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Understand this Curriculum connection

Outdoor learning

Introduction

The Curriculum connection: Outdoor learning identifies opportunities for students to experience guided, integrated learning across the curriculum in natural environments. Learning in, through, about and for the outdoor environment provides unique opportunities for students to develop knowledge, understanding and skills while valuing and promoting a positive and sustainable relationship with nature.

 

Outdoor learning is a term that is used in this Curriculum connection to describe the experiences that are offered through the delivery of the connected curriculum content identified in this resource.

 

The resource has been developed in consultation with Outdoor Education Australia. Content related to outdoor learning in the Australian Curriculum can be delivered in a range of ways; some of these are outlined under Models of delivery.

 

The purpose of this Curriculum connection is to:

  • develop student understanding of how engaging with natural and outdoor environments in a sustainable way can develop positive human–nature relationships, and benefit individual and community health and wellbeing
  • guide educators to identify content in the Australian Curriculum that embeds outdoor learning education across learning areas
  • show how content from the Australian Curriculum: Health and Physical Education, Humanities and Social Sciences F–6, Geography 7–10, Science, Design and Technologies, general capabilities and cross-curriculum priorities can be organised and delivered through learning in the outdoors
  • provide links to relevant student work samples that illustrate student learning in relation to achievement standards
  • connect educators to a range of resources and training that have been developed to support outdoor learning education.

 

Outdoor learning facilitates the development of positive relationships with self, others and the environment through interaction with the natural world. These relationships are essential for the wellbeing and sustainability of individuals, society and our environment. Students engage in practical and active learning experiences in natural environments and settings, which typically take place beyond the school classroom. In these place-based learning spaces, students develop the knowledge, understanding and skills to live and move effectively, while enhancing relationships, their own health and wellbeing, and a sense of social justice. They also learn to value and promote a positive and sustainable relationship with natural environments.

 

Outdoor learning addresses content across several learning areas as well as general capabilities and cross-curriculum priorities of the Australian Curriculum. There is a strong connection with Personal and Social capability, Critical and Creative Thinking, Ethical Understanding, Aboriginal and Torres Strait Islander Histories and Cultures, and Sustainability.

 

Outdoor learning is instrumental in:

  • teaching and learning self-reliance, interdependence and leadership
  • developing an adventurous spirit
  • managing personal risks to participate in safe and sustainable experiences in nature
  • learning the value of lifelong outdoor recreation for enjoyment, health and wellbeing
  • developing a deeper appreciation for Country and Place, and understanding of the importance of traditional custodians and caretakers of Country
  • developing ecological literacy
  • understanding nature through direct experience, and developing deeper human–nature relationships
  • providing opportunities to learn safe practices and develop movement competence in outdoor environments.

 

The unique and specific benefits that outdoor learning can contribute to a student’s education include:

  • providing direct personal contact with nature (the outdoors) in ways that promote enjoyment of outdoor activity and the natural world. Such enjoyment can be the basis for ongoing outdoor recreation and nature experiences, supporting personal health and wellbeing and providing the foundations for ecological literacy.
  • enabling perspectives on contemporary living and human-to-nature relationships. Through the provision of outdoor experiences, students have opportunities to reflect on healthy alternatives for everyday living and lay vital foundations for sustainability and stewardship into the future.
  • developing competence and safety management in the Australian outdoors. This includes how outdoor learning teaches students to assess and manage risk, and make judgements about their management of risk.
  • enhancing wellbeing through guided reflection on involvement in group and individual activities that are challenging and adventurous
  • developing essential personal and social capabilities such as personal awareness, perseverance and adaptability, communication, leadership, collaboration, goal-setting and decision-making.

 

Learning on, with and from Country/Place

 

In alignment with First Nations Australian Peoples’ use of Country/Place in their learning systems, educators should consider how First Nations Australian Country/Place, People and Culture will guide and/or support learning on, with and from Country/Place. This means establishing relationships with local custodians to include them in the planning, delivery and evaluation of learning. Learning on, with and from Country/Place includes:

  • a Welcome to Country or Acknowledgement of Country
  • learning about experiences, stories and connections to Country/Place from First Nations Australian custodians (people who are responsible for sharing knowledge of Country/Place)
  • working with local custodians to enhance curriculum delivery by learning on, with and from Country/Place to ensure ongoing sharing of the knowledges, experiences, values and perspectives of the world’s oldest continuous living cultures.

 

Acknowledgement of Country

 

ACARA respectfully acknowledges the Traditional Custodians of the land, their Elders past and present, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander Australia, and by extension, all of us.

 

ACARA respectfully acknowledges that they are the foundation of our culture and a source of pride for our nation. Through their rich and ancient continuous cultures, they have developed knowledges that enrich us all.

Structure

Australian Curriculum content can be viewed using multiple pathways:

  • year levels
  • learning areas
  • general capabilities
  • cross-curriculum priorities.

 

This Curriculum connection identifies 4 key aspects for learning. These key aspects are used to prioritise the content of outdoor learning across the curriculum.

 

The 4 interrelated key aspects of outdoor learning are:

  • skills and knowledge
  • connections
  • conservation and sustainability
  • health and wellbeing.
Key aspects

These interrelated key aspects of learning have been developed in consultation with Outdoor Education Australia and are specific to the Curriculum connection.

 

The 4 interrelated key aspects of outdoor learning are:

In natural and outdoor environments, a range of skills and knowledge is needed to:

  • identify and respond to risk
  • move safely and competently
  • interact effectively and respectfully with others
  • set goals, reflect upon experiences and responsibly make decisions.

 

All of these can be developed and applied individually and within group settings.

 

As students spend time learning in the outdoors, they develop a broad range of skills to positively manage situations, including the potential hazards inherent in a range of environments and activities.

 

They engage in activities and experiences that explore how First Nations Australians’ ways of life are unique and how these can support our engagement with nature and the outdoors.

 

Students learn to move competently and confidently through a range of environments. They learn that planning and preparation, teamwork, leadership, and technical and interpersonal skills are important for those who spend time in natural environments. In this way, students are empowered to foster their adventurous spirit while engaging in healthy, non-competitive, lifelong physical activities.

An individual’s experience in natural environments enhances a broad range of interpersonal, intercultural and human–nature relationships. Educational time in nature allows students to develop multiple ways of knowing and creates strong connections with people and natural environments. This includes recognising First Nations Australians’ deep connection to and responsibility for Country/Place.

 

With repeated immersion and multiple ways of engaging with natural environments, students learn to appreciate, articulate and advocate for the value of positive interactions with people as well as nature as a health-giving resource.

Ecological, cultural and personal knowledge of and experiences in nature enhance decision-making about conservation and sustainability. Time invested in learning about cultural, economic, scientific, recreational and aesthetic knowledge provides a foundation for the critical analysis of human interaction with the natural world. Students investigate strategies to reduce the local and global impact of human activity on natural environments, and engage in actions that positively contribute to conservation and sustainable living.

Experiences in natural environments promote personal growth and development, and health and wellbeing. Students experience the deep personal impact of immersion in nature, including how connection to Country/Place by First Nations Australians is a critical element of their identity. This includes the role of natural environments in providing a balance to modern, technologically intense living and in supporting physical, social, emotional, mental and spiritual wellbeing. Students are given unique opportunities to reflect on their own and with others, about themselves, their relationship with others and their place in the world.

Teacher resources

Several organisations provide a range of evidence-based programs and tools to support the delivery of the Australian Curriculum and develop a comprehensive whole-school approach to outdoor learning.

 

These resources have been categorised below for your convenience.

Australian Adventure Activity Standards and Good Practice Guides

www.australianaas.org.au

 

Back to Nature iView

https://iview.abc.net.au/show/back-to-nature

 

Gray T (2018) “Being in nature is good for learning, here’s how to get kids off screens and outside”, 26 October 2018, The Conversation

https://theconversation.com/being-in-nature-is-good-for-learning-heres-how-to-get-kids-off-screens-and-outside-104935

 

Henebery B (2023) “Why nature-based learning is on the rise”, 1 May 2023, The Educator

https://www.theeducatoronline.com/k12/news/why-naturebased-learning-is-on-the-rise/282382

 

MacGibbon A (2010) “Children respond to call of the wild”, 10 May 2010, Sydney Morning Herald

http://www.smh.com.au/national/education/children-respond-to-call-of-the-wild-20100509-ulqv.html

 

NSW Department of Education (2013) Learning Systems, Engaging children in nature: interviews with Richard Louv (5-part series)

http://www.youtube.com/watch?v=XJRQRDNliNE&list=PL4OaBCdO34bCqGmYtAskZqtvi0uMuYnef

 

Vella-Brodrick D and Gilowska K (2022) “Nurturing nature in schools for enhanced learning”, 2 May 2022, Pursuit

https://pursuit.unimelb.edu.au/articles/nurturing-nature-in-schools-for-enhanced-learning

The following organisations provide information, resources and advice to support engagement in the outdoors.

 

Outdoor Education Australia

https://outdooreducationaustralia.org.au/

 

This includes links to state and territory branches

 

National, state and territory outdoor education associations

 

Outdoor Council of Australia

www.outdoorcouncilaustralia.com

 

Outdoors NSW & ACT

https://www.outdoorsnswact.org/

 

Outdoors Queensland

www.outdoorsqueensland.com.au 

 

Outdoors South Australia

www.outdoorssa.org.au

 

Outdoors Victoria – Outdoor Learning

https://www.outdoorsvictoria.org.au/outdoor-learning/

 

Outdoors WA

https://www.outdoorswa.org.au/

 

Nature Play Organisations

 

Nature Play Australia

https://www.natureplay.org.au/

 

National Parks

 

Parks Australia

https://parksaustralia.gov.au/

 

Parks ACT

https://www.parks.act.gov.au/

 

NSW National Parks

https://www.nationalparks.nsw.gov.au/

 

Parks and Reserves NT

https://nt.gov.au/parks

 

QLD National Parks

https://parks.des.qld.gov.au/

 

National Parks and Wildlife Service South Australia

https://www.parks.sa.gov.au/

 

Tasmania Parks and Wildlife Service

https://parks.tas.gov.au/

 

Parks Victoria

https://www.parks.vic.gov.au/

 

Explore Parks WA

https://exploreparks.dbca.wa.gov.au/

New South Wales – Outdoor education

https://education.nsw.gov.au/teaching-and-learning/curriculum/department-approved-courses/outdoor-education

 

Queensland – Outdoor and Environmental Education Centres

https://education.qld.gov.au/schools-educators/other-education/OEEC

 

Tasmania – Sustainability learning centre

https://www.decyp.tas.gov.au/learning/learning-programs/sustainability-learning-centre/

 

Victoria – Outdoor Education Schools

https://www2.education.vic.gov.au/pal/outdoor-education-schools/resources

 

Western Australia – Student Health and Wellbeing: Student health and wellbeing - Department of Education

https://www.education.wa.edu.au/student-health-and-wellbeing

Considerations
Safety

 

Managing risk supports student growth

 

Learning to identify, assess and make judgements about risk supports students to competently and confidently manage current and ongoing experiences in outdoor and natural settings.

 

Building student capacity to manage situations that navigate risk is influential in developing essential personal and social capabilities such as personal awareness, reflective practice, communication, perseverance and adaptability, leadership, goal-setting and decision-making.

 

Managing risk to prevent injury or harm

 

Knowledge of the environment, group and activities supports the identification of potential hazards that can cause an incident. Taking actions to prevent injury or harm is the responsibility of everyone. For students, these actions contribute to the development of skills and understandings that support ongoing engagement with the outdoors.

 

Safe practice is supported by rigorous planning that can include, but is not limited to, knowledge, experience and/or assessment of:

  • student capabilities
  • the environment and related hazards
  • safety and incident management systems
  • safety management
  • learning activities and personal protective equipment
  • activity leadership and relevant qualifications.

 

Duty of care must be exercised at all times and the requirements of the Work Health and Safety Act 2011 met, in addition to relevant state or territory health and safety guidelines.

 

Consult with your state/territory education jurisdiction regarding local laws and policies about conducting learning experiences on- or off-campus.

 

Models of delivery

 

Content related to outdoor learning in the Australian Curriculum can be delivered in a range of ways, including as a:

 

Sequential, standalone subject

 

In the early years and primary years, students may be provided with the time and space to develop their interests, skills and understanding through engagement with the natural environment. With the freedom to explore, play, build, create, imagine, learn and use their senses to experience the outdoor environment, students learn and grow in a less formal setting.

 

Students in secondary schools may elect to undertake outdoor education as a standalone subject. Students’ classroom learning is enhanced by planned educational experiences outside the classroom using a range of activities and local environments.

 

An annual, sequential program of learning incorporating trips that may integrate components of other learning areas

 

Students achieve deep learning through a planned sequence of excursions. In the early primary years, students may take part in an overnight incursion with parents/caregivers on the school grounds, followed by residential and under-canvas excursions, culminating in a more extensive journey to a natural environment. The excursions can include learning from a range of curriculum areas.

 

Teaching methodology for learning in, about, through and for the outdoors, drawing on content from a range of learning areas

 

Each learning area examines how they might use outdoor learning as part of the delivery of their curriculum. This may include using outdoor journeys as ways to engage in local environments to explore concepts that have been investigated in the classroom. This might involve one or more learning areas combining to achieve linked outcomes. Students plan and complete an outdoor journey as the culminating experience to demonstrate their learning in a range of learning areas.

Curriculum links
An overview of outdoor learning in the Australian Curriculum learning areas 

 

Health and Physical Education 

 

The Australian Curriculum: Health and Physical Education provides opportunities to learn about interacting with others, connecting to the environment, teamwork and leadership. The outdoors provides a valid and important environment for developing movement competence, promoting a sense of wellbeing, enhancing personal and social skills, and developing an understanding of the concept of risk versus challenge. Outdoor recreation is typically associated with physical activity in outdoor, natural or semi-natural settings. These activities provide opportunities to connect individually, in small groups or as a community to the outdoor environment, contribute to health and wellbeing through direct personal experiences, and promote lifelong physical activity. 

 

Depending on how outdoor learning is planned and delivered, there is scope to link to focus areas such as challenge and adventure activities, safety, health benefits of physical activity, food and nutrition, mental health and wellbeing, and lifelong physical activities.

 

Humanities and Social Sciences (HASS) F–6, Geography 7–10, Science and Digital Technologies also provide opportunities to build upon and reinforce this learning.

As part of the Humanities and Social Sciences learning area, outdoor learning offers content and context for learning, in particular through the subjects of Humanities and Social Sciences (HASS) F–6, Geography 7–10 and Civics and Citizenship 7–10.

 

Across the learning area, students study human behaviour and the interaction in and between social, cultural, environmental, economic, business, legal and political contexts.

 

When people interact with and in places and environments, including changing, managing and preserving/not preserving them, they demonstrate the values they hold and the relationship they have to places. This plays an important role in building students’ capacity to be active and informed citizens who understand and participate in the world.

 

Outdoor learning can include heritage studies in which students investigate the value of places in the past, how the past changed places and affects our present, and how the future can be considered in light of outdoor experiences, including finding evidence in the outdoors. Empathy and perspectives are key concepts in history. Students can imagine the past in situ, what it looked and felt like, and what past people experienced in those places. They can explore influences on decision-making about the management of places.

 

Culturally, the outdoors is a site of human experience. Places influence people’s activity, and thus over time, different groups relate to outdoor places in unique ways, forming cultural attitudes, values and practices. These things, over periods of time, form ways of knowing and ways of being that differ across groups – even different groups in the same place. Outdoor experiences can provide opportunities to investigate this.

The Australian Curriculum: Geography 7–10 provides opportunities for students to explore, analyse and understand the characteristics of the places that make up our world. Outdoor learning programs provide opportunities for students to learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future. In Geography, students examine why places have particular environmental and human characteristics, explore the similarities and differences between places, investigate meanings and significance of places to people, and examine how places are managed and changed. All of these concepts can be developed, understood and applied through outdoor learning experiences.

 

Learning in Geography involves posing questions or hypotheses, locating and gathering data and information, recording and representing data, analysing data and information, arriving at conclusions, proposing actions, considering consequences and reviewing proposals. Learning can be about how places are used and valued by humans, or about economic and ecological sustainability.

 

Environmental education involves learning about the environment, in the environment and for the environment. It includes studies of places, environments, features, systems, interconnections and the human value of outdoor places. In environmental education, the inherent value of places can be explored through philosophy, creativity and inspiration, and result in attitudes and behaviours such as stewardship. Environmental education is a field of study underpinned by ecological or systems thinking and a way of knowing. It can be delivered through Geography or other subjects and courses such as history, marine studies and tourism studies.

Science gives students opportunities to develop an understanding of important science concepts and processes, including the practices used to develop scientific knowledge, the contribution of science to our culture and society, and its applications in our lives. It enables students to make informed decisions about our environment and resources, and how we interact with them in sustainable ways. Outdoor learning programs support students to develop scientific knowledge, understanding and skills, and apply them in making informed decisions about local, national and global issues related to students’ immediate school environment and environments they may access through excursions in nature.  

 

Learning in the outdoors provides opportunity for students to develop science inquiry practices by investigating ideas, predictions or hypotheses that are tested, and drawing conclusions in response to a question or problem. The outdoors can also provide a context for learning about science as a human endeavour in terms of the use and influence of science. Students can explore how science knowledge and applications affect peoples’ lives, including their work and outdoor recreation, and how science is influenced by society and can be used to inform decisions and actions about the environment. Many science inquiry practices can be developed when learning in the outdoors.

The Australian Curriculum: Design and Technologies provides opportunities for students to use design thinking within the technologies contexts to generate and produce designed solutions for authentic needs and opportunities. Learning in the outdoors provides opportunities for students to apply their understanding of how people have and continue to prepare food for healthy and sustainable eating, and the technologies associated with processing food for human consumption. Outdoor education provides a space for students to test and evaluate products and systems, which further develops their understanding of the interconnections between natural and resource systems, such as the effects of climate and weather conditions. Learning outdoors allows students to consolidate their understanding of different materials and engineering systems by exploring concepts such as buoyant forces and movement by combining materials.

 

Students can explore successful systems that First Nations Australians have developed and how they endure today and can at times inspire contemporary solutions.

An overview of outdoor learning and the general capabilities

The Curriculum connection: Outdoor learning provides opportunities to address aspects of a range of general capabilities, with a particular emphasis on Critical and Creative Thinking, Personal and Social capability, Ethical Understanding, Intercultural Understanding and Digital Literacy.

 

In the Australian Curriculum, the general capabilities encompass the knowledge, skills and behaviours that will help students to live and work successfully in a diverse and changing world. The following information provides an overview of how outdoor learning can be approached through the general capabilities.

The Critical and Creative Thinking capability outlines specific behaviours and skills to develop logical, critical and creative thinking in response to a range of issues, ideas and challenges in relation to nature and the outdoors. Students learn how to critically evaluate evidence and media messages related to the outdoors for bias and reliability. They engage in learning experiences that encourage them to develop questions and seek creative solutions that promote and advocate for healthy, safe, enjoyable and sustainable outdoor experiences. Students also use critical thinking to challenge societal factors that negatively influence their own and others’ participation in the outdoors.

The Personal and Social capability outlines specific behaviours and skills that support students to work collaboratively with others in outdoor learning activities and appreciate their own strengths and abilities and those of their peers. Students develop a range of interpersonal skills such as communication, negotiation, teamwork and leadership, and an appreciation of diverse perspectives.

 

Learning in the outdoors provides opportunities for students to explore their own identities and develop an understanding of factors that influence and shape who they are. Students learn how to recognise, understand, validate and respond appropriately to their own emotions, strengths and values.

 

They can develop the knowledge, understanding and skills to set and monitor goals, effectively manage their time, persevere with and adapt approaches to challenging tasks, and prioritise tasks and responsibilities.

The Ethical Understanding capability outlines specific behaviours and skills that students need to build a strong ethical outlook. As students develop these behaviours, they will develop an awareness of the importance of treating others with integrity, fairness and compassion, and valuing and respecting diversity and equality for all.

 

Students examine ethical principles and codes of practice appropriate to the natural environment. As students explore concepts and consequences of equitable participation, empathy and respect, they develop skills to make ethical decisions and understand the consequences of their actions. This can support them in developing the capacity to apply these skills in everyday situations.

The Intercultural Understanding capability outlines specific behaviours and skills that students need to recognise and respect different ways of thinking. Students also learn about different individual, group and intergroup participation in learning outdoors. They learn to identify and appreciate that differences in cultural beliefs, values and practices can influence their sense of belonging. This can affect how some people make choices, participate and interact.

 

Students recognise occasions when tensions between individuals and groups are based on cultural differences, and learn to act in ways that respect everyone’s rights while maintaining individual and group integrity. They examine stereotypical representations of various social and cultural groups in relation to the outdoors. Students also gain an understanding of what is valued in the natural environment within their families, social groups and institutions, and within other cultures in the broader community. They explore how this affects the development of their self-identity.

The Digital Literacy capability outlines specific behaviours and skills that students need as they engage with others in an increasing globalised and connected world. As students develop these behaviours, they will develop the capacity to effectively and safely access online information and services to manage their learning and experiences in natural and outdoor settings.

 

Students can also develop their understanding of the role digital tools play in their lives and relationships. They explore the positive application of digital tools in the outdoors, including tools for navigating, communicating, collaborating, creating content, seeking help, accessing information and analysing movement performances. Students access and evaluate health information, products and services using digital tools. They also use digital tools and services to develop personalised plans for nutrition and outdoor physical activity participation.

An overview of outdoor learning and the cross-curriculum priorities

The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority can give students opportunities to appreciate and celebrate the beauty of the world’s oldest continuous living cultures. Students can gain a deeper understanding of the significance and impact Australia’s First Peoples’ histories and dynamic cultures continue to have on the world. This priority provides important and engaging contexts for exploring personal, community and group identities. In doing this, it builds understanding about differences and commonalities in systems of knowledge and beliefs.

 

Outdoor learning provides opportunity to explicitly incorporate knowledge, understanding and skills described in the Aboriginal and Torres Strait Islander Histories and Cultures priority. Students can engage with and appreciate the lived experiences of First Nations Australians. Students can explore Aboriginal and Torres Strait Islander cultural heritage and further develop their understanding of connection to and responsibility for Country/Place and the belief systems connected to land, sea, sky and waterways.

 

Students learn about the richness of First Nations Australians’ modes of communication and ways of living. They develop appreciation and understanding of uniquely Australian connections to place, people and ways of being. They explore how places maintain and promote health, safety and wellbeing within their community and in the wider community. Students can also be given the opportunity to participate in physical activities and cultural practices such as traditional and contemporary Aboriginal and Torres Strait Islander games.

Through the Sustainability cross-curriculum priority, students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living and to meet the needs of the present generation without compromising the needs of future generations.

 

Outdoor learning enables students to develop a deeper understanding of the relationship between humans and their environment to promote, support and sustain the wellbeing of individuals, the community and the environment, now and into the future.

 

Outdoor learning provides unique opportunities for students to reflect on the ways humans interact with each other and the environment. It encourages students to reflect on ways of interpreting and engaging with the world and enables students to explore how they connect and interact with natural environments, and with other people. Students consider how these connections and interactions within systems play an important role in promoting, supporting and sustaining the physical, social, emotional and spiritual wellbeing of individuals, the community and the environment as a whole, now and into the future. For example, students could investigate geographical features of a place, focusing on forests and treed areas, and propose actions to care for those natural resources.

 

Outdoor learning gives students unique ways of experiencing and understanding ecosystems. Sensory experiences of seeing, hearing, touching and smelling can only be obtained in an outdoor setting. Understanding and appreciation resulting from a direct experience of ecosystems gives students an incentive to be active in preserving and restoring natural environments. With different world views across a student group, outdoor learning provides opportunities for the discussion of values that inform actions for sustainability.

 

Students can develop an understanding of their potential to contribute to sustainable patterns of living. Through outdoor movement experiences such as games and bushwalks, students have opportunities to develop a connection in and with natural environments and to appreciate the interdependence of the health of people and environments. For example, students could:

  • repurpose a common household waste item, such as plastic bottles
  • design and create a new product that could be useful while in the outdoors.

 

Students can develop a deeper understanding of the relationship between the health and wellbeing of the individual and the environment. They develop this understanding through a range of activities including:

  • learning in and about the outdoors
  • the creation of spaces for outdoor learning
  • active outdoor recreation
  • active transport options
  • growing, sourcing and choosing food products.

 

Through such activities, they will gain a capacity to advocate and act for a sustainable future. For example, students could:

  • identify and investigate natural, managed and constructed features of environments and familiar landscapes
  • identify the natural resources used in these places with a particular focus on soil and erosion.
Outdoor learning for students at different band levels

Students in Foundation year build wonder and their natural curiosity as they learn through exploration and play. They participate in a range of learning experiences in natural and outdoor settings and develop an understanding of their personal worlds, the places they live and belong to. Students develop a stronger sense of movement competence, confidence and appreciation for the personal benefits of being physically active.

 

Students strengthen communication skills through interacting with others and developing an increasing understanding of respect, teamwork and diversity.

 

Supporting documentation

Mapped content description by key aspects

Students build on prior learning experiences to develop an understanding of how connections to Country/Place and other people can influence health and wellbeing. They explore and play, using movement as a powerful medium to develop communication skills and personal qualities that support safe, responsible activity in outdoor settings. Through the continued development of fundamental movement skills, students participate in a range of different physical activities to explore the health and wellbeing benefits associated with being active.

 

Supporting documentation

 

Mapped content description by key aspects

Students develop understanding of interactions between people, places and the environment and the continuous connection to Country/Place of First Nations Australians. They practise and refine skills to move in new and unfamiliar movement situations to demonstrate safe and enjoyable use of outdoor and natural spaces with a growing awareness of ethical decision-making.

 

Students develop personal and social skills such as leadership, communication, collaboration, problem solving, persistence and decision-making through a variety of movement contexts. They enhance their capacity to take responsibility for their health and wellbeing, including exploring opportunities for physical recreation in their local community.

 

Supporting documentation

 

Mapped content description by key aspects

Students are taking more responsibility for their own health, physical activity and personal safety. They further develop their interpersonal skills to promote safe, equitable and fair physical activity participation for all. Students explore the influences on their behaviour and how their choices can influence their health and wellbeing. They apply and transfer movement skills to participate in a range of physical activity settings that build a sense of connection to people and the natural environment.

 

Supporting documentation

 

Mapped content description by key aspects

Students further develop knowledge of respect, empathy and equality. They apply and refine these skills across diverse movement contexts and plan for physical activity that enhances a sense of connection within the community. Students refine leadership, communication and decision making-skills to engage in physical activity while making safe, ethical and responsible decisions.

 

Supporting documentation

 

Mapped content description by key aspects

Students refine their understanding of how they can contribute to individual and community health and wellbeing by planning, engaging in and evaluating physical activity in natural and outdoor settings. They evaluate strategies to make safe, ethical and responsible decisions that enable sustainable engagement with natural and outdoor settings. Students refine and evaluate skills to manage changing relationships with people and their local community settings to enhance health and wellbeing.

 

Supporting documentation

 

Mapped content description by key aspects

View Curriculum connections