Chapter 7: Advocating for Outdoor Education in Victorian Schools Learning Intentions
Josh Ambrosy and Sandy Allen-Craig
Learning Intentions
- Explain the importance of advocacy for outdoor education.
- Analyse ways of advocating for outdoor education within schools.
- Compare different approaches to advocating to governments and other stakeholders.
- Analyse effective strategies for writing for advocacy.
7.1 Introduction to Advocacy for Outdoor Education
If you’re reading this book and have made it this far, it’s likely you recognise the significant benefits of outdoor education in schools. Outdoor education not only provides an excellent platform for personal and social development, but it also helps young people understand their place in the world and grapple with some of the most pressing issues of our time, such as climate change (Jukes, 2023). However, outdoor education in Australian schools is increasingly under threat and requires strong, passionate advocates to ensure its continuation.
This need arises, in part, from a broken and inequitable schooling system (Reid, 2020) that has, in many ways, lost sight of the broader purpose of education for young people. Beyond funding issues, schools have become increasingly narrow in their focus, where the risks inherent in broad and enriching curriculum outcomes have largely been replaced (Hardy, 2024) by a pursuit of false certainties in narrowly defined areas such as literacy and numeracy.
Compounding these challenges is the fact that outdoor education demands specialist equipment, higher staff-to-student ratios compared to classroom-based learning, and time out of school. These factors often result in additional costs, the need for teacher replacements, and the provision of time in lieu for overtime worked. As a result, it is more critical than ever for outdoor education teachers to become effective advocates for their subject at both the school and broader levels.
This chapter begins by exploring strategies for advocating for outdoor education within schools. It then shifts focus to the importance of advocacy at the governmental and stakeholder level, offering practical approaches for engaging in these broader conversations. It is important to note, that this chapter addresses the issue of advocacy broadly, and it could be applied to advocating for outdoor education and outdoor learning across different school levels. We also offer specific advice about advocating for Outdoor and Environmental Studies (OES) later in this book (10.5).
7.2 Advocating for Outdoor Education in Schools
There are many ways to approach advocacy, both generally and within schools specifically. While some favour a more vocal approach—bordering on activism—we suggest, based on our collective decades of experience in schools, universities, and working with peak bodies and governments, that collaborating with those you seek to influence is the most effective strategy. Historically, outdoor educators have lacked political astuteness, which has often hindered progress (Gray & Martin, 2012).
When advocating for outdoor education programs in schools, there are three key pieces of advice to consider:
- Key Message: Having a clear and concise message is crucial for effectively conveying your ideas. Principals are typically very busy and don’t need an overload of details that educators often tend to provide. Instead, focus on what your proposal will achieve for the school. Additionally, it is highly beneficial to demonstrate explicit alignment with the school’s strategic plan or relevant government or sector policy.
- The ‘Ask’: Your request should be clear, well-thought-out, and appropriate to the school’s context. Principals make numerous decisions daily, so a concise and structured proposal will make it easier for them to approve or deny your request. When crafting your “ask,” do your research and think like a principal. Clearly outline the costs, implications for the school, and benefits of your proposal. It can also be strategic to present multiple options with separate costings for consideration.
- Relationships: Strong working relationships with various stakeholders in your school are essential for building a successful outdoor education program. These relationships begin with the principal and business manager but should also extend to colleagues, support staff, and even the grounds crew. Effective relationships with these individuals can significantly enhance your program’s success and longevity.
By focusing on these three elements—message, ask, and relationships—you can advocate more effectively for outdoor education programs in your school context. The following two sections give more specific advice about both advocating to start and retain programs in schools.
7.2.1 Advocating to Introduce Programs
Although outdoor education is well-established in many schools, there are still numerous schools where outdoor education programs are either minimal—such as an elective at a single-year level—or entirely absent. Furthermore, due to the lack of a formal curriculum for Years F–10, outdoor education is sometimes overlooked in new schools, apart from its inclusion in the Victorian Certificate of Education (VCE). As a result, it is not uncommon for educators to find themselves in a position where they need to advocate for the establishment of an outdoor education program during their career.
If you are tasked with establishing a program from scratch, it is recommended to start small and gradually build interest among students and parents, while simultaneously increasing resources and capital within the school. This approach requires both opportunism and strategic thinking. For instance, in schools facing challenges with student engagement in the upper middle years (typically Years 8 and 9), you might propose an outdoor education elective or even a Year 9 program (Ambrosy, 2023) as a strategy to engage students. Alternatively, in a school seeking to expand its VCE offerings, you could advocate for the inclusion of Outdoor and Environmental Studies (OES) as a unique subject that enables students to learn in diverse and engaging contexts.
While this opportunistic approach can often be successful, it is equally important to have a long-term vision for the program. Consider the broader potential of outdoor education within the school, and advocate for its inclusion in alignment with your school’s strategic goals when the time is right. This balance of immediate action and long-term planning will help ensure the program’s success and sustainability.
7.2.2 Advocating to Retain Programs
Due to a range of external and internal factors (see Section 7.1), outdoor education programs can sometimes face reductions in funding, diminished offerings, or even the risk of being discontinued altogether. During these times, advocacy becomes more critical than ever. You may need to work closely with school leaders to highlight the value and importance of your program or negotiate acceptable compromises to ensure its retention. Proactive and strategic advocacy during such periods can help safeguard outdoor education and maintain its role in fostering personal, social, and environmental learning opportunities for students.
Activity 7.1 – Advocacy Writing
When advocating for outdoor education, you will often be required to provide written submissions. The style of language used for such pieces is unique. The below letter is a sample that you could adopt when writing to advocate for your program. In the letter below:
- Analyse the language: Identify the tone, persuasive techniques, and professionalism in the letter.
- Evaluate the ‘Ask: Highlight the specific request and assess its clarity, feasibility, and context.
- Examine the message: Break down the main arguments and consider how effectively they communicate the value of outdoor education.
| Example advocacy letter to principals – General camps, journey-based programs and other outdoor learning experiences.
Instructions. Please update all [fields] marked by square brackets. In the below, we have used the term outdoor learning as an umbrella term for outdoor experiences. You may wish to update all to a term that better reflects your program. Delete this box when done.
Dear [Name],
Re: Proposed changes to year [X camp/journey/excursion]
[I/we] write regarding the decision to [reduce camp length/cancel our upcoming trip] to [insert further details here]. [I/We] take the firm stance that [name of trip or excursion] should proceed in its entirety for the following reasons. We would like to meet with you, to discuss how we can develop a new model of [insert program name] for the school to ensure that the benefits to the students are not missed.
We await your timely and hopefully positive response soon,
Regards, [Your name] |
|---|
Case Study 7.2 Negotiating the Timetable
School timetables can both be of benefit and a hindrance to programs that require time out of school. When your program requires you to be covered or the students to miss other classes, it can significantly limit your ability to run outdoor experiences outside of broader overnight trips and full-day experiences as part of your program.
Although negotiating the timetable can be a difficult task, when leadership sees that you are working with them to minimise the disruptions and cost of your program to the school, it is often warmly received. The following strategies can assist to help you get regular time outside of school with your class.
| Strategy | Description | Benefits |
|---|---|---|
| Ask for time at the start or end of the day | Schedule outdoor experiences to begin early or finish after the school day, reducing disruptions to other classes. | Minimises the need for relief teachers and reduces the impact on the school timetable. |
| Split periods over lunch | Combine a class period with lunch to extend the available time for outdoor activities. | Provides extra time without requiring significant changes to the existing timetable. |
| Leave at lunch or return after school ends | Plan trips that start during lunchtime or extend past the end of the school day. | Allows for meaningful outdoor experiences while reducing time missed from other classes. |
| Advocate for longer periods (e.g., 3-4 period days) | Propose a whole-school approach to longer class periods to allow for extended activities. | Supports deeper learning opportunities across all subjects, not just outdoor education. |
| Plan regular outdoor sessions | Schedule consistent weekly or fortnightly outdoor experiences into the timetable. | Provides predictability for staff and students, making outdoor learning a regular part of the program. |
| Utilise non-instructional periods | Use times like homeroom, wellbeing sessions, or enrichment periods for outdoor education. | Reduces timetable conflicts while incorporating outdoor learning into non-traditional periods whilst ensuring a sustainable workload. E.g., a reduction in yard duties as you are traveling at lunch time. |
7.3 Advocacy Beyond the School
In addition to advocacy at a school level, there is a need for a unified approach to advocacy by outdoor educators at a broader level. For the benefit of outdoor education, there is a need for this to be both a coordinated and consistent approach to advocating in particular to governments.
7.3.1 Peak Bodies
In Victoria, there are two peak bodies that are relevant to your work as an outdoor education teacher.
- Outdoors Victoria (OV) – OV provides advocacy on behalf of the outdoors sectors of Victoria, consisting of outdoor education & camp providers, nature-based activity & tourism leaders and bush adventure therapists.
We support the sector by guiding efforts to improve and enhance the safety and regulatory environment associated with outdoor learning, and activities; showcasing outdoor career pathways to help restore the workforce after the pandemic; as well as delivering major projects such as our annual conference, which provides sector-wide professional development opportunities, our Nature Stewards Program, helping to educate people about their local environment and our diversity & inclusion in the outdoors program.
(Outdoors Victoria, 2024)
- ACHPER Victoria – The Australian Council for Health, Physical Education and Recreation (ACHPER), Victorian Branch (or ACHPER Victoria) is a not-for-profit organisation working towards the state’s education goals.
Founded as the Australian Physical Education Association in the 1950’s, ACHPER Victoria now has more than 2,000 members state-wide, and is a key provider of high-quality and professional learning programs to government, Catholic and independent schools in Australia.
(ACHPER Victoria, 2024)
Both organisations run significant professional learning programs each year, a great way to network and get further involved in your profession. In addition, it is worth connecting with both organisations via their socials or signing up to their newsletters.
7.3.3 Curriculum Authorities and Departments
The Victorian Curriculum and Assessment Authority (VCAA) is the state curriculum authority in charge of both the Victorian Curriculum F-10 and VCE OES. From time to time VCAA updates both of these curricula. If you as a teacher want to advocate for changes in the curriculum, you should keep abreast of the work of the VCAA and sign up to be part of these important working groups when you get the chance to.
Chapter 7 Summary
This chapter highlights the importance of advocacy for outdoor education at both the school and broader levels. It begins by emphasising the benefits of outdoor education, such as personal and social development, health, and fostering a connection with the environment, while acknowledging the challenges posed by a narrow and inequitable education system. Strategies for advocating within schools focus on the importance of having a clear message, crafting a well-thought-out “ask,” and building strong relationships with stakeholders. Specific advice is provided for both establishing and retaining outdoor education programs.
The chapter also addresses broader advocacy efforts, outlining the roles of peak bodies such as Outdoors Victoria and ACHPER Victoria, which provide support and resources for outdoor education teachers. Additionally, it discusses the role of curriculum authorities and the OEVC project in advancing outdoor education within the Victorian Curriculum. These collective efforts highlight the need for outdoor educators to adopt strategic and collaborative approaches to advocacy to ensure the continued presence and growth of outdoor education in schools.
Reflection Questions
- What are the key elements of an effective advocacy strategy when working within schools to promote outdoor education?
- How can outdoor educators balance short-term opportunities with long-term strategic planning when advocating for new programs?
- What role do peak bodies such as Outdoors Victoria and ACHPER Victoria play in supporting outdoor education advocacy?
- How can outdoor educators stay informed and involved in curriculum developments and broader advocacy efforts within the sector?
References
Ambrosy, J. (2023). The essence of being a year nine teacher. Curriculum Perspectives, 43(2), 169-181. https://doi.org/10.1007/s41297-023-00198-8
Gray, T., & Martin, P. (2012). The role and place of Outdoor Education in the Australian National Curriculum. Journal of Outdoor and Environmental Education, 16(1), 39-50. https://doi.org/10.1007/BF03400937
Hardy, I. (2024). Australian schooling policy: A risky proposition. The Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00711-6
Jukes, S. (2023). Learning to confront ecological precarity: Engaging with more-than-human worlds. Springer.
Outdoors Victoria. (2024). About Us. https://www.outdoorsvictoria.org.au/about/
Reid, A. (2020). Changing Australian education: How policy is taking us backwards and what can be done about It. Routledge.
Victoria, A. (2024). About ACHPER Victoria. https://achper.vic.edu.au/achper/public/about/aboutus.aspx?hkey=f8869ad3-4e75-4b6b-9ee0-b84e65d9c7eb
