Outdoor Leadership

Outdoor Leadership is designed to develop learners’ ability to interact effectively with others and increase their aptitude for leadership within the context of outdoor activities.

Central to this course are the following elements:

• leadership
• personal development
• social and interpersonal development
• skills and technical knowledge
• the environment.

These elements shape the way in which learners will:

• experience and learn leadership theories and practices
• manage and influence groups to work collaboratively
• develop effective communication
• develop problem solving strategies when planning and conducting group activities
• develop effective decision-making processes
• apply safety practices in outdoor-based adventure activity environments.

Through undertaking this course learners will develop an understanding of leadership theories, qualities and skill sets of a leader, and observe and practice choosing and applying various approaches in outdoor activities. Learners will develop an awareness and knowledge of the requirements and procedures for planning activities, and managing groups in outdoor activities.

Learners will be provided with opportunities to connect with, and reflect on, their own and others’ relationships within a range of outdoor recreation activities (typically containing an element of adventure) including their connection with the natural environment.

Outdoor Leadership places an emphasis on applying critical and creative thinking to solve problems in response to environmental, technical and personal challenges experienced during outdoor activities. It is the only Health and Physical Education (HPE) course which is specifically targeted at developing the learner’s capacity to fill a leadership role.

Trends in Tasmania’s social and economic development, particularly the strong future focus on the Tourism industry, make it essential to have quality processes to research and develop, prepare, up-skill and train people in Eco and Adventure Tourism, Outdoor Education and Leadership.**

The primary focus of this course is on developing learners’ understanding of leadership concepts and the organisation of practical activities. Outdoor activities provide the context for application and opportunities for a range of experiences that enable individuals to build awareness of themselves, others and the environment.

Outdoor Leadership prepares learners for a wide range of future study and vocational destinations by developing transferable leadership skills that can be taken into everyday life and the work environment to foster active citizenship, and make contributions to the wider community.

Outdoor Leadership helps build capacity in the tourism sector by preparing students for careers as guides, and outdoor operators and employees.*** It also provides a path to further study that leads to positions in management, human services, teaching and research.

Experience in the broader field of Outdoor Learning also helps young Tasmanians to shape values where they appreciate, promote and act to preserve the value of our environmental assets. Outdoor Leadership exposes learners to skills and concepts that will continue to build a culture where the wider community recognise the importance of lifelong healthy lifestyle, close connections to the outdoor environment and the significance of maintaining appropriate management of this sector.

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*(https://www.lonelyplanet.com/travel-tips-and-articles/top-10-outdoor-adventures-in-tasmania , Aug, 2015, http://www.discovertasmania.com.au/ accessed Oct, 2016)
**http://www.tourismtasmania.com.au/publications/tourism_21 (accessed Oct, 2016)
***http://www.stategrowth.tas.gov.au/ti/home/investment_attraction/tourism_eio/eoi_project_table (accessed Oct, 2016)

Outdoor Leadership is a Level 3 course in the Outdoor Learning group of the Health and Physical Education (HPE) suite of courses.

Outdoor Learning provides a range of experiences that engage and develop learners in an 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 Leadership aims to provide learners with opportunities to develop personal leadership capacity, and a broad suite of transferable of leadership skills which can be applied to multiple career pathways and settings including:

• organising and leading group activities in the natural environment
• recognising and dealing with a range of challenging and often complex situations
• decision-making processes, time and risk management
• group welfare, understanding group dynamics, people management and delegation
• handling responsibility and adapting to change
• establishing, communicating and consistently following a personal values framework
• empowering learners to contribute to achieving an ecologically sustainable world.

The area of Outdoor Learning provides opportunities for learners to participate in active citizenship and contribute to the wider community.

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

Teamwork and interaction with others is a fundamental aspect of this course.

The capacity to demonstrate fundamental technical skills applicable to selected outdoor activities is required to ensure that safety elements and educational challenges are aligned at an appropriate level.

This course 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

These 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 Leadership Level 3 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

Successful completion of Outdoor Education Level 2 is not essential but provides a useful foundation of the culture and fundamental outdoor skills through participation across a range of practical activities.

Students completing Outdoor Leadership Level 3 may use it as a basis for a wide range of personal, vocational and further education and training options.

Outdoor Leadership Level 3 provides a transferable skillset for learners wishing to move into areas of employment where there is a requirement for people managers and team workers, particularly those working outdoors and/or where leadership, responsibility, decision-making and resourcefulness are crucial, such as: The Defence Forces; Police, Ambulance and Fire Departments; the Antarctic Division; and Adventure Tourism and Education.

Outdoor Leadership Level 3 may also provide a pathway to further study in related Certificate 3 or 4 VET qualifications and it also prepares learners who may wish to pursue tertiary qualifications in the Outdoor Education field.

When planning and conducting outdoor adventure activities, in addition to addressing their workplace Risk Management procedures, providers of this course will ensure that they are able to meet the requirements in the Tasmanian Department of Education’s Procedures for Planning Off Campus Activities - (or equivalent) which are aligned with the National Adventure Activity Standards.

Providers should seek case-by-case advice when dealing with learners with high or additional needs.

Outdoor Learning 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 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills, and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

Outdoor Leadership Level 3 builds on topics and areas which appear in the Outdoor Education Level 2 and Outdoor Experiences Level 1 courses.

While learners studying within the HPE suite of courses may recognise common terms and be familiar with broad concepts, Outdoor Leadership has specific academic rigour and focus on leadership perspectives and learners experiencing practical leadership roles.

Outdoor Leadership Level 3 consists of six (6) Units of study. All Units are compulsory.

UNIT 1 - PLANNING FOR OUTDOOR ACTIVITIES

UNIT 2 - LEADERSHIP THEORY

UNIT 3 - GROUP MANAGEMENT

UNIT 4 - ECOLOGICAL SUSTAINABILITY OF OUTDOOR ADVENTURE ACTIVITIES

UNIT 5 - HUMAN–NATURE RELATIONSHIPS

UNIT 6 - INDIVIDUAL OUTDOOR LEADERSHIP PROJECT

The order in which Units 1–5 are delivered is not prescribed. It is strongly recommended that all learners either lead or participate in at least one overnight expedition during Unit 6.

Unit 6 has an applied focus and may be flexibly delivered in a range of models or combinations including spaced, intensive or culminating activities. Experiences aligned to Unit 6 will need to be suitably scaffolded with classwork and scheduling organised to provide students with the skillset required to lead outdoor activities safely.

Learners undertaking Outdoor Leadership will examine multiple facets of skilled leadership in an outdoor context. Learners will apply theoretical concepts and further develop their practical leadership skills by participation in a range of learner-lead recreational activities.

The course will be delivered through connected theory and practical components. The strong link between these aspects of the course allows learners to develop knowledge and understanding and skills in an holistic way. Learners will build a personal electronic folio by gathering resources and recording evidence of their work, experiences, and reflections during the year of study.

A time ratio of at least one third (approximately 50 hours) practical to two-thirds (approximately 100 hours) theory will be maintained. Providers must allow adequate time to introduce and ensure understanding of the content topics, enable learners to undertake investigative research and allow them to plan, manage and lead practical adventure activities in outdoor situations.

UNIT 1 - PLANNING FOR OUTDOOR ACTIVITIES 

Activity structure (including time management):
* briefing
* activity
* debriefing. 

Planning: GO PREPARE as a planning framework:

Goals, Objectives, Participants, Resources, Equipment, Plan, Access, Rationing, Emergency plan. 

Inclusive of the following as appropriate to the nature of the activities undertaken: 

• logistics
  • administrative concerns (e.g. institutional documentation, medical forms)
  • transport, equipment, food, water.)

• safety:
  • procedures in the field to ensure safety for participants (arising from risk management.)

• communication with participants, parents and other leaders:
  • information to be conveyed (consent forms, equipment lists, route plans) 
  • knowledge and application of communication systems including satellite phones, UHF radios and mobile phone networks.

• venue considerations (e.g. National Parks’ exemptions, hut usage requirements, campsite bookings.)

• weather:
  • accessing and utilising suitable information services
  • monitoring and interpreting weather in the field.

• navigation:
  • interpretation of topographical maps
  • route planning, including grid references and calculating distances/times and the use of navigation tools. 

• risk management:
  • identifying hazards and the risks they present for a range of activities
  • causal factors – environment, equipment, people
  • risk minimisation/prevention/management strategies
  • real, perceived and absolute risk
  • balancing risk in outdoor activities
  • development of comprehensive risk analysis and management plans.

• emergency procedures
  • evacuation plans
  • contacting emergency services
  • First Aid as a requirement of planning.

• health and wellbeing from a leadership perspective:
  • physical preparation
  • nutrition (e.g. basic food groups, sensible food for adventure activities – high energy, easily prepared and cleaned up, lightweight, little rubbish.)
  • hygiene (e.g. water treatment methods, hand washing and food preparation)
  • campsite selection and maintenance 
  • clothing and equipment.

Minimum  Work Requirements – Unit 1 PLANNING FOR OUTDOOR ACTIVITIES

 UNIT 2 - LEADERSHIP THEORY

• The role of a leader during outdoor adventure activities:
  • communication
  • planning
  • organization
  • conducting/leading
  • evaluation.

•  Attributes of effective leaders

• Leadership theories (such as Conditional Outdoor Leadership theory, Leadership Continuum/Style theory (autocratic, democratic, abdicratic), situational leadership, transactional and transformational leadership).

• Group and task oriented leadership:
  • goals setting (e.g. specific, measurable, achievable, realistic, time-framed goals)
  • group and individual goals.

• Equity issues in leadership (e.g. gender, age, disadvantaged groups/individuals).

• Decision making:
  • definitions and relationship between decision making and problem solving
  • rational (analytical) technique of decision making
  • value of experience based judgement.

• Techniques for reflecting on outdoor adventure activities (e.g. written notes/journals/logs/readings, dyads, photographs and drawings, group discussions, activity sheets, isolation).

Minimum  Work Requirements – Unit 2 LEADERSHIP THEORY

UNIT 3 - GROUP MANAGEMENT
Needs

• individual needs (Maslow’s Hierarchy of Needs)
• group needs
• task needs.

Stages of group formation:

• forming, storming, norming, performing, transforming
• techniques to facilitate and manage issues of group development.

Conflict:

• resolution techniques, including benefits and disadvantages of each: avoidance, accommodation, competition, compromise, collaboration
• tolerance and understanding for the needs of others.

Communication:

• channels for communication: verbal; tactile; auditory; visual
• effective communication techniques
  • one-way communication
  • two-way communication, including transactional feedback.
• barriers to communication: (e.g. noise (semantic, internal, external) and overload)
• facilitation and listening skills.

Minimum  Work Requirements – Unit 3 GROUP MANAGEMENT

UNIT 4 – ECOLOGICAL SUSTAINABILITY OF OUTDOOR ADVENTURE ACTIVITIES

• Current issues relevant to ecological sustainability of outdoor adventure activities.
  
  
• Knowledge of environmental practices to minimize impact on environments used for outdoor adventure activities (e.g. ‘Leave No Trace’).
  
  
• Stakeholders involved in environmental management and conservation, including private and government organizations including:
  • strategies stakeholder organizations use to manage the environment: permit systems, track rerouting, track closure, investment in infrastructure (new huts, toilets, camping platforms)
  • strategies stakeholders use to evaluate the effectiveness of environmental management strategies, including track and water monitoring.

Minimum  Work Requirements – Unit 4 ECOLOGICAL SUSTAINABILITY OF OUTDOOR ACTIVITIES

UNIT 5 - HUMAN–NATURE RELATIONSHIPS
Historic and contemporary values for natural environments:

• cultural, recreational, social, aesthetic, economic, educational, scientific, spiritual
•  connection between values, attitudes and beliefs.

Ways in which humans have experience of natural environments:

• senses of place and space
• experiences (e.g. indigenous spiritual relationship, early colonial settlers, industry (forestry, mining, agriculture and fishing, ‘enterprise/employment /resources’, recreation and adventure based activities). 
• how values and attitudes towards the environment have changed over time.

Human relationships with nature such as:

• identification of the different values people have for the environment
• Peter Martin’s ‘Signposts to Nature’
• how leaders facilitate connection with natural environments.

Threats to wilderness areas and the potential impact on human-nature experiences:

• historical (e.g. Lake Pedder and Franklin River)
• contemporary (e.g. population growth and climate change)
• future concerns and long-term management strategies – (e.g. popular or iconic destinations – Blue Derby, 3 Capes Track, Overland Track, Wineglass Bay, Cradle Mountain).

Minimum  Work Requirements – Unit 5 HUMAN-NATURE RELATIONSHIPS

 

UNIT 6 – INDIVIDUAL OUTDOOR LEADERSHIP PROJECT

A significant applied element of this course is that all learners must lead at least one experience and participate, support and provide feedback to their peers in other expeditions. Performing in the leadership role is a major responsibility which is critical to success in this course and provides evidence of integrating theory work covered in the other five course units. Observations prior to and during the event will be used, along with the learners’ post-event review and peer evaluations, to form major evidence for assessment in this unit. 

Learners will plan, conduct, lead and report on an adventure activity. The activity may be part of a multi-day trip or a stand-alone activity. Learners must reflect on that activity in a Reflective Report, relating their experiences to concepts and theory in outdoor leadership and their personal skills, responsibilities and leadership roles. 

As a guide for providers, 15 hours should be allocated for learners to complete the planning and implementation of the activity, including the Reflective Report.

In the project learners will:

• undertake a practical leadership role in an outdoor or adventure activity
• demonstrate applied knowledge and understanding of leadership concepts
• organise photos, video footage/clips of their activity to be used as supporting evidence in the Reflective Report.

The outdoor or adventure activity* must be:

• negotiated by the student with the teacher**– the appropriateness and safety aspects of a multi-day activity must be carefully considered to ensure that appropriate standards and procedures are met
• undertaken via individual leadership – 'individual leadership' means planned, managed and led by a single person (not a shared leadership). If assistance is required, for instance, for specific technical matters, appropriate arrangements must be negotiated and clarified prior to the activity. This must be clearly stated in the planning material
• a minimum of one-hour continuous duration, excluding any travel time not specific to the activity
• conducted with a group of people, the number of people in the group being a suitable size for the activity and approved by the teacher
• conducted using appropriate equipment and in an environmental setting relevant to the group’s developmental stage.

Learners must explain any changes to the conduct of the activity due to weather or mitigating circumstances. This explanation must include any attempts to postpone or use an agreed backup plan. Unfavourable weather conditions may mean the need to implement a backup plan and conduct a planned outdoor activity indoors.

*Examples of activities may include (but are not limited to):

• Boating and Sailing
• Short Bushwalks
• Flat-water Paddling
• Canoeing/Kayaking - White-water
• Canoeing/Kayaking - Sea
• Caving
• Diving
• Cycling
• Rafting
• Rock Climbing – Indoors
• Rock Climbing – Outdoors
• Abseiling
• Snow Activities
• Surfing (Introductory).

** Teachers need to ensure that leader qualifications and supervision ratios are in keeping with current standards (DoE Procedures for Planning Off Campus Activities or equivalent) 

Minimum  Work Requirements – Unit 6 OUTDOOR LEADERSHIP EXPERIENCE

Learners will complete and regularly contribute to an electronic folio which will be a major source of evidence for assessment throughout the course.
This body of work must include (but is not limited to) evidence of their practical application (log and journal), research essays, assessment tasks and all aspects related to the Unit 6 Negotiated Leadership Project.

Summary of Minimum Work Requirements

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. Further information on quality assurance processes, as well as on assessment, is on the TASC website: http://www.tasc.tas.gov.au

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

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

A 3 hour written examination assessing criteria: 2, 3, 5, 7 and 8.

For further information see the current external assessment specifications and guidelines for this course available on the TASC website.

The assessment for Outdoor Leadership Level 3 will be based on the degree to which the learner can:

*= denotes criteria that are both internally and externally assessed

Outdoor Leadership Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 13 ratings (8 ratings from internal assessment and 5 ratings from the external assessment).

The minimum requirements for an award in Outdoor Leadership Level 3, are as follows:

Exceptional Achievement (EA)
11 ‘A’, 2 ‘B’ ratings (4 ‘A’, 1 ‘B’ from external assessment)

High Achievement (HA)
5 ‘A’, 5 ‘B’, 3 ‘C’ ratings (2 ‘A’, 2 ‘B’, 1 ‘C’ from external assessment)

Commendable Achievement (CA)
7 ‘B’ ratings 5 ‘C’ ratings (2 ‘B’, 2 ‘C’ from external assessment)

Satisfactory Achievement (SA)
11 ‘C’ ratings (3 ‘C’ from external assessment)

Preliminary Achievement (PA)
6 ‘C’ ratings

A student who otherwise achieves the ratings for a CA (Commendable Achievement) or 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 forward 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 2022.

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 Leadership OXP315113 that expired on 31st December 2017.

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

Version 1.a - Minor amendments 28th February 2019 to Criterion 5 standard element 1, and clarification of minimum work requirements for Unit 1.

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