Curriculum and Timetable

CLICK HERE FOR THE CURRENT COUNTRY EXPERIENCE PROGRAM DETAILS

CURRICULUM
Each term has a learning focus. This focus is drawn from the Australian Curriculum priorities as well as the City and Country Experience in which Year 9 students participate. The learning focus for each term is designed to incorporate the Core subjects (Religious Education, English, Health and Physical Education, Humanities, L.O.T.E., Mathematics and Science) and where appropriate, elective subjects. 

My Self
Students will build their own understanding of their uniqueness, how they see themselves and what they believe about themselves forms their sense of self. They will explore their sense of self in various ways such as the way we dress, how we behave, how we interact with others, how we treat other people and through the things we enjoy or dislike. The learning will focus on the ‘connectedness’ a student at this level needs to experience in order to engage with learning, engage with peers and engage with adults. This sense of connecting with the learning in group settings, is essential for students to develop empathy, tolerance and appreciation of others.

My Country / My Community
The learning direction for this focus will lead students to a greater appreciation of our country. Embedded in this focus are ideas that require further exploration dealing with the diversity of cultures and people who make up our Australian population. Students will study a number of core ‘depth studies’ that connect with the AusVELS. Students will build their knowledge and understanding of the development of Australia from the period of the Industrial Revolution to World War I. Students will come to understand how our present society is shaped by those who came before us.

My Future
The aim of the ‘My Future’ focus is to support students in developing a set of knowledge, skills and behaviours that will prepare them to create a future which is sustainable, by developing an understanding of the interaction between social, economic and environmental systems and how to manage them. Students will attend the Good Samaritan Campus during this focus to gain a deeper understanding of this interaction in a rural environment. Deeper learning can be achieved through collaborative curriculum planning; for example, the concept of ‘eco-footprint’ may be taught within a Science, Geography and Personal Learning program, where students may calculate their own eco-footprint, compare it with other students, schools and/or countries, make resolutions about reducing their footprint and evaluate the effectiveness of personal strategies used to reduce it.

My Neighbour
An increasing focus on our regional neighbours has seen the development of educational programs that recognise the influence and interdependence that we now share with many countries in our part of the world. The direction of the learning in this term will focus on our relationships with our closest neighbours in the Asia-Pacific region. From our earliest times, we have interacted with countries in our region but it could be argued that it is only in relatively recent history that we have been able to appreciate the richness and diversity of the cultures around us. Many Asian nations are growing rapidly and are regionally and globally influential. Immigrants from these countries have historically contributed to Australia’s development and will continue to do so in the future. In this focus, students will come to explore some of the contributions our neighbours have made and continue to make in shaping our future. 
 
Dates for 2016 - Click here to see Year 9 timetables for Country and City Experience.

Group Organisation
Activity Groups
: for most core activities (ie. Kayaking/canoeing, bushwalking, mountain bike riding, navigation), students will be divided into two groups of 14. The final expedition will be undertaken in these groups, which will also meet regularly throughout the country experience to discuss issues, debrief activities and organise Campus based projects. Duties such as dining hall preparation and clean up, will be undertaken in these groups.

Sleeping Arrangements
: Students will be allotted rooms in groups of two, four or six. They will be responsible for keeping their own rooms clean, with inspections conducted daily.

Use of Mobile Phones and iPads
Students are permitted to take a mobile phone to the Country Experience and use it on the journey to and from the Good Samaritan Campus, however, while at the Campus, students will not be allowed to use their mobile phones under any circumstances.  Upon arrival students will be required to hand in their mobile phone to a Good Samaritan Campus staff member and will be safely stored.  Students are required to bring their iPads which will be used at various times while students are present at the Campus.  iPads will also be safely stored when not in use.

Assessment of Students at the Good Samaritan Campus
As with the other units of work covered in the iD9 Curriculum, an assessment of the Country Experience at the Good Samaritan Campus will be included in students’ reports. Reporting will focus on:

  •  Leadership skills
    Taking an active role in decision making, particularly during outdoor activities and week two expedition
  • Group Participation 
    Contributing to group oriented activities, encouraging other students within those activities and demonstrating initiative in all parts of the program
  • Community living skills
    Taking an active role in life around the campus, working effectively within the routine established, contributing fully to assigned duties, respecting the facilities and obeying curfews.
  • Decision making skills
    Taking an active role in group decision making, particularly on overnight hikes and expedition.
  • Environmental understanding
    Demonstrating sound environmental practice in all aspects of the program
  • Outdoor skills
    Demonstrating enhanced outdoor skills in the areas of navigation, map reading, bushwalking, mountain bike riding, canoeing and surfing.
  • Reporting

 PROGRAM OVERVIEW

Week One

Key components include:

  •  Introduction to GSC structure and expectations
  • Setting goals for the three week experience
  • Introduction to Investigation Projects
  • Introduction to navigation and map reading
  • Orienteering
  • Mountain bike riding
  • Kayaking/canoeing
  • Community Service Project
  • sustainable Futures Portfolio
  • Detailed planning for Week 2 hiking

 Week Two

Key components include:

  • Survival and first aid in outdoor environments
  • Kayaking/canoeing
  • Community Service Project
  • Sustainable Futures Portfolio
  • Detailed planning for Week 3 kayaking/canoeing 
  • 2 day hike

Week Three

Key components include:

  • Preparation for overnight kayaking/canoeing
  • Three days kayaking/canoeing along the Glenelg River in the Lower Glenelg National Park
  • At the completion of the expedition, a further day cleaning and handing in all equipment.