Discovery of a different way of getting around: sailing, and of an environment
Sailing is governed by three fundamentals:
- Balance
- Propulsion
- Steering
by acting on three essential actions: Movement/Listening/Rudder.
In the introductory course, we focus on direct (vertical) connections.
As they progress, children discover and learn that actions have indirect consequences on steering.
For example, an action on the sail modifies the boat's speed (direct link), but also changes the boat's balance and direction (indirect link).
Overall, there are 5 main areas to be addressed in the various learning situations
- Equipment
- Navigation (balance and propulsion)
- Navigation (propulsion and steering)
- Safety management
- Environmental protection and marine sense
We attach great importance to the notions of autonomy and active safety in learning. Students must take responsibility for their own choices and actions.
The assessment of this skill is given by the gap between the student's navigation project (choice of course) and its realization (course completed).
Representation of progress through games :
Our goal at the end of the week is to circumnavigate the lake (virtually), or at least as many kilometers as possible, in order to establish the basis for a record to be beaten.
How do we get there? By "unlocking" sailing skills, each time you reach an objective, a number of kilometers is defined. Bonus questions can be added to earn more. However, each rule of "life" (: safety, behavior...) not respected results in a penalty (km deducted). This game gives children a vision of the skills they need to achieve while playing.
Document handed out at the end of the cycle: "Knowing how to navigate".
Course of a typical 2-hour session (adaptable to weather conditions):
- Arrive on site - suit up (appropriate clothing) - lifejacket
- Check and define current weather conditions
- Presentation of session objectives ashore
- Rig up equipment
- Start navigation and exercises
- Return to shore, stow away equipment
- Session review
- Balance
- Propulsion
- Steering
by acting on three essential actions: Movement/Listening/Rudder.
In the introductory course, we focus on direct (vertical) connections.
As they progress, children discover and learn that actions have indirect consequences on steering.
For example, an action on the sail modifies the boat's speed (direct link), but also changes the boat's balance and direction (indirect link).
Overall, there are 5 main areas to be addressed in the various learning situations
- Equipment
- Navigation (balance and propulsion)
- Navigation (propulsion and steering)
- Safety management
- Environmental protection and marine sense
We attach great importance to the notions of autonomy and active safety in learning. Students must take responsibility for their own choices and actions.
The assessment of this skill is given by the gap between the student's navigation project (choice of course) and its realization (course completed).
Representation of progress through games :
Our goal at the end of the week is to circumnavigate the lake (virtually), or at least as many kilometers as possible, in order to establish the basis for a record to be beaten.
How do we get there? By "unlocking" sailing skills, each time you reach an objective, a number of kilometers is defined. Bonus questions can be added to earn more. However, each rule of "life" (: safety, behavior...) not respected results in a penalty (km deducted). This game gives children a vision of the skills they need to achieve while playing.
Document handed out at the end of the cycle: "Knowing how to navigate".
Course of a typical 2-hour session (adaptable to weather conditions):
- Arrive on site - suit up (appropriate clothing) - lifejacket
- Check and define current weather conditions
- Presentation of session objectives ashore
- Rig up equipment
- Start navigation and exercises
- Return to shore, stow away equipment
- Session review
