wharves such as Cremorne and Mosman. It has a fascinating and controversial story to its return to Huskisson, which basically involved commandeering the boat in the dead of night and sneaking it out of Sydney Harbour, then needing a naval escort when entering Jervis Bay to protect it from the raging seas that were mercilessly pounding the vessel under tow. The fact that it made it back home to Huskisson at all, was a remarkable feat in itself. Not to mention the huge community effort it took to restore this ferry to its former glory.
Other random notable facts I found out here include that most of the area around Jervis Bay is named after naval officers involved in the famous Battle of Cape St. Vincent, with the exception of Huskisson, which is named after an English politician whose main claim to fame is being the first person ever to be killed by a steam train. Not the greatest thing to be remembered for, but hey it just goes to show politicians will do anything for attention.
One of the other galleries has a fantastic collection of naval swords, flintlock firearms, sextants, and artworks depicting the early arrival of ships and explorers to Jervis Bay and the Shoalhaven region.
The other gallery is for touring exhibits, so it could be filled with anything from visiting art works, photos or other interesting artifacts. It's best to check the museum's website for upcoming exhibitions. I was fortunate one time to see an amazing collection of Arthur Boyd's works on display here!
The Jervis Bay Maritime Museum is well worth the visit! It's great for students studying local history or community development as part of the geography syllabus. For a community run museum in a small coastal town, the Jervis Bay Maritime Museum houses an amazing collection. It's been carefully and thoughtfully curated and shows how the formation of a region has played an important part in the history of our nation.
The museum is run by a wonderful group of friendly volunteers and they'll even provide a guide for your school booking.
Important Fast Facts:
Location: 11 Dent St, Huskisson NSW 2540, Australia
Open Daily: 10am - 4pm
Entrance & Parking: - Woollamia Rd, Huskisson, NSW, 2540
P: (02) 4441 5675
School Education Entry:
$5 - guided tour
$3 - self-guided tour
Closest Decent Coffee:
5 Little Pigs Huskisson
This is the pick of coffee in town, I'll rate this 7/10 beans. It's nice, but not consistent. I've had many coffees from this café. Some a really good, others a bit meh, but none really bad. The food however, is amazing!!!! Definitely worth having breakfast or lunch here whilst someone else is looking after the kids!
It's funny how easily we find ourselves sitting back and taking our working lives so contentedly. Almost every job is repetitive. Some are vastly more repetitive than others, for example working on a production line. However, sometimes even with variety at work, it can still become repetitious.
Recently, my colleagues and I spent some time developing new options for the outdoor ed program. The main aim of this was to have plans B, C, D, etc just in case weather or circumstances prevented us from going with plan A. For this, we headed Canberra to conduct some “reccies” (reconnoitres), to assess the suitability of different expeditions in areas.
Covering three different modes of transport, hiking, mountain biking and canoeing, one of the aims was to have an expedition that could link these together into a seamless journey. So off we went into the Brindabella ranges! This is a mountain range just south of Canberra through which the Murrumbidgee River flows and at points, narrows into mini gorges to create some exciting white water.
After driving around for about an hour and half in the troopie through some amazingly creepy hillbilly country trying to find public access to the river, it appeared we were out of luck. The upper section of the river where we wanted to put in, seemed to be completely hemmed in by private properties filled with wrecked cars and uninviting signs. Thankfully, we weren’t chased out by too many toothless, gun toting madman trying to protect their moonshine stills. With no way in, we decided to head back down to where we left the other vehicle and paddle from there.
Packing the canoes we put in the boats at a ford that ran a shallow and constant stream over the road, which quickly turned into some gentle rapids. Getting on the water, I was slightly nervous, as I’d never white water canoed before. Having paddled down many rivers in a kayak with a spray deck on, it's a totally different feeling being in an open canoe and only having a single blade. Sitting in the front of the boat we paddled down towards the first rapid. A nervous pain started stabbing me in the stomach. I suddenly found myself way outside my comfort zone.
As we hit the first rapid, the boat got caught on a rock. I quickly shifted my body to counterbalance the boat that was now tilted up at a high angle with the gunnel almost touching the water. It was probably the most precarious place you could imagine to have put the boat, and we’d only paddled about 50m. Seemingly, it wasn’t a good start to what was going to be a very interesting day. After being perched awkwardly on the rock for a few minutes, which felt like hours, we finally managed to shuffle our way off and back into the stream. The canoe righted itself with a bang and bumped clumsily across several other rocks as we went. I was now hoping the entire day wasn’t going to be like this.
Thankfully, the river widened and deepen a little, so became quite a pleasant paddle… well for a short period of time anyway. As my nerves eased, I tried to start reading the river ahead, anticipating any potential bumps and helping my colleague navigate and avoid them. After about half an hour, the river began to narrow once again and the land started to drop away at a much steeper rate. I became increasingly nervous, as I could see the bubbling white water in front of me getting funnelled down into an even tighter stretch of the river. Despite having a highly-experienced instructor in the back of the boat steering, I was a bundle of nerves as I clung on to my wooden paddle for dear life.
We sat midstream back-paddling and maintaining our position, as we discussed tactics of how we were going to approach and attack the next set of rapids. With a plan clearly in our minds, we paddled hard towards the first rapid and as we hit it, we turned hard right! With only inches to spare, we traversed the second rapid before swiftly changing direction again to negotiate a third one. With my heart pounding and my knuckles going white from gripping the paddle so hard, we slid through the final section and onto a fast-flowing rapid train that bounced us up and down, splashing masses of water over the bow and into my face.
A few hundred metres on, we came to yet another section that was even more extreme. Pulling off into an eddy, we breaked for lunch and examine the rapids ahead from the riverbank. What was becoming increasingly obvious, was the fact the hills were getting steeper around us and we were getting funnelled into a gorge. After lunch and having walked up and down the river examining options, we decided to portage the boats for a couple of hundred metres to avoid some of the more extreme rapids. The feeling of relief rippled through me as I really didn't want to be going down a grade 3 rapid that might’ve slammed us straight into a rock.
It quickly became apparent that canoes weren't really designed to be carried and despite going around some of the rapids being a much safer option, it was an arduous task dragging the canoes and our equipment over the rocky embankment beside the river.
Finding a calm little eddy on the other side, we slid the boat back in and continued on our way. This didn't last long, as the gradient of the river increased and the rocks either side began to appear pillar-like as they reached up higher and higher.
After hitting a few more rapids, the land seemed to just drop away. Pulling in to another eddy, we got out of the boat, and assessed what was a massive grade 3 rapid that split into two streams. Both directions were filled with nasty looking strainers ready for their next customer. Those of you who aren’t familiar with a strainer, it’s an object in the water, usually a tree branch or similar that catches solid objects as the water goes through it. Much like when you cook pasta and strain the water, the strainer in the river will capture you and hold you there. The difference being you don't get tipped out onto a plate and served with a nice tomato and basil sauce, you just get pinned there and drown. Strainers are deadly objects that you want to avoid it all cost.
We’d now hit a point in the river where it was no longer safe to paddle, nor was it easy or suitable to portage due to the increasingly large rocky outcrops. Emptying everything out of the boats we decided to line them down the rapids instead. Lining, if you haven't come across that either is where you attach a rope to the boat and allow the boat to float down the rapid whilst you use the rope to guide it. Sounds easy? Not quite... If the boat tips over at any point you need to let go of the rope immediately. The problem is that as soon as a capsized canoe fills with water, it suddenly weighs around 400kg. Unless you have massive guns, you’ll basically get snatched off the rocks and dragged down into the water, which is not recommended.
Lining the boats, followed by 100m of paddling, then several hundred metres of portaging and another extended lining took around two hours. The end of which we’d covered about 500m! The air felt cool as the sun hung low in the western sky. What was supposed to take a couple of hours in total, was now well into its sixth hour. Looking on the map, there was relief in sight as the river appeared to once again broaden. Back in the boats after another short portage, we paddled forth hoping our reading of the map was correct. The terrain around us had changed slightly. It was looking promising that the worst of it was over. As we rounded the next bend, a feeling of relief flooded over me. We were now back to a wide smooth flowing section of the Murrumbidgee!
With the light fading and the day well and truly done, the sight of Thawa Bridge ahead in the distance was a wonderful sight to see. It was just before dark as we stepped out of the boat. I felt a sense of achievement! Despite it being a harrowing experience at the start of the day and feeling completely out of my depth, it’d turned into an excellent adventure.
Often at work, we can become stagnant in our repetitive roles. Experiences such as this push us and remind us that we must also be prepared to push ourselves outside our comfort zones if we want to grow. There’s no point in telling kids they need to push their boundaries and limits, if we’re not prepared to do it ourselves. Feeling the fear that your students feel when they start a new activity for the first time is an important part of understanding why we do what we do.
Experiential education is so important for the continuous growth and improvement for both teacher and student. If you find you’re happy, content and comfortable day in day out at work, you're simply not pushing the boundaries hard enough. Even if you have a program that works exceptionally well, there’s always space for improvement.
Challenge yourself! Go out and find options B, C, D and in doing so experience something new. Ultimately, the more we test our comfort zone, the more we grow. The more we grow in ourselves, the stronger and more confident we become in our own lives. This strength and confidence translates into far better teaching and mentorship for our students.
There’s always a lot to think about when preparing for an outdoor ed camp. Assuming you know where you’re going and what you’re doing sorted, then it’s time to prepare the finer details.
For most teachers, this is where it can become overwhelming. Often the feeling is, “I want to run an enjoyable and safe trip… but where do I start?”
The first thing to do is develop your risk management plan. Many other things will simply fall into place once this is done. Although the bane of many teachers’ existence, a good risk management plan can save you considerable time and effort down the line.
When building your plan, look at your daily routine and work out what the key risks are for each activity and how you will accept, eliminate or mitigate these risks. You’ll need to consider things such as time of year (season), weather, temperatures, location and emergency exit points. Add to this the specific risks for each activity in those locations at that time of the year and you’ll start to build a picture of what your key risks are and how you’re going to address them.
With your risk management strategy created, remember, this is a living document not a copy and paste job which just makes up part of the ‘annoying paperwork.’ All staff need to be aware of risks and mitigation strategies and be prepared to react and respond if and when it’s needed.
The next step is to sort permission notes, get updated medicals and provide a student packing list with all the items they need to bring (and things they shouldn’t). Have a detailed plan ready to go before you send this out to parents. You’re bound to get lots of questions so the more detailed the itinerary you can provide upfront, the better.
For the equipment list, clearly specify quantity and quality of what’s required. Whilst I know some parents might not be able to supply this, as a matter of safety, it’s important that you’re able to cater for any shortfall. One of the most important pieces of equipment is a set of thermals. Even in warmer months, it’s good safety practice to carry some thermals in case of emergency and if you’re running an autumn or winter camp, it’s essential that all students have a set. The reason being (not just to support our great wool industry), hypothermia is always a significant environmental risk due to wet and windy conditions in Australia.
With permissions notes, medicals and gear all sorted, it’s time to brief everyone! This is often overlooked, but it’s vitally important to run a pre-camp briefing for staff and students. This goes back to pro-active risk management. Set the scene, set the expectations and build the excitement for camp. After all, you’ve just spent weeks preparing something very special it’s now time to tell everyone about it! Showing images from a previous camp and location on a map, is a great way to put into perspective some of the experiences they’re about to have.
With all this done, it’s down to the last items and you’re ready to go! First Aid kits, spare Asthma Puffer, spare EpiPen, any medications, groups lists, medical summaries, food and you’re good to go! By the way… did anyone book the buses?
Write something about yourself. No need to be fancy, just an overview.