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Paterson et al. 13_MBWS Presentation

Outdoor Education & Camps Programme

Emily Paterson

on 30 October 2013

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Transcript of Paterson et al. 13_MBWS Presentation

Mount Barker Waldorf School
Outdoor Education
& Camps Programme

Tala Sabri
Karyn Hulbert
Emily Paterson
Christina Scardelis

Outdoor Education & Camps Programme
Students camp throughout Australia
Programmes are carefully integrated with the curriculum
The primary school camps have run since 1979
Policy, Strategy & Curriculum Framework
The Outdoor Education Programme is integrated with the Natural Science Curriculum
School Context & Student Profile
Mount Barker Waldorf School (MBWS)
MBWS Students at
Greaves Creek, NSW
MBWS, Mt Barker, SA
Rudolf Steiner
Programme Structure, Content & Assessment
Camps run by Mount Barker Waldorf Schoo
Differentiated Teaching & Resources
Student & Achievement Outcomes
Class discussion
Drawings & descriptions
Literacy, Numeracy & ICT Strategies
Family & Community Engagement
MBWS Spring Fair 2013,
Mt Barker, SA
Professional Teacher Training & Development
ACARA 2011, Recognition Recommendation for the Alternative Framework to be included on ACARA’s Recognition Register, ACARA, viewed 15th of October 2013,http://www.acara.edu.au/verve/_resources/Steiner_Recommendations_Attachment.pdf
Canteri, G 2013, Summarised Rationales for Mount Barker Waldorf School Camps/Fieldtrips, MBWS
Donaldson, GE, & Donaldson, LE. (1958). Outdoor education: a definition. Journal of Health, PhysicalEducation, and Recreation, 29(17), 63.
Eglington, C. (2009). Out of Doors and Learning. Teacher: The National Education Magazine(May 2009), 20-23.
Fieck, D. (2013). Personal telephone communication. Education Director / Co-Principal at Mount Barker Waldorf School, 22 Oct 2013.
Fitzgerald, P. (2013). Lecture: Modifications for special needs, including giftedness, disabilities, cultural differences. Mount Barker Waldorf School, Lecture given at The University of Adelaide(August 22nd, 2013).
Georgakis, S, & Light, R. (2010). The outdoor classroom: school camping as education. Australian Journal of Outdoor Education, 14(1), 3-12.
Glasby, P. (2008). The outdoor education and camps program integrated with the main lesson curriculum. Mount Barker Waldorf School, 1-35.
Goral, M 2009, Transformational Teaching: Waldorf-Inspired Methods in the Public School, Steiner Schools, Great Barrington
Hearn, S. (2013). A Need Still Evident: Karl Ege and The Future of Education. LILIPOH, 18(71).
Henry, JM. (2004). Perceptions of Stakeholders in the Pi Beta Phi Elementary School Parks as Classrooms Program. Electronic Thesis and Dissertations, Paper 910.
Lecture and discussion with Robin Maletz; Year 12 Coordinator at MBWS; Wednesday the 16th of October, The University of Adelaide
Leyden, L. (2009). For Forest kindergartners, Class is Back to Nature, Rain or Shine. The New York Times, 30 Nov 2009(A424(L)).
Louv, R. (2008). Last Child in the Woods. Chapel Hill, North Carolina: Algoquin Books.
Mazzone, AB. (1995). Islands of Culture: Waldorf (Rudolf Steiner) schools in Australia: their origin and development. Master of Educational Studies at The University of Adelaide.
MBWS. (2012a). Mount Barker Waldorf School Annual Report A School for Rudolf Steiner Education Inc.
MBWS. (2012b). Mount Barker Waldorf School: School Performance Information. Report.
MBWS. (2013a). Mount Barker Waldorf School Website. Retrieved 05 Oct 2013, from http://www.mtbarkerwaldorf.sa.edu.au/
MBWS. (2013b). Mount Barker Waldorf School: an integrated education from kindergarten to year 12. Brochure.
MBWS 2013, FAQ, Mount Barker Waldorf School, viewed 1st of October 2013, http://www.mtbarkerwaldorf.sa.edu.au/content/faq
Nagata, Y 2007, “Case Study: Australia, Issues in Support Mechanisms Involving Alternative Schools” in Nagata, Y, Education in the Asia-Pacific Region: Issues, Concerns and Prospects, Springer Netherlands, Dordrecht, pp. 35-56
Ping, M. (2013). Learning in place: farm-based learning takes many forms in the Hudson Valley. LILIPOH, 18(71).
SEA. (2013). Steiner Education Australia. Retrieved 03 Oct 2013, from http://steinereducation.edu.au/steiner-education/faq
UNESCO 2000, “Rudolf Steiner (1861-1925)” in International Bureau of Education, vo. 24, no. 4, pp. 555-572
Wilson, F. (1998). The real meaning of hands on education. Waldorf Research Bulletin.
Technological & social environment
Natural Science has a significant influence on:
Policy, Strategy & Curriculum Framework
Aims of the Outdoor Educational & Camps Programme:
To create a sense of wonder
To see Science as a pursuit of truth
To enable the students to understand more fully the natural and technological processes
To provide opportunities for students to gain practical skills
MBWS students at Weetootla Creek,
Gammon Ranges, SA
MBWS students at
The Terraces Creek,
Gammon Ranges, SA
Year 10 Navigation Bush Walk & Surveying Camp
The main lesson:
Trigonometry & Surveying
Northern Flinders Ranges
(Marne Gorge and Marree Afghan Settlement)
A navigation bush walk through the Northern Flinders Ranges (Marne Gorge) and surveying the Afghan Cameleers' camps site (Marree)
Includes the mathematical principles
of trigonometry applied to surveying the
Earth’s surface of the site.
Handing up homework based on daily documentation of the work in the main lesson book
To further develop teamwork and cohesion within the class
To develop capacities to observe the natural world
To develop precision, thoroughness and self-reliant capabilities within the young adult
Drawings of landscape
Involvement in class discussion
Presentation and structure
One hour test at the end of the camp recalling trigonometry principles that have been discussed during the lesson
Understand key concepts of the presented topic whether it be botany, geology, trigonometry, etc.
Including new vocabulary
Understand key concepts
Make accurate drawings of phenomena studied in the topic
Draw and interpret plan geological maps and convert them to block and elevations diagrams
Contextual & experiential learning
High school camps began in the early 1990s
School Context & Student Profile
Holistic approach to its specialised and vast curriculum
Founded in 1979 approx. 37 students
In 2012 there were 380 students: 144 males, 137 females
Founded upon the philosophies of Rudolf Steiner
K-12 school
Aim to educate the whole child “head, heart and hands”
Cultural & individual development
Learning abilities
Behavioural challenges
Home circumstances
Health needs
Diverse range of:
Differentiated Teaching & Resources
Camps are compulsory
Teachers know their students!
Inclusive learning
Modify camp activity to suit student
Extra supervision &/or assistance
Literacy & numeracy components in each camp
Year 8 Sailing & Cycling Camp Yorke Peninsula
Physics of air and water
Convection currents in air & water
Velocity of sound
Expansion of shock wave
Water columns
(air pressure)
The 16 yo yearns to understand the world and how they can find purpose in it.

Childhood has come to an end.
Thus mathematics must be seen to
be related to, and useful in the world.
Glasby 2008
Year 11 Botany Camp to the Blue Mountains, NSW
Identifying Australian Flora
Project book
MBWS students at
Heathland Narrow Neck Plateau
Katoomba, NSW
Year 11 Botany Camp to the Blue Mountains, NSW
Identifying Australian Flora
Example of MBWS year 11 student work
Primary Sources
Dina Fieck
Education Director
Pam Fitzgerald
Special Needs
Guilius Canteri
Outdoor Education
Robyn Maletz
Yr 12 Coordinator
I dove into the murky waters of the Murray head first and met a rock. I cut my head and fractured my cheek. That was all!
Full transcript