Recently, a Victorian primary school placed a ban on students bringing balls to play with in the playground, citing an increase of injuries as the reason. Whilst I’m sure this isn't the first to ban balls, it's an idiotic and irrational decision to say the least. In terms of managing risk, unfortunately, it’s a sad reflection on a complete lack of understanding of the complexity of education, the need for students to understand risk and take reasonable risks to help them to understand how to actually assess and manage risk.
To put a blanket ban on something such as balls, robs students of some great social play activities. So instead of playing handball, cricket, basketball, soccer or dodge ball, instead bored students look for other less sociable pursuits. Having worked in a number of boarding schools, I’ve seen first hand what can happen when bored students start trying to find their own things to do to entertain themselves. It tends to result in far less social behaviour and can result in bullying to develop purely out of boredom.
Consequently, you can stop everyone from doing everything for their ‘own safety’, but you’re likely to create bigger problems than that of balls and a few minor injuries which are just part of life’s knocks and scrapes and are extremely healthy for children to have. Having said that, too many blows to the head with a football might need checking out.
The reality is that life’s not free of risks and trying to ‘eliminate’ any form of risk possible within the school environment is ludicrous and only setting students up for more significant failure in the future. Whatever the mistaken belief is for something such as a ball ban at school, it’s counter to any basic educational principles and is failing the students it’s supposedly designed to be ‘protecting.’
The world can sometimes go crazy when it comes to supposedly ‘managing’ risks. Often it’s a knee jerk reaction to an incident that doesn’t take into consideration other longer-term factors or specific incident circumstances. If you end up with a pattern of injures for whatever the activity is, then review it, but look for other options outside of blanket bans. What level of supervision was being provided? What level of first aid training and experience do staff have? Is it one ball activity in particular or everything? Did a teacher get hit with a ball by accident and has now had an hysterical meltdown? Yes things like this do happen. One place I worked had a ban on playing on the grass, because they wanted the place to ‘look nice’, which was never going to happen cause it was built on a misquote infested swamp, but anyway, the ban led to it becoming impossible to adequately supervise students with the staff we had and led to more problems and injuries because the boys spent the whole time spread out over a campus rumbling with each other. This was pure idiocy in my opinion!
Before someone throws a blanket ban out there on something fun, sociable and educational with the mistaken belief that they’re ‘saving’ everyone from themselves, then they should consider the wider implications and the potentially far greater negative impact that their decision will have on students. Managing risk is not about banning things. It’s about weighing up a series of competing factors which include the educational value of the activity, the risk of allowing the activity to occur and how it is to be supervised, as well as the risk of taking the experience away from students. Often people mistake the management of risk with their idea that they must stop everything from possibly ever happening to anyone. That’s just pure idiocy and something which fails to take into consideration how children learn from their playtime experiences and how keeping children actively engaged in an activity they love doing, will help build confidence, skills and social skills.
Before the fun police get away with banning the next cool activity at school, remember, ‘If you can dodge a spanner, you can dodge a dodge ball!’
Having worked in the snow sports’ industry for many years, both in Australia and overseas, I love being up in the mountains. It’s a great place for students to have a unique, challenging and rewarding experience doing something very different from their regular schooling.
However, with every trip away there are some significant issues you and your staff need to be aware of. Here’s a few great resources to help get you started on your trip planning!
General Snow Safety www.snowsafe.org.au/
Ski Resort Info
Thredbo - https://www.thredbo.com.au/schools/
Perisher - https://www.perisher.com.au/plan-your-trip/groups/2019-school-groups
Falls Creek - https://www.fallscreek.com.au/schoolgroups/
Mt Hotham - https://www.mthotham.com.au/discover/more-options/groups/hotham-school-tertiary-groups
Mt Buller - https://www.mtbuller.com.au/Winter/plan-your-visit/schools-and-groups
Happy Skiing! I hope you have a great season!
On a visit to the US I took some time out to go skiing in Park City. It's a fantastic resort and an awesome historic township. It now even has an Australian run café, which meant I could have a decent coffee (all the important things being from Australia). I’d prepared myself to go a month without decent coffee, reliant on bitter or burnt espressos as a backup plan. I was however, pleasantly surprised to find myself standing in front of a recognisable Australian business and safely drinking a good cup of coffee.
Despite this extremely important tangent, what follows has nothing to do with coffee. It was early in the morning on a crisp crystal clear day over on the Canyons side of the resort. I was skiing past the ski school when a sign caught my attention, “Please, No Parents In The Learning Area!”
I laughed, as I knew exactly why there was a need for something like this the moment I saw it. Whilst it's very important for parents to be involved in their child’s education, there's a right way to go about it and a wrong way to go about it. More often than not, parents, generally through a lack of understanding go about things the wrong way and many of them constantly insert themselves into situations where they should just stand back and allow others to teach.
From what I’ve seen over my years of involvement with education, Helicopter & Tiger parents, need to relax, find themselves a hobby that doesn’t involve them living vicariously through their children. Whilst the underlying belief these parents have is that they’re ‘helping’ and making sure they get the ‘best’ for the child, the reality is that they’re doing more harm than good and wasting their own life and opportunities at the same time.
It’s probably easier to remove the salt from the ocean than it is to remove the helicopter from the parent, but seriously, they need to back off and let their kids breathe and experience a few things in life for themselves. This doesn’t mean that everything should be done at arms’ length, but I can understand the need for the sign as over-involvement of parents can be just as bad, or even worse than under-parenting.
I realise it is a challenging balance, but if you look at it from a work point of view, how would everyone feel if someone went from department to department telling everyone how their job should be done. From marketing, to finance and the janitorial services how would everyone feel if your clients hung around giving instructions on how their work should be done? It wouldn’t be long before security was called and the person was ejected from the building.
I would have thought the whole point of taking your kids to ski school is so that you could ski somewhere awesome yourself. Hanging around offering suggestions or taking photos would be the last thing on my mind. I would have ditched the kids and headed up the closest double black only lift. Ski school and school in general is a great sort of child minding service, which hopefully employs talented instructors and teachers who will be able to care for your children and teach them something far more effectively than you can. This, of course, eventually pays off later on, as you’ll be able to ski with your kids, until they get way better than you and then leave you for dead, suggesting perhaps you should go and have some lessons.
However, from this the most important thing is that sometimes parents need to be able to step away from a situation and allow their children to be taught by others. If they’re not prepared to do that, then why not teach them everything they need to know themselves? This would seem to be preferable for many parents, until they realise the reality of how much time, energy, experience and effort goes into teaching others.
At some point, parents must let go and if they haven’t by high-school years, then the damage they’re going to do over the proceeding years is significant. Again this doesn’t mean parents should have no involvement, but appropriate experiences should be looked for where that increasing independence can be gained. Some effective programs I’ve worked on have been medium and long-stay residential programs, in which there was little choice for those helicopter parents but to stay away. If medium and long stay programs aren’t an option for your school, then perhaps erecting a barrier near the entrance is the next best option. At the end of the day, it will enable students to have a far better educational experience than the endless hovering could ever provide.
For me, as I said, I’d just leave them at the ski school and allow them to try new things, slip, fall and get back up again all by themselves. It’s the learning through these experiences that make the best skiers and the snowboarders, not the manic parenting and suggestions from the side. Perhaps, as in Park City, a giant sign is just what’s needed for all of our programs to remind parents of the fact that it’s time to let go a bit and let their kids do something a bit ‘risky’ for themselves.
This is probably one of the single most unpleasant things to read as an outdoor education and risk management professional, but it’s vitally important that any teacher taking a group of students anywhere reads and learns from the extremely tragic experiences that are outlined in any coronial inquest. The lessons learnt from these, must inform our approach to risk management and safety for every program we run.
There are often two dramatically different types of coronial reports. Firstly, the tragic accident, which could not be reasonably foreseen, and despite all efforts to respond, a life is lost. However, more often than not, it’s the second type of report and coronial finding that clearly demonstrates systemic failure and usually a series of events which with each step/poor decision/delay, leads to a fatality.
Whilst both are undeniably tragic, the second leaves families, schools and all those involved destroyed for life. As you read through one of these, the warning signs, deterioration of conditions and clear evidence that there’s a problem is usually abundantly clear. Whilst many would say it’s easy to see that in the rear-view mirror, which I agree is entirely true, as hindsight is very powerful, but often the obvious warning signs are there. Thus, understanding your environment, your group and the risks involved in what you’re doing, should have already provided you with enough insight to take the action needed to prevent a situation deteriorating into a critical or fatal situation.
What’s vitally important from this is the need for situational awareness. Instructors and teachers need to be aware of a range of factors (which are usually outlined in a risk assessment) and ensure they’re proactively considered and managed. Reading coronial reports is a horrible, but important part of that skills development for being aware of conditions and situations which have led to irreversible and tragic consequences.
I found myself in one such situation a number of years ago. We were out hiking west of Nowra and heading in towards Kangaroo Valley. It was a bright sunny and hot afternoon in February and a massive, angry storm rolled in faster than crazed shoe shoppers on Boxing Day. We were suddenly trapped on a ridge with pelting rain, lightning striking all around us and drilling the ground with no pause between the lightning and the deafening concussion of the thunder. Strike after strike after strike, it pinned us down. Perched on our packs in the ‘lightning position’ we could do nothing else other than stay clear of trees and wait out the storm. However, the storm persisted and hour after hour we had no option but to stay put.
Suddenly there was a break in the storm and the other group leader had the idea that we should keep going despite the conditions around us. We were heading towards a river which needed to be crossed to get to the camp site. We had saturated gortexes and some students were showing early signs of hyperthermia. It was not a good idea to press on, but full of bravado and telling the group that if we didn’t, the other group would think we were weak, a nauseating feeling hit me. This didn’t feel right. We had too many factors at play. The extreme weather, the equipment failure and the condition of the students. When something feels wrong, then you must act immediately. It’s not a matter of waiting to see what happens. Stop, regroup, bring in other resources and respond before things spiral out of control.
This is the critical tipping point of any coronial inquest. You can often determine the point of no return where the decision to continue inevitably led to the fatality and often it’s based upon poor thoughtless decision making, where there is plenty of evidence that it’s time to stop, regroup and rethink everything. Thankfully, the nauseating feeling on the mentioned trip, was telling me things are deteriorating and we need to change tactics. We waited until the main storm passed, went and grabbed the 4WD and then moved the group to an alternate campsite. Soon after setting up we had a fire going and everyone had something warm to drink.
Whilst it’s painful and distressing to read coronial inquests, it’s vitally important that you do as part of your ongoing risk management training and professional development. Understanding the experiences of others and the tragedies of the past can help us to make better decisions and ensure the safety of our groups into the future. It’s those lessons learned, that are powerful and stark reminders that risk management must be a living, breathing approach to running any program and not just a document which is dusted off when it’s subpoenaed by the coroner.
As part of your on going risk management, it’s well worth regularly reviewing and workshopping coronial reports with your team to ensure the situational awareness and those tipping points are at the forefront of everyone’s minds every time they’re out with a group to ensure everyone has a safe, challenging and enjoyable experience.
Free time in the outdoors is challenging. As an experienced outdoor ed teacher other than lightning, high winds and trees falling over, free time is always my biggest concern. “Why’s that?” you ask. “Isn’t this just quiet down time?”
No!!!! Who told you that? It’s actually the causation of the majority of injuries on outdoor programs. “What?” I hear parents scream in the distance. Yes, that’s true, it’s not the activities such as abseiling, or high ropes which have a very high level of perceived risk that are the problem and causation of many injuries. It’s the sitting around doing nothing at outdoor centres which leads to many of the injuries we see in outdoor programs.
The Budawang and Etrema Wilderness areas are some of the most rugged and challenging areas in which to hike in NSW. Having led many groups through both these wilderness areas over the years, filled with snakes, hippies, crazed possums and often a shortage of access to fresh water and evacuation routes, the thought of simply hanging around on an outdoor campus with a group of students for free time, is more worrying than anything I ever could have and did encounter in those tough, unforgiving wilderness areas.
In recent years, I’ve noticed a changing phenomenon. Kids are really rubbish at doing free time, especially when there’s no structured activity going on. Most children’s lives, especially with two working parents, have become so over-structured that the idea that they might have to entertain themselves or find happiness in quiet time is something completely foreign. This is a real problem for our over-stimulated children, who on camp generally don’t have the option of pulling out their phone to play pointless addictive and life-wasting games to stave off the threat of a lack of over-stimulation and having to socialise in a meaningful way.
Unfortunately, what happens as a result of children who are not used to free-time being given lots of free time, is that stupid and poorly thought out games start. These can often result in running around dangerously in areas with which they’re unfamiliar and not always well-supervised in. The other potential negative scenario is that to cure their boredom, they look for other unhealthy things to do, such as picking on each other in unpleasant ways. It’s no surprise that the majority of outdoor education injuries occur during this time.
There’s a false sense of security which goes with being in a hard-top cabin style outdoor ed location. The idea is that it’s not really that risky compared with the activities that were being done during the day. How can you compare that high ropes course which scared the life out of everyone, with sitting around talking or more likely running around madly. Sometimes, teachers can think that once the activities are over, then it’s also their own ‘free time,’ so they can relax a little. Sadly I’ve seen far too much of this over the years and ultimately, if you’re on duty and sitting on the lounge inside a building where you can’t see any children and thinking you’re providing suitable supervision and an effective duty of care, then you’re a moron and should not be teaching. If you’re reading this blog, I would suggest that’s not you, but I’ve seen it first hand and it’s unsurprising the majority of injuries on outdoor programs happen during free time at outdoor centres.
How do we reduce the incidence of injuries when we know kids are finding it increasingly difficult to do free-time? Firstly, don’t employ idiots! This is a good basis upon which to start. However, if you’re lucky enough to have a good staff, as part of your pre-program safety briefing, highlight this as a key risk that you need everyone to look out for. Give a couple of examples if you’ve seen things as I have of what can and does happen when supervision becomes laxed, or a false sense of security is created by the differential between an activity such as abseiling and hanging around dorms.
However, one huge opportunity is to run some structured games during this free time. Sure, it means teachers have to run another activity, but that’s far preferable to the trip to hospital and the awkward phone calls back to home and school to explain what happened and why there’s a student in hospital after ‘free-time’ injury. To be honest, I’ve had to make a lot of phone calls over the years in regards to injuries, but the most awkward and difficult ones to deal with are the free-time ones, because they’re really hard to explain the reasons as to why they happened. A fall from a mountain bike which caused a broken wrist is far easier to explain and manage and has less blow back, than trying to explain why a shoulder was dislocated inside a dormitory.
The reality is that children do find free-time increasingly difficult due to the over-stimulation and over scheduling of their lives. Whilst it would be great to think they can have some much needed free-time, this has often proven to be some of the most risky periods of time during outdoor ed programs where the most injuries occur. The best option is to ease students into the idea of free-time by structuring some initiative games, group activities, or light exercise during these times, rather than just ‘free-time.’ As a result, you’ll spend less time patching kids up, going to hospital and having awkward conversations.
Having written about two major human risk factors involved with any outdoor program, the expert blind spot and the idiot blind spot, I thought it worth talking more about risk management training.
Despite the attention to risk management forms, this is one area which is seriously lacking in schools today and is unlikely to ever be covered by any education degree. However, as experiential education and outside of classroom learning expands, the need for risk management training will become critical to any uni course. However, this doesn’t mean that it will find its way into the curriculum at any point.
Unless you’re an outdoor ed person, for most teachers the first time they encounter risk management is when they’re taking a group of students away for the very first time. With puzzled looks, they ask someone else what to do. The equally uncertain colleague says something like, “Oh! I’ve gotta fill in a bunch of paperwork.”
It’s more often than not the blind leading the blind and one poor practice is followed by another, with the end result being that people think they’re doing the right thing, when they’re not even aware of most risks involved in a program, nor how to eliminate, mitigate or accept the risks.
Without any training, a school or organisation can stumble through, reliant mainly on luck for the success of their programs. This is never a good approach, since unless you’re a Marvel superhero, luck tends not to be a terribly effective way of managing risk. Instead, you need to build systems that are reliable, trackable and continuously reviewed. Risk management is a culture within your organisation and not a stand alone document that gathers dust until the lawyers and coroner want to take a look. Without a culture of risk management, then your organisation is leaving itself open to poor planning and potential operational disasters.
Swift Water Rescue Training
How do you avoid this? As with everything else you want to improve in, do some training! Learn to what risks you’re exposing staff and students. Learn how to effectively plan and implement good risk management systems and build a culture of risk managers. Also learn how to respond when things don’t go to plan. I’ve seen far too many teachers over the years start to fall apart when things don’t go to plan. Instead, train and practice for the worst case scenarios, to ensure you’re ready to deal with any scenario.
The more teachers take students outside the classroom, the more critical it is to be trained in proper risk management. You can’t rely on a third party provider to do everything. Despite what many people may think, you can’t subcontract your risk out to someone else. Therefore, to protect you, your staff and students, get trained in risk management, which incidentally our partner company Xcursion runs. Everything from basic risk management for new staff, to senior management programs to organisation-wide training can and should be covered. Pleading ignorance is no defence in court, so it’s not worth the risk of not understanding risk management.
As soon as you read the title of this article, you either thought ‘hmmm how interesting’, or ‘wow this is going to be boring…’
One of my frustrations as an outdoor ed teacher and director has always been the quality and timelines of incident reports. They’re often too brief, fail to mention important details and arrive days after the event through a great deal of chasing! Sound familiar?
This comes down to a few things, which include the level of training and experience staff have had in responding to incidents and injuries, the culture within the organisation and the type of reporting methodology being used.
Training is an interesting one, as first aid training doesn’t usually cover the how and why you should do an incident report. Some of them do, but often it’s fairly basic training to call emergency services and let them handle things from there. However, if you’re responsible for students, you’d know that’s quite impossible from a practical point of view. More often than not, it’s not even a case of calling emergency services. It’s more about handling the situation at hand yourself. Therefore, some level of training is needed around what you should be putting in a report. Details such as time, location, circumstances, supervision, weather and others involved all become important to the equation. So if you haven’t read up or done anything around reporting, it’s definitely time to do that.
The second area is culture. Is there an expectation that you need to report? If not, I’d be concerned about the organisation. Legally, in Australia and most likely all other counties, you need to report any injuries or incidents as you have a duty of care within your organisation. Having said that, I’ve worked for places in the past that had a very casual approach to this, until something happened. Then it was a major drama, chasing reports and asking all the wrong questions way after the fact. Hence there needs to be a culture of reporting. Even if something were a near-miss. where no injury occurred, but could have been potentially catastrophic, you need to report it! I can’t stress this enough. There’s so much value that can be gained by reviewing near misses and incidents to develop better systems and practices for your organisation.
The last area is methodology. The harder it is for staff to do an incident report, the less likely you are to get one. Interestingly enough, this occurs at all levels of an organisation and just because someone is a manager, doesn’t mean they’re more likely to report. In fact, it’s the opposite. They’re less likely to report incidents which occur, maybe because they think ‘they’re in charge’ and don’t need to, or more likely, they address the issue and end up too busy with other things and forget about it. When nobody is chasing them the same way they chase others, then you can see why there’s an increased likelihood they won’t report something. This then feeds straight back into the cultural issue and has an overall negative impact on the organisation and its risk and reporting profile. This can end up with things just ‘slipping through the cracks’ to the point that the organisation suffers a major incident.
So basically from that, make it easy for yourself and everyone in the organisation to do a report. It was this arduous and cumbersome reporting process at one school I worked for which led me to designing and building the Xcursion platform. Basically, I had to solve my own problem to try and help what was in my opinion a dangerous and dysfunctional organisation get up to speed with its reporting. As a result, teachers could then have fast and secure access to student info and complete an incident report on their mobile which was sent back to school as soon as they hit the complete button.
Making this process easy for staff, not only massively improved the speed of reporting, but it steeled teachers through exactly what they needed to report. Consequently, this made a huge difference to the organisation’s attention to incident and injury reporting and helped to start building the culture of risk management which was so desperately needed.
Ask yourself, ‘How does your organisation look in terms of incident reporting? Is it easy and timely to do, or is it a time consuming pain? Is there an expectation that everyone reports incidents and near misses alike? Does everyone feel confident in the training they have to identify, manage and report on incidents as they happen?’
If you’re not confident of your response, then maybe it’s time for some staff training and new systems to be put in place to ensure that you are.
One of the biggest problems in any outdoor program is the blindness of experts. They’re generally people who are experts in their specific field or activity and become over-confident and blind to situations in which risk can be quite dangerous to themselves and others. However, I’m not going to be covering that right now. Instead I’d like to coin the term, ‘The Idiot Blindspot!’ What happens when inexperienced and incompetent people think they know what they’re doing when they truly don’t?
The idiot blindspot is a dangerous place in which to be operating, as there’s actually no consideration of risk at all. It’s merely given lip service and no real implementation of any considerations about risk are thought about nor are there any systems in place to manage risks. These are the people you want to avoid like they plague. They are your classic copy and paste crew who think that a risk management document is what risk management is about and once you have that document (copied and pasted from someone else), that whatever you do after that is ok.
The ‘whatever you do after that is ok’ approach can be a strange and nerve wracking experience for someone who is able to read situations. Sadly, if unaddressed, the idiots involved tend to end up in front of coroners having caused life-shattering damage to those they should have been protecting. They will then make excuses for their behaviour and lack of judgment.
I’ve experienced a few idiots over the years and despite going to great lengths to explain the reasons why we should or should not do something, they would invariably not see reason. In fact, they would get quite defensive and hostile at the suggestion that what they were considering was perhaps not that well thought out.
Unfortunately, I can think of a number of occasions that this has happened. One was a rafting exercise where the activity was being conducted in a tidal creek, which had a sucky mud base and was murky to the point that you couldn’t see 10cm below the surface. What better way to run a raft building exercise than to have students testing their make-shift crafts in this environment with no life jackets on. But wait, there’s more! Not only were there no personal flotation devices being used, the activity spontaneously changed into students wrestling with each other on the makeshift rafts attempting to throw each other off into the murky water. For someone with at least half a brain, you could reasonably foresee problems with this activity. Sadly, the idiots running it could not.
“Why didn’t you stop the activity?” I hear you shouting in disbelief!!! Well, I wasn’t actually there. The idiots had filmed all of this and could be heard encouraging the wrestling on the dodgy rafts. I already had my doubts about these members of staff, and now here we were seeing their stupidity in full-flight. Operating your risk management based upon pure luck is not something that should ever be done. Nor is letting an idiot run an activity such as this, with no regard for even the most basic notions of student safety. The difficulty in this situation was that the person running the activity was my boss, which only added to the dangerous nature of the organisation’s idiot blindspot.
On a number of different occasions, I’ve found myself in a bizarre arguments over weather warnings, equipment usage and group dynamics, all of which materially impact on safety. However, there’s a difference between a robust discussion with experienced and knowledgable colleagues versus complete idiots, especially when the complete idiots think they’re amazing and know what they’re doing. No advice is better than any advice from someone who knows nothing about risk management. A very dangerous mix, which if left unaddressed has the potential to put you in front of the coroner. Sadly, it’s usually the death of an innocent child that the coroner is investigating and not the idiot whose lack of judgment and understanding led to the accident.
If your organisation has people like this in it, get rid of them as fast as possible. They’re not going to benefit from any sort of professional development or training, as they completely lack the understanding and ability to understand risk and how to be situationally aware. It’s often not until an activity or expedition is in motion that risks (which were copied and pasted on that dusty document) become apparent. Being able to read situations is critical to good risk management and ensuring that all your activities and programs run well and are beneficial to everyone involved.
Before you let any staff loose on programs with any level of risk, then they’re well trained and are mentored along the way. It does take time and experience to develop situational awareness. However, once you’ve detected the idiots, you know they have to go. You don’t need the idiots. They contribute nothing other than red flags and an immense danger to you and everyone around you and the faster you can understand their blindness to risk and take them out of the mix, the better off your organisation will be.
For the adventurous rock climber, Mount Arapiles in Tooan State Park Victoria is an absolute must! This is a world class climbing spot and regarded as the best in Australia, attracting locals and international climbers alike. Four hours North West of Melbourne, the mountain range suddenly rises up out of the near dead-flat Wimmera plains, a stunning sight in itself, but wait till you get to the top!
The nearest regional centre to the Arapiles, is Horsham. Head west from there on the Wimmera Highway until you get to the small township of Natimuk. There’s a really good general store there for some basic last minute supplies. From there, you can’t miss the mountain range. It’s dramatic, stunning and rises up out of the Wimmera plains to dominate the landscape.
There are over 2,500 different routes to climb on this mountain, which provides a massive range of options for the beginner, right through to the advanced lead climber. Even though you’re bound to find other climbers around, there’s plenty of options from which to choose.
To get started, there’s a number of small, short climbs with easy road access and simple to setup top belays without having to lead climb up. These are perfect for the whole family, training the kids, or just bouldering to improve your own technique.
Further in, the mountain opens up into a massive collection of climbing routes for all skill levels and abilities. There’s an abundance of multi-pitch lead climbs up challenging rock faces, chimneys and stand-alone rock pillars. For less experienced climbers, guided climbs are available from the local area. For the experts, grab yourself a route map and get climbing!
The views from the top are stunning. The mountain is a stand-alone feature on the landscape, so all around you it drops down to the beautiful agricultural plains of Western Victoria as far as the eye can see.
There’s way too much to do here for just one day, so plan to make a trip of it. If you want to stay onsite, you must book camping in advance via the Parks Victoria Website. The camp ground has a great international atmosphere, with people from all over the world hanging out and taking on the variety of challenging rock faces. Whilst this is an all year round location, Summer here does get really hot, so from a risk point of view just keep that in mind.
If you love climbing, then this is by far the best place to do it in Australia!
• Sleeping Bags
• Sleeping Mat
• Gummy Bears (because you just can’t go wrong with them)
• Camping Stove
• Firewood (You're not allowed to collect wood from the site.)
• Insect Repellent
• Clothes for hot midday and cold nights
• Climbing Gear (helmet, ropes, harness, devices, shoes)
• First Aid Kit
There’s always a lot to think about when preparing for an outdoor ed camp. Assuming you know where you’re going and what you’re doing sorted, then it’s time to prepare the finer details.
For most teachers, this is where it can become overwhelming. Often the feeling is, “I want to run an enjoyable and safe trip… but where do I start?”
The first thing to do is develop your risk management plan. Many other things will simply fall into place once this is done. Although the bane of many teachers’ existence, a good risk management plan can save you considerable time and effort down the line.
When building your plan, look at your daily routine and work out what the key risks are for each activity and how you will accept, eliminate or mitigate these risks. You’ll need to consider things such as time of year (season), weather, temperatures, location and emergency exit points. Add to this the specific risks for each activity in those locations at that time of the year and you’ll start to build a picture of what your key risks are and how you’re going to address them.
With your risk management strategy created, remember, this is a living document not a copy and paste job which just makes up part of the ‘annoying paperwork.’ All staff need to be aware of risks and mitigation strategies and be prepared to react and respond if and when it’s needed.
The next step is to sort permission notes, get updated medicals and provide a student packing list with all the items they need to bring (and things they shouldn’t). Have a detailed plan ready to go before you send this out to parents. You’re bound to get lots of questions so the more detailed the itinerary you can provide upfront, the better.
For the equipment list, clearly specify quantity and quality of what’s required. Whilst I know some parents might not be able to supply this, as a matter of safety, it’s important that you’re able to cater for any shortfall. One of the most important pieces of equipment is a set of thermals. Even in warmer months, it’s good safety practice to carry some thermals in case of emergency and if you’re running an autumn or winter camp, it’s essential that all students have a set. The reason being (not just to support our great wool industry), hypothermia is always a significant environmental risk due to wet and windy conditions in Australia.
With permissions notes, medicals and gear all sorted, it’s time to brief everyone! This is often overlooked, but it’s vitally important to run a pre-camp briefing for staff and students. This goes back to pro-active risk management. Set the scene, set the expectations and build the excitement for camp. After all, you’ve just spent weeks preparing something very special it’s now time to tell everyone about it! Showing images from a previous camp and location on a map, is a great way to put into perspective some of the experiences they’re about to have.
With all this done, it’s down to the last items and you’re ready to go! First Aid kits, spare Asthma Puffer, spare EpiPen, any medications, groups lists, medical summaries, food and you’re good to go! By the way… did anyone book the buses?