Hover and Out
Not Applicable for Early Years
Australian Curriculum
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Science Understanding
ES1
Objects are made of materials that have properties ACSSU003
The way objects move depends on a variety of factors, including their size and shape ACSSU005
S1
Everyday materials can be physically changed in a variety of ways ACSSU018
Different materials can be combined for a particular purpose ACSSU031
Earth’s resources are used in a variety of ways ACSSU032
A push or a pull affects how an object moves or changes shape ACSSU033
S2
Natural and processed materials have a range of physical properties that can influence their use ACSSU074
Forces can be exerted by one object on another through direct contact or from a distance ACSSU076
S3
Changes to materials can be reversible or irreversible ACSSU095
Science as a Human Endeavour
ES1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE013
S1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE021 & ACSHE034
People use science in their daily lives, including when caring for their environment and living things ACSHE022 & ACSHE035
S2
Science involves making predictions and describing patterns and relationships ACSHE050 & ACSHE061
Science knowledge helps people to understand the effect of their actions ACSHE051 & ACSHE062
S3
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE081 & ACSHE098
Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE083 & ACSHE100
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
My Time Our Place
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Outcome 2: Children are connected and contribute to their world.
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Outcome 4: Children are confident and involved learners.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators.
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children begin to understand how symbols and pattern systems work.
National Quality Standards
Outcome Links
Quality Area 1.1.3
Quality Area 1.2.2
Quality Area 1.2.3
Quality Area 1.3.3
Quality Area 3.2.2
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
Hover and Out Risk Assessment
Hazard: Power Blowers
Risk: Children may be injured by moving air, noise levels, or improper handling of the equipment.
Control Measures:
Only Beyond the Beanstalk staff will handle and operate power blowers.
Ensure blowers are securely positioned and never aimed directly at a person.
Maintain a safe distance between children and operating equipment.
Provide hearing protection if noise levels are high.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate supervision and correct setup.
Hazard: Hovercraft Surface
Risk: Children may slip, trip, or fall when mounting, riding, or dismounting the hovercraft.
Control Measures:
Designate and clearly mark a safe riding area with non-slip surfaces where possible.
Assist children when mounting or dismounting the hovercraft.
Conduct rides one at a time with facilitator supervision.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Moderate, reduced with structured access and support.
Hazard: Tape and Plastic Components
Risk: Children may handle tape or plastic parts unsafely, leading to choking hazards or skin irritation.
Control Measures:
Pre-cut or distribute tape and plastic materials under supervision.
Instruct children on safe handling of materials.
Ensure all small components are accounted for during and after the activity.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper guidance and supervision.
Regular monitoring and supervision by trained staff or educators are essential to mitigate risks and ensure the safety of all participants during the workshop. Risk likelihood is assessed based on the probability of occurrence and potential severity of each risk.
Please list additional risks/hazards and/or considerations specific for your centre.