About Us

National Curriculum Bid

posted 1 Aug 2010 02:11 by Mark Munnings

Executive summary
  • Outdoor Education Australia has endorsed a bid to have Outdoor Education included in the third phase of subjects in the National Curriculum.
  • The Outdoor Education Group has funded the bid. Tony Hewison has been the principal advocate and author with Peter Martin supporting in research and writing.
  • ACARA is the body initially responsible for recommending which subjects will be include in the third phase of the National Curriculum. They recommend to MCEECDYA, the members of which include all the Commonwealth and State Ministers for Education and which reports directly to the Commonwealth Government.
  • The 2008 Melbourne Declaration guides goals, policy and principles that ACARA work with. Outdoor Education was not specifically named in this document and this presents an immediate disadvantage.
  • If OE is to be included in the National Curriculum it must be able to demonstrate uniqueness in terms of student learning outcomes – especially distinctive from physical education. ACHPER consider OE to be a component of PE, not a separate discipline/subject.
  • Outdoor Education’s motive of service is.. “Through interaction in the natural worlds, Outdoor Education aims to develop an understanding of our relationship with the environment, others and ourselves. The ultimate goal is to contribute towards a sustainable world”. There is no congruence here with Physical Education.
  • In a paper sent to ACARA and key state educational authorities we have argued that Outdoor Education has three unique contributions to make to schooling.
1. An appreciation at a deep level that excessive dependence on the technological clatter of modern urban life is unnecessary and can be harmful and the acknowledgement of a need to reconnect with the natural world, which moulded earlier generations.
2. A deep personal understanding of and empathy with the environment, an understanding of environmental degradation and an appreciation of global warming, gained by being immersed in the environment rather than by simply observing it.
3. Developing skills in personal assessment of risk and the management of it.
  • In addition, we have argued that there are student outcomes from Outdoor Education, which are achieved sometimes very well by other disciplines, but where Outdoor Education achieves the outcomes at a deeper and more thorough level.
These include;
    • Personal development
    • Group development
    • Generic skills and general capabilities
    • A positive school culture
    • An understanding of Indigenous culture

Should ACARA recommend that Outdoor Education be a subject in the new National Curriculum they will recommend this to MCEECDYA. If this occurs it will be vital that Outdoor Educators throughout Australia lend their support to the bid through informing local politicians and educational authorities of their backing for this, and the benefits of Outdoor Education. Outdoor Education Australia will co-ordinate these efforts and keep educators informed of the progress.

Click here to download and read the full document. Please distribute it widely.

Outdoor Education Association’s Celebrate

posted 12 Oct 2009 17:35 by Mark Munnings   [ updated 3 Jul 2010 03:48 by Tony Carden ]

The postcard designs are completed and the resources are being prepared for Outdoor Educators to help young people all over Australia tell their stories about their Outdoor education experience.

The Australian Network of Outdoor Education Associations, Outdoor Education Australia is supporting this event through it’s membership base across all Australian States.

For more information about the OEA visit the website.

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