Yr 9 CUE Program

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Yr 9 CUE Program

• Andrew Potter
• St Leonards College
• Head of Physical Education Health
• Gary Grant
• Bayplay Adventure Lodge
• Director

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Introduction

• In 2003 St Leonards College began a cross
  curriculum subject called CUE. This subject was
  to target the Year 9 cohort.
• My name is Andrew Potter and I am the Head of
  Physical Education Health at St Leonard's
  College. I will run through the CUE Program.
• Gary Grant From Bayplay Adventure Lodge Dive
  Resort will then run through the Environmental
  Domain of the CUE program.

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Personal Statement

• I was approached to assist with the environment
  domain as I am a scuba and snorkel instructor and
  it was hoped to do some snorkeling as part of the
  course. We did do some snorkeling putting the
  students through a pool skills session and then
  taking them down to Ricketts Point in Beaumaris.
  Just prior to us starting this snorkel
  experience, Ricketts Point became a marine park.
  During 2003 they had a launch and we happened to
  be snorkeling there that day. We got talking to a
  couple of people and where surprised at their
  lack of knowledge about the sub tidal life at
  Ricketts Point and how becoming a marine
  sanctuary had improved it.
• This got me to thinking about how our school
  could contribute to agencies like Reef Watch,
  Marine Care and Parks Victoria to give them
  survey information about the area. Thus they
  would know what was there and how it was
  improving over time. Coupled with this was the
  appointment of myself as one of the Domain
  leaders, with more input into how we would run
  the program.
• I also work with BayPlay as a scuba instructor
  and found a willing ally in Gary Grant in putting
  the program together and producing the supporting
  material we have.
• So this is what we now do to ensure a better
  understanding by the students of several marine
  environments whilst giving the results back to
  the community.

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THE DOMAINS

• The following currently form the 3 key domains of
  the CUE Program
• C Community
• U Urban
• E Environment

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Program Objectives

•  
• CUE seeks to achieve the following outcomes for
  each student
• To engage students in positive learning and
  social experience beyond the classroom
• To explore new ideas and accept new challenges
• To instill in each student, a positive attitude
  toward self, the community and their world.
• To give students greater independence and
  develop life skills and qualities considered
  important in independent learners and workers

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STRUCTURE

• At present, CUE takes place on Day 8 of the
  timetable from the beginning of the day until the
  end of the day.
• Form Periods may also be used for CUE time by the
  Form Teacher.
• Students experience the CUE program within their
  Form Group allowing pastoral care related issues
  to be facilitated through the program. A total of
  ten weeks is spent within each domain.

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COMMUNITY (Dr Trengrove, Mr. Devine)

• Community aims to develop a greater sense of
  community and the concept of contributing as a
  volunteer. It involves a community placement
  with an organization that serves the local area
  and may include working with children with
  varying levels of ability and, senior citizens or
  aged care.
•  
• placed in either pairs, threes or fours
• Largely special school, nursing home, primary
  schools, opportunity shop and also include
  Riding for the Disabled and Vision Australia
• Students submit their preferences
• There is a different experience found at each of
  the organizations.
• Students able to share their experiences and hear
  of others
• Aims to develop a greater sense of community and
  the concept of community contribution
• A planned project to serve the community
  introduced to form groups.
• Details about this topic
• Supporting information and examples
• How it relates to your audience

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URBAN (Ms Ware, Mr. Collie)

• Urban requires students to reflect upon the
  influences on evolution of a city, considering
  how it looks, how it acts and how it interacts.
  Students engage with transport, immigration and
  leisure as economic drivers to focus on the
  development of the Port and City of Melbourne.
• CUE Day Outs included
• Ø      Discovering the Melbourne City Centre.
  Students make sense of their capital city and
  earn how immigrants have shaped Melbourne
• Ø      The Great Race- a race from Brighton to
  Williamstown on public transport and return ferry
  trip along Docklands Yarra River to Southgate
• Ø      Discover Melbourne by night. Students will
  depart St Leonards College at approximately
  900pm and return at approximately 800am. The
  remainder of the day they will sleep!
• Ø      The Fashion n fishin extravaganza!
  Students will choose from 4 different urban
  recreation adventures
• o       Fishing
• o       Fashion- exploring the lanes of Melbourne
• o       Bike Riding
• o       Sport

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ENVIRONMENT (Mr. Potter, Ms Harkin) 

• Environmental retains a marine-based theme.
  Snorkeling and Sea Kayaking is used as a medium
  to monitor marine flora and fauna. Issues
  relating to the marine environment and
  sustainability are explored.
• Formal training and skill development in
  snorkeling- school pool and Ricketts Point
• This domain aims to increase awareness of the
  environment and our impact upon it
• Includes visits down to the Peninsula to view
  different coastal environments including
  sea-kayaking the Mangroves at Hastings and
  snorkeling the Portsea Pier plus a visit with
  Clean Ocean
• Media Watch Campaign is launched- laptops have
  proved a useful tool to broaden knowledge and
  explore related environmental issues back in the
  classroom
• Coastal care is completed on the foreshore area
  at Ricketts Point on a CUE day outing in
  conjunction with the Department of Conservation
  and Recreation

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Aims Outcomes

• Aim
• To give students experiences in the local
  environment of an adventure and educational
  nature that could have greater community impact.
• Description
• During the five week unit students will visit
  three different and unique environments. (On camp
  they will visit a forth that will be included in
  this unit.) Develop snorkel, sea kayaking and
  marine survey skills. Identify marine life and
  assist in passing this information on to
  community groups.
• Outcomes
• Be able to snorkel
• Be able to sea kayak
• Appreciation for the marine environments they
  have visited
• Carry out a marine survey that other groups can
  use
• Links
• To community groups like Reef Watch and Marine
  Care, Clean Ocean
• To other interested groups here or overseas
• Year 9 Science program
• Bayplay Adventure Lodge Dive Resort

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Bayplay Adventure Lodge Dive Resort

• Bayplay joined with St Leonard's to help develop
  this program giving students Reality Learning.
• Bayplay incorporated Snorkelling, Diving and Sea
  kayaking to give the students vehicles from which
  to learn from.
• Gary Grant, Director of Bayplay will now run
  through the running of the Environmental Domain
  of the CUE program.

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5 Week Plan
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Resources Used

• Handouts
• 1) Victorias Marine National Parks and
  Sanctuaries.
• 2) Ricketts Point Marine Sanctuary
• 3) Marine care Ricketts Point.
• 4) Reef Watch.
• Booklet 1 - Welcome to the world of Snorkel
  Diving.
• ID charts - constantly being refined.
• Data collection sheets constantly being
  refined.
• Booklet 2
• Student booklet with questions and answers to be
  used throughout the program.

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Ricketts Point

• Ricketts Point is one of the 11 Marine
  Sanctuaries in Victoria.
• The site is easily accessible as it is in
  Beaumaris, so easy to get to on a day trip.
• The site has a mix of sand flats with sea grass
  and rocky reef which gives the students a good
  overview of 2 different environments within the
  one area

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Images from Ricketts Pt
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Sea Grass Species - Ricketts Pt
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ID Chart

• The ID Chart has a number of images of species
  from sub tidel and intertidel areas.
• Students look for the species and then count them
  and record them on their charts.
• All chart information is then combined at the end
  of the session and passed on to the relevant
  community organization ie Reef watch

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What are intertidal areas?

• The Intertidal area is between the high tide mark
  and the low tide mark. This varies from day to
  day and can become dry during low tidal flows
• We have a Marine Biologist who runs the students
  through a simple research program to monitor the
  health of this area. Students are given
  measuring tools and quadrats so they are able to
  monitor the same area each time

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What are sub tidal areas?

• Sub tidal areas are from the low tide mark out
  into the bay or ocean.
• This area is snorkelled by the students. The
  students are broken into groups and are led by a
  marine snorkel instructor who helps find the
  relevant species.
• Sub tidal areas generally have a higher
  population of fish species as well as different
  species of seaweeds and sea grasses to the
  intertidal areas.

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Portsea Snorkel Clean Ocean Foundation Tour

• Clean Ocean Foundation provide one of the most
  enlightening and simple explanations of our water
  cycle. It makes people aware of
• A) How much water we waste. 67 of Melbourne's
  water storage ends up going through to the ocean
  when it could be recycled
• B) Environmental damage being done at Gunnammata
  beach on the Mornington Peninsula. 42 of
  Melbournes waste ends up here. (450 million
  litres of water a day).
• Following this tour, students are taken to
  Portsea Pier where they are introduced to a
  different environment again.
• The next slide shows you some species found at
  Portsea.

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Images from Portsea - Cuttlefish
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Nudibranch
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Feather Duster Worm
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Octopus
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Pot Bellied Sea Horse
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Weedy Sea Dragon
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Hastings Kayak in Westernport Bay

• Students are given basic kayaking skills and are
  then taken on a marine tour with a Marine
  Biologist
• The reason for selecting this site is that it has
  the southernmost species of Mangroves in the
  world. It is also an interesting site for
  students to get an understanding of how we impact
  our world as it has BHP based on one side, a man
  made marina in the middle and mangroves on the
  other side.
• One class walks from Hastings along the board
  walk to see different parts of the mangrove
  habitat. The other class kayaks past the marina
  to see erosion caused by the removal of mangroves
  and a close up view to the mangrove habitat from
  a bay perspective. The classes then swap over

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Images from Hastings
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Kayak Students
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Summary

• This program is run throughout the year giving
  invaluable research data across the seasons.
  Despite running in Winter, we find the students
  achieve a sense of accomplishment in working with
  the elements.
• This program can be extended to other areas of
  the school creating cross curriculum teaching ie
• Having gained skills in Year 9 in snorkelling,
  Year 10s can go diving as part of a PE Outdoor
  Education and Environmental Elective. Science
  teachers are using the booklet from the CUE
  Program to further develop understanding of these
  areas in the Science class
• Reality teaching teaching students about
  seasonality, teaching them about mangroves from a
  kayak instead of a book

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Contacts Questions

• Andrew Potter
• St Leonard's College
• 163 South Rd, Brighton East, VIC
• Ph 03 9592 2266
• Email andrewpotter_at_stleonards.vic.edu.au
• www.stleonards.vic.edu.au
• Gary Grant
• Bayplay Adventure Lodge Dive Resort
• 46 Canterbury Jetty Rd, Blairgowrie, VIC
• Ph 03 5988 0188
• Email bookings_at_bayplay.com.au
• Web www.bayplay.com.au