Gourmet Sandwich Buffet served in the main hall
Tea/coffee, water station and fruit platters
Bush Adventure Therapy is a diverse field of practice in Australia combining adventure and outdoor environments with the intention to achieve therapeutic outcomes for those involved.
The Australian Association for Bush Adventure Therapy Inc. is a professional body for practitioners who have an interest in supporting, developing and promoting the field of Bush Adventure Therapy in Australia.
This session will provide a brief introduction to bush adventure therapy history, definitions, research evidence, theories, principles and practices. An overview of Australian BAT programs will be provided, including the range of target groups, models and practice frameworks that exist, and a closer look at some key program examples.
This will be followed by discussion and Q & A.
The session covers a broad base of information about BAT practice in Australia interspersed with program examples and vignettes.
Indigicate is a specialist Indigenous Education program that works with schools and outdoor education providers to deliver authentic curriculum based lessons. Indigicate teaches students that the only way to achieve reconciliation is to have a deeper understanding who Indigenous Australians are and how the interact with land, communities and the conflicts that occur between Indigenous and Non-Indigenous Culture. In today’s session we will explore the first aboriginal people who tried to unify Indigenous and Non-Indigenous culture and investigate what I call the mystery in the middle, the space in between two cultures and how we can work in that space to create cultural change. At the conclusion of the session there will be a Q and A with Shawn Andrews an Indigenous Australians.
Over the past five to ten years risk assessments have become a non-negotiable part of outdoor programs. This is partly driven by OH&S Legislation and increasing interest in outdoor education from regulatory authorities, but also by a realisation from within the sector that a proactive approach to hazard identification and risk management is required to prevent serious injuries. Yet at the planning and practice level confusion remains as to how to approach this process in a meaningful way and not simply just a futile compliance exercise in 'ticking the box'.
Alongside this, it is now widely accepted that incidents are in fact, caused by multiple interacting factors across the overall system of work. This means that an incident reflects a systems problem and that there is no such thing as a root cause. Accidents aren’t caused by individuals, they are caused by systems.
If, for example, we were to apply this ‘systems thinking’ approach to risk assessments in our own sector, additional layers outside the commonly focused upon categories of ‘people’, ‘equipment’ and ‘environment’, would be viewed as providing potential causal factors and therefore in need of consideration. These additional layers, for example, would include: the role of the overall risk management processes and procedures, supervisors and wider organizational factors, parents, schools, Adventure Activity Standards (AAS), DEECD guidelines etc., and VET and University training programs (that train future staff in risk assessment). A systems thinking approach to risk assessment would consider the potential risks at all of these levels, and importantly how they might interact together to create accidents.
This presentation will provide the first opportunity to share the findings of a national survey of practitioners where they were asked to share their current methods and approaches to risk assessment in their programs. What has emerged is an initial story of confusion surrounding expectations, boundaries (just how far do you go with a risk assessment), and a limited belief in their actual success at minimising harm on programs.
The presentation will then go on to present the findings of the next step in this PhD research; an analysis of four actual risk assessments from around the country to investigate whether they in fact, do adopt a systems based approach which as mentioned above, would highlight the identification and management of hazards at all levels of the system and not solely those at the ‘sharp end’; the instructors and students on the program, the environmental conditions and the equipment they brought with them.
The conclusion from this analysis is that current risk assessment approaches are incongruent with what we know about accident causation - they focus on individuals, equipment, and the environment, ignoring a wider network of potential risks.
Human Factors (HF) is all about understanding and optimising interactions between humans, technologies and the environment. At its core are concepts such as situation awareness, decision-making, teamwork, human error, resilience, accident causation, training, equipment design, and risk assessment. Although typically applied in safety-critical domains such as aviation, road and rail transport, and nuclear power, there is a growing body of research focusing on the application of HF to understand and optimize the complex system that is Led Outdoor Activities (LOA).
As a relative newcomer to LOAs, practitioners may well ask ‘What the HF?’ In addition, there is often the misconception that HF is all about safety and risk. In fact, it is about much more. This presentation takes the audience on a journey through core HF theory and methods, applying them to the led outdoor activity context. First the case for HF will be strongly made, and second, research applications both in LOA and elsewhere will be presented. The aim is to communicate the latest thinking in HF, whilst at the same time explaining what it means in the LOA context, and showcasing how practitioners can apply it to benefit their programs. Future applications of HF in LOA will also be discussed, laying a HF research and practice agenda.
Outdoor Education has a remarkably enduring presence in Victorian schools, not only in comparison to other states but also internationally. It is almost too easy, looking back, to spin a tale of progress, or of good practice affirmed, or even of the contribution of the university sector, which I have recently left after more than 20 years. I will try to put the enduring commitment that Victorian students and their parents have shown to outdoor education in context, and show why there is good reason to be confident about the future. I will mention some niggles, contradictions, and puzzles which might not quite fit a tidy narrative, and show how these apparently untidy bits can be the most helpful pointers to improving the OE profession.
Rachel is a proud Gamilaroi/Wailwan woman with her ancestral roots deeply connected in the landscapes in which outdoor educators make their home. Rachel will provide an opportunity to see into the landscape through Indigenous perspectives, adding another dimension to the wisdom and knowledge that the outdoor educator already holds.
We will look at and discuss the de evolution of the industry skills councils and likely developments from this. What will this mean to outdoor rec vet reform. On a state level, current outdoor rec funding model and outdoors Victorias place within this and the overall vet review currently taking place
Experienced Outdoor Education Risk Management Consultant Alistair McArthur shares techniques for conducting a confidential Self Audit of Outdoor Programs. This in house analysis uses the “self-disclosure” method.
The Self Audit includes the following topics: Operations; Management and Communication Systems; Staff; Students/Participants/Clients; Programme Activities; Contracting; Emergency Procedures; Accident and Incident Monitoring
Program Managers can examine of their own program and then implement changes which will bring them up to Common Practice for the sector.
Board Members, Administrators and Managers need to be confident that they can appear in a witness box at a Coroners Court and defend their actions in the event of a fatality or multiple fatalities in their program
In this practical, interactive session, Mark will present a series of simple activities which outdoor program leaders can use to create remarkably fun programs that make a difference to the groups they work with, ie more than just fun in the outdoors. Emphasis will be on modelling, and then discussing, the four critical program design principles of the Difference Model, as drawn from Mark's latest book 'Serious Fun.' Every teacher, outdoor educator and recreational program provider will benefit from this session via (a) first-hand experience of a series of universally appealing group activities which 'break the ice' and invite people to interact and share, and (b) understanding a clear four-step programming template which can be applied to almost any outdoor group-based program.
“ Can I bring my knife”?
How many times have your heard this during a pre program information session from your students or clients?
And what is your usual answer?
Is your answer based upon organisation policy, OH&S risk assessments or on a knee jerk reaction to avert potential risk?
This session will explore the safe use of knives in outdoor education and the potential learning outcomes that teaching the safe uses of knives for craft, and cooking that might be possible.
The session will demonstrate and discuss the safe use of knives to prepare food, as a craft tool to carve wood, the sharpening, storage and care of knives in the outdoors and how to incorporate safe knife use into Outdoor Education programs.
Learn how the second oldest human tool can be used to enhance your Outdoor experiences by teaching trust, responsibility, creativity, motor skill development, respect for the environment and in the process overcome the perception of knives as prohibited items.
What is outdoor education? Yes, that hoary old question again. In this session I want to take a look at the development of outdoor education in Victoria over the last forty years or so, drawing on various views people have expressed about outdoor education in schools. I want to compare these with developments in outdoor education as they have occurred, broadly speaking, in the USA. But my interest is not just historical. Using these perspectives I want to highlight difficult questions around curriculum and pedagogy that outdoor educators have faced and continue to face – questions that are often raised around times of curriculum change. Based on this picture, I argue that educationally, outdoor education addresses more than just knowing and doing, and works with ways of being. This presents a challenge to how we generally understand education – usually viewed through the lenses of curriculum (content) and pedagogy (process) – and suggests that we must go beyond these to consider ways of being as educational aims: a broader conception of curriculum.
This presentation presents a perspective on active recreation and sport including information of what is framing current thinking, outdoor activity participation data and information on recent machinery of government changes. The information will be useful background for those conference participants responsible for the design, development and delivery of outdoor programs.
The Kimberly ultramarathon was a tragic incident in which a bushfire trapped and severely injured five athletes. Rasmussen’s [1] risk management framework and accompanying Accimap method have been shown to be appropriate for understanding adverse events in a range of areas, including outdoor recreation [2, 3].
An Accimap presents the analysis of the Kimberly ultramarathon incident, which in turn is used to examine whether Rasmussen’s framework is appropriate in the extreme sports event context. The analysis shows that features of the ultramarathon incident are consistent with Rasmussen’s [1] model of accident causation in sociotechnical systems. The incident was caused by multiple, interacting factors across the wider sporting event system. Moreover, the characteristics of the incident were found to map onto the key tenets of accident causation described by Rasmussen. This demonstrates that systems accident analysis methods are appropriate for examining extreme sporting event incidents. Specifically, the Accimap demonstrates the systems approach provides a more comprehensive understanding of the causal relationships between factors involved in the Kimberly ultramarathon fire. The implications for the design and delivery of extreme sports events are discussed.
1. Rasmussen, J., Risk management in a dynamic society: A modelling problem. Safety Science, 1997. 27(2/3): p. 183-213.
2. Salmon, P.M., et al., Injury causation in the great outdoors: A systems analysis of led outdoor activity injury incidents. Accident Analysis & Prevention, 2014. 63: p. 111-120.
3. Salmon, P.M., Cornelissen, M. and Trotter, MJ. , Systems-based accident analysis methods: A comparison of Accimap, HFACS, and STAMP. Safety Science, 2012. 50(4): p. 1158-1170.
Barry built the museum and says it has great educational value for visitors and schools to show what can be achieved when people lose everything. Having over 250 hours of video and 60,000 photos to work from the museum will keep changing.
TV images of Marysville went around the world which has attracted visitors to the museum from many countries and around Australia who have a genuine interest in the story of the rebuilding of the town.
Visiting school groups take guides tours of the museum by a local resident before they visit local attractions.
The museum was made possible because of the many local residents who assisted in the development of the visual stories with their photos objects and stories.
Spit roast carvery with large assortment of roasted vegetable and gourmet salads
Dessert & fruit platters
It is undeniable that modern technology - especially mobile technology - has made it possible for young people to be more ‘connected' than any previous generation. They have instant access to information, services and people. They have the ability to contribute to global conversations, share ideas and publish work and in an unprecedented way are documenting their lives with photographs, fitness trackers and online mementos. Connectivity, is great. But is being connected to 'the grid' leading our students to disconnect from nature and even from their own inner lives? There is research that says so.
Mobile technology also has significant potential to enhance the ability of a teacher to get students exploring nature and reporting on their learning in ways that are generationally relevant, exciting and motivating. Students are carrying in their pockets, a “swiss army knife” of exploratory and reporting tools that a decade ago would have required a team of sherpas to carry!
The real question then is how can outdoor education teachers take advantage of the digital tools students carry with them to enhance their experience of the natural world, while simultaneously helping them to appreciate being surrounded by nature, and living in the moment. How can we teach them that 'Anywhere, anytime' is not the same as 'Everywhere, all-the-time’.
So your teaching OE and need to understand and learn some practical rope skills for yourself and teaching? This is a practical session with a piece of rope – you will learn a set of knots, the principles that underpin them, ways to teach each knot and their uses.
There is increasing pressure on providers of outdoor programs to be able to demonstrate that their camps are effective. With growing calls for evidence-based practice, many organisations are looking for ways to validate and document the benefits of their outdoor programs. But how do you go about doing this?
Presented by the Outdoor Youth Programs Research Alliance (OYPRA), this interactive workshop will focus on practical strategies for improving your program evaluations. We will describe some of the common pitfalls of undertaking research in the outdoors, and how to avoid them. The session will introduce three key principles that anyone can use in undertaking their own program evaluations.
This workshop is suited to those wishing to develop a better understanding of the basics of program evaluation in the outdoor camping context. Workshop attendees are encouraged to come along with their own research questions and challenges.
In Australia outdoor education is offered across the secondary curriculum from formal year 11 and 12 studies to year level residential or bush camps and day excursions where young people participate in a range of outdoor activities. Schools regularly engage external outdoor education providers and camping organisations to deliver these activities in collaboration with their teaching staff. The outdoor education leaders they employ need to be educated in the general skills to conduct outdoor activities safely, as well as requiring specialist education skills to facilitate the learning that can be fostered through an outdoor education program.
This study has identified what literature exists on the knowledge and skills required for outdoor education leadership, and on the extent of practical experience required for outdoor education leadership graduates, with a specific focus on the higher education (HE) sector. As a result of this exploration, gaps within the literature regarding the knowledge and skills and the role of practical experience required of outdoor education leaders become evident. Inconsistency between the education of HE outdoor education leadership
experience required of outdoor education leaders become evident. Inconsistency between the education of HE outdoor education leadership graduates, the required knowledge and skills of outdoor educators, and the outdoor education sector are explored.
The research design took a qualitative approach and involved four research phases. Three phases associated with the study have been completed and analysed. Phase one of the research comprised a qualitative documentary analysis of community and policy documents (n=226) to explore the knowledge, skill and practical field experience required of outdoor education leaders in Victoria. Phases two and three employed semi structured interviews to explore themes identified in the documents from the perspectives of senior outdoor industry members (n=3) and outdoor education organisation managers who represented outdoor organisations (n=3). This study forms part of a larger Australian study that is currently being undertaken.
The results of the study have identified a set of twelve core outdoor education leader knowledge and skills which combine both the specialist skills needed by outdoor education leaders and the general skills of outdoor leadership. Furthermore perceptions of outdoor education industry members regarding the role of practical field experience in developing this knowledge and skill have been identified.
For the outdoor education industry the study provides insight regarding the knowledge and skills required to provide outdoor education programs as well as the gap between these skills and those of outdoor recreation leaders. For education and training providers this study offers evidence regarding knowledge and skills required to inform course development.
This session introduces the new school name of Outdoor School. Outdoor School was formally known as Bogong Outdoor Education Centre.
This session will go through what and who we are and the reasons and process for changing our school name.
This is a presentation on how to get young people with special needs outdoors. How to get them actively engaged in the outdoors and motivated to work with their friends and experience things that they would not experience in their day – to – day lives.
This presentation will highlight how to engage young people with special needs in outdoor, team, initiative and leadership activities. It will highlight how the activities can be modified and applied to a variety of groups to ensure that it is accessible for students with special needs and how they can create a launching pad for students to actively engage the outdoors.
The presentation will demonstrate how the outdoors can support the educational experience for students with special needs socially, physically and emotionally.
The presentation will help participants to set up a program which allows kids to be kids and give them access to a range of outdoor experiential programs where students can be challenged beyond their expectations and help them discover new possibilities.
This session will cover the knots and skills you need to learn how to climb a fixed rope using prusik loops and ascenders, then transfer to an abseil to descend. Good fun activity for any campsite with a sound tree to toss a rope over.
This workshop aims to increase participants’ knowledge of content & delivery methods for educating students about sustainable eating. We hope to do this by sharing what is currently being done in food education at the Outdoor School and then breaking working groups to further explore this concept and answer some key questions around food education. If you are passionate about food, about education, about sustainable living, or all three then come along and share your ideas.
Good programs. Better programs. Best programs…. What’s the difference? Come along to hear about recent research findings that shed light on this key question.
Despite many years of practice and research in the outdoors, both in Australia and internationally, very little has been documented about what makes for an effective outdoor program. Research in the outdoors typically focuses on outcomes (did participants benefit?) but says little about what took place on the camp that may have lead to those benefits.
In this session we will provide an overview of findings from a recent national survey conducted by the Outdoor Youth Programs Research Alliance (OYPRA) of over 300 program leaders and managers from across Australia. The findings describe key features of effective camps and set up the possibility of identifying Australia’s best outdoor programs. This presentation will include an overview of the ChANGeS framework, a model that identifies five components of outdoor programs believed to be critical for enhancing participant outcomes.
This session will be of interest to camp operators, program providers, group leaders and outdoor education teachers wishing to learn more about effective practice in the outdoors. The session will help you to think critically about your own programs and how to maximise benefits to camp participants.
Over 10 years ago, we suggested that Outdoor Educators could more effectively utilise the language and research emerging within the field of human health to emphasise the benefits of taking young people outdoors. This session will share some of the practices identified by international research that helps to clarify ways in which time in the outdoors provides health and wellbeing benefits.
‘Current state curriculum guidelines are being replaced by National Curriculum documents. Previous state documents did not acknowledge the role of Outdoor Education, with the exception of Western Australia as Outdoor Pursuits and Tasmania. The current draft Health and Physical Education document acknowledges the role and place of Outdoor Education in the curriculum. The overlap with Health and Physical Education is in the area of Outdoor Recreation, which is now compulsory in the areas of challenge and adventure activities, navigation activities and aquatics. The draft HPE statement includes opportunities to teach other components of the HPE curriculum. Outdoor Education also offers opportunities to teach other curriculum areas, particularly Geography and Science. This presentation provides an overview of the Outdoor Education Australia 2014 statement providing advice on implementation of the National Curriculum developed in conjunction with ACARA consultant Janice Atkin and state Outdoor Education representatives of Outdoor Education Australia.’
What makes a future ready young person? What does it take to be a future maker? How can Outdoor Education promote the development of this in our students?
This session aims to increase participants’ knowledge around;
Outdoor education serves multiple purposes in schools and the wider community. Outdoor Education practices may be diverse, but the educational outcome can also be hidden from view, imbedded in documentation or the minds of teachers and leaders. This session will discuss the value of making outcomes more transparent. It will consider if a more simple narrative, potentially common across a wider range of outdoor education practices, may be a better strategic position to ensure a wider public and educational acceptance of the role of outdoor education in schooling.
Ask the Risk Managers: moderated panel discussion with the Victorian Outdoor Providers Network (VOPN) Risk Managers Group
The VOPN Risk Managers Group are collectively responsible for the organisational risk management of approximately 1.5 million student participation days annually, and together represent eight outdoor education organisations. It established itself following the Black Saturday bushfires in 2009 to enable better collaboration and sharing in relation to risk management practices within all our organisations. The group meets quarterly with its sole focus being to collaborate on ways to prevent serious incidents and injuries on our programs, as well as how to be better prepared in the event that things do go wrong.
This moderated panel discussion with some of the VOPN Risk Manager’s Group will focus on sharing and exchanging perspectives around current risk management trends, incident learnings, crisis management, staff training and emerging technologies. There will also be the opportunity to ask questions of the panel.
This session will provide an introduction to the national outdoor leader survey, what it hopes to achieve, and what information it will attempt to gather and how people can be involved.
The survey is a collaboration of a number of organisation to seek the input of the outdoor leaders that work in outdoor education/ recreation in Australia – it hopes to give them a voice – gain insights into their experience, identify the benefits and difficulties of working in the profession and why some might stay and others may decide to leave.
It is a great opportunity for people who work as sessional, freelance or contracted leaders to provide their views and have their voices heard.
Cold & hot buffet selection including house made sausage rolls, frittatas, soups, salads, roast rolls and sandwiches
Tea/coffee, water station and fruit platters
Rubicon Outdoor Centre has been going through the process over the last two years of restructuring their curriculum to fit in with their developing School Coordinator model. Mark Cook and Mark Haebich have both been driving this development and in this session they will take you through Rubicon's unique AusVels adapted curriculum and the way that this curriculum is adapted and applied in Outdoor programs. Character Strengths will also be discussed and how this Positive Education approach blends within the curriculum. To do this, Mark and Mark will run through the life cycle of a "standard" Rubicon program, from overall curriculum structure to the pre meeting to the resulting specific curriculum design to how this curriculum is applied in teaching and activities, all the way through to the post program follow up and assessment.
The Enneagram is a very powerful tool for understanding yourself and those you work with. It is believed to be as old as 4,000 years. While this is only a brief introduction to a tool that can take years to master it will no doubt whet your appetite for more. It will not only challenge you to think about your own possibilities for growth it will also introduce you to a tool that has the capacity for helping you to understand others more passionately and profoundly. Come along prepared to be challenged, provoked, confronted and stimulated with insights that have the potential to move you to a more aware place both as an instructor and as an individual.
In this practical, interactive session, Mark will present a series of activities that he has developed over the past 27+ years to invite groups of people – young and old alike - to connect with one another. They are all simple, non-threatening, and contagiously fun - which makes engaging your participants in and with the outdoors so much easier. Mark will focus on demonstrating an actual sequence of activities, and follow-up with a brief discussion of how you can integrate similar activities into your programs. You will be able to immediately implement these ideas, and will take away many activities and resources to equip you with the skills and strategies to do this for yourself.
This session looks at the role outdoor education has in building communities and the role social capital has in framing outdoor education outcomes in order to influence government policy.
Many teachers of outdoor education are directly and indirectly improving the outcomes of communities and this session will look at the specific outcomes of outdoor education and the development of social capital in communities.
Specifically, this session outlines my PhD work to date and the discussion certainly adds to the validity of outdoor education pedagogy at the government level.
It also specifically looks at the following questions:
Young people in developed countries rarely participate in a Rite of Passage. This lack of formal transition from childhood to adulthood often leaves adolescents without a sense of place in their world. Recent literature and programs provide opportunities to help with this obvious need. During the presentation Tony will present a rationale for a Rite of Passage, what such a process might look like and how one school has implemented such a program into their Year 9 program.
There was a time when a course could be studies either ‘face to face’ or by correspondence (printed workbooks). Today the opportunities for learning have changed dramatically, and the internet has opened up a whole new range of learning, yet some practices and attitudes are slow to shift as teachers try to understand and work out how to best use what is now available.
Web 2.0 can allow a class to enjoy face to face engagement and learning discussions even though no two student are sitting in the same room together. On the other hand students who are sitting in the same room can often be taught face to data projector, or face into their own laptop/ device, and barely interact or get involved with those all around them. It has become an era of online or onsite learning, and while there may be some bad examples getting around, not all is as it seems. The internet is not necessarily that cold impersonal dry and boring learning space, nor is the classroom always that warm social inspiring and interactive learning place. Yet often it seems some will still try to teach online things that dont work so well online, or try to teach onsite things that could work so much better online.
In this presentation we will consider how this can apply specifically to tertiary outdoor educators. What are the strengths and weaknesses of onsite and online learning, and how can an outdoor educator use innovative learning design to maximise the opportunities for authentic learning, both onsite and online.
After a long and hugely rewarding fifty year career in outdoor education it seems like a good time to gather together some of my more exciting and powerful memories, to indulge in a few of the dreams of what might have been and to pull the threads together into some coherent summary of what I have learnt, what I think outdoor education is, what it could be and where I would like to see it go. I will cover some of my experiences with school groups with Outward Bound, with special needs and drug challenged youth and also reflect on my work in the corporate sector.
“Many forms of psychology and therapy place enormous emphasis on the process of individuation. In this way, the individual is believed to construct her or his internal world almost single-handedly. Narrative therapy provides a contrast to this perspective. Narrative proposes that identity is co-created in relationship with other people as well as by one’s history and culture.” (Sween, E. 1998)
This workshop will invite people to consider how bush adventures can be seen through the lens of narrative therapy. It will briefly explore some of the assumptions that are taken up in a narrative approach and their implications to working with individuals and groups. It will explore a particular technique known as ‘outsider witnessing’ as an approach to supporting group development co-creation of preferred identity within an outdoor context. Depending on time participants will be offered opportunity to practice this technique and explore possibilities for its application in various contexts.
This presentation summarises the findings from the first six months of data collected by the UPLOADS National Incident Dataset. Twenty-five organisations across Australia have contributed data, including private schools, universities, not-for-profit outdoor education providers and commercial adventure companies. The dataset includes detailed reports on injuries, illnesses, psychological/behavioural, environmental equipment damage and near misses, as well as participation data for all activities conducted. To date, this represents the most comprehensive incident data available for led outdoor activities in Australia. This presentation will focus on injuries, describing: the activities most frequently associated with injuries; the characteristics of people injured; and the factors contributing to injury-causing incidents. I will ask attendees to provide feedback on what they would like more details about in future reports from the UPLOADS National Incident Dataset.
In taking students outdoors to learn it's easy to focus on what students are thinking about and cognitively paying attention to. Yet thinking is only a part of how we experience our surrounding environment. In this session I will discuss some components of experience that can be taken-for-granted but which contribute to student learning and meaning making.
I will describe an outdoor education / art experience on the Shoalhaven River in N.S.W. and present findings from a research project that describes creative responses from students on the river journey. The project highlights some ‘neck-down’ components of learning and key aspects of the journey that appeared to provide opportunities for meaningful experiences.
The conference committee have not planned any social event for Saturday night.
Instead, delegates are free to explore the local attractions of Marysville.
The following are some options you might like to consider:
Visit Marysville Tourism to see more options
http://www.marysvilletourism.com/type_of_activity/food/
An opportunity to try out a new activity.
Participants will have a discussion and a walk around Camp Marysville with Craig McDowell from Adventure Developments, find a suitable tree, test the tree, set up the equipment, have a go.
Craig will introduce you to the Monkey Hardware product.( a few tips saves lots of time)
