Jersey Kayak Adventures

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Learning outside the classroom with Jersey Kayak & Jersey Walk Adventures

Learning outside the classroom with Jersey Kayak and Jersey Walk Adventures

The Learning outside the classroom initiative allows schools to cover develop essentials for learning and life beyond the confines of the classroom.

Outdoor activities can offer schools a means of linking the curriculum.

Broad Aims

  • successful learners who enjoy learning, make progress and achieve
  • confident individuals who are able to live safe, healthy and fulfilling lives
  • responsible citizens who make a positive contribution to society.

As part of the EcoActive Sustainable school’s project, we have produced outlines that go beyond the traditional view of outdoor activities as being just a means of having fun or learning new physical skills.

Kayaking

Energy

Kayaking can be used to explore the huge power of the tides and wind around Jersey’s coast.

Food and drink

Bush-craft style trips can be used to discover what can be foraged from the marine environment.

Overnight camps can involve menu planning and meal preparation with limited supplied carried by kayak This also offers opportunities to directly see and experience the effects of packaging

Travel and traffic

Discover areas which are inaccessible by car. Open children’s eyes to the exciting opportunities to be had when exploring on foot.

Learn and experience what can be done on the island without having to use air miles. Comparisons of transport times/costs to undertake adventure activities on the island.

Purchasing and waste

Discover the marine impacts of nitrogen runoff from fields as well as the problems caused by litter in the sea. Measure and categorise types of waste found on specific beaches.

Buildings and grounds

Explore the historical aspect of coastal buildings. The coastal fortifications, when viewed from the sea, provide a graphic example of changes in defence over the ages. and structures as well as coastal erosion and the impacts of sea defences.

Taking part

Develop teamwork and interpersonal skills with a range of learning outcomes. Team games, co-operation when paddling a tandem kayak. Gain Paddle power personal progression awards for kayaking. Develop a sense of achievement and self-worth. Discover an activity which for most in the class will be new. We often note that children who may not enjoy team games like the idea of “paddling their own canoe”.

Local Environmental

The intertidal species living ‘in the intertidal zone. Biodiversity and habitats. Invasive species. Discover and identify. Observe the location of marine life on the rock faces. The impact of non-local creatures and plants e.g. Japanese weed, American Slipper limpets. Changes to marine life. Opportunity for ongoing survey and data collection. The International Ramsar sites.

International dimension

Global warming. Sea temperature change, invasive species, coastal erosion and weather as well as comparisons drawn between the impacts of sea level rise in Jersey and in other parts of the world.

Walks

Energy

Use the walk to explore the huge power of the tides and wind around Jersey’s coast. Opportunity to video and photograph the rising tides while staying at Seymour Tower for the night or as a day trip. Note. Dutiable for children over 11yrs.

Food and drink

Bush-craft style trips can be used to discover what can be foraged from the marine environment and how Jersey people have traditionally exploited the harvest from the sea.

The importance of the Oyster industry on the island and an example of the consequence of overfishing in the 19th century.

Travel and traffic

Discover areas which are inaccessible by car. Open children’s eyes to the exciting opportunities to be had when exploring on foot.

Learn and experience what can be done on an island without having to use air miles. Comparisons of transport times/costs to undertake adventure activities on the island.

Purchasing and waste

The impacts of nitrogen runoff from fields. The problems caused by litter in the sea. Measure and categorise types of waste found on specific beaches.

Buildings and grounds

Explore the historical aspect of coastal buildings. The coastal fortifications, when viewed from the sea, provide a graphic example of changes in defence over the ages. and structures as well as coastal erosion and the impacts of sea defences.

Taking part

Develop teamwork, interpersonal skills through teamwork and a range of learning outcomes. E.g plan food supplies to take to the tower/walk, plan who will do what.

Local Environment

The intertidal species living ‘in the intertidal zone. Biodiversity and habitats. Invasive species. Discover, identify and categorise species using our worksheets. The impact of non-local creatures and plants e.g Japanese weed, American Slipper limpets. Changes to marine life. Opportunity for ongoing survey and data collection. The International Ramsar site at Seymour.

International dimension

Global warming. Sea temperature change, invasive species, coastal erosion and weather as well as comparisons drawn between the impacts of sea level rise in Jersey and in other parts of the world.

Essentials for Learning & Life – skills, attitudes & dispositions

The following may give you ideas for opportunities to develop essential learning for life skills outside of the classroom by using our kayaking and walking activities.

For example, one local school has used an overnight stay in Seymour tower as a creative writing experience for a group of students.

Literacy

  • listen attentively, talk clearly and confidently about their thoughts, opinions and ideas, listening carefully to others so that they can refine their thinking and express themselves effectively

  • read accurately and fluently to comprehend and critically respond to texts of all kinds, on paper and on screen, in order to access ideas and information

  • write, present and broadcast a range of ideas, in a wide variety of forms and with awareness of different audiences and purposes; communicate these ideas with accuracy on paper, on screen and through multimodal texts

  • analyse, evaluate and criticise a range of uses of language in order to draw out meaning, purpose and effect.

Numeracy

  • represent and model situations using mathematics, using a range of tools and applying logic and reasoning in order to predict, plan and try out options

  • use numbers and measurements for accurate calculation and an understanding of scale, in order to make reasonable estimations

  • interpret and interrogate mathematical data in graphs, spreadsheets and diagrams, in order to draw inferences, recognise patterns and trends and assess likelihood and risk

  • use mathematics to justify and support decisions and proposals, communicating accurately using mathematical language and conventions, symbols and diagrams.

ICT capability

  • find and select information from digital and online sources, making judgements about accuracy and reliability

  • create, manipulate and process information using technology to capture and organise data, in order to investigate patterns and trends; explore options using models and simulations, and combine still and moving images, sounds and text to create multimedia products

  • collaborate, communicate and share information using connectivity to work with, and present to, people and audiences within and beyond the school

  • refine and improve their work, making full use of the nature and pliability of digital information to explore options and improve outcomes.

Learning & Thinking skills

  • investigate, asking relevant questions, identifying problems, analysing and judging the value of information and ideas, questioning assumptions. They plan systematically using time and resources effectively, anticipating, taking and managing risks
  • create and develop, using their imagination to explore possibilities and generate ideas. They try out innovative alternatives, looking for patterns, recognising differences and making generalisations, predicting outcomes and making reasoned decisions
  • communicate, interacting with different audiences in a variety of ways using a range of media
  • evaluate, developing criteria for judging work and suggesting refinements and improvements.

Personal & emotional skills

  • identify their strengths and areas for development, reflecting on the significance of their learning

  • manage their feelings using appropriate strategies, becoming increasingly aware of their own and others’ feelings

  • reflect on past achievements and experiences to manage future learning and behaviour

  • set goals for their personal development and learning, and work towards them

  • work independently, knowing when to seek help, dealing with pressures and deadlines

  • develop control over their physical skills and movements in a range of contexts with dexterity and confidence.

Social skills

  • listen and respond appropriately to a wide range of people, showing empathy and understanding, and having the confidence to raise their concerns

  • adapt their behaviour to suit different situations

  • work collaboratively towards common goals

  • take turns and share as appropriate, stating their own views and needs

  • negotiate, respecting others’ rights and responsibilities, and use strategies to resolve disputes and conflicts

  • give constructive support and feedback to benefit others as well as themselves.

Six areas of learning – understanding:

The arts

English, communication & languages

Historical, geographical and social

Mathematical

Physical development, health & well-being

Scientific and technological

Religious education

Assessment.

The child at the heart of assessment – child led.

View of the whole child – involve all.

Integral to teaching &  learning – the child takes the initiative.

 

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