The Role and Place of Outdoor Education in the Australian National Curriculum
Tonia Gray & Peter Martin
Australian Journal of Outdoor Education Vol 16(1) pp 39-50
As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australian schools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. The authors propose that Outdoor Education should maintain a strong role, especially as processes of experiential learning are applied across the curriculum. Moreover, Outdoor Education offers distinctive content and learning experiences that would be lost in the current draft framework. This paper considers the role and place of Outdoor Education in the National Curriculum and frames possible considerations, challenges and risks.
Outdoor Education; National Curriculum; health; physical education; nature and well-being
by William Arthur Ward
The person who risks nothing, does nothing, has nothing, is nothing.
He may avoid suffering and sorrow,
But he cannot learn, feel, change, grow or live.
Only a person who risks is free.
The pessimist complains about the wind;
The optimist expects it to change;
And the realist adjusts the sails.
Undeniably, risk is part of the human experience. Risk management is a ubiquitous concern for those involved in outdoor education, sport and recreation as typically the focus has been upon physical dangers. Varying degrees of danger exist within the myriad of activities undertaken in the outdoors. Whether they be high physical risk activities such as rock fishing, equestrian sports, or adventure racing, or the more leisurely and low physical risk activities such as bird watching, dragon boat racing or a simple bushwalk along a marked trail. But whatever the motivation, risk, in its many forms, and activities in the outdoors are inextricably linked.
There is universal acceptance that we engage in risk-taking behaviours as either an innate personal reward, or as a conquest, or even as a badge of peer acceptance. Risk management in the outdoors covers the broad spectrum from high to low risk activities. This book builds upon over 17 years of Australian industry interest in the management of risks in outdoor activities that has been documented in earlier editions of the risk management document published by the Outdoor Recreation Industry Council of New South Wales (Dickson & Tugwell, 2000; Jack, 1994). As with this book, the earlier editions drew upon a wide array of industry experts’ insights and experiences.
Building upon these earlier publications, Chapter 1 conceptualises risk in terms of a whole-of-organisation approach, moving the focus from just physical dangers, to a focus upon anything that may impact why and how people engage in outdoor activities. Individuals need places or outlets in which they can experiment with risk, to test their skill level, to learn from their misfortunes or mistakes and to develop, into confident and well-rounded human beings and participants in their communities. Outdoor activities in sport, outdoor education and recreation provide opportunities where this can manifest.
In keeping with the whole-of-organisation approach , Chapter 2 introduces sustainability, drawing upon the views of triple bottom line accounting, corporate social responsibility and social businesses. This provides a wider context within which organisations may situate themselves by discussing economic, social and environmental sustainability. The legal context, with particular emphasis upon issues related to negligence, liability, occupational health and safety and civil liability legislation are introduced in Chapter 3. Chapter 4 considers the organisational context, discussing the role of organisational culture, insurance, finance, and human resources, policies and procedures upon risk management. Chapter 5 presents data on the real physical risks, drawing on published and unpublished sources.
Part 2 of the book moves to more practical aspects of risk management in relation to maximising the positive outcomes and minimising the negative. This begins with Chapter 6 where program design and activity selection are considered. An overview of program evaluation and how organisations, small and large may be able to develop a system of evaluation that explore the effectiveness of their activities, and the degree to which they are achieving their program or organisational objectives is provided in Chapter 7. Chapter 8 introduces the concept of risk communication, and considers how all parties in the equation may be part of the risk management solution, from participants to the media. The use of technology, in education and safety is discussed in Chapter 9, and how it may contribute to desired outcomes, as well as insights into its limitations. Chapter 10 introduces risk management in the face of severe weather, including prevention, management and recovery. Finally, Chapter 11 provides insights into injury surveillance, what data could be collected and how it might be analysed in order to determine if your safety management efforts are having an impact. Further, examples of risk analyses using a variation of the risk matrix are provided in the Appendix.
Dickson, T. J., & Tugwell, M. (Eds.). (2000). The Risk Management Document: Strategies in Risk Management for Outdoor and Experiential Learning. Sydney, NSW: Outdoor Recreation Industry Council (NSW).
Jack, M. (1994). Strategies for risk management in outdoor and experiential learning: a manual identifying risk management issues, creation of an operations manual, common practices and standards. Brookvale, NSW: The Outdoor Professionals.
Recently, whilst trawling through the TED Talks website I came across an inspiring speech by Diana Laufenberg that validates the role of experiential education within the contemporary school system.
In the 21st Century where there is information surplus (aka: information at the click of a computer button) this speech reinforces the overwhelming need for authentic learning environments. Quite clearly, information and knowledge cannot be assessed by standardized tests such as NAPLAN or ATAR scores, and we must move away from a culture which reveres the “banking system – information exchange” model.
Diana Laufenberg: How to learn? From mistakes
One of my favourite speakers is Dr Dan Siegel whom I had the pleasure of witnessing present at the Mind and Its Potential Conference in Sydney, December 2009.
His Three R’s: Reflection, Relationships and Resilience are the cornerstone of contemporary education. My PDHPE pre-service teachers at the University of Wollongong are being exposed to his new wave of thinking. Hopefully the ripple effect will be felt within the schools they teach in the future. Let’s humanise and personalise Education in the 21st Century, rather than standardise with NAPLAN tests and ATAR scores.