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Our Lady of Mercy

Girrawheen

Our Lady of Mercy Primary School
55 Hudson Avenue
Girrawheen WA 6064
admin@olom.wa.edu.au
08 9207 7677

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Our Policies

Bluearth Program Aide-Memoire

This aide-memoire is designed to provide you with a reference point for bluearth. whilst every coach and teacher is encouraged to develop their own style it is essential to have an appreciation and understanding of the building blocks that constitute the Bluearth approach.

By being mindful of the aims of Bluearth and applying the four foundations, understanding the purpose of the six elements, being AWARE OF and consistent with the “bluearth rules” and achieving appropriate behaviour will ensure the individual energy and enthusiasm each coach/teacher brings to each session will be rewarded!!!

What does the Bluearth Schools Program seek to achieve?

For the Group or Class:

  • Improve class behaviour
  • Improve cooperation
  • Improve communication
  • Increase respect for others
  • Create a more positive learning environment
  • Strengthen the relationship between the students and the teacher
  • Build trust within the group

Individual Ojectives:

  • Bring awareness to the consequences of actions and decisions
  • Create a willingness to tackle new challenges
  • Create an understanding of, and improve concentration, attentiveness and focus
  • Build respect for themselves and others
  • Realise the individual’s potential
  • Build resilience
  • Increase self esteem and confidence
  • Learn to take responsibility
  • To be comfortable with stillness and silence
  • Work effectively with others
  • Increase awareness of how they move and how to move well
  • Improve balance, coordination, agility and physical skills
  • Improve postural awareness
  • To enjoy being physically active
  • To be honest with themselves and others

There are four simple rules that we ask all participants to adhere to.

  1. Have a go at all activities
  2. Do your best
  3. Show respect
  4. Have fun!

The Four Foundations of Bluearth

Inclusive environment

  • Full participation by all
  • Respect for all
  • Encouragement for all
  • Winning with respect
  • Work with what is present

Inquiry / reflection

  • Open questions
  • Bring attention to ‘I’ the individual
  • Ask what was learnt and how it felt
  • Why did it feel that way?
  • What can ‘I’ control?
  • There is no wrong answer and silence is okay

Language and cues

  • Simple – less is more
  • Quality not quantity
  • Two or three cues only
  • Don’t raise voice
  • Be patient
  • Age appropriate

Activities

  • Activities are the medium and observable application of the Bluearth approach. They are the tools by which the coaches and teachers create the learning environment. Importantly, the activities are based on sound principles of movement education, skill development, and health-related fitness delivered in a manner that promotes both immediate mind-body engagement and the development of positive attitudes.

The Six Elements of Bluearth Schools Program and their purpose

Coordination and agility

  • Offer an opportunity to explore and improve efficiency and quality of movement, building self confidence and an awareness of what an individual can achieve. Understand control and response in the body and protection against injury.

Skill activities

  • Provide a graduated approach to build confidence and self esteem and opportunity to explore and develop abilities that underpin more specific sport or physically demanding skills.

Movement challenges and games

  • Can exist simply for fun or we can point to other messages that can be conveyed effectively through games. They bring out strategies, decision-making, resilience, teamwork, responsibility, awareness and the importance of the consequence of one's actions.

Dynamic movement control (DMC)

  • These activities awaken the structure and function of the body using rhythm; developing ease, elasticity, fluidity and control of the body. DMC activities seek to transfer the awareness developed through core movement into the dynamic environment.

Moving in the environment

  • Encourages students to explore their environment from a movement perspective – looking for challenge whilst assessing potential danger and understanding consequence. There is an important connection to care and looking after others underpinning this discipline.

Core movement

  • Brings awareness to the structure and function of the body – use of silence and stillness has a settling influence on students and allows time for reflection while improving concentration and composure. Core movement also allows students to experience the benefits from accepting new challenges.

Bluearth Cues and Phrases

The Bluearth Approach centres round the concept of learning through experience rather than being taught in the traditional sense. We value learning from experience, not a concept and then reflecting on that experience. Words and phrases that can help set up this environment of encouragement / challenge / support / creativity are as follows;

  • Notice…
  • Become aware of…
  • Attend to…
  • Take your attention to…
  • Focus…
  • Consider…
  • We’re going to…
  • Explore
  • Be mindful of…
  • Mindfulness
  • How do you feel..?
  • Why do you feel that way..?
  • Challenge
  • Silence is okay…
  • Be present…
  • What arises for you…?

The Bluearth coach does not tell the students what they should expect or experience rather draws the individuals’ attention to specifics for them to consider for themselves.

Bluearth Behaviour Management

A key Bluearth objective is to have the students take responsibility for their own actions, participation, effort and attitudes.

Provide the time and opportunity for students to understand and appreciate what it is to be their best and to respect themselves, others and the rules of the game.

One simple rule applies; students must try all activities or none. Students can not pick and choose the activities that suit them. This is to be reinforced regularly.

Consistent inappropriate behaviour is not to be tolerated. Exclusion from the class is an option in consultation with the teacher. If a short period of exclusion is deemed necessary always provide the student with the understanding of what is required from them before they can continue with the session. In other words empower them with the decision making capacity to re-enter the session in an appropriate manner.

Continued inappropriate behaviour should be discussed with the teacher and handled in accordance with the school policies.