To the Somerville House Community

Students learn that they are able to achieve more within a supportive group than if, as individuals, they attemptedto confront personal fears in isolation. Team building is an important medium for enhancing personal confidenceand contributes to lasting relationships that are the basis of community living. Students are able to experience newsocial influences which are different from their normal associations with family and friends. Outdoor educationexperiences promote positive inter-relationships with other students and teachers in order to foster productivelearning situations built on mutual respect.Living in an outdoor education environment also helps to promote the ‘three Cs’, those being:• Consideration – thoughtfulness for other students and staff;• Co-operation – working with other students to achieve common goals; and• Compromise – willingness to settle possible differences of opinions by making concessions.Outdoor physical pursuits assist with the development of individual fitness and co-ordinated movements. They alsodevelop an awareness of students’ strengths and weaknesses, and therefore, help to set realistic goals for ongoingimprovement.Just as students in outdoor programs may at times be anxious, they should also experience joy, laughter andanticipation. Activities that are designed to provide satisfaction and exhilaration give participants opportunities toview themselves as physical beings.Outdoor activities provide opportunities to broaden students’ interaction with different environmental conditions.Research suggests that outdoor experiences stimulate interest in the natural environment and they have asignificant impact on students’ awareness of, and attitude towards, environmental issues.Intrinsically, camps carry some risks, and it is primarily the Schools’ responsibility to reduce these to an absoluteminimum. Schools and providers cannot remove all risks entirely, however, and if this were possible, theelimination of the sense of challenge would diminish learning experiences.Consequently, risk management is an integral part of planning for outdoor education at Somerville House. Campsitesare well established and equipped appropriately for the respective Year levels. On-going checks are made ofthe facilities and activities offered, as well as the accreditation and qualifications of instructors. Modern airconditionedbuses equipped with seat belts are used to transport students.Parents must provide up-to-date medical information and advice about their daughters to the School beforestudents are permitted to attend camps. Where necessary, the taking of medication by students is controlled andsupervised strictly by staff.Other features that aim to maximise learning outcomes and reduce risks include:• comprehensive planning occurs and information is conveyed clearly to all students, parents and staff;• students and staff are briefed before camps, especially on issues that relate to hygiene and safety;• the dos and don’ts are conveyed clearly to students so that they are well aware of School expectations;• appropriate levels of adult supervision with adequate levels of training and qualifications are provided throughoutcamps;• the respective Head of Year is assigned to monitor and co-ordinate the activities at each camp;• all reasonable steps are taken to ensure the health and safety of students and staff attending camps; and• reviews are conducted at the conclusion of camps to identify any issues or concerns. Changes may then berecommended and implemented for future camps.In conclusion, through the outdoor education program, Middle School students are provided with experiences tohelp them become more knowledgeable about the environment and their place in it. Participation in outdoorpursuits supplies students with additional opportunities for challenge, adventure and excitement. Perhaps, most ofall, the activities offer chances for students to explore and shape their values and attitudes within a residentialcommunity of peers and adults.5