I am incredibly proud of the Year 9 students in the way they conducted themselves on camp. They undertook a rigorous four-day program at Adventure Alternatives campgrounds in Kenilworth. The students experienced a range of new activities and rather more challenging activities from the Year 8 program. In groups, they hiked over 20km, swam at the cascades, went mountain biking, team built a flying fox, challenged themselves up a very high rope course and learnt some important survival bush skills.

Students camped out for two nights in tents and spent one night in the cabins. I have no doubt Year 9 students would have slept well over the weekend. Speaking of sleep, I encourage all Year 9 parents to check out our latest SchoolTV topic ‘Sleep’ that covers why sleep is any area of concern in young people and what you as parents can do ensure your child is getting enough. As a parent myself, I found the SchoolTV quiz ‘ How much do you know about sleep’ extremely informative. You can take the quiz yours via this link.

It was excellent to witness students discovering the beauty of the outdoors during camp – from the spiders to the stars, they all came away with a new found love and respect for nature and country living.

The year 9 camp is the final stage to the outdoor education program run by Adventure Alternatives. This program is based on the process, coined by Murray Toft of the Canadian Calgary University, “Traffic Light Decision Making”. Our students were encouraged to think deeply about their decisions. They learnt that slowing their thinking down allowed for more accurate decision making and the appropriate action to follow. They can now carry this learnt knowledge into their everyday lives, for example the decisions they need to make at school and in social outings. This will be extremely valuable for students as they are now more confident to recognise and observe risky environments and relationships.

The traffic light thinking process enhances their natural thought process and encourages students to be accountable, to take responsibility for personal outcomes. When we explore this week’s theme of exam jitters and sleep, the Traffic Light Decision-Making model is a brilliant process to refer to. An example of this process in practice at home is deciding ‘when to go to bed’. The appropriate action is to get 8-9 hours per night however the decision to do this requires a lot of self-efficacy. Your child should be able to identify the traffic light decision making - “it’s red, it’s yellow, it’s green” during their thought process. If “it’s red, danger ahead” - students may decide to stay up, procrastinate on social media, and complete some work. If “it’s yellow, let’s get mellow” – students may decide to write a to-do-list, limit procrastination, complete some work. And if “it’s green, let’s get keen” – students may decide to put their phone in another room, use their time wisely in chunks and get to bed early.

I encourage you to implement this language with your daughter, allow her time to think through her decision-making process, guide her where necessary and acknowledge her actions. If you have a story on the effectiveness of the Traffic Light Decision Making process, please share this with me via email or phone. It is always good to hear the outcome of our outdoor education programs and the positive impact it has at home.

I also wish to take this opportunity to say a huge thank you those who made camp possible. I am extremely grateful for the staff who dedicated their week to make the camp experience fulfilling and enjoyable for your daughters.

The high level of care, their passion for outdoors, and the endless inspiring energy they brought to each group was simply remarkable. The year 9 students and I were truly blessed and will be forever thankful. Thank you, Miss Georgia Appelhof, Mrs Lauren Cowburn, Miss Courtney Daniec, Miss Eliza Hampson, Mr Sean McInerny, Mr James O’Gorman and Mrs Jennifer Southern.

I wish to share with you some reflections from our year 9 students:

Year 9 camp has been the most lifechanging and eye-opening experience so far through my high school journey, The amazing new connections have made me identify that everyone has a unique journey, and we are all willing to be a part of one another’s adventure. Being able to spend four fantastic days out in nature has made me realise that the greatest adventure is outside in the beautiful world we have been given. It is truly spectacular if you take the time to look.

Ella Falzon

For me, the hike was the most challenging aspect of camp. Although it was long, steep, and difficult, it taught me resilience, strength and how to support myself and my group. The hike was tough, but it was a great way to build team strength and help form a bond with the group members. The highlight of the camp was getting the opportunity to swim and sit at the Artists Cascades.

Ruby Nicol

Thick layers of sunscreen, sleeping in the cold and the mosquito bites – Year 9 camp was time of discovery and opportunity to yearn and learn. From hiking to belaying, camp created lifelong memories. Though camp was challenging; dancing under the stars, sitting around the fire and singing together made it all worth it.

Amelie Rolph

My highlight of camp was star gazing with all of our group. I loved it because we got to see way more stars than you do in Brisbane.

Airlie Davis

For me, night activities were the best. Sitting with the group around the campfire talking about everything, and learning & laughing with girls I normally don’t hang out with. Even after a long day , the one night at the cabins with Ms Richardson brought the energy levels up even more. Even just being quiet and stargazing was so nice.

Samantha Ney

For me, the hike was the most challenging part. Although it was difficult it taught me to keep going as I doubt myself a lot. When there was one steep hill, we knew we were 50 steps closer. When we were tired, we knew that we would enjoy our sleep that night. When we needed a break from people, we knew there was lots of mountains to climb, but when we saw the snake, we knew to run.

Claire Baildon

Tamara Richardson,

Year 9 Pastoral Guardian

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