Outdoor Education

Outdoor Education Level 2 is designed to foster the development of independence and self-sufficiency within the context of outdoor adventure activities and experiences.

Skills and knowledge will be developed through a mix of both theoretical learning and practical experiences in a range of outdoor activities. Learners will develop expertise, specialised skills and experiences through:

• planning and preparation for chosen activities
• skills and techniques associated with chosen activities
• appropriate use of resources, equipment and procedures
• application of appropriate safety processes.

More specifically, in each activity learners will:

• complete checklists detailing personal organisational requirements (e.g. equipment, clothing, monetary and transport requirements)
• set personal goals related to their involvement in the activity and reflect on the degree to which they achieve these (e.g. factors which contributed to success/lack of success, how realistic the goals were)
• cooperate in a manner which facilitates the attainment of group goals
• record the experience, and their reflections on it, in their Journal (refer Appendix B). Journal entries can be completed using a variety of written and non-written formats
• communicate simple information in field-based contexts (e.g. receive and pass on instructions to safely apply practical activity skills)
• follow directions of leaders regarding engagement in the activity and safety procedures
• identify and manage personal and group risks associated with the activity
• identify ways in which the outdoor activity impacts on the natural environment
• follow environmental conservation principles (e.g. ‘Leave No Trace’)
• contribute to debriefing sessions in a meaningful and constructive manner.

Tasmania is acknowledged internationally as a destination for a diverse range of quality outdoor recreation experiences.* Our unique world-class natural heritage provides learners with an ideal setting and opportunity to experience national benchmark senior secondary courses in Outdoor Learning.

Outdoor Education Level 2 offers Tasmanian learners the opportunity to develop a range of personal and interpersonal skills that enable them to relate to, and work more effectively with others in everyday life and promote career opportunities. It supports learners in developing an understanding of self; growing positive relationships with others and the natural environment; and to build capacity to be an effective contributor to group challenges.

A key element of Outdoor Learning is to foster an awareness of the natural environment and build responsibility for its care and conservation. These understandings empower learners to contribute towards achieving an ecologically sustainable world. Learners develop an awareness of the importance of sustainable practice to help protect our natural environments for future generations.

Outdoor Education Level 2 provides an opportunity for learners to connect with a range of activities and environments. It will help build a positive lifelong health culture and physical literacy, both individually and across the wider community.

Outdoor Learning provides an opportunity to experience and develop an appreciation of numerous outdoor activities, beyond the scope of sport or competition, and to explore the physical, social, emotional and spiritual benefits of high-quality outdoor experiences. 

*https://www.lonelyplanet.com/australia/tasmania (accessed Aug, 2015)

*http://www.discovertasmania.com.au/ (accessed Oct, 2016)  

Outdoor Education is a Level 2 course in the Outdoor Learning group of the Health and Physical Education (HPE) suite of courses.

Outdoor Education Level 2 provides a range of experiences that engage and develop learners in a holistic way. Outdoor activities explicitly use experiences which challenge learners across three domains:

• the physical self (through physical activity)
• the cognitive self (through questioning and reflection)
• the emotional self (exploring themselves and their relationships to others). 

Outdoor Education builds learners’ capacity to enjoy active participation in a diverse range of activities within the natural environment. During the course learners are exposed to various experiences designed to expand their awareness of, and skills in recognising and dealing with, a range of challenges. The course will expose them to key concepts in: safety, personal development, interpersonal skills, fundamentals of expedition navigation, and environmental awareness.

Outdoor Education aims to provide learners with:

• a broad appreciation of Outdoor Education philosophy and approaches
• well-developed personal, social and interpersonal skills
• fundamental skills, technical knowledge and awareness that will enable them to safely participate in a range of activities and challenges
• responsible attitudes towards respecting and protecting the natural environment
• positive lifestyle habits and behaviours to support lifelong health.

The area of Outdoor Learning also provides opportunities for learners to participate in active citizenship and contribute to the wider community. Outdoor Learning has an important role to play in promoting physical and mental health. Given the current intent to become the “nation’s fittest state”*, Tasmania will need to foster a generation of lifelong learners who embrace and enjoy active participation in their chosen forms of regular physical activity.

*(Healthy Tasmania Five Year Strategic Plan, Dec 2015)

On successful completion of this course, learners will be able to:

1. organise personal access, equipment movement, and transport to various activity venues
2. set and reflect on personal goals related to outdoor recreational activities
3. explain and discuss key considerations and skills related to planning for outdoor recreation activities
4. operate as a member of a group to achieve group goals
5. describe and discuss ideas and information about outdoor recreational activities
6. identify and employ appropriate skills and techniques to a range of outdoor recreation activities
7. recognise and apply safety practices in a variety of outdoor recreation activities
8. apply sustainable environmental practices whilst undertaking outdoor experiences.

Learners must have the capacity to demonstrate fundamental technical skills applicable to selected outdoor activities to ensure that safety elements and educational challenges are aligned at an appropriate level. The capacity to work in teams and interact with others are fundamental aspects of this course.

Learners with physical disabilities can access this course and receive an award commensurate with their demonstrated ability to successfully meet the criteria and standards.

Outdoor Education Level 2 builds on foundation concepts emerging from the cross curricular approaches of the Australian Curriculum F-10:

These Curriculum Connections for Outdoor Learning are designed to address four dimensions:

1. Skills and knowledge
2. Human–nature relationships
3. Conservation and sustainability
4. Health and wellbeing

Cross-curriculum experiences may be organised and delivered through Outdoor Learning in Health and Physical Education, Humanities and Social Sciences, Geography, Science. Outdoor Learning F-10 also provides opportunities to develop the General capabilities particularly:

• Personal and Social Capability,
• Critical and Creative thinking
• Ethical understanding

Outdoor Education Level 2 also connects Outdoor Learning perspectives with concepts from the Personal, Social and Community Health and Movement and Physical Activity strands of the F-10 Australian Curriculum – Health and Physical Education.

Learners completing Outdoor Education Level 2 may use it as a basis for a wide range of personal, vocational and further education and training options.

Outdoor Education Level 2 provides a pathway to a range of options in the adventure tourism industry and also may lead to further study such as Outdoor Leadership Level 3 and/or VET Certificate III – Outdoor Recreation or a range of tertiary studies.

After completing Outdoor Education Level 2 vocational pathways may include, but are not limited to: guiding; adventure tourism; natural sciences; defence forces; and training academies. Additionally, the Defence forces, State Police and Fire and Forestry Departments are examples of employment areas in the public sector that rely on people with the skills and knowledge developed through studying this course.

When conducting outdoor experiences providers of this course must ensure that their Risk Management practices and planning meet the requirements of the Department of Education’s Handbook for Off Campus Activities (or equivalent), which are aligned with the Australian Adventure Activity Standards.

Outdoor Education is an evolving, dynamic and technology-connected area. Research tasks and presentations will require students to be able to access a range of suitable digital software and hardware.

This course has a complexity level of Level 2.

At Level 2 the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at Level 2 are often those characteristic of an AQF Certificate II.

In Outdoor Education Level 2 Units will:

• be addressed via a mixture of theoretical and practical experiences
• not necessarily be delivered as discrete units, but rather be integrated as appropriate with specific outdoor activities.

The balance of time used for the theory and practical components must be appropriate to the learning and assessment requirements of this course. This will require a time ratio of no less than one third theory (approximately 50 hours) and two thirds practical (approximately 100 hours). 

Outdoor Education Level 2 consists of 5 units.

All course units are compulsory.

Units 1-4 have a theory focus and are intended for concurrent delivery with the practical elements of Unit 5.

PRACTICAL EXPERIENCES

Students will develop and apply their theoretical learning through experiences in outdoor activities selected from at least 4 (four) of the different activity categories.

The optional activities fall into 2 (two) categories:

• journey (multi-day expeditions) or
• centre-based outdoor adventure activities (one day or less).

Based on student interest and resource availability the provider may focus only on one category however, where circumstances make it viable, providers are encouraged to give learners exposure to a mixture of both journey and centre-based activities.

EXPECTATIONS OF LEARNERS

Learners must complete all 5 units.

All content will be covered for Units 1-5, and this will involve approximately 50 hours of theory and 100 hours of practical experiences, spread across a range of at least (but not limited to) four different outdoor learning activities and categories.

Units to be covered:

UNIT 1: PERSONAL DEVELOPMENT
UNIT 2: SOCIAL AND INTERPERSONAL DEVELOPMENT
UNIT 3: SKILLS AND TECHNICAL KNOWLEDGE
UNIT 4: THE ENVIRONMENT
UNIT 5: PRACTICAL EXPERIENCES

UNIT 1: PERSONAL DEVELOPMENT

Learners must engage in:

• goal setting theory associated with personal achievement in outdoor activities (e.g. process goals, short and long term goals, goal setting principles)
• self-management techniques including prioritisation and allocation of resources to personally achieve specified outdoor activity outcomes
• experiencing challenging, ‘out-of-the-comfort-zone’ unexpected outcomes and confronting tasks, through involvement in planned activities
• using reflective practice to develop a deeper understanding of self, including personal limitations and self-acceptance
• maintaining a journal with entries reflecting on personal performance and self-development.

* when setting tasks providers should look for opportunities to link to authentic experiences from Unit 5

UNIT 2: SOCIAL AND INTERPERSONAL DEVELOPMENT

Learners must engage in:

• collaborative decision making and problem solving during outdoor activities
• class and group discussions to develop confidence in forming, sharing and consolidating opinion on outdoor activity issues, (e.g. sustainable development, establishing new marine conservation areas)
• practical experiences to build group relationships (e.g. inclusion, trust, cooperation and collaboration, respecting others and teambuilding)
• communicating information effectively in classroom and field-based contexts.

* when setting tasks providers should look for opportunities to link to authentic experiences from Unit 5

UNIT 3: SKILLS AND TECHNICAL KNOWLEDGE

Learners must engage in:

• navigation including: topographical map; compass; and electronic navigation aides reviewing weather interpretation and the impact weather conditions have on outdoor activities
• identifying clothing and equipment necessary, and appropriate for outdoor activities, as well as how to use and maintain the equipment
• examining communication technologies and the limitations of their use in outdoor activities
• planning and/or cooking of meals to cater for nutritional needs, using and maintaining current food preparation technologies
• managing personal hygiene requirements for healthy participation in outdoor living environments
• recognising basic emergency procedures for maintain the well-being of individuals and those requiring outside assistance appropriate to remote settings
• describing basic first aid with a focus on conditions typically related to ‘field activities’ (e.g. exposure, hypothermia, dehydration, burn management, sprains, blisters, bleeds, bruises, bites and stings)
• planning and organising outdoor activities taking into account personal limitations, group capability, environmental issues, food, equipment, hazard and risk.

* when setting tasks providers should look for opportunities to link to authentic experiences from Unit 5

UNIT 4: THE ENVIRONMENT

Learners must engage in:

• investigate behaviours that reflect ‘Leave No Trace’ principles and their application to outdoor activities
• identify local environmental issues resulting from impact of human activities
• explore the responsibility of outdoor recreation and government stakeholders in the sustainable use of outdoor environments
• show through written reports, photographs, drawings or other methods of communication, human interactions with the natural environment.

* when setting tasks providers should look for opportunities to link to authentic experiences from Unit 5

UNIT 5 – PRACTICAL EXPERIENCES

Learners must:

• develop and apply their theoretical learning through experiences in a minimum of four different outdoor activities from at least 4 different activity categories.
• record entries in an outdoor logbook following the conclusion of all sessions.

OUTDOOR EDUCATION JOURNAL

Students are required to create and maintain a journal consisting of (but not limited to): a record of each activity undertaken giving the date and time; the venue; and people involved in the activity. The records will comprise a mixture of written and non-written texts (e.g. collages, sketches, maps, photographs).

The journal will also contain student reflections on their experiences and learning. As a significant item used to provide evidence for assessment learners must be made aware of the critical importance of diligently keeping records and that the journal will be assessed several times throughout the course.

(For further details on the Journal the refer Appendix B)

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners
• community confidence in the integrity and meaning of the qualification.

TASC will verify that the provider’s course delivery and assessment meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:

• Provider standard 1: scope and sequence documentation:
  • course delivery plan
  • course assessment plan, assessment matrix
• Provider standard 2: student attendance records
• Provider standard 3: examples of assessments tools and instruments and associated rubrics and marking guides
• Provider standard 1 and 3: examples of student work including that related to any work requirements articulated in the course document
• Provider standard 4: class records of assessment

This process will be scheduled by TASC using a risk-based approach.

The assessment for Outdoor Education Level 2 will be based on the degree to which the learner can:

Outdoor Education Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The minimum requirements for an award in Outdoor Education Level 2 are as follows:

Exceptional Achievement (EA)
5 ‘A’ ratings, 1 ‘B’ rating

High Achievement (HA)
3 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating

Commendable Achievement (CA)
4 ‘B’ ratings, 2 ‘C’ ratings

Satisfactory Achievement (SA)
5 ‘C’ ratings

Preliminary Achievement (PA)
3 ‘C’ ratings

A student who otherwise achieves the rating for a SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2025.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 30 July 2017 for use from 1 January 2018. This course replaces Outdoor Education (OXP215113) that expired on 31 December 2017.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

Version 1.a – Minor amendments to work requirements. 25th January 2019

Version 1.b - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2022, without amendments.

Accreditation renewed on 22 June 2023 for the period 1 January 2024 until 31 December 2025 without amendment.

OUTLINE OF OUTDOOR EDUCATION LOGBOOK REQUIREMENTS

Throughout the year of study all learners undertaking the Outdoor Recreation Level 2 course must use and submit a logbook as a major source of evidence for assessment. Content must be regularly updated and the learner is responsible for ensuring content is current and appropriately organized.

Logbook Content

The Outdoor Education Logbook must contain (but is not limited to) sections that address the following content:

• Activity Type
  • Trip name
  • Venue
  • Date and Time
  • People involved
  • Role
  • Conditions
• Other information that could appear in the logbook:
  • Visual resources (e.g., maps, photographs).
  • Teacher verification
  • Local contacts, emergency, weather and other useful numbers or links
  • Travel and Accommodation details
  • Resource links

Format

Content for the logbook may be maintained in a traditional paperbased ledger or folder, stored digitally online, or a combination of both. Tools such as Googledocs/sheets, nolrs templates and OneNote are examples of products that can help in creating and maintaining digital logbook entries. Providers and learners must ensure processes are in place to secure and back up this important assessment material.

Adventure education
The promotion of learning through adventure centred experiences.

Adventure tourism
Involves travel in unusual, exotic, remote, or wilderness destinations. Travellers are highly engaged in involvement with activities that include perceived (and possibly actual) risk, and potentially requiring specialized skills and physical exertion.

Centre based experience
An outdoor activity which is managed around a central site or facility. The activity generally runs for a part day (but may also be longer - eg a multi-day camp) and uses the unique setting and/or resources of the site.

Community health
Community health focuses on work within defined communities to maintain and improve the health and wellbeing of all people through collective action.

Conservation 
The idea of using the Earth's resources but in a sustainable manner. This means using renewable resources at a rate which ensures they are able to self-replenish.

Dimensions of health
These are the variables that influence an individual‘s level of overall health. The variables, frequently referred to as dimensions, are physical, social, emotional, mental and spiritual.

Emotional health
The ability to recognise, understand and effectively manage emotions and use this knowledge when thinking, feeling and acting.

Ecologically sustainable practice
Relates to the capacity to meet the needs of the present generation, without hindering future generations from being able to meet their needs. This means using our natural resources wisely in the short-term so that these resources continue to be available in the long-term.

Journey based experience
Refer to travel based experiences which range from base camp supported short overnight trips right through to fully independent multi-day expeditions. Journeys can be supported (e.g. cycle touring with vehicles carrying gear and provisions) or fully independent, where participants carry all their gear and food for the duration of the experience (such as bushwalking in wilderness areas).

Mental health
A person‘s cognitive and thinking processes, the capacity to think coherently, express thoughts and feelings and respond constructively to situations.

Minimal Impact
Is a code of practice for users of natural areas designed to maintain the ecological and intrinsic values (ie. scenic amenity, cultural heritage and water catchment) of natural settings for outdoor recreation. In Australia, one of the few comprehensive MI education initiatives was the “Minimal Impact Bushwalking” (MIB) campaign developed in Tasmania.

Nature
The phenomena of the physical world collectively, including plants, animals, the landscape, and other features and products of the earth, as opposed to humans or human creations.

Outdoor Education
Experiential learning in, for, or about the outdoors. The term 'outdoor education', however, is used broadly to refer to a range of organized activities that take place in a variety of ways in predominantly outdoor environments. Common definitions of outdoor education are difficult to achieve because interpretations vary according to culture, philosophy, and local conditions.Outdoor Learning Purposeful and planned experience in the outdoors. Outdoor Learning is a broad contemporary term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in challenge and adventure activities. Outdoor Learning helps people of all ages, backgrounds and abilities reflect and learn about themselves, each other and their environment.  Outdoor Learning programs sometimes involve residential or journey wilderness-based experiences involving adventurous challenges and outdoor activities.

Outdoor Recreation
Physical activity in outdoors or natural settings, which provides opportunities to connect individually, in small groups or as a community to the outdoor environment.

Physical activity
Physical activity is the process of moving the body that results in energy expenditure. Physical activity is a broad term that includes playing sport, fitness activities, exercise, activities such as dance, yoga, tai chi, everyday activities such as walking to work, household chores, gardening and many forms of active recreation.

Physical fitness
Physical fitness is considered a measure of the body‘s ability to function efficiently, effectively and without injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations. It is commonly conceptualised as being made up of: health-related components (such as cardiovascular fitness, flexibility, muscular endurance, and strength) and skill-relate.

Recreation
Recreation is activity that people enjoy participating in during their free time and is recognised as having socially redeeming values. Active recreation requires physical exertion.

Resilience
The capacity to deal constructively with change or challenge, allowing the person to maintain or re-establish their social and emotional wellbeing in the face of difficult events. It involves thoughts, feelings and actions.

Sense of self
Sense of self refers to an individual's perception of their own identity and how they perceive their place in the world in relation to a range of personal characteristics and cultural norms and expectations.

Social health
Social health applies to both societies and individuals. The social health of a society is defined by how well the society affords every citizen the opportunity to access the goods and services critical to functioning as a contributing member of society. Social health is also concerned with how individuals interact with the people around them, social institutions and social values and norms.

Spiritual health
A positive sense of belonging, meaning and purpose in life. It includes values and beliefs that influence the way people live.

Stakeholder
A person or group who has an interest in or investment in an event, proposal or action and who is impacted by and cares about the management/decisions and/or outcomes.

Text types:

Personal response

• expresses a personal opinion supported with details, examples, facts, and evidence. Support may take the form of personal experience and/or evidence from valid sources.

Analytical response

• identifies and analyses key elements and ideas, evaluates arguments, issues and draws reasoned and rational conclusions and suggestions

Multimodal response

• defined in the Australian Curriculum as the strategic use of 'two or more communication modes' to make meaning, for example image, gesture, music, spoken language, and written language. This may include use of ICT to research, generate or manage the presentation of material.

Reflective response

• focus is on key ideas or issues and reflection on how they relate to the learners own experiences, attitudes or observations. May also involve discussion of interpretations by others and projection of how ideas could be applied or misunderstood.

Comparative response

• reflects on at least two positions or viewpoints on an issue, concept or event. Examines and considers areas of both alignment and differences before drawing conclusions.

Digital presentation

• uses ICT as the primary tool to create and deliver content. May also be part or fully utilised to form a multimodal response.

Wellbeing
Wellbeing relates to a sense of satisfaction and happiness, effective social functioning and the dispositions of optimism, openness, curiosity and resilience.

APPENDIX A - LINE OF SIGHT