Subject description

Outdoor Education is a 20-credit subject at Stage 2.

Through experiential learning and the study of three focus areas — conservation and sustainability; human connections with nature; and personal and social growth and development — students develop skills, knowledge, and understanding of safe and sustainable outdoor experiences in the key areas of preparation and planning, managing risk, leadership and decision-making, and self-reliance skills.

Through the study of, for example, Indigenous, Western, scientific, economic, recreational, and aesthetic perspectives of natural areas, students develop an understanding of the relationships between human actions and decisions, and ecosystems. They critically analyse these relationships to develop positive strategies to contribute to conservation and sustainability of natural environments.

Students engage in direct and personal experiences in a variety of natural environments to reflect on their study of natural areas and their potential to promote personal development, group development, health and well-being, environmental learning, sustainable living, and social justice.

The study of Stage 2 Outdoor Education provides students with opportunities to experience personal growth and to develop social skills, self-confidence, initiative, selfreliance, leadership, and collaborative skills. They evaluate and reflect on their own learning progression, including their practical outdoor skills development and their collaborative and leadership skills, as well as their relationship with and connection to nature. Students use reflective practice and processes to implement improvement strategies in building their skills and connections.

The development of their relationship with natural environments impacts positively on students’ health and well-being, and fosters a lifelong connection with nature and a commitment to responsible activity when interacting with natural environments.

In the context of this subject, the term ‘natural environment’ refers to an ecological unit that encompasses living and non-living things occurring naturally, with minimal influence from humans. It is recognised that the natural environments where learning is intended to take place in this subject will have varying degrees of naturalness. The term ‘natural environment’ is also used to contrast with urban or built environments that may include green spaces or coastal areas.

Capabilities

The capabilities connect student learning within and across subjects in a range of contexts.

The SACE identifies seven capabilities.

Literacy

Students extend and apply their literacy capability by, for example:

• comparing different environmental perspectives and impacts on the environment
• evaluating and demonstrating reflective practice of leadership, collaborative and practical outdoor skills, and personal experiences and connections made in natural environments
• communicating about the connections made with the natural environment, considering a range of perspectives
• using appropriate language and terminology to demonstrate understanding of environmental systems and/or ecological issues to plan for sustainability of natural environments
• documenting the planning for outdoor journeys including risk-management strategies, leadership styles, responsibilities, and equipment.

Numeracy

Students extend and apply their numeracy capability by, for example:

• observing and recording evidence of the impact of outdoor activities on ecosystems
• observing, collecting, and analysing data for an environmental study
• designing and using skills audits
• calculating distances, times, and heights for route planning
• using navigational skills, including working with bearings. 

Information and communication technology (ICT) capability

Students extend and apply their information and communication technology capability by, for example:

• using digital technologies in a variety of forms to demonstrate their understanding of environmental systems and issues
• identifying and using relevant applications for navigation, mapping, and recording data
• creating online journals or skills folios to collect evidence, e.g. photos, movie clips, onscreen recordings, blogs, vlogs, annotations.

Critical and creative thinking

Students extend and apply their critical and creative thinking capability by, for example:

• planning, designing, reflecting on, analysing, and evaluating outdoor experiences
• applying reflective practice processes to evaluate the development of personal and practical skills
• considering risk-management strategies
• evaluating and developing conservation strategies
• demonstrating problem-solving skills when faced with challenging situations in natural environments.

Personal and social capability

Students extend and apply their personal and social capability by, for example:

• developing self-confidence, initiative, self-reliance, leadership, and collaborative skills to productively contribute to successful outcomes in group contexts
• planning, leading, and facilitating an activity or journey
• demonstrating leadership and making decisions
• self-assessing development of practical outdoor skills
• developing lifelong commitment to physical activity
• identifying responsibilities and applying risk-management strategies.

Ethical understanding

Students extend and apply their ethical understanding capability by, for example:

• making and evaluating ethical decisions about the interaction of people and natural environments
• developing and implementing risk-reduction strategies and emergency-action plans, including casualty management
• understanding of the legal and moral responsibilities of leaders and participants in outdoor activities
• understanding environmental systems and issues to make decisions and recognise actions required to enhance sustainability of natural environments
• exploring and making connections with the natural environment, considering a range of perspectives
• awareness of culturally appropriate protocols when interacting with Traditional Owners of natural environments. 

Intercultural understanding

Students extend and apply their intercultural understanding capability by, for example:

• making recommendations and developing innovative solutions to promote the conservation and sustainability of natural environments in local and global locations
• exploring and understanding narratives of place and making connections with the natural environment, considering personal, Indigenous, historical, economic, and other cultural perspectives
• acknowledging and respecting the Traditional Owners of Country and adhering to Indigenous cultural protocols as appropriate.

Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:

• providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences
• recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
• drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present
• promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.  

Learning requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Outdoor Education.

In this subject, students are expected to:

1. explore and make connections with natural environments, considering a range of perspectives
2. plan responsibilities and risk-management strategies, to participate in and lead safe and sustainable outdoor activities and journeys
3. evaluate and demonstrate reflective practice of leadership and collaborative skills, and of personal development, experiences, and connections in natural environments
4. evaluate and demonstrate reflective practice of the development and application of practical skills relevant to outdoor activities and journeys
5. understand and analyse environmental systems and issues to make decisions and recognise strategies for sustainability of natural environments.

Learning framework 

Stage 2 Outdoor Education is a 20-credit subject that consists of three interrelated focus areas. Together, the learning through these three focus areas enables students to develop and extend the core skills, knowledge, and understanding required to be safe, active, and informed participants in natural environments. The core skills, knowledge, and understanding are integrated in each of the focus areas and developed through experiential learning in the context of activities and journeys in natural environments. Students study all three focus areas:

• Focus Area 1: Conservation and sustainability
• Focus Area 2: Human connections with nature
• Focus Area 3: Personal and social growth and development.

Outdoor activities might include, for example, bushwalking, canoeing, rock climbing, and surfing. Outdoor journeys involve human-powered activities between more than one site.

Students participate in outdoor activities and journeys in natural environments for a minimum total of 9 days in the field. Students undertake at least two journeys. Each journey has a duration of at least 3 days in the field, and must provide opportunities to build self-reliance (under indirect supervision). The selected outdoor activities used across the outdoor journeys should vary. Students should have adequate previous experience in an outdoor activity when they will be under indirect supervision.

Skills, knowledge, and understanding for learning in natural environments 

Students develop an appreciation of their place in natural environments through learning experiences that take place in a variety of locations. As they spend time learning in natural environments, students develop a broad range of skills, knowledge, and understanding to support and manage safe, sustainable, and responsive experiences in natural environments.  

Students develop planning and risk-management strategies and practical skills for outdoor activities and journeys. Through a range of outdoor experiences, students develop practical outdoor skills and self-confidence, initiative, self-reliance, leadership, and collaborative skills that enable them to travel in a safe and environmentally sustainable way through natural environments.  

The development of skills, knowledge, and understanding may be assessed in the three assessment types through planning reports, documented student evidence, and reflective practice. 

Students develop the following skills, knowledge, and understanding through the study of the three focus areas.  

Preparation and planning 

• develop an understanding of the natural environment to be explored 
• make planning choices, including identifying equipment that is fit for purpose 
• identify the practical outdoor skills required for specific activities and journeys and participate in and/or organise appropriate training; examples of skills include: 
  • navigational skills 
  • route planning 
  • selection of appropriate equipment and clothing 
  • minimal-impact camping skills 
  • consideration of appropriate food and nutrition 
  • technical skills relevant to the activity e.g. belaying techniques, knots, paddling. 
• engage with likely risk scenarios in natural environments and explore the consequences  
• develop personal capabilities and apply learning and skills to real-world experiences in natural environments. 

Managing risk 

• understand the concepts of: 
  • hazard and peril 
  • challenge — the interplay of risk and competence 
  • adventure — managing the unknown 
  • absolute risk, real risk, and perceived risk. 
• assess potential loss 
• develop and implement risk-reduction strategies and emergency-action plans including casualty management  
• develop an understanding of the legal and moral responsibilities of participants and leaders in outdoor activities. 

Leadership and decision-making 

• identify and apply effective facilitation and leadership styles appropriate to the circumstances 
• develop and nurture initiative and problem-solving skills during outdoor activities and journeys 
• value and encourage positive individual contributions to group decision-making in natural environments  
• allocate roles and responsibilities to group members. 

Self-reliance skills 

• develop and demonstrate technical proficiency in practical skills appropriate to the outdoor activity 
• develop autonomy in organising, planning, leading, and facilitating outdoor activities and journeys in natural environments 
• consider necessary approvals for outdoor activities and journeys.

Focus Area 1: Conservation and sustainability

Learning experiences in nature shape students’ understanding of environmental systems and issues, and enhance their decision-making about conservation and sustainability. Through the study of the history of a natural environment, students understand the ecosystem and the impacts of human actions and decisions on the natural environment. They evaluate and challenge the concept of a natural environment and compare the relative naturalness of different locations.

Students develop their understanding of a range of different perspectives on the natural environment, e.g. Indigenous, Western, scientific, economic, recreational, and aesthetic, and use this understanding to critically analyse human interactions with the environment. They investigate strategies that positively contribute to conservation and sustainability.

Students transfer their understanding and appreciation of natural environments in local areas through practical opportunities to interact with the environment, and implement actions and strategies that support conservation and sustainability, and minimise human impacts.

Suggested learning activities

The following learning activities are suggestions only. Teachers may select suitable activities from this list, adapt these activities, or design their own:

• investigate the principles of ecology and ecosystem functioning
• use a natural history approach (observation, investigation, recording, interpretation, and evaluation) to investigate the impacts on ecosystems
• explore environmental systems through interaction with a natural ecosystem and apply this understanding to critically reflect on ecological impacts
• observe, record, and analyse data to evaluate the ecological health of an area, including the biodiversity and natural systems within ecosystems
• analyse and interpret sustainability strategies and land management from different perspectives (e.g. Indigenous, Western, scientific, economic, recreational, and aesthetic)
• observe and record evidence of the impact of outdoor activities on ecosystems
• collect evidence and feedback to critically analyse and evaluate the success of management plans and implemented sustainable-practice strategies
• make recommendations and develop innovative solutions to promote the conservation and sustainability of natural environments in local and global locations
• make and evaluate ethical decisions about the interaction of people and natural environments.

Focus Area 2: Human connections with nature

Learning experiences through outdoor activities and journeys in natural environments (refer to the learning framework for minimum requirements) enable students to explore and connect with nature and develop relationships that promote conservation, sustainability, and personal and social growth and development.

Through connections with nature, and reflection on their experiences in nature, students are motivated to be environmentally engaged and to advocate for sustainable behaviour and practices in natural environments. The development of relationships with natural environments enables students to appreciate nature for its physical and emotional health-giving properties.

Students apply planning and leadership skills to support positive outdoor experiences in nature for themselves and others, through consideration of safety and risk management, decision-making, and reflective and collaborative practices.

Suggested learning activities

The following learning activities are suggestions only. Teachers may select suitable activities from this list, adapt these activities, or design their own:

• design and implement conservation strategies and sustainable practices
• explore and understand narratives of place and make connections with the environment, considering personal, Indigenous, historical, economic, and other cultural perspectives
• consider the economic, political, and social issues that impact on natural environments
• evaluate and reflect on personal experiences in natural environments
• critically analyse the relative naturalness of environments to make informed decisions and take responsible action promoting the conservation and sustainability of those natural environments
• consider and apply reflective practices of their safety, risk, and leadership strategies to support positive connections with natural environments, and consider the transfer of these skills to their daily lives.

Focus Area 3: Personal and social growth and development

Learning experiences in natural environments promote students’ personal growth and development of social skills. Experiential learning in nature impacts positively on students’ health and well-being and fosters a lifelong connection with nature and a commitment to responsible activity in natural environments.

Through learning in natural environments, students develop personal meaning, and an appreciation of the role of natural environments in providing life perspective. Learning experiences in natural environments enable students to evaluate and reflect on their own learning progression and skills development, and their collaboration with and leadership of others, as well as their relationship with and connection to nature.

Suggested learning activities

The following learning activities are suggestions only. Teachers may select suitable activities from this list, adapt these activities, or design their own:

• plan and participate in outdoor activities and journeys that develop safe and positive health-enhancing experiences
• develop and implement strategies in natural environments to promote health, safety, and well-being
• analyse, evaluate and reflect on the impact of outdoor activities and journeys on personal health, safety, and well-being
• reflect on the balance between modern lifestyles and opportunities to spend time in nature to support physical, social, and emotional well-being.
• collect evidence of and apply reflective practice to self-assess personal learning progression and skills development
• develop and extend social skills in communicating and working with others
• collect evidence of and reflect on group dynamics, and collaboration with and leadership of others
• evaluate the role of experiences in natural environments in changing thinking and promoting lifelong connections with nature.

Evidence of learning

All Stage 2 subjects have a school assessment component and an external assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 Outdoor Education.

School assessment (70%)

• Assessment Type 1: About Natural Environments (20%)
• Assessment Type 2: Experiences in Natural Environments (50%)

External assessment (30%)

• Assessment Type 3: Connections with Natural Environments (30%).

Students provide evidence of their learning through four or five assessments, including the external assessment component. Students complete:

• one or two about natural environments tasks
• two experiences in natural environments tasks
• one connections with natural environments task.

Assessment design criteria

The assessment design criteria are based on the learning requirements and are used by:

• teachers to clarify for the student what they need to learn
• teachers and assessors to design opportunities for students to provide evidence of their learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

• students should demonstrate in their learning
• teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

• planning and application
• evaluation and reflective practice
• exploration, understanding, and analysis.

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject. 

Planning and Application  

The specific features are as follows:

Evaluation and Reflective Practice 

The specific features are as follows:

Exploration, Understanding, and Analysis  

The specific features are as follows: 

School assessment

The school assessment component for Stage 2 Outdoor Education consists of two assessment types:

• Assessment Type 1: About Natural Environments
• Assessment Type 2: Experiences in Natural Environments

Assessment Type 1: About Natural Environments (20%)

Students undertake one or two tasks.

Students develop an understanding of environmental systems and issues of past, current, or potential human impacts on natural environments through investigation of ecosystems and consideration of historical, cultural, and personal perspectives of at least one environmental area.

Students explore and analyse human interactions with natural environments through direct observation, and/or collection and analysis of data and information. They evaluate current management strategies in order to recommend and/or implement management strategies for the conservation and sustainability of a chosen environmental area.

Assessment tasks may focus on any aspect of environmental systems and human interactions, for example:

• development of ecological literacy through the study of the natural history of an area
• comparison of environmental perspectives and impacts on the environment, e.g. Indigenous, scientific, economic, Western perspectives
• exploration of the importance of the environment for human well-being, e.g. adventure therapy or nature play
• involvement in a revegetation project
• advocacy for sustainability of a wilderness area
• propagation of an endemic plant species
• investigation, initiation, or participation in conservation strategies to support endangered animal species, e.g. artificial habitats (bat boxes, bird boxes)
• investigation or implementation of animal-control strategies, e.g. exotic and feral species control in an area
• supporting environmental groups such as Conservation International, Friends of Parks, Trees for Life, or local council initiatives, e.g. weed removal, track maintenance, cane toad management
• investigation of and involvement in sustaining the environment of local adventure activity areas — biking, climbing, kayaking, etc.

Students may present evidence of their learning in various formats, for example:

• blog or vlog
• website
• multimodal presentation
• report incorporating analysis of observations and data from an environmental study
• collaborative investigation and presentation.

The combined evidence should comprise a maximum of 1600 words if written, or 10 minutes if oral, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criterion:

• exploration, understanding, and analysis.

Assessment Type 2: Experiences in Natural Environments (50%)

Students undertake two tasks that include documented evidence collected and annotated when planning, experiencing, and reflecting on outdoor activities or journeys in natural environments. Students may refer to this evidence to inform Assessment Type 3: Connections with Natural Environments.

Students have at least one opportunity to plan, lead, and facilitate an activity or journey (or part thereof) with consideration of appropriate leadership styles, planning, risk assessment, decision-making, and use of interpersonal skills. Students use peer-assessment and self-assessment, together with reflective practice to evaluate development of their planning, practical skills, risk management, self-reliance, leadership, and facilitation skills.

Self-reliant activities should occur when students are ready to engage in decision-making, planning, and outdoor activities with independence.

Through experiences engaging in activities and journeys in natural environments (refer to the learning framework for minimum requirements), students develop and apply relevant planning, personal, and practical skills in:

• interpersonal relationships and collaboration — including responsible leadership and decision-making
• critical and creative thinking when planning, designing, leading, facilitating, reflecting on, analysing, and evaluating outdoor experiences
• practical outdoor activities
• observation and data collection
• sustainable practices relevant to specific environments
• risk and safety management
• self-reliance and self-regulation.

Assessment tasks may focus on aspects of human interactions, personal growth and development of capabilities and outdoor skills, and strategies for environmental sustainability, for example:

• use and application of outdoor-industry risk-management tools
• planning for safe and sustainable outdoor activities and journeys
• self-assessment and/or peer assessment to gather evidence to support reflective practice of development of personal growth, group collaboration, and leadership skills
• design and use of skills audit of practical outdoor skills for use throughout outdoor activities and journeys to apply reflective practice, analyse and evaluate individual progression, areas for improvement, and strategies for improvement
• journal or diary of experiences, observations, personal reflections, and suggested strategies in relation to environmental sustainability and management
• collection of information, data, and notes to capture thoughts, reflections, feelings, and observations about personal experiences in natural environments throughout and across a range of outdoor experiences.

Students may present evidence of their learning in various formats, for example:

• journals or skills folios to collect evidence using technology, e.g. photos, movie clips, on-screen recordings, blogs, vlogs, annotations
• written reports including self-assessment and peer-assessment tools, and reflective practice models
• multimodal presentations.

Students complete two tasks. The combined evidence should comprise a maximum of 2500 words if written, or 15 minutes if oral, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• planning and application
• evaluation and reflective practice.

External assessment

The external assessment component for Stage 2 Outdoor Education consists of a Connections with Natural Environments task.

Assessment Type 3: Connections with Natural Environments (30%)

Students undertake one task, based on their understanding of and experiences in natural environments. Students independently choose an area of interest to further explore the connections they have made.

Students may use the evidence collected in Assessment Type 2: Experiences in Natural Environments. Students may use the skills and understanding developed while participating, leading, and/or facilitating outdoor activities and journeys, and/or their own outdoor experiences. They use these skills and understanding to explore the personal connections they have made with nature to enhance their own personal growth and development, and/or strategies for environmental sustainability.

Students may, for example:

• consider their personal connections with nature and how their thinking has changed as a result of time spent in natural environments, e.g. work/life balance, potential transference to daily life, or future experiences
• explore environmental issues specific to natural environments and analyse actions to promote sustainable practices
• investigate the impact of human intervention on a wilderness area, to assess and evaluate the degree of naturalness of the area
• extend their personal and collaborative experiences in natural environments to consider potential lifelong connections and transference of learning to daily life, e.g. in recreational or professional life
• explore personal involvement and/or entrepreneurial opportunities in nature therapy, adventure therapy, adventure tourism, or education
• investigate, analyse, and evaluate park management strategies for a relatively natural environment of interest
• investigate a conservation initiative for a local or visited natural area
• investigate an environmental issue relevant to their own experience in natural environments.

The evidence should comprise a maximum of 2000 words if written, or 12 minutes if oral, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

The following specific features of the assessment design criteria for this subject are assessed in Assessment Type 3: Connections with Natural Environments:

• evaluation and reflective practice — ERP3
• exploration, understanding, and analysis — EUA1, EUA3

Performance standards

The performance standards describe five levels of achievement, A to E. 

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well students have demonstrated their learning on the basis of the evidence provided. 

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

• referring to the performance standards
• assigning a grade between A+ and E– for the assessment type.  

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E–.

Performance standards

Stage 2 performance standards for Outdoor Education can be viewed below. You can also download in Word format [DOC 324KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades. 

Subject changes

Any changes to this subject will be recorded here.