Speech by Arthur Sutherland, long serving trustee and currently secretary/treasurer, at the 30th Celebration.

 

In his speech at the 30th celebration of Outdoor Education at Boyle River Outdoor Education Centre, Arthur Sutherland seizes the opportunity to acknowledge those behind the centre’s success and to talk about the future of Outdoor Education embedded in the New Zealand Curriculum. Published in Out and About issue 21 Feb 2009

“The Boyle” was the vision of members of the North Canterbury community. They were keen to assist the youth of the area.

Origins in brief
 

Awards
 

 

Outcomes for young people

The outcomes for young people are many. The following illustrate what is gained from ‘the Boyle experience.’

Ritchie Hunter, Boyle and Activity Hanmer instructor was recently named runner-up to the winner of the New Zealand Outdoor Instructors Association (NZOIA) Emerging Instructor Award. Ritchie is a product of the many experiences he has had in life. Both the Boyle and Activity Hanmer have given Ritchie the opportunity to develop his skills and build on his knowledge base. To be runner-up in a tough competition where there were eight nominees is an awesome achievement.

Oxford Area School, represented by their Outdoor Education specialist Peter Cooper, was recently judged runner up to Loburn Primary School for the Education Outdoors New Zealand (EONZ) Best programme award. The judges commented on the leadership of Peter. The Oxford community and the Boyle benefit from Peter’s leadership. In the case of the Boyle Peter contributes to the cadet programme by sharing his wisdom and developing the skills of the cadets when they participate in Oxford outdoor education experiences.


The cadet programme, ahead of its time given the recent innovation by the Ministry of Education in establishing a Youth Apprenticeship Scheme, has produced outstanding instructors and citizens. Started in 2001 by Graham Frith, the then Boyle Centre Manager, Jaron Frost holds rafting, kayaking and bush qualifications and can be found leading rafting trips in the USA and NZ or multi-day tramps in NZ. On occasions he works at the Boyle having graduated from his cadetship he completed an ‘apprenticeship’ period at the Boyle. Anthony ‘Sumo’ Earl has moved from outdoor instructing into the fire service in Christchurch; Gemma Parkin plays a major role for Horizons Unlimited; Isaac is a se-kayaking guide; Amy and Sarah work for Activity Hanmer; Katie, Dave and Matt currently work for the Boyle. All but 4 of the 13 cadets are working in outdoor education or recreation in 2008.

Learning

The Boyle experience for Year 10 students involves designing a response to the task presented to them and then they are implementing that very plan. This is the Technology Learning Area in action. As they implement their plan they are learning about the nature of group work---about how a group functions. They have goals associated with how they interact with each other---how they treat each other. This is the Social Sciences and Health and PE Learning Areas in action.
The activity is taking place in the natural and physical world - the world of Science. The ripples on the water will be a factor in the decision making while the Mathematics Learning Area is very obvious as the students size up their planks, themselves and the distances involved in getting to the other side of the pond.
Problem Solving…..
Conversations now and at the conclusion of the activity involve appropriate language. Debriefing in its simplest form will address ‘The what? ‘The so-what?’ and the ‘What next?’ for the group, and the individuals. Language in action. What an awesome context.
The well-being and motor skills are clear to see. The Health and PE Learning Area in action! While not shown this group has been asked to show the rest of the class during the evening programme how they tackled the event and so they have designated one of the group to be the photographer. The Arts Learning Area in action.

Photo study at 30th Celebration-see group problem solving photo
Following a think-pair share session in response to the question ‘What is happening here?’ a number of guests were invited to share with the whole group. Typical responses included:
1. Group work
2. Problem solving activity
3. Lots of communication
4. Students are having fun
5. There is lots of happiness being expressed
6. Student are making decisions based on their judgement of the distances and their ability to utilise the planks

The activity also indicates that the students are developing the key competencies. The success of the group depends on their thinking, their ability to manage themselves, their ability to relate to others, participating and the use of language symbols and text

The group engaged in the activity captured in the photo included a senior student in the role of co-leader. “What do senior students get from their experiences? My garage contains many legacies of my time at Kaiapoi High including the reflective comments of participants in the many Boyle experiences I facilitated over 25 years. From those records I want to share with you what the principal of Kaiapoi High Kevin Jennings wrote about his co-leader.”
 

“B’s leadership was superb. He was at home in the Outdoors, and his considerable competence and confidence in all technical areas gained the immediate respect of the group. He was thoughtful, always planning ahead, and consulting with D and myself. His calm and quiet manner showed a maturity that I appreciated, and added to the excellent performance of the group. The students had complete confidence in B, and so did I. He was prepared for all the situations that arose, including emergencies. B stepped beyond his normally reserved self, and accepted the challenge of leadership. His effort was rewarded by a very successful group, who appreciated his efforts. I enjoyed his company, and appreciated his excellent effort.”

From those same archives the following is an example of the end-of-experience self-reflections by one of the seniors. Camille wrote the following:

“My greatest feeling is one of achievement. Throughout the year I doubted whether I could fulfil all the requirements of being a leader, especially in the communication area. I have learnt that I have to take risks when it comes to communicating. I know that I have to believe in myself to be successful. I feel I have quite a high tolerance level and am a successful role model for the year 10s to look up to. My goals were to be pro-active with my group; assessing potential teaching moments and the risks; to be an active risk manager; to be organised and on time for all activities which I was; and first and foremost give myself and the year 10s an enjoyable experience at camp. In my final debrief with my group they were all really positive about camp and I had an excellent time.”

When asked to comment on what she was aiming to do in the future based on this experience Camille responded:
• “Use my leadership experience in my chosen career
• Promote Kaiapoi High Outdoor education and the excellent facilities at the Boyle
• Continue being a role model for younger students around our school, and the community. That is in sports clubs
• Pursue other outdoor activities on offer”

Camille expressed her gratitude to Kaiapoi High, the Boyle and the camp Mum and Dad (her phrase) Mr and Mrs Suth. “I have learnt so much about myself and others and I feel as though this will really help me in the future.”

Camille is now teaching, and brings young people from Timaru Girls’ High to the Boyle. The spiral continues. Awesome!

In the midst of the audience was first year teacher Katrina Pollard. Her story is almost identical to that of Camille. Recently she gained the Outdoor Leader Qualification and she now brings Kaiapoi students to the Boyle. Also present was Ian Olson who fulfils the role of part-time Boyle Assistant Manager and part-time instructor. A graduate of the Kaiapoi High Outdoor Education programme Ian studied at the Christchurch Polytechnic Institute of Technology and has worked in the USA on a number of occasions. He holds qualifications in Rafting, Kayaking, Adventure Based Learning, Bush and Tramping.

“As can be seen from these examples the Boyle River Outdoor Education Centre has had a huge influence on people. Long may that be the case.”

A joyous moment for a Kaiapoi High student group

The challenge

In moving forward the Boyle faces a number of challenges. One such challenge is the need to enhance the relationships the Boyle has with its schools. There is a need to increase the pre- and post-Boyle experience engagement. Boyle staff need to have a greater awareness of what the incoming school expects the outcomes to be for their students. Post the experience there needs to be liaison between the school and the Boyle where the focus is ‘reflection’ on the experience for the school and the students. “What have the students done as a result of their Boyle experience?” could be one of the questions asked.

Another challenge is to take the integrated approach to learning as illustrated earlier. This is one way the NZ Curriculum can be implemented as it is planned for 2010.

In conclusion

“As was stated at the start ‘The Boyle’ was the vision of members of the North Canterbury community. The Rotarians were keen to assist the youth. The 30th celebration was a celebration of what has been achieved. I trust I have contributed to that celebration.”