Schools Excursion, Incursion & Camp Guide Australia, 2024 Edition

2024

MANAGING EDITOR

GRANT QUARRY

EDITOR

SARAH DUGGAN

DESIGN

BEN NICOL

BUSINESS DEVELOPMENT MANAGERS

SANDRA COLLI

MARK CUNANAN

CONTRIBUTOR

ANNE VIZE

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INSIDE AND OUT -

WAITOC

Think back to your most vivid school memories and I’d happily wager that 9 times out of 10, these took place somewhere outside the classroom and in the thick of the great outdoors – perhaps the wild 12-day ‘summit to sea’ hiking trek that saw you (while awkwardly strapped to the group’s giant communal wok) conquer both the elements and your own inner critic. Or maybe the day your Year 12 French teacher took your class out for lunch at that semi-chic brasserie in the city comes to mind – there you were, forced to annunciate ‘soupe à l’oignon’ and ‘ballotine de poulet’ to the waitstaff in an Aussie accent so thick it bordered on offensive. Yes, excursions, incursions and camps really do form the backbone of our educational experience, often challenging us to step up, to listen up, and to consider life from entirely new angles. On that note, this year’s Schools Excursion, Incursion and Camp Guide brings you another round of inspiring ideas and helpful hints to get your planning underway, as well as some practical insights from one teacher on how to nail your pitch to school leadership. Let’s get your next learning adventure sorted!

SARAH DUGGAN EDITOR

NEW EXHIBITION BRINGS CONVICTS BACK TO LIFE

For many of us, our knowledge of the convict history of our nation is, at best, very limited, and what little we do know has been tainted and delivered to us by a range of historical revisionists.

BY GRANT QUARRY

FAR from a sorry collection of mostly uneducated bruisers and ruffians from the streets of London and broader England, the many thousands of men, women and children transported from their homelands to Australia’s prison colonies included Scottish, Welsh and Irish nationals – among them a range of reformers and radicals, activists and agitators, all destined to play a critical role in shaping the nation.

“Few Australians realise their homeland was once the British Empire’s Guantanamo Bay, where about 3600 rebels, radicals and protesters were transported as political prisoners in the late 18th and 19th centuries,” Monash’s University’s Associate Professor Tony Moore, says.

“‘Death or Liberty!’ was the rallying cry of a stream of political exiles including liberals, democrats and republicans; English machine breakers, trade unionists and Chartists; radical journalists, preachers and intellectuals; and, of course, Irish, Canadian and even American revolutionaries.”

In a first-of-its kind digital exhibition revealing a new understanding of the convicts’ contribution in the struggle for Australian democracy, Unshackled is now on at the Tasmania Museum and Art Gallery until July 28.

The exhibition is part of ‘Conviction Politics’, a four-year collaboration involving ten Australian and international universities, along with numerous cultural institutions, private organisations, distinguished academics, historians, authors, social demographers, visual artists, filmmakers, animators, creative technologists, musicians, poets, songwriters and museum specialists in an array of different combinations.

Unshackled reveals how Australia’s 162,000 captive convict workforce collectively resisted the ex-

ploitation of their labour, leading to improved conditions, embryonic unionism and ultimately, the end of transportation.

Set for a national tour later this year, before heading overseas, it focuses on the more than 3600 political prisoners who were transported to Australia as convicts for protest, democratic reform, media freedom, unionism, and anti-colonial revolution, many of whom had significant political impact advancing democracy.

“This rag tag bunch of journalists and political activists accused of sedition, as well as industrial and rural protesters, trade unionists, rebels and revolutionaries will capture the hearts of new generations,” Moore, Unshackled’s project lead, says.

“Their political impact in their place of exile helped democratise Australia.”

Exhibition co-creator Steve Thomas, creative director of Tasmanian production company Roar Film, says the exhibition is a ground-breaking multimodal experience.

Unshackled’s stories, he says, are showcased through mini-documentaries, large scale animated projections, animated portraits, as well as collected material artefacts, from cruel instruments of punishment to weapons of resistance.

“Melding traditional museum presentation with engaging storytelling, the exhibition brings to life the stories and characters with data-visualisation, sensitive and innovative technology, original music and soundscapes,” Thomas says.

Described as ‘surprising, immersive and moving’, the exhibition’s interactive screen-based media, large projections and augmented reality will lead the visitor through the exhibition themes: Repression, Exploitation, Rebellion & Redemption.

Professor Hamish Maxwell-Stewart is another

Northern Territory Learning Adventures

The Territory is the education tourism destination of choice. From the majesty of Uluru-Kata Tjuta National Park to the extraordinary rock art of Kakadu National Park, school groups experience unrivalled cultural immersion, are captivated with the natural world and given the opportunity for a digital detox.

To make it simpler for you to choose the best options for your students and bring the Australian curriculum to life, Tourism NT has created NT Learning Adventures (NTLA).

A collaboration of tour, transport, attraction and accommodation providers, NTLA connects you with businesses that provide specialised services for school groups.

Committed to working with schools to design and deliver student journeys that meet the needs of educators, NTLA businesses provide quality experiences and peace of mind, with risk assessments and emergency action plans available upon request.

Download the comprehensive and practical NTLA guide and find suggested itineraries, school travel tips and other useful teacher resources online at www.ntlearningadventures.com

Katherine River, Nitmiluk National Park

8 days Central Australia

Sample itinerary

Fly or drive into Alice Springs and out of Yulara – or easily reverse the trip – and learn about sustainability, culture, environment and history.

Day one

• Visit Alice Springs School of the Air and understand how flexible learning works in the remote outback.

• Learn about native flora and fauna at the Alice Springs Desert Park.

• Camp at Earth Sanctuary World Nature Centre and learn about ecology, astronomy, sustainability and culture in Central Australia.

Day two

• Undertake interactive educational programs with Desert Knowledge Australia.

• Discover Aboriginal art and artefacts at the Araluen Cultural Precinct (including the Museum of Central Australia).

• Visit the Alice Springs Reptile Centre.

• Drive to ANZAC Hill to see the sunset on the surrounding ranges.

Day three

• Explore the Tjoritja / West MacDonnell National Park’s gorges, gaps, chasms and waterholes and take a guided walk with the Traditional Owners at Standley Chasm Angkerle Atwatye.

Day four and five

• Travel towards Watarrka National Park (Kings Canyon). On the way you can visit Curtin Springs Station and Kings Creek Station.

• Complete the challenging Kings Canyon Rim Walk.

• Arrange an Aboriginal Cultural Discovery Session with Remote Tours at Lilla community.

Day six to eight

• Travel to Uluru–Kata Tjuta National Park and visit the Cultural Centre to learn from Anangu, the traditional custodians of the land.

• Take a guided Uluru base walk (or hire bicycles from Outback Cycling) before watching the stunning colours of Uluru transform as the sun sets.

• Watch the sun rise at Kata Tjuta and complete the Valley of the Winds Walk.

• Take an afternoon ride with Uluru Camel tours.

• Book a dot painting workshop with Maruku Arts.

• Be mesmerised by 50,000 solar lights at ‘Field of Light Uluru’.

AliceSprings Reptile Centre

Maruku Arts, Uluru-Kata Tjuta National Park

7 days Top End Sample itinerary

Fly in and out of Darwin, learn about history, culture, environment and outdoor education.

Day one

• Explore Darwin on foot with Walk Darwin.

• Visit the Museum and Art Gallery of the Northern Territory for a dedicated school program.

• Experience the Darwin Military Museum and Defence of Darwin Experience or re-live the Bombing of Darwin Harbour at Royal Flying Doctor Service Tourist Facility.

• Finish off the day at the famous Mindil Beach Sunset Markets (seasonally Thursday and Sundays).

Day two

• Delve into an education program with the Territory Wildlife Park team.

• Learn about sustainability while developing bush and survival skills with Sticks and Stones Adventures.

• Arrange a catered program of activities at Batchelor Outdoor Education Centre.

Day three

• Make the wonderful features of Litchfield National Park the focus on day three, including incredible Magnetic Termite Mounds and refreshing swims at one of Litchfield’s famous waterfalls.

Day four

• Spend the morning with Pudakul Aboriginal Cultural Tours experiencing and learning about bush tucker, dilly-bag making, Yidaki (didgeridoo) and clap-stick demonstrations.

• Continue driving into the World Heritage-listed Kakadu National Park.

• Take a guided walk at Ubirr and discover vibrant Aboriginal rock art.

• Stop at Cahills Crossing to spot saltwater crocodiles or join a Guluyambi Cultural Cruise for insights into local culture, mythologies and bush survival.

Day five

• Enjoy a morning boat tour with Yellow Water Cruises and visit the Warradjan Cultural Centre.

• Arrange a guided tour of the outstanding rock art protected by ancient shelters at Burrungkuy (Nourlangie) and visit nearby Anbangbang Billabong and Nawurlandja Lookout before making your way south to Katherine.

Day six

• Spend the morning soaking up the ancient culture and geological formations of Nitmiluk Gorge. Explore by tour boat, on foot, in canoes or with an educational cultural activity with Nitmiluk Tours.

• Visit Cutta Cutta Caves, Top Didj Cultural Experience, or see the entertaining Katherine Outback Experience Show.

Day seven

• Engage with a variety of aspects of First Nations culture with Djilpin Arts and learn about traditional life and culture.

• Make your way back to Darwin via Leliyn (Edith Falls) and take a swim in the paperbark and pandanus fringed natural pool.

WangiFalls, Litchfeld NationalPark

Bring key learning outcomes to life

Top 10 things to do

1. Experience a guided tour of Alice Springs Telegraph Station and learn the story of Australia connecting to the rest of the world through Telegraph.

2. Relive the Bombing of Darwin that rocked Australia in an interactive experience with Royal Flying Doctor Service.

3. Listen to ancient stories and view rock art with Yibekka Kakadu Rock Art Tours.

4. Learn about sustainability through working displays of solar, wind generation, batteries, shelter and water with Earth Sanctuary.

5. Cruise over to the Tiwi islands for an immersive tour of Tiwi art and culture.

6. Uncover Darwin’s art trail at the Museum and Art Gallery of the Northern Territory.

7. Try your hand at a dot painting workshop with Maruku Arts at Uluru.

8. Learn about outback farm life with Katherine Outback Experience.

9. Attend a bush medicine workshop and learn critical thinking and survival skills with Bush Balm Enterprises.

10. Learn about history by taking a walk through World War II Tunnels.

Read more about our NT Learning Adventure partners

Adelaide River Queen Jumping Crocodile Cruises

Embark on an unforgettable educational adventure with the Adelaide River Queen Jumping Crocodile Cruise!

Step aboard our safe and comfortable vessel for a thrilling journey through the pristine waters of the Adelaide River, where you’ll come face to face with ancient predators in their natural habitat.

Witness the awe-inspiring spectacle of massive saltwater crocodiles launching themselves out of the water with astonishing agility, while our expert guides provide fascinating insights into their behaviour, biology, and conservation. Perfect for school groups of all ages, our cruise offers a unique opportunity to learn about Australia’s iconic wildlife in an engaging and interactive way.

Immerse yourself in the wonders of nature as you explore the Top End’s rich ecosystem and create lasting memories with your classmates.

W: jumpingcrocodilecruises.com.au

E: admin@jumpingcrocodilecruises.com.au

P: 08 89888144

Adventure Bound (Basecamp Wallaroo)

Basecamp Wallaroo provides an opportunity for teachers and children to explore, learn, grow and develop strong team building skills in an idyllic, fun and safe environment.

Our programs can provide naturally occurring situations for teaching, learning and substantial evidence gathering, delivered in an integrated, challenging and fun context.

We design our programs to meet the specific needs of each different class or school. Programs combine camp and school-based activities to achieve your specified outcomes, with exciting and challenging activities ranging from bushwalking, navigation through to abseiling, high ropes courses and rock climbing, flying fox… to name a few!

Nestled in Australia’s last frontier – the rugged Northern Territory landscape, Basecamp Wallaroo’s programs combine physical and mental challenges balanced with team building fun to give you and your students a memorable and enlightening experience. Individuals benefit from experienced self-belief and esteem.

W: basecampwallaroo.com.au

E: ropeaccess@bigpond.com P: 0409950444

Crocodylus Park

Welcome to Crocodylus Park, Darwin’s premier wildlife park, featuring thousands of crocodiles from cute little hatchlings to snappy big ‘uns. Founded by Darwin based world-renowned crocodile biologist Professor Grahame Webb, the park is also home to lions, meerkats, monkeys, cassowaries and more!

Crocodylus Park is committed to educating the public about wildlife and its many positive values. Located just 15 minutes from Darwin City, Crocodylus Park features an array of exotic and native wildlife! The Park is open 9am to 4pm every day, except for Christmas day. Crocodylus Park offers school group discounts for both general admission and our Jumping Crocodile Cruise.

We would love for you to join us for our Crocodile Feeding Tours, Monkey Feeding, Jumping Crocodile Cruises, Reptile Handling and more!

Crocosaurus Cove

Located in the heart of Darwin, Crocosaurus Cove houses the world’s largest display of Australian reptiles, including the iconic saltwater crocodile. Crocosaurus Cove is perfect for small to large educational groups, being an easy walking distance from most city accommodations, with off-street parking available for buses. There is an onsite café and catering is available on request.

Offering a multitude of activities for students to experience including animal handling session with a cute baby crocodile, a snake and / or lizard and interactive shows to learn about Australia’s incredible wildlife:

• Meet the Reptiles Show

• Fish Feeding Show

• Big Croc Feed Show

• Fishing for Crocs

• Turtle Show

W: crocodyluspark.com.au

E: crocpark@wmi.com.au

P: 08 8922 4500

Djilpin Arts

Walk With Us. Visit, Stay, Experience.

Just 100kms by sealed road from Katherine NT, Djilpin Arts is located in Beswick Community in the heart of the Top End. Aboriginal owned and not for profit, Djilpin Arts is a place where visitors can engage with a variety of aspects of First Nations culture. Meet local people and artists, learn about traditional life and culture, view artworks, stay in our award-winning accommodation or experience seasonal cultural events, tours and immersions.

We offer tailor made cultural immersions for school groups, recommended for ages 14 and above. Facilities include campgrounds, accommodation rooms, kitchens and outdoor spaces. We offer museum tours, art immersions and on country trips to the spectacular wilderness locations around the Waterhouse River.

W: djilpinarts.org.au

E: admin@djilpinarts.org.au

P: 0428 606 773

W: crocosauruscove.com

E: info@croccove.com

P: 08 8981 7522

Katherine Outback Experience

Discover the captivating blend of education and entertainment at Katherine Outback Experience (KOE), located just 6km from Katherine. Immerse your students in a unique learning adventure that combines engagement, entertainment, and genuine insights into rural life.

At KOE, students witness real horse-starting and working dog demonstrations, accompanied by amusing bush tales. Expert horseman, Tom Curtain, mesmerises students as he trains young horses and dogs for the challenges of working on cattle stations.

Programs extend beyond the arena, offering a comprehensive exploration of the history and economic significance of the pastoral industry in the Northern Territory. KOE provides a flexible range of services, including programs of varying lengths, school camps, team-building exercises, and in-school visits.

W: katherineoutbackexperience.com.au

E: admin@katherineoutback.com.au P: 1300 818 612

Manbulloo Homestead

Manbulloo Homestead is a working cattle property and caravan park just 15 minutes’ drive west of Katherine township. Situated on the Katherine River with a 2km walk along the bank.

Catering for large school camping groups with a designated camping area away from the main caravan park with room to kick a footy around. BBQ facilities, fridge, campfire with BBQ plate, laundry and 6 ensuite style amenities block. Cattle/buffalo/horse/ goat feeding tours are available at no extra cost.

Nitmiluk Tours

Nitmiluk Tours, nestled in the heart of the Top End, Northern Territory, invites school groups to explore the vibrant culture and stunning landscapes of Nitmiluk National Park.

Our tailored market offerings provide immersive experiences designed to educate and inspire young minds. From guided walks along ancient trails to interactive cultural workshops led by knowledgeable Indigenous guides, students delve into the rich history and natural beauty of the region. Engaging activities such as traditional art sessions and boat cruises along the majestic Nitmiluk Gorge offer hands-on learning opportunities.

Our commitment to sustainability and cultural preservation ensures that students not only learn about the land but also contribute to its conservation. With Nitmiluk Tours, schools embark on unforgettable journeys of discovery, fostering a deep appreciation for Australia’s indigenous heritage and environmental treasures.

W: manbulloohomesteadcaravanpark.com.au

E: manbulloohs@bigpond.com

P: 0437329240

Overland Oz

Overland Oz delivers educational tours for schools in the Top End of the Northern Territory.

Tours are tailor-made to the specifications of your students’ curriculum requirements. With the capacity to take 100 students, we value the benefit of intimate experiences and therefore, split the groups and travel in different directions. This provides better learning outcomes and the opportunity to immerse deeper into the local culture. This approach also protects the environment, assists with safer group management and increases the possibility of wildlife viewing.

Along with incredible hikes and waterfalls, Overland Oz delivers a rich cultural element. This is through continuous interpretation, activities such as traditional arts and crafts and engaging in community service projects on Aboriginal lands. Endorsed by Traditional Owners, students have created orchards, built Art Centre’s, renovated local community buildings and created memorial gardens. It truly becomes a life changing experience.

W: overlandoz.com.au

E: ringer@overlandoz.com.au

P: 0475 595 470

W: nitmiluktours.com

E: groups@nitmiluktours.com.au

P: 08 8971 0064

RFDS Darwin Tourist Facility

This exceptional world-class facility not only showcases history but brings it vibrantly to life through cutting-edge technology, making it an ideal educational destination for schools. Learn about two iconic Territory stories, the Royal Flying Doctor Service and the Bombing of Darwin Harbour in one location at Stokes Hill Wharf, Darwin.

Enjoy the heroic tales of the birth and growth of the RFDS by virtual reality stories and relive a patient’s genuine medical care encounter. Meet the founder of RFDS, Rev John Flynn and listen as his story is retold as a life size hologram. Participate in interactive story telling with mini ghost holograms, and step inside a decommissioned RFDS Pilatus PC 12.

In a virtual reality experience, students relive the drama of the Bombing of Darwin Harbour that rocked Australia in 1942. Engage in interactive story telling with mini ghost holograms of Prime Minister and WW2 Japanese pilot.

W: rfdsdarwin.com.au

E: rfdsdarwin@flyingdoctor.net

T: 08 8983 5700

Alice Springs Desert Park

Our purpose built facility brings the desert to life in Central Australia. Students will gain an understanding that the country around them is ancient, alive, exciting and dynamic. We offer guided and self-guided tour programs for students that include areas of science, flora and fauna, geography and history specific to Central Australia and discover the connection between desert plants, people, landscapes and culture.

Students can gain a greater awareness of intercultural understanding on a Cultural Tour to explore how it is possible to survive in a desert, being guided through their ancient supermarket, hardware shop and pharmacy. It’s these experiences that will inspire the students to find answers themselves. At night students can explore and learn about rare and threatened animals of Central Australia on a Nocturnal Tour. Spotlight bilbies foraging, come centimetres from an echidna and if you are lucky spot mala now only found in captivity on the mainland while learning about our conservation projects.

W: alicespringsdesertpark.com.au

E: asdp@nt.gov.au

T: 08 8951 8788

Alice Springs Telegraph Station

The Alice Springs Telegraph Station was the first building constructed by European settlers in Central Australia, in 1871. The following year, Morse Code messages were humming along Australia’s Overland Telegraph Line.

Student groups can explore a wealth of Australian history and learn the importance of Morse code and telegraphy as the genesis of modern telecommunication, cutting international communication from months by boat to hours by telegram.

Discover the intersectional history of the region, where the early settlers interacted with Arrernte people, and the factors that contributed to the tragedy of their displacement. In the 1930’s the Old Telegraph Station became the “Bungalow”, home to children of the Stolen Generation.

Guided tours can be customised to suit the age of students and desired focus. Catering can also be arranged onsite at the Trail Station Cafe.

W: alicespringstelegraphstation.com.au

E: trailstation@alicespringstelegraphstation.com.au

T: 08 8952 3993

Alice Springs School of the Air Visitor Centre

We extend a warm invitation to you and your educational group to join us in the heart of Australia, where we host the world’s largest classroom.

A visit to the Alice Springs School of the Air offers valuable support for educators and students in addressing the ethical dimensions outlined in the general capabilities section of the Australian Curriculum. This experience presents a unique opportunity to immerse oneself in a world vastly different from their own, both geographically and culturally. It fosters an understanding of communities marked by geographical isolation and encourages students to forge connections between their own lived experiences and those of others. It cultivates essential skills in communication, empathy, and critical analysis of intercultural encounters.

By engaging with our program, students have the chance to revaluate their own perspectives and attitudes, gaining valuable insights into themselves and the diverse perspectives of others.

W: schooloftheair.net.au

E: visitorcentre@assoa.nt.edu.au

T: 08 8951 6834

Ayeye Atyenhe Art

Our Arrernte artists, Marie Ryder and Kevin Bird, will run 90 minute art workshops for groups in Alice Springs. You can expect us to be flexible with times, days and venues so that groups can experience this unique experience in Alice Springs.

Marie and Kevin are both experienced artists with their work exhibited locally, nationally and purchased internationally. In a workshop you can expect to hear about the artists, learn a little about their culture and language, see some of their work, and paint a small canvas to take with you. A rich cultural and artistic experience.

Check out our website for more information and to see some of their art commissioned for clients who have wanted their stories told.

W: ayeyeatyenheart.com.au

E: contact@ayeyeatyenheart.com.au

Earth Sanctuary

Earth Sanctuary Alice Springs has flourished as a sustainability leader for 25 years. It boasts 100% carbon neutrality and built Central Australia’s inaugural sustainable living centre, gaining Climate Active and Advanced Eco tourism accreditations.

Earth Sanctuary offers acclaimed learning adventures, enriching students with diverse experiences. Participants engage in sustainability practices, fostering a deeper understanding of environmental stewardship and climate action. Cultural immersion connects students with Indigenous traditions, promoting respect and appreciation. Astronomy sessions delve into STEM fields, igniting curiosity about the cosmos. Self-powered journeys through trekking instil resilience and self-reliance, while team-building activities foster collaboration and leadership skills. Community engagement enhances social awareness and responsibility.

Schools and teachers are invited to discover why leading institutions choose Earth Sanctuary for transformative student journeys, where education transcends textbooks to shape empowered and enlightened global citizens.

W: earth-sanctuary.com.au

E : hello@earth-sanctuary.com.au

T : 08 89536161

Voyages Ayers Rock Resort

At Ayers Rock Resort, the gateway to Uluru-Kata Tjuta National Park, a myriad of experiences await your school group. From the heart of the Red Centre, you can delve into an array of activities, perfectly tailored for educational exploration. Craft your own itinerary as there’s an abundance to see and do.

Whether staying at Ayers Rock Campground or Outback Lodge, immerse your students in astronomy tours, cultural storytelling experiences using technology (drones), Bush Food & Tool workshops, Art Gallery Tour, and Guided Nature Walks—all thoughtfully designed to align with the Australian curriculum.

Uluru and its surroundings aren’t just landscapes; they’re immersive classrooms reflecting sustainability, Anangu histories and culture— integral aspects of the cross-curriculum priorities.

RFDS Alice Springs Tourist Facility

Keep the Flying Doctor flying, this unique educational opportunity provides schools with a chance to inspire students through the intersection of history, technology, and the invaluable service provided by the Royal Flying Doctor Service (RFDS).

Explore the captivating legacy of the original RFDS Alice Springs working base that commenced in 1939. This experience is great for students to learn about the importance of the RFDS to outback Australians and the evolution of medical care provided by our remote and most vulnerable communities. See, experience and learn through the wonder of technology the heroic tales of the birth and growth of the first and largest aeromedical organisation in the world.

Gain insights into the pivotal roles played by pilots, engineers, doctors, and nurses, and discover the incredible stories of patients who rely on the RFDS each day.

W: rfdsalicesprings.com.au

E: reservations@flyingdoctor.net

W: ayersrockresort.com.au/schools

E: groups@voyages.com.au

P: 1300 134 044

Standley Chasm Angkerle Atwatye Tjoritja/West MacDonnell National Park

What is Save and Learn?

Australian school groups are invited to submit an application for increased funding in 2024 to support their NT school tour! The planned excursion simply needs to meet the the terms and conditions available online.

Application forms and list of current NTLA partners can be found at ntlearningadventures.com

For help planning your NT Learning Adventure and to register for the NTLA Save and Learn program, or request a copy of the NTLA guide, please contact Tourism NT.

Maruku Arts dot-painting workshop,Uluru

Cultural Tours, Darwin

“THE STORY OF THE CONVICTS HAS BEEN TOLD PRETTY BADLY IN THE PAST.”

academic involved in presenting Unshackled, and says the exhibition reveals how, from the earliest days of settlement, Australia’s unfree workforce fought back through inventive solidarity in the face of brutal coercion.

“Over 20 per cent of Australians have convict ancestry, and the figure is 70 per cent for Tasmanians,” Maxwell-Stewart says.

“Between 1788 and 1868, more than 160,000 men, women and children were sent across the seas in chains – creating one of history’s largest forced migrations to ... build a colony for no, or next to no, pay.

“This project reveals the way these forgotten champions of the rights modern Australians and Britons take for granted fought back.”

Margaret Vos is assistant director of the NSW Teachers Federation’s Centre for Professional Learning, which has contributed financially to the exhibition, after partnering with Conviction Politics back in 2019.

“The story of the convicts has pretty much been told very badly in the past and so, our role as teachers is to ensure that our students understand the absolutely important role that convicts have played in our history,” Vos, who is also an English/History secondary teacher, tells EducationHQ

The Federation has ensured teachers can make the links between Conviction Politics and the NSW syllabuses.

“We’re in the middle of some syllabus changes in New South Wales, and the new History Years 7 to 10, so junior history at secondary level, has a lot of opportunities within the new syllabus to bring in content dealing with Conviction Politics.

“There’s direct links with the senior Legal Studies syllabus, obviously, because one of the focuses of Conviction Politics is to look at the effect of British colonialism on Aboriginal people, both looking at them as resistors, and it also traces the history of some of the Aboriginal people, like ‘Musquito’, who ended up being part of the convict system, because they resisted and ended up being incarcerated with other convicts.

“So there’s a whole range of direct links to the New South Wales syllabuses – and I know that the Tasmanian state school system is also making sure that it is taught in Tasmanian schools.”

Vos says she doesn’t remember there ever being such a collaboration, and the fact that it has received a Australian Research Council grant is of great benefit.

“It is absolutely huge,” Vos says.

”It’s a story that we don’t tell.

“I argue, and this is my personal opinion, that we are obsessed with Gallipoli and the ANZACs ‘running up the hill’, so to speak – and that seems to be the whole idea of what we see as heroism in our history.”

For far too long, Australian society it seems has resisted embracing its convict past.

“Tony (Moore) has a word for it, he calls it ‘convictism’, where we almost have a prejudice against our own convict history,” Vos says.

“It’s now become popular to say, ‘I’ve got a convict in my ancestry’, but we still believe the mythology that these people were uneducated thugs from

London, when in fact, many of them were amazing intellectually, and they were in a lot of ways, the protesters of their era.

“As Tony says, there were 3600 political prisoners that were in amongst the other people, he said that they were transported for not what they’d done so much, but what it was that they wrote and what they said.”

Beginning as some of the most unfree and unequal jurisdictions on Earth, due in no small part to these prisoners, Britain’s Australian colonies were to become some of the first places to give all working men the vote by the 1850s, and quickly earned a reputation as the social laboratory of the world.

There were numerous unlikely victories around human rights and workers’ rights by the many reformers and radicals who’d been sent to Australia as punishment for activism back home.

From the uprisings at Castle Hill (March, 1804), Bathurst (September, 1830) and Norfolk Island (July, 1846) to the strikes and rebellions on road gangs and in the female factories, to the thousands who absconded from custody, convicts often railed against their colonial masters.

These protests profoundly influenced the creation of Australia’s democratic institutions and an egalitarian national identity.

For educators outside of Tasmania, or those not able to journey to the state for a school excursion, it’s likely Unshackled will be somewhere accessible on the mainland later this year.

“It’s going regional in Australia,” Vos says.

“At this stage it is loosely scheduled to be heading to Singleton, Wollombi, Broken Hill and Ballarat, and they’re negotiating for it to go to Wollongong, the Trades Hall in Melbourne, and to Brisbane as well, hopefully.

“And then, yes, it’s heading overseas, because after all, it’s an international project.”

Unshackled is on at the Tasmanian Museum and Art Gallery (TMAG) until July 28.

PHOTO: Courtesy of the National Library of Australia

ACROSS THE BOARD, IMAGE IS EVERYTHING

While not without their shortcomings, utilised responsibly and imaginatively, AI images can help capture your students’ imagination – and keep it.

BY ANNE VIZE

AI IMAGE generation is one of the more recent manifestations of AI technology tools, and its making waves in classrooms and learning spaces already. While there’s a lot to like with image generation in education, there are also some important issues to consider before you send your class off to complete a learning task based around this emerging technology. Let’s take a closer look at how AI images can add a touch of sparkle to your next senior school incursion, excursion or camp, while keeping the focus firmly on learning outcomes and evidence based teaching.

MAPPING YOUR WAY TO A NEW EXCURSION TOPIC

Geography students will be familiar with the mapping conventions that are an important part of their learning in the middle high school years, but have you ever considered having students create a map using AI image generation? Based on a text prompt, some AI generators can create a passable map with gridlines and land masses. While they wouldn’t stand up to close scrutiny in terms of chart labels and accurate text and features, they do a reasonable job of creating a map for a cover image or to illustrate a concept. Creating maps can be a great option for an introduction to an excursion to a nearby location, or as part of a wider theme such as waterways,

biomes, changing landcover and use.

Canva’s image generator created Image 1 from a prompt for a topographic map of New Zealand showing north, south and Stewart islands.

We tried the same prompt in Simplified’s AI generator, asking for a topographic style map and a 10x10 grid, and our text yielded very different results in Image 2.

We discovered that keywords such as ‘dark cloudy sky’, ‘bird’s eye view’ and ‘gridlines’ are useful for giving an AI generator more possibilities for creating a specific image, although sometimes it struggled with two- and three-dimensional images, giving an intriguing combination of both (Images 3, 4 and 5).

A NEW COMMUNICATION OPTION

In senior humanities, students collect and analyse information from a range of primary and secondary sources and use this information to communicate their findings. While the traditional communication formats of slideshows, posters and reports are a great option, AI image generation gives students a chance to explore new and creative ways of sharing information. As a post camp or excursion reflection, AI generated images can be a handy tool for communicating ideas about changing environments, land features, weather conditions or the impact of

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“THE MORE DESCRIPTIVE AND DETAILED THE PROMPT, THE BETTER THE RESULT.”

people on the environment. Students could use AI generated images to add a creative touch to a reflection journal or to highlight an aspect of the camp which was important to them.

We found that the more descriptive and detailed our prompt, the better the results – although we also learnt to expect the unexpected! When we asked Simplified to generate an image using the prompt ‘A small river in daylight with grey basalt rocks partially submerged and water flowing around them. The riverbanks have reeds and small trees. There is erosion on the riverbank. A cormorant is sit-

ting on a tree branch over the river with its wings outstretched’ it generated a realistic image (albeit without any noticeable signs of erosion), although we quite liked the Neon Punk version too (Images 6 and 7).

A useful activity to explore after an excursion to the city is to discuss how AI generators handle depictions of people and places. Using specific place names can give reasonably accurate images of common places such as Perth, Sydney or Melbourne, although we’re not sure the opera house floating under the bridge is quite right (Images 8, 9 and 10).

When it comes to people, AI generators are still clearly an evolving technology. While some images are accurate likenesses, others are missing fingers, feet that don’t connect to legs or limbs on odd angles. The best results we found came from styles that relied on artistic effects such as black and white, polaroid or cartoon style, rather than photo and realistic styles.

A handy exercise for students is to use an open prompt such as ‘adult’ and an activity such as ‘pushing a baby in a pram’ to see what choices the generator makes around gender and age. Here’s what Simplified gave us for our adult and baby in a jogger style pram prompt compared to ‘older homeless person in Bourke St Mall Melbourne’ prompt (Images 11 and 12).

Image 3

Image 4

Image 5

Image 6

Image 7

EXPLORING ISSUES

Using an AI image generator throws up a number of issues for educators and students alike. With senior students, conversations that highlight copyright and image ownership become important, so they can begin to understand the complexities of just who owns what when it comes to an AI generated image.

As a research task before a field trip or outdoor activity, have students think and plan some of the images they might need to report on their experiences. Set a challenge for them to plan and capture

a sequence of their own still images using a camera or phone, then compare these to an AI generated image using text prompts. Students can compare images, then discuss who owns what in each one. They are likely to state that they obviously own the images they have taken themselves, but thinking about who owns the text which generated an AI image, or the resulting image itself becomes a more challenging question. Encourage students to dive more deeply and consider how AI image generators are trained, and who owns the rights to images and artworks that have helped develop the tools.

A useful activity for older students is how AI image generators depict people when a specific job, culture or nationality is entered as a text prompt. This could be a handy task to complete before a visit to a gallery, museum or community setting, or before seeing a play or music performance, We found some tools we trialled generated images that fit neatly into perceived stereotypes, such as a prompt for a ‘Spanish woman in a red dress dancing in the street’ giving an image of a white woman with a slim waist and low cut dress, while the prompt of a ‘Muslim man shopping in a supermarket’ gave an image of a dark skinned man wearing dark clothing and a head covering. We’ll leave it to you to discover the sad result of when you use the prompt ‘a middle-aged politician standing on the steps of parliament house in Melbourne wearing business clothes’.

Image

Image

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DON’T PUT EXCURSIONS IN THE TOO-HARD BASKET

Got a great excursion idea but aren’t confident it will get the go-ahead from leadership? One teacher shares her golden tips.

BY SARAH DUGGAN

WITH school leadership intent on tightening up the purse strings, coupled with staff shortages running across the board, pitching an excursion idea has become a delicate proposal that’s tricky to nail – but it’s absolutely worth the careful planning and thought, one teacher says.

Speaking with EducationHQ on the condition of anonymity, the Victorian educator reports his school leadership team has sadly ‘lost sight’ of the true value that excursions outside the classroom hold for students and teachers alike.

Whether it be the financial consideration of needing to employ relief teachers to plug holes on the day, pesky complaints from parents, red-taped insurance considerations, or disgruntled teaching colleagues forced to ‘pick up the slack’ on-site, the teacher says many schools risk lumping incredible learning experiences into the ‘too hard’ basket.

However, when the cards are played right, he says teachers can lock in an array of wonderful outings that really do lift children’s educational experience – while treating adults to the experience, too.

“You have to demonstrate how a curriculum standard will be met by taking students on an excursion,” he says.

“So, there’s an application procedure, it has to pass through almost three chains of command. It’s a rigorous process to pass an excursion.”

Given school leaders tend to assess excursions on the basis of their potential for academic reward, it’s critical to go in with a clear purpose and state exactly how the experience will link in with the curriculum and stimulate follow-up learning activities, the teacher advises.

As a humanities teacher, he reports being able to successfully organise a trip to Melbourne Holocaust Museum, despite a financially conservative leadership team and a reported sidelining of history education across the state.

“If you can prove that the excursion will allow students to develop an understanding of the Holocaust in a way that couldn’t be done at school, for example, then that’s the best thing that you can offer to leadership,” he reflects.

Another point to flag when making your case is the promotional ‘oomph’ the excursion could generate for the school, the educator advises.

Could the adventure be captured on camera and shared in the school newsletter and/or across various social media channels?

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“Excursions can be a marketing exercise for the school, so it pays to capitalise on that, too.”

“IT ALLOWS THEM TO FEEL MORE PASSIONATE ABOUT WHAT THEY ARE TEACHING...”

While the real world learning that takes place on excursions is palpable for students, teachers themselves often develop a “real sense of fulfillment” during and after times spent off-campus, the teacher says.

“I feel like sometimes teachers don’t feel like they are always ‘the experts’ on some things.

“And the fact that they can actually go outside the classroom themselves and feel they’ve given students a whole range of different viewpoints and experiences, it allows them to feel more passionate about what they’re teaching, because they get to learn something too, as opposed to always being the expert in the classroom.”

In the humanities domain especially, excursions can blast apart what might otherwise be a rather ‘sheltered’ learning trajectory, the teacher suggests.

“Humanities subjects are about exploring all different parts of the social sciences and the world around us – culture and art and connection to history and places and buildings and environments.

“And yet we ask students to sit in the classroom to learn about the world outside.

“Learning in humanities requires you to actually connect with ‘humanity’ outside the classroom. So, excursions really bring that realness to what’s being studied.”

The teacher hopes to see broader attitudes towards excursions and history as a subject shift.

EducationHQ has previously covered reports of

history teachers across Victorian secondary schools being forced to fight to save their subject at senior levels, with some saying school leaders and career advisors are essentially shafting the discipline.

Deb Hull, executive officer of the History Teachers Association of Victoria, said the situation in many schools was dire.

“Every year, I hear from people who are stepping down as head of [history] or head of humanities, because they’ve had to fight that fight every year, over and over and over, and they’re simply getting exhausted,” Hull warned last year.

The crux of the problem is that many school leadership teams no longer value history education and fail to understand the rich knowledge, skills and opportunities it hands students, the leading educator shared.

“They’re not valuing what it can do for students, how it improves critical thinking, how it can really support students with their written and verbal communication, their reasoning skills, [the list goes on].”

Hull said she was aware of senior students being counselled out of selecting history, with Year 9 and 10s prompted by careers advisors to drop it from their preferences.

The very real prospect that a majority of school gradutes leave the system without a basic grounding in key historical events should be of immense concern, she added.

“What that means is that they’re not doing anything that has happened in Australia or around the world after 1918.”

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INCURSIONS

EX-GANG LEADER’S STORY OF RESILIENCE AND HOPE

As a former alcoholic and drug-taking gang leader, one motivational speaker has a story that moves and connects students like no other.

BY SARAH DUGGAN

LUKE S Kennedy knows too well what it’s like to carve out a life weighed down by labels and the scourge of negative self-belief.

For a long time – eight years in fact – the motivational speaker and mental health advocate was a self-confessed ‘thug’ and gang leader who roamed the streets of Sydney.

“I was stabbed twice,” Kennedy tells EducationHQ.

“I was a drug addict, an alcoholic, and I came pretty close to killing someone. And look, on the outside to everybody I looked strong, confident, and even looked happy at times.

“But on the inside, when I was alone, I was scared, depressed. And I hated myself.”

Tortured by a gnawing sense he was exisiting under a false identity, and grappling with the disturbing reality of his life choices, Kennedy entered into a serious bout of self-reckoning – that ‘dark night of the soul’ experience that often precedes profound personal transformation.

Kennedy escaped the prison he’d created for himself, and now he’s helping others avoid the same pitfalls by sharing his story and unique insights on resilience, authenticity, bullying and

detaching from labels in age-appropriate talks tailored to both primary and secondary students.

“I was trying to live up to different labels and expectations that were placed on me. I was called a fighter, a leader, a bad kid,” he shares.

“But I suppose it’s not just a ‘bad guy gone good’ sort of story, because there’s plenty of those. And we’ve all heard heaps of them, they get pretty repetitive after a while.”

Building an emotional connection with students is really the first step in having some cut through, he says.

“Although I do go pretty heavy into the [past], that’s to get their attention, and to open them up emotionally and mentally.

“Then I lighten things up with a good laugh [before] we dive deep into the individual, into building their resilience, getting back to their authenticity, taking care of themselves.

“And we’ll go deep into quality relationships and the importance of your friendship group.

“So ultimately, I suppose a session is a mixed bag of emotional story, insight, laughter, deep selfreflection, and giving them inspiration to connect

“I WAS A DRUG ADDICT, AN ALCOHOLIC AND I CAME CLOSE TO KILLING SOMEONE...”

in with themselves, each other, and to start looking after themselves in all areas – physically, emotionally and mentally,” Kennedy explains.

The speaker’s ease at being so vulnerable publicly hasn’t aways flowed as freely.

When a teacher first asked Kennedy to address her own students some years ago, a twisted knot of nerves and doubt almost got the better of him.

“Back then, being pretty socially awkward, I had some deep anxiety about speaking in public, [but] I said I would come and speak.

“I even had the email drafted to pull out! I was actually pretty terrified...

“But just knowing what’s happened in my life, I suppose I stepped up and pushed past those doubts. I had to realise, it’s not about me, it’s about what I can do for the students.”

And so it was that Kennedy showed up to the school, absolutely petrified.

“But we had a deep connection,” he says of his first audience.

“And afterwards, the teachers came up and were

commenting on some of the students that (usually) never really listened and how they were really impacted by the talk.

“From there, away it went.”

For those wondering how a former life fuelled by drugs, violence and alcohol could be packaged and shared with young children, Kennedy has carefully crafted a ‘PG version’ with content that’s suitable for youngsters.

“I do still go into the story, but instead of getting stabbed, I’ll get pushed over,” he explains.

“I talk about self-bullying. So, the language is around self-bullying and what they’re saying to themselves up in their mind, and how they treat themselves.

“And some of the questions afterwards, they’re just out of this world, just how aware they are,” he adds.

You only have to glance around the average playground or schoolyard to notice that many children are not doing so well today, Kennedy flags.

“There’s this obvious disconnection with our youth and their peace. The disconnection between who these young people really are deep down, and the false self that they’re trying to live up to is one of the main causes of feeling lost, without any drive and focus.

“Feeling lost leads to depression, trying to impress other people, social anxiety, drug and alcohol abuse ... these young people are looking for something – they’re looking for acceptance,” Kennedy says.

New research has revealed Australian boys are increasingly falling prey to a ‘regressive masculinist supremacy’ espoused by notorious ‘manfluencers’ such as Andrew Tate, with teachers reporting disturbing shifts in their behaviour and attitudes towards women.

Kennedy says in the absence of positive role models, too many kids are sucking up the wrong ideas about what being a man and success looks like.

“It’s a big one, because … they are looking for leaders and they’re finding them in the wrong places,” he says.

“Someone like Andrew Tate, there’s certain things that he’s said and done, and these kids see it, and then they see the flashy cars [and the portrayal of] what success is, and they’re just getting further into the deception.”

Kennedy also offers tailored PD sessions for teachers and school staff, as well as for parents.

“[These] are super special, afterwards we get cries, we get hugs. I get messages afterwards. So, they’re incredibly special,” he says.

The speaker is well cognisant of the demands teachers are under, and says he has no intent on adding to their workload in any way.

Rather, his staff sessions are all about forging connection and ‘letting go’.

“I open up the talks or the workshops with the teachers and say, ‘I know most of you have families, you’ve got a lot on your plate, you have emails to get back to, parents on your mind and performance reviews and everything else – and I honour that you have a lot on.

“But for this session, can we attempt as much as possible to forget about the outside world, kick back and chill out? I’m not really going to ask you to do much besides relax and keep an open mind.

“And straightaway, I can see the initial resistance fade away, their shoulders drop a little bit, a little smile comes on their faces, and then away we go.”

Kennedy hopes to show all participants how unlearning things from our past can unchain us

from what keeps us feeling stuck and far from our true selves.

“There’s a quote which says, ‘Our greatest advancements in life don’t come through what we’re learning, our greatest advancements in life come through unlearning the things that aren’t serving us.

“So, unlearning things that we may have heard from our parents that have formed a specific belief, and unlearning something that we witnessed that now causes some stress or anxiety, unlearning behaviours that we’ve been conditioned with over and over again.

“It’s about unlearning, first of all,” he says.

& ACCOMMODATION

ROLLED UP SLEEVES BRING GREAT REWARDS

Working alongside local rangers, a special group of Bush Ranger Cadets from one WA school are getting their hands dirty in the name of conservation.

BY SARAH DUGGAN

WHETHER they’re hauling hefty brush in WA’s picturesque Shark Bay or scooping pesky weed from a sacred Indigenous pond in Millstream Chichester National Park, experienced Bush Ranger Cadets from Mount Lawley Senior High School know the meaning of hard word in the great outdoors.

The school’s thriving cadet unit was established in 1998, and currently around 100 students are busy lapping up various training in areas spanning camp craft and survival, first aid, conservation, as well as learning about environments unique to WA.

School chaplain Andrew Paul has run the unit from its beginnings, and says aside from acquiring a whole range of practical skills and knowledge about the environment, it really has teamwork, giving back to community and self-discovery at its core.

Those students who rise up the ranks to become senior cadets are invited to participate in longer conservation-focused trips with local rangers –trips that really pack a physical punch, Paul says.

“The last time we went to Shark Bay, we spent about five days ‘brushing’ … which meant that we’d go along with the rangers who would chop

branches off trees that were overhanging some 4WD tracks – massive branches.

“And then we put them all on the back of trailers or utes and lay them out over sand dune areas that are degrading, or walking tracks that they’re trying to help recover…

“We might spend an entire day, literally collecting multiple vehicles worth of brush, and then transporting it and laying it out in the new location.

“But they also get the opportunity to learn about the environment from the rangers who spend all their time there.”

Paul indicates the students go into these experiences under no illusions of fancy glamping trips or days spent milling around camp chatting.

Rather, they sign up knowing full well that “they’re going to be working hard”.

“But the sense of achievement that they have from that is quite incredible,” he says.

“I had an instructor a while ago saying to me that education is all about outcomes that you can’t really see – do your exams and you get your marks back a couple of weeks later, or something like that.

“...THE SATISFACTION THAT THEY GET FROM THAT HARD WORK IS QUITE INCREDIBLE.”

“Whereas they do a day’s worth of brushing, and they can see exactly what it is that they’ve achieved, and what its purpose is.

“So, the satisfaction that they get from that hard work is quite incredible.”

Another eco mission saw the senior cadets travel inland to Millstream, where they worked alongside rangers to remove surface weed from a special pool considered sacred by the traditional owners of the land, the Yindjibarndi people.

“The whole thing will be chocked up with weed, and they’ll spend five days in the water lugging this stuff out and just absolutely exhausting themselves,” Paul says.

“But at the end of it is a pond that’s clean, and the satisfaction that they get from it is written all over their faces – they know they’ve worked hard.”

When they’re not toiling on the land, a reprieve offered by the ocean really elevates the whole eco experience, Paul says.

For when working with Rangers in Ningaloo, students just have to put on a snorkel during break time or at the end of the day to immerse themselves in a magical marine world – and a UNESCO protected one at that.

“You can literally swim off the shore and snorkel on

the reef…” Paul says.

“In Shark Bay there’s no reef, it’s a seagrass meadow, basically. That’s why it’s got dugongs, and dolphins.

“We make sure that students get themselves out there … in Monkey Mia we get them out on a boat almost as a reward, so they can experience (something) like a wildlife cruise.”

Some especially eager students go on to pursue careers in conservation, Paul reports, and last year one particular quest to help scientists monitor the flatback turtle was actually run by an ex-cadet of the school.

Paul says the program provides invaluable benefits to all involved, regardless of whether it sways their career choices or not.

“So many of the students that I speak to regularly enjoy the fact that they’re getting out into nature and camping and living outdoors, even if it’s just for a couple of days in the middle of the term,” he reflects.

“It’s one of those things that just helps reset them, so that they come back reinvigorated and keen to get back into other school things...

“Anybody who’s running camps can probably relate to that as well.”

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ENSURING EVERYONE’S HAVING FUN CAMPING

How can teachers foster students’ inner independence whilst on school camp? Let’s look at some practical, ‘cando’ approaches to really maximise the experience.

BY ANNE VIZE

GOING on camp has long been considered an integral part of the program for Australian children, but for some it can be a time of stress and anxiety in the weeks leading up to the big event. Lack of experience sleeping away from home, spending extended time with other students and teachers, changes to routine and reduced sleep can all affect the experience a child has when they attend school camp. Let’s take a look at some handy hints for helping get the most out of a camp:

TALK ABOUT THE FEELINGS

There’s often lots of feelings that go along with getting ready for camp, and sometimes they can be big! Talk about the feelings children have about camp and acknowledge and validate them. Help them understand that while some big feelings can be challenging, it’s OK to have these feelings and we can give them a name and talk about them. Some-

times the process of identifying feelings, associating them with changes to thinking and how your body feels, then planning how to respond, can help a child manage more easily in the weeks coming up to a camp.

CHECKLISTS

Some kids love using a checklist, while for others its not a tool that works well for them. If you have checklist lovers in your class, use them for preparing lists of things to bring and actions to take before they go away. Checklists can be great for a packing list, a one week, three days and night before prompt or for learning an important skill before you go. For the non-checklist folk, help them plan ahead with some verbal or visual reminders, or use prompts from a program such as Boardmaker to help them remember a sequence of events and understand what comes first, next and last. Boardmaker and

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“ENCOURAGE KIDS TO BRING SOMETHING THAT HELPS THEM RELAX AND PREP FOR SLEEP.”

other similar programs are great for designing cards or visual prompts that can be attached to a chart or removed when each step has been completed.

PACKING LIST

A packing list needs to include all the everyday items a child will need on camp, as well as those important extras that help them feel confident and reassured. Depending on the age of your student group you could use text or picture-based packing lists, making sure that things like a teddy, special pillow case or favourite book or picture are prioritised. Some students find it easier to organise their clothes into separate bags so they know they can easily find the clothes they want to wear for each day. Talk about how many of each item students will need to avoid over packing (and the resulting very large bags that need to be carried on and off a bus).

PLANNING FOR MEALS

Meal times during camp are a wonderful opportunity to practice new skills and discover the fun of sharing a meal together with others in a group. This is a time where students can work together in small groups to set and clear tables, help with serving, wash dishes and tidy the meal area. Depending on the setting, meal times can also include cooking and eating outdoors. Children are often hungrier on camp than at home as they are generally busy and active during the whole day. Access to a fruit bowl and a place to refill water bottles can help build independence skills as children are able to help themselves to a quick snack when they need it. Talking to students about meal times before they go on camp is helpful so they know what to expect and understand how they can help make meal times run smoothly. Some students may like to practice setting the table at home, or you

Adventure School Camps

could try hosting a shared meal in the classroom beforehand with everyone bringing their lunch and sharing it together at a group of tables. Remember to plan ahead and work collaboratively with families of children who have food allergies or intolerances, so they can be as independent with their meals as is safe and reasonable. Some students may need very close supervision during meals to ensure they are able to eat safely, and do not have contact with a food that could trigger a reaction.

SLEEP

Often sleeping away from home can mean that children have a little less sleep each night than they are used to. Some children might find it difficult to fall asleep in a different bed to their own, particularly with all the chatter and movement that is a part of a group of children sharing a room. Encourage children to bring something they think will help them relax and get ready for sleep, or be helpful if they wake during the night. This could be a favourite toy a familiar pillowcase or item of bedding. Talk to children about how they can go to the

toilet during the night if they need to, and arrange how they can do this safely.

TAKE A BREAK FROM THE TECH

Camp is a wonderful opportunity to take a break from tech and for children to learn they can thrive in a camp setting without phones and smart watches. Make sure children and families alike are clear about tech expectations so that everyone is operating from the same set of requirements. Unplugging your campers so they can immerse themselves in the daily life, activities and setting reminds them of the fun of simply being outdoors and doing stuff that isn’t on a screen. A break from technology will help children sleep better at night and this can only enhance everyone’s camp experience. Encourage them to practice turning off their devices well before bedtime and putting them in another room at least in the week prior to camp so this routine is established beforehand.

All camps and campers are different, but with a little planning ahead you can help yours be an experience to remember, with lots of newfound skills and independence.

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Song Hotel Sydney is a 3.5 star hotel, offering affordable accommodation in Sydney’s CBD, right next to Hyde Park, Australian Museum and a short walk to Darling Harbour. The hotel features free hot breakfast, free wifi, air-conditioned rooms with Smart TV and a large restaurant with affordable group menus available. There’s a variety of rooms available to choose to suit any budget.

Stylish interior, soundproof windows, USB port connectivity, Smart TV & more. These are Twin & Triple with extra bed option.

Onsite restaurant Song Kitchen offers a delicious menu for group lunches, dinners or take away if you’re on the go.

The Rocks and the Botanical Gardens are less than 10 minutes drive from the property.

All rooms feature a safety deposit box, clock radio and tea/coffee making facilities.

Laundry facilities are available (extra fees apply).

We have a tour desk and airport transfers can be arranged upon request (an extra fee applies).

Surrounded by a range of trendy shops, cafés, bars and restaurants, Chinatown is a short walk.

Paddy’s Markets are just 10-minute walk away.

Guests can enjoy discounted car park tickets at a nearby public car park.

For booking enquiries contact: T: +61 2 9285 6200 E: groups@songhotels.com.au W: www.songhotels.com.au