The INTELLIGENT PLAYGROUND is an interactive educational tool - - PDF document

The INTELLIGENT PLAYGROUND is an interactive educational tool designed to develop essential life skills through creative play. Consisting of removable and interchangeable poles all made from locally sourced and cured bamboo, the playground is able to provide a huge variety of configurations to create endless opportunities for learning, for example:

• Multi Climbing frames
• Classic Playground
• A Multi gym
• A Music Area
• Castle
• Maths Class
• ESL
• Team building
• Games
• Pioneering

The concept for the playground is for the students to choose what they would like to do, or create something new in line with their goals, plan it, and then work together to build it. *The building element is a very important part of the process, If the activities are simply put together by other people without the students participation, then a whole host of social & team development skills are lost! This manual provides a basis for learning, but is not an exhaustive list of designs available. The Intelligent playground is designed so as to provide a foundation for which to offer the

• pportunity for further development.

Students are only limited by their own creativity…!

FRONT SIDE

Design layout Activities Reflection Questions Learning Objectives

REVERSE SIDE

Expected Outcomes Student self-assessment

Each activity card consists of:

150 cm 150 cm 50 cm

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H LES 2468 H LES 1357

PLAY CREATiVE

AN iNNOVATiON iN

1 Start on the outside of the support 2 Pull around and then under the cross piece 3 Pull tight over the cross piece 5 Loop back over the end 1 Start on the outside and pull down tightly 2 Go under the bottom pole 3 Go over the top pole, pull down tight! 4 Go back under the bottom pole, keeping tight 5 Loop back through the top pole 4 Pull tight back under the cross piece Bamboo inserted through a support post only needs to be lashed on one side… Bamboo running across another

• ne MUST be lashed secure on

each end.

Rubber loops are provided to prevent lateral movement and to some extent rotation of the poles. It is important to make sure each element is secured with these lashings for the safety of the users!

These lashings are to be used when building free standing structures.

FILIPINO LASHING ROUND LASHING SQUARE LASHING TRIPOD LASHING

Useful knots : see diagrams for where to apply them.

TAG

 Choose one or two people to be ‘IT, they then have to TAG the remaining group members  If anyone touches the floor they are out  If anyone is touch by the chasers hand that person is out  Once a person is out – they either leave the game or become a chaser themselves  Play until one person is left…

RESTRICTED

 Attempt to climb around the frame with:  A blindfold on  Only using one hand / leg

HANG TOUGH

 Attempt to hang from the bar for as long as possible – Using both hands or just

• ne hand.

 Have a ‘Hang off’ with everyone in the group hanging at once and see who can last the longest.

FOLLOW THE LEADER

 Have one person take the lead and have the rest of the group follow them  The people behind must try to copy whatever the leader does (spin, hang etc.)  The leader can try to catch up with the last person in the line

1+7 4+8 1+3 1+3 2 4 6 8 3+5 5+7 5+7 2+6 6+8 2+4 2+4 6+8

 What do we mean to have perseverance?  What has been the biggest obstacle you’ve overcome in your life?  What do we mean by being empathetic?  Is empathy & sympathy the same thing? Explain  How did it make you feel climbing with a restriction?  What do we mean by creative thinking?  How easy / difficult do you find it to ‘think on your feet’?  How do you deal with change?  Did everyone have some input into the new design of frame?  How did you communicate your ideas?  Do you think you communicated well as a team?  What else can we learn from these activities? BUILD YOUR OWN ADVENTURE

Work as a team and create your own climbing frame, see if you can invent some new games to play on it!

• Students will develop an understanding of the concept of perseverance.
• Students will identify examples of perseverance from their own lives.
• Students will explain the importance perseverance plays in their actions

and in the actions of others.

• Students will identify ways they can exemplify perseverance in their lives.
• Students demonstrate perseverance within the activities
• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Understand what empathy is and how it differs from sympathy  Able to appreciate the feelings of people involved in negative experiences  Be able to use empathy to change behaviour and build better relationships.  Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 5 C’s of communication.

Clear, Concise, Correct, Complete and Courteous spoken with Confidence…



 Explore the different ways their bodies can move and say what they

enjoyed about this activity Can describe their own creative strengths and weaknesses Respond spontaneously, in their own individual ways  Student is able to create adaptions/ variations to the activities, can generate and apply new ideas.  Students can describe the difference between creative and critical thinking  Is able to look at problems from a different perspective to provide a solution  Demonstrates self - learning through trial & error

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

OBSTACLE COURSE:

One at a time – each team member needs to compete the obstacle course – if they fall off they need to start over from the very beginning. (follow the arrows)

• Climb up and over the ladder
• Along the shuffle bars
• Up and along the steps
• Around and along the balance beam
• Under the monkey bars

VARIATIONS:  Create your own course  Time each other once confident  Try doing the course in reverse (walking / climbing backwards)   What was the most difficult part of this challenge?  Did you find it got easier the more times you attempted it?  Was this activity out of anyone’s comfort zone, if so how did you deal with it?  What safety concerns are there regarding this activity?  Did you ever feel unsafe on any obstacle, if so why?  Did you manage all the obstacles, if not why not?  Is failure a bad thing?  Did you learn anything new about people in your group?  How did you motivate and support those having difficulty?  Why is it important to motivate others?  What else can we learn from this activity?

 The person attempting the challenge needs at least one team member to safe guard them should they slip or fall  Make sure ALL lashings are secure before attempting the challenge

• Students will develop an understanding of the concept of perseverance.
• Students will identify examples of perseverance from their own lives.
• Students will explain the importance perseverance plays in their actions

and in the actions of others.

• Students will identify ways they can exemplify perseverance in their lives.
• Students demonstrate perseverance within the activities
• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Is able to explain the meaning of comfort zone, learning edge & danger zone  Can identify their own personal boundaries  Understands the importance of pushing their personal boundaries for self- development  Understands the meaning of confidence  Demonstrates the development of confidence in others (trust)  Can explain the dangers of over confidence!  Doing what they believe to be right, even if others mock or criticize them for it.  Being willing to take risks and go the extra mile to achieve better things.  Admitting their mistakes, and learning from them.

 Student can explain the difference between a risk and a hazard

 Student is able to perform a risk assessment and understands the importance assessing risk.  Student is able to create a written risk assessment  Student is able to demonstrate proper ‘spotting’ technique and communicate effectively with climber  Student demonstrates correct manual handling methods  Understands the concept of ‘cause & effect’  Understands the meaning of consequential thinking

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

The basic playground consists of 4 elements:  Slide & ladder  Seesaw Swing Monkey bars There is there is the option to add in another swing or seesaw and remove something else – this decision can be left up to the students. The playground concept has the potential for many more elements, but this is dependent on the creativity of the students, teachers and materials available to them. IN DEVELOPMENT  Round-a-bout  Swing variation

3 8 1 2 3 4 5

  What part of the playground was the most fun?  What did you learn when building the playground?  Do you have any ideas for other elements to add?  What was the most challenging part of the construction, and how did you overcome it?  Did anyone take the lead when building the playground?  Did everyone in the group help, if not why not?  did you have any conflict with anyone, if so how did you resolve it?  How did you communicate your ideas?  Are there any parts of the playground you would like to change?  Do you talk more with your friends when playing?  What else can we learn from these activities?  Ensure all cross sections are lashed from each end  Ensure the slide ‘down poles’ have sufficient space at the top to allow a lashing and that the bottom part of the pole is pushed into the ground ( if possible) PVC SLIDE SWING SEESAW MONKEY BARS METAL BAR

1+3 1+3 6 6

Scaffold knot

 Below are a list of actions that display a lack of social skills in play, and are indicators of things to work on individually:

• Poor attention and concentration
• Flits from one activity to the next without actually playing
• Demonstrates destructive behaviours
• Difficulties taking turns/sharing
• Gets upset when ‘loses’ a game
• Is not aware of others and fails to read other people’s feelings based
• n their verbal and non-verbal cues
• Has trouble expressing/regulating emotions
• Finds it difficult to make and maintain friendships
• Always require an adult to play with them
• Has repetitive or narrow interests in play
• Prefers to play alone
• Interrupts frequently
• Is not able to maintain a topic of conversation and provides irrelevant

comments during a conversation

• Speaks ‘at you’ in a conversation versus engaging in a two way

conversation

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Displays some or all of the following attributes

• Using gestures (like waving or pointing)
• Taking turns when talking or playing
• Talking about emotions and feelings
• Staying on topic
• Adjusting speech to fit different people or situations – for instance,

talking differently to a young child versus an adult or lowering

• ne’s voice in a library.
• Asking relevant questions or responding with related ideas during

conversation

• Using words for a variety of purposes such as greeting people,

making comments, asking questions, making promises, etc.

• Making and keeping friends

(A distinct lack of these attributes may mean the child has difficulty in social communication)  Is able to demonstrate some or all of the 5 C’s of communication.

Clear, Concise, Correct, Complete and Courteous spoken with Confidence…

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

EXAMPLE EXERCISES

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 What do we mean by motivation?  How do you motivate yourself?  How do you motivate others?  Why is motivation important?  What is a goal? Does achieving our goals determine success?  Why is it important to set goals for ourselves?  What areas of fitness do you need to improve?  Why is it important to warm up & stretch?  What kind of fitness training do you enjoy and why?  What are your health & fitness goals? PULL / CHIN UP VARIATIONS

CALISTHENICS

DIP VARIATIONS SIT UPS / PUSH UPS BODY LEVERS LEG / KNEE RAISES

RESISTANCE TRAINING

CHEST PRESS SQUAT / OVERHEAD PRESS T-BAR ROWS DEADLIFTS

3 7

• Can explain the difference between Intrinsic and Extrinsic Motivation
• Demonstrates attributes of self-motivation
• Shows evidence of motivating others.
• Can explain the 3 major components of motivation
• Activation ( involves the decision to initiate a behaviour)
• Persistence (is the continued effort toward a goal even though
• bstacles may exist.)
• Intensity (can be seen in the concentration and vigour that goes into

pursuing a goal)

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Can explain the difference between aerobic and anaerobic exercise  Is able to explain the various methods of increasing intensity

• Increase the repetitions, sets, resistance, leverage, time under

tension, range of motion, Volume ( time spent during activity)

• Decrease rest time

 Understands the importance of warming up and stretching  Student is able to create adaptions/ variations to the exercises, can generate and apply new ideas. / New ways to use the gym

 Student can understand and explain the 3 types of goals:

• Enabling goals ( short term)
• Long term goals
• Lifetime goals

 Student shows understanding in how to set goals using SMART:

• Specific (what exactly is it you are going to accomplish?)
• Measurable (have a way to track progress and know when the goal

is achieved)

• Attainable (must be challenging but realistic , ensure you have the

resources)

• Relevant (goal should be important to YOU and what you want)
• Timely (must have a deadline)

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

LADDER GOLF:

Standing from a distance of 3m away. The team need to get 2 bola’s on each

• f the 3 rungs.

VARIATIONS  Play teams against each other  Play for points (create a scoring system)  Increase the shooting distance

HOOPLA:

Standing from a distance of 3m away. The team need to get 2 rope hoopla’s

• n each of the 3 pegs.

VARIATIONS  Play teams against each other  Play for points (create a scoring system)  Increase the shooting distance  Create GIANT HOOPLA, using the support posts as the pegs and use hula hoops, try to get a hoop on all 9 poles.   Which activity was more difficult for you?  How did you feel when you couldn’t score? and how did you get through it?  Do you think you could do better with more practise?  Did you try different techniques when throwing, was your method the same or different to other peoples?  Was there any arguments during the games? If so how did you navigate through it?  Did anyone in the group surprise you?  Is failure a bad thing? Explain your answer…  How did you support others when you found the activity difficult?  Which activity did you enjoy the most and why?  What else can we learn from these activities?

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?

• Can explain the 5 Strategies for Dealing with Conflict:
• Compete or Fight (This is the classic win/lose situation, where the

strength and power of one person wins the conflict)

• Collaboration (This is the ideal outcome: a win/win situation).
• Compromise or Negotiation (This is likely to result in a better result

than win/lose, but it’s not quite win/win. You could call it a no-score draw.)

• Denial or Avoidance (This is where everyone pretends there is no

problem)

• Smoothing Over the Problem (On the surface, harmony is maintained

but, underneath, there is still conflict.)

• Can identify the 4 elements that make up self-motivation:
• Personal drive (to achieve, the desire to improve or to meet certain

standards)

• Commitment ( to personal or organisational goals)
• Initiative ( defined as ‘readiness to act on opportunities’)
• Optimism ( the ability to keep going and pursue goals in the face of

setbacks)

• Can identify ways to stay motivated:
• Learn and Acquire knowledge
• Keep the Company of Enthusiastic People
• Stay Positive
• Know Your Strengths and Weaknesses
• Try not to procrastinate
• Get Help and Help Others
• Students will develop an understanding of the concept of perseverance.
• Students will identify examples of perseverance from their own lives.
• Students will explain the importance perseverance plays in their actions

and in the actions of others.

• Students will identify ways they can exemplify perseverance in their lives.
• Students demonstrate perseverance within the activities

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

 Develop better hand-eye coordination  Learn which techniques work best for themselves

MAKING MUSIC:

Using 4” PVC piping, cut into ever decreasing lengths to replicate a giant xylophone.  Create your own musical code either by colour, number or letter  Build multiple sets  Create and write simple tunes for others to try and follow  Try using other materials to find what makes the best sounds and mix and match recycled tubes for a fun musical class  Try using different drum sticks to produce different sounds.  Have 2 sets back to back and have each person try to copy the other without seeing what pipes they hit.  Create tunes using 2 or more people for additional harmony!   How challenging was it to create your own music?  What method did you choose to identify notes and why?  Did you enjoy this activity, if so why, what did you personally get out

• f it?

 How could you further develop this activity?  How well did you work together?  What have you learned from this activity?  Do you prefer to work with others or be by yourself? can you explain why?  How did you communicate your ideas?  Where did you get your tunes from? Internet, compose yourself, from memory…?  What else can we learn from this activity?

 Ensure the bamboo is lashed to prevent the PVC falling out on top of someone when hitting it.  Make sure any tubes cut have no sharp edges!

 Create spontaneous sounds in relation to a particular subject matter  Improvise songs to accompany their play activities  Improvise instrumental accompaniments to songs, recorded selections, stories, and poems  Can perform a dance in accordance with the sounds presented to them.

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Play existing simple melodies  Create tunes  Distinguish between notes  Develop a sense of rhyme and rhythm  Demonstrate an awareness of music as a part of daily life  Develop better memory through sequencing and copying…  Can describe the 3 learning types:

• Visual (seeing) Visual learners learn best by looking at graphics,

watching a demonstration, or reading.

• Auditory (hearing) Auditory learners would rather listen to things

being explained than read about them.

• Kinesthetic (doing) Kinesthetic learners process information best

through a “hands-on” experience. Actually doing an activity can be the easiest way for them to learn.  Can identify their preferred learning style for different activities Respond spontaneously, in their own individual ways  Student is able to create adaptions/ variations to the activities, can generate and apply new ideas.  Invent and use original graphic or symbolic systems to represent instrumental sounds and musical ideas  Is able to create games and activities using the pipes  Demonstrates self - learning through trial & error

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

OBJECTIVE:

Using all 3 poles, move the tires from pole C to finish on pole A, Be careful not to touch the poles, doing so activates an alarm (and requires the team to start again!) Only one tire at a time, A big number CANNOT go on top of a smaller number ( i.e. 3 cannot go on top of 2 or 1)

VARIATIONS:

• Add more tires ( up to 5 in total )
• Extend the height of the poles
• Add in a horizontal pole on each upright in hole 8 to create a

sideways movement before the tire can be removed

• Have the people holding the tires wear blindfolds!

 No throwing the tires (they must be held by 2 people)  People being lifted off the ground need ‘spotting’ from

• ther team members in case they fall

 Do not stand on someones back or head !  How did you communicate your ideas?  What was the most challenging part of this activity?  If you had to do it again, what would you do differently?  Do you feel you communicated well as a team?  Do you feel you worked well as a team? Yes / no, why?  How did you feel about being made to start again?  Did anyone feel left out, if so why?  Did everyone understand the plan, if not why not?  Is there anything else your team would like to discuss? 

1 2 3

 Understands the importance of earning & keeping trust  Displays confidence in others

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Student is able to create adaptions/ variations to the activities, can generate and apply new ideas.  Is able to look at problems from a different perspective to provide a solution  Demonstrates self - learning through trial & error  Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 6 C’s of communication. Clear, Concise, Correct, Complete and Courteous spoken with Confidence  Demonstrates some or all of the following attributes for active listening:

• Non-verbal (facial expressions, eye contact, posture, mirroring,

distractions)

• Remembering ( taking brief notes , key points)
• Questioning (asking relevant questions and/or making statements

that build or help to clarify what the speaker has said and to show interest)

• Reflection (closely repeating or paraphrasing what the speaker

has said in order to show comprehension)

• Clarification (asking questions of the speaker to ensure that the

correct message has been received and allows for expansion)

• Summarisation (taking the main points of the received message and

reiterating them in a logical and clear way, giving the speaker chance to correct if necessary. )  Student understands the steps needed to solve a problem

• Identification (detecting and recognising that there is a problem;

identifying the nature of the problem; defining the problem.)

• Structuring (observation, careful inspection, fact-finding and developing a

clear picture of the problem.)

• Possible solutions (generate a range of possible courses of action, but

with little attempt to evaluate)

• Making a decision (careful analysis of the different possible courses of

action and then selecting the best solution for implementation)

• Implementation (accepting and carrying out the chosen course of

action.)

• Monitoring (reviewing the outcomes, seeking feedback as to the success
• f the outcomes of the chosen solution.)

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

OBJECTIVE:

Using 4 poles – all together the team need to make their way around the playground by standing on the poles and moving them in accordance with the sequence code given on the games card. If anyone touches the ground during this challenge, the entire team must start again!

VARIATIONS:

• Try to create your own course and have others attempt it.
• Use only 3 poles!
• Give team members restrictions ( blindfold, one limb, )
• Have the team carry objects (buckets of water) along the path .
• Have 2 teams work on separate paths at the same time.

  What was the most challenging part of this activity?  Do you feel you communicated well as a team?  Did anyone take the lead during the activity, if so who and why?  Can you have more than one team leader?  What is good leadership? What attributes make a good leader?  How did it feel to be made to start again?  Did anyone in your team surprise you?  How did you support others in the team?  Was there any negativity during the challenge, if so how was it dealt with?  What else can we learn from these activities?  Be careful of rotating and sliding poles as they are not lashed.  When someone is moving from pole to pole - at least

• ne team member should hold the pole they are on to

prevent accidental slippage and movement of the pole. PATH TO FOLLOW:

A1 to B1 – B2 to E2 – E3 to F3 – F4 to I4 – I3 to H3 – H1 to G1 – G4 to D4 – D2 to A2 – A3 to B3 – B1 to C1

 Demonstrates some or all of the following attributes:

• Honesty & Integrity (stick to their values and core beliefs)
• Confidant (enough to ensure that others follow commands)
• Inspiration (role modelling)
• Commitment & Passion (infuses drive and energy, takes part)
• Communication ( is an effective communicator, clearly understands

and is understood)

• Decision making ( makes informed decisions)
• Accountability ( creates a sense of responsibility for themselves and
• thers)
• Delegation & Empowerment ( identifies strengths, doesn’t micro

manage)

• Creativity & innovation (thinks out of the box to come up with unique

ideas and turn those ideas and goals into reality.)

• Empathy ( is able to understand the problems of their followers and

feel their emotions)

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 6 C’s of communication. Clear, Concise, Correct, Complete and Courteous spoken with Confidence  Demonstrates some or all of the following attributes for active listening:

• Non-verbal (facial expressions, eye contact, posture, mirroring,

distractions)

• Remembering ( taking brief notes , key points)
• Questioning (asking relevant questions and/or making statements

that build or help to clarify what the speaker has said and to show interest)

• Reflection (closely repeating or paraphrasing what the speaker

has said in order to show comprehension)

• Clarification (asking questions of the speaker to ensure that the

correct message has been received and allows for expansion)

• Summarisation (taking the main points of the received message and

reiterating them in a logical and clear way, giving the speaker chance to correct if necessary. )  Understands the 5 characteristics of a trustworthy person

• Integrity (doing the right thing at all times and in all circumstances)
• Honesty (an honest person will own up to the lie and admit the truth.)
• Consistency ( being reliable)
• Intent ( good intentions, not solely self-serving motives)
• Transparency (no secrets / full disclosure is critical in building trust with

people that are important to you.) Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

OBJECTIVE:

The aim of the challenge is for the entire team to cross from one side of the fence to the other without touching the fence line.

RULES:

• If any part of the fence is touched the team must start again
• Body parts are allowed under the fence to support, but a person

cannot just walk to the other side to assist, the only way to the other side is to go over the fence!

VARIATIONS:

• Change the height of the fence
• Construct a free standing ladder out of cross poles as the only means

in which to get over, no physical support allowed.

• Use it to play the game “LIMBO”!

 Jumping / diving over is not allowed  People carried over the fence MUST be supported at all times until back safely on the ground  Be mindful of where you place your hands when supporting others ( do not touch sensitive areas)  Be careful if the ground is wet / slippery!  How did you communicate your ideas?  What was the most challenging part of this activity?  If you had to do it again, what would you do differently?  Do you feel you communicated well as a team?  Do you feel you worked well as a team? Yes / no, why?  How did you feel about being made to start again?  Did anyone feel left out, if so why?  Did everyone understand the plan, if not why not?  How important is trust?  Is there anything else your team would like to discuss?

 Is able to explain the 5 steps to problem solving:

• Identify the problem
• Generate ideas
• Evaluate ideas
• Decide on a solution and try it
• Did it work?
• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Student can explain the difference between a risk and a hazard  Student is able to perform a risk assessment and understands the importance assessing risk.  Student is able to create a written risk assessment  Student is able to demonstrate proper ‘spotting’ technique and communicate effectively with climber  Student demonstrates correct manual handling methods  Understands the concept of ‘cause & effect’  Understands the meaning of consequential thinking  Is able to explain the 3 problems with communication:

• Physical barriers ( being unable to see or hear the speaker properly,
• r language difficulties )
• Emotional barriers ( not wanting to hear what is being said, or

engage with that topic )

• Expectations and prejudices (that affect what people see and hear).

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

 Understands the 5 characteristics of a trustworthy person

• Integrity (doing the right thing at all times and in all circumstances)
• Honesty (an honest person will own up to the lie and admit the

truth.)

• Consistency ( being reliable)
• Intent ( good intentions, not solely self-serving motives)
• Transparency (no secrets / full disclosure is critical in building trust

with people that are important to you.)

OBJECTIVE:

Get your team through the fence without getting hit by the lasers! STAGE 1: Build the laser fencing by following the sequence code threading the rope through the corresponding holes. STAGE 2: Get your team through the fencing without touching the rope or the support poles. (doing so more than x 3 requires the team start again) STAGE 3: Once safely through, the lasers will deactivate (you can now remove the rope) NOTE: Each hole may only be used once (so make a plan)

VARIATIONS:

• Have the group create their own fence that can only have as many

holes as people in the group

• Create a 3D or X version using the other support poles and more rope

THE SEQUENCE CODE

C1 – B1 – A1 – A8 – B8 – A2 – B4 – A6 – A2 – B2 – C8

– B8 – C4 – C2 – B5

 NO running , jumping or diving through the holes  Be mindful whenever lifting & carrying other people (be considerate where you place your hands & ALWAYS support the head, neck and shoulders and protect the spine)  Do not stand on someones back or head   Why do you think trust is so important in team development?  At any time did anyone feel unsafe? If so why and did you communicate this, if not why not?  What challenges did you face when having to create your own laser fence?  What was the most challenging part of this activity and why?  Did anyone take the lead? If so who and why?  Do you feel you communicated well as a team?  Did everyone have some input?  How well do you feel you contributed as an individual to this task?  what lessons can we learn from this activity?  What else can we learn from these activities?

1 2 3 4 5 6 7 8

 Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 6 C’s of communication.

Clear, Concise, Correct, Complete and Courteous spoken with Confidence…

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Student can explain the difference between a risk and a hazard  Student is able to perform a risk assessment and understands the importance assessing risk.  Student is able to create a written risk assessment  Student is able to demonstrate proper ‘spotting’ technique and communicate effectively with climber  Student demonstrates correct manual handling methods  Understands the concept of ‘cause & effect’  Understands the meaning of consequential thinking  Is able to explain the 5 steps to problem solving:

• Identify the problem
• Generate ideas
• Evaluate ideas
• Decide on a solution and try it
• Did it work?

 Demonstrates learning through ‘trial & error’

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

 Can explain ways in which trust is lost:

• Show lack of care or concern
• Being unorganised, inconsistent, unreliable & unpredictable.
• Treating people unfairly
• Not recognizing and rewarding contribution from others
• Make excuses rather than accept responsibility
• Gossiping, not keeping secrets
• Say one thing and do another
• Being dishonest
• Intentionally putting others at risk

OBJECTIVE:

1: Build an A frame using 2 upright supports and 2 cross poles lashed tightly together. 2: Attach 4 long ropes (or 2 ropes tied in the middle) to provide 4 ends to hold on to. One person stands on the frame and the team need to work together to ‘walk’ the A frame from point A to point B without the person falling or the frame falling down.

VARIATIONS:

• Have two teams race each other
• Have a no talking rule
• Include a start again rule if the person falls off
• Only 2 lengths of rope from the top (2 ends instead of 4)!

 If available wear a helmet when on the A frame.  Ensure all rope lashings are tight  Do this activity on grass not concrete  How did you communicate your ideas?  What was the most challenging part of this activity?  If you had to do it again, what would you do differently?  Do you feel you communicated well as a team?  Do you feel you worked well as a team? Yes / no, why?  How did you feel about being made to start again?  Did anyone feel left out, if so why?  Did everyone understand the plan, if not why not?  How important is trust?  Is there anything else your team would like to discuss?

 Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 6 C’s of communication.

Clear, Concise, Correct, Complete and Courteous spoken with Confidence…

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Student can explain the difference between a risk and a hazard  Student is able to perform a risk assessment and understands the importance assessing risk.  Student is able to create a written risk assessment  Student is able to demonstrate proper ‘spotting’ technique and communicate effectively with climber  Student demonstrates correct manual handling methods  Understands the concept of ‘cause & effect’  Understands the meaning of consequential thinking  Is able to explain the 5 steps to problem solving:

• Identify the problem
• Generate ideas
• Evaluate ideas
• Decide on a solution and try it
• Did it work?

 Demonstrates learning through ‘trial & error’

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

 Can explain ways in which trust is lost:

• Show lack of care or concern
• Being unorganised, inconsistent, unreliable & unpredictable.
• Treating people unfairly
• Not recognizing and rewarding contribution from others
• Make excuses rather than accept responsibility
• Gossiping, not keeping secrets
• Say one thing and do another
• Being dishonest
• Intentionally putting others at risk

Using the 2m bamboo poles, design and build a catapult capable of accuracy & distance. The launching method could be either:

• Using rope
• Elastic ( similar to a slingshot)
• Manual

Shown is one example that the students can follow. LASHINGS: DIAGONAL POLES – Use Filipino lashing POLES AT 90˚ ANGLE – Square lashing EXTEND THE SHOOTING ARM – Use Round lashing SOME GAMES: (Use water balloons / wet sponges)  Compete to see which team can shoot the furthest  Compete to see which team can be the most accurate firing at a target  Have teams face off and try to hit each other, earning points or losing team members when hit.  At least 3 people should lift the catapult to avoid injury to themselves and damage to the catapult  DO NOT stand behind the catapult wwhen launching ( you may get hit under the chin or worse!)  Some people should hold the base of the catapult to prevent it tippin over

 What was the most challenging part of this activity?  Which was more difficult to resolve – accuracy or distance?  Did anyone take the lead, if so who and why?  What difficulties did you encounter during the activity and how did you overcome them?  What can you take away from this activity?  Have you learnt anything new?  Who came up with the design of your catapult?  If the catapult failed, do you consider yourselves failures?  How can failure be useful to us?  How did you communicate your ideas?  How important was planning, did everyone have a role?  What would you do differently next time?

PULL ROPE TO LAUNCH

EXAMPLE

 Displays confidence in oral and visual communication and is able to effectively express their ideas.  Is able to listen with understanding and empathy and is capable of contribution  Is able to demonstrate some or all of the 6 C’s of communication.

Clear, Concise, Correct, Complete and Courteous spoken with Confidence…

• Do you feel like you did your best in the activities?
• Do you feel you could have contributed more?
• Can you identify at least one skill / attribute you believe you are strong

at?

• What skill / attribute do you feel you need to develop more on?

What did you learn from this experience and how can you use it in the future?  Student is able to create adaptions/ variations to the activities, can generate and apply new ideas.  Students can describe the difference between creative and critical thinking  Is able to look at problems from a different perspective to provide a solution  Demonstrates self - learning through trial & error

Which of these blob characters best represents you Before, during & after the activity? Explain your reasons…

 Student is able to choose the most appropriate knot / lashing for the situation  Student is able to correctly tie the following:

• Square knot ( reef knot )
• Clove hitch
• Half hitch
• Slip knot
• Scaffold knot
• Bowline
• Overhand knot
• Filipino lashing
• Square lashing
• Tripod lashing
• Round lashing