Chapter 5: Outdoor Experiences in Middle Years Outdoor Education
Josh Ambrosy and Sandy Allen-Craig
Learning Intentions
- Describe different types and learning outcomes of outdoor experiences that can be used within Middle Years Outdoor Education
- Analyse how different outdoor experiences might suit different learning contexts and outcomes
- Explain the importance of designing outdoor experiences for inclusion
- Explain ways that you can support all students to access your curriculum
5.1 Introduction to Outdoor Experiences
Outdoor experiences are central to outdoor education. They are more than just a site of learning or an activity. Instead, outdoor experiences should be approached as a cornerstone of your outdoor education curriculum. These experiences should not be planned as secondary to your curriculum; rather, the environments you teach in and through (see 2.2.3) should guide the design of your curriculum as a place-responsive outdoor educator.
This chapter supports you in planning outdoor experiences that align with and enhance the rest of your curriculum planning. It should be read alongside other chapters in this section, as planning lessons (Chapter 3), units (Chapter 4), outdoor experiences, and assessments (Chapter 6) is an integrated process. Additionally, this chapter addresses key safety considerations and strategies for ensuring that outdoor experiences are inclusive and accessible to a diverse range of learners.
5.1.1 Types of Outdoor Experiences
A broad range of outdoor experiences may be suited to your middle years program. While the types of experiences you include will vary depending on your school’s location, budget, and other factors, it is valuable to consider how a diversity of experiences can become part of your program. The term outdoor experiences, borrowed from VCE Outdoor and Environmental Studies (see Chapter 10), is a useful umbrella term (rather than adventure activities) as it encourages consideration of the wide range of learning opportunities that can take place outdoors, making it well-suited to a middle years outdoor education curriculum.
A diverse range of experiences aligned with your learning outcomes can be incorporated into your program. Outdoor experiences may take place on school grounds or further afield. These activities can range from highly active to more passive pursuits, provided they are suitable for the educational purpose you aim to achieve, align with your school’s risk management framework, and adhere to relevant safety guidelines (see Section 5.1.3).
Examples of outdoor experiences might include:
- At school: biodiversity audits, mapping using symbols, navigation practice, mountain bike skills sessions, and campcraft practice (e.g., setting up tarps, tents, or Trangias).
- In your local area: orienteering, bike touring at local mountain bike parks, creek exploration (either at a specific location or following a watercourse), and service-based learning with community groups.
- Adventure activities: abseiling, artificial climbing and abseiling walls, bushwalking, camping, canoeing/kayaking, challenge ropes courses, cycling (including Bicycle Education), horse riding, orienteering, rafting, rock climbing, sailing, scuba diving, sea kayaking, snorkelling, snow activities, surfing and stand-up paddleboarding, swimming and water-based activities, water skiing, and windsurfing.
5.1.2 Resourcing Outdoor Experiences
An ongoing challenge in many school environments is sourcing appropriate equipment for outdoor experiences. While some equipment, such as Trangia cooking stoves, is relatively inexpensive and durable, other items, like a fleet of mountain bikes, can be more costly to purchase and maintain. In some cases, hiring equipment or working with a specialist provider who can supply both instructors and equipment may be a more cost-effective option. Depending on the activity, engaging a provider might reduce overall expenses compared to running the activity solely through the school. There are also a range of grants that you may be able to apply for such as, via your local council or through philanthropic organisations, depending on the affluence of your school community.
If you are developing a program from scratch, it is essential to be strategic about how you allocate your budget, particularly focusing on items that will see the most frequent use. Based on experience, a good starting point is equipping your school gear shed with basic group camping equipment. This allows you to run relatively low-cost overnight trips using national and state parks, Scout camps, or caravan parks. From there, you can gradually acquire, hire, or borrow specialised equipment for other activities. Additionally, consider what equipment is truly necessary and explore cost-effective alternatives. For instance, bamboo poles and tarpaulins can serve as an excellent alternative to tents, encouraging students to develop camping skills without relying on commercial products. Students could also be asked to purchase their own foam sleeping mats, as these are prone to wear but are often better maintained when owned by individuals. Some schools even adopt the practice of having students purchase Trangia stoves and later sell them second-hand to incoming cohorts.
The responsibility for equipment need not rest solely with you as the teacher. Managing and sourcing equipment can become a valuable learning opportunity for students. This might involve students planning and procuring equipment as part of a project or taking responsibility for equipment management before and after trips, fostering a sense of accountability. Furthermore, involving students in equipment selection can create opportunities to consider the environmental sustainability of their choices. Additionally there may be support staff at the school, ie groundsperson or maintenance that through negotiation can be allocated time to assist with equipment logistics.
Proper storage and timely repair of gear are crucial for maintaining equipment in good condition. Delayed repairs can lead to a growing pile of unusable items. Once an item is no longer serviceable, ensure it is either repaired, replaced, or repurposed promptly. A proactive approach to gear management will help maximise the longevity and functionality of your resources.
Activity 5.1 – Equipment Audit
At the school where you are teaching, conduct an audit of the available equipment. Think broadly—there may be equipment located in other areas of the school, not just in the outdoor education cupboard. Complete the table below, then answer the following questions:
| Item | Qty | Notes (repairs needed) |
|---|---|---|
An editable copy of this activity can be accessed here: A Teachers Guide to Outdoor Education Curriculum Activity 5 1 (.docx)
Reflection Questions:
What activities could I run with the equipment I currently have?
What needs to be included in next year’s budget request?
What equipment might I be able to borrow or hire?
What might students be able to source for themselves?
5.1.3 Safety and Compliance of Outdoor Experiences
As a teacher, it is critical to always prioritise both the safety and compliance of outdoor experiences. Three essential questions should remain at the forefront of your mind during both the planning and delivery of outdoor experiences:
- Is the activity safe for the students and staff involved?
- Is the activity compliant with the relevant legislation and guidelines?
- Is this activity going to enable the program outcomes to be achieved?
If you cannot confidently answer “yes” to these questions, you must pause and adjust your plans until you can. It is also important to remember that ignorance of your fiduciary obligations is not a valid defence. Therefore, careful and thorough planning of your outdoor experiences is imperative to ensure student safety and meet legal and professional responsibilities.
In Victoria, the Department of Education provides a comprehensive set of guidelines governing how school students can participate in excursions and adventure activities. These guidelines are part of the broader Policy Advisory Library (PAL), which can be accessed at https://www2.education.vic.gov.au/pal/excursions/policy
Activity 5.2 Planning within the PAL Policy
Imagine you are a graduate teacher who has been asked to plan a 2-night camp to Tidal River for a group of 22 year 7 students. Your camp is going to include the following activities:
- Bushwalking – Day walks.
- Surfing – run by a provider.
- Rock pooling.
- Campcraft including cooking, sleeping in tents, etc.
- Swimming in tidal river.
- Locate the adventure activity planning checklist.
- Work through the checklist and locate the relevant guidelines and resources that you would need on to plan the camp.
Case Study 5.1 Strict Aversion to Fatalities
As an outdoor education teacher, it is imperative to approach the planning and management of risk for outdoor experiences as more than a compliance or tick-the-box activity. Risk management is arguably the most important part of your role, as the safety of the young people under your care depends on it. A fundamental concept that all outdoor education teachers should adopt is a strict aversion to fatalities approach, ensuring that every decision prioritises the safety and wellbeing of students and staff at all times. Thomas et al. (2019) explains this as:
Outdoor educators demonstrate a depth of understanding in relation to safety and risk management and the critical nature of fatality prevention. They learn from case studies of past fatalities in led outdoor activities and are able to plan and lead effective and safe outdoor education experiences in a variety of contexts. Outdoor educators are able to continuously and critically evaluate the purposes of a program, the context of the program, and their own practices in relation to safety (p. 180).
The following case study from Worksafe (2024) demonstrates how tragic outcomes can happen quickly during outdoor experiences. Not only has this drowning resulted in financial penalties for the pool operator and the Department of Education, but it would also have no doubt impacted the wellbeing of the teachers, the student’s family and the other students attending the camp.
$180,000 in fines after student drowns on school camp
A local pool operator and the Department of Education have been fined a total of $180,000 after the tragic drowning death of an eight-year-old boy at Port Fairy while on a school camp.
Published: 31 May 2024
Read the full article on the Worksafe website.
Worksafe. (2024). $180,000 in fines after student drowns on school camp. https://www.worksafe.vic.gov.au/news/2024-05/180000-fines-after-student-drowns-school-camp
Activity 5.2 – Where am I Safe?
To effectively meet compliance requirements in the planning of outdoor experiences and adopt a strict aversion to fatalities approach during these activities, it is crucial to have a deep understanding of the environments and activities you are running. Familiarity with the terrain, conditions, and potential risks of a location, along with appropriate activity knowledge and skills, is an essential part of ensuring student safety.
Open your outdoor education logbook and reflect on your current level of experience in various environments. Create two lists:
- Environments and activities you can confidently lead: These are locations where your knowledge and experience allow you to take full responsibility for the group.
- Environments and activities you could confidently act as an accompanying teacher: These are locations where you would feel more comfortable supporting another leader who has greater familiarity with the area.
5.2.1 Teaching through Outdoor Experiences
When incorporating outdoor experiences into your outdoor education classes, it is essential to be explicit about the learning outcomes of each experience. Early-career teachers sometimes adopt what could be described as a ‘fruit salad’ approach, where students engage in a variety of activities, but without intentional structure or clearly defined learning outcomes to tie them together. While variety is important, it’s equally vital to ensure that all activities contribute meaningfully to the overall objectives of your program.
Extending this metaphor, no one enjoys a fruit salad dominated by one ingredient, like overripe banana. Similarly, in outdoor education, it’s important to avoid an imbalance in your planning. When budgets are tight, there’s a risk that schools invest heavily in one or two high-cost activities, with the remaining experiences being less engaging for students. This is why being strategic about learning outcomes is crucial, particularly when balancing school-based class time with outdoor experiences. A well-planned program ensures a cohesive, engaging, and educational experience for all students.
Case Study 5.2 – Discovering the Central Goldfields
The following sequence of outdoor activities might be useful if you were teaching in a school on or near the central goldfield. It is broadly based on the idea of discovery of the place, which would allow many different ways of engaging in the outdoors and is tied together by the idea of how the place has changed over time. Many of the activities are low or free of cost and could be adapted to different parts of the goldfields.
| Outdoor Experience
|
Activities |
|---|---|
| Mount Buninyong | Hike, Buninyong Township to the Fire Tower
Use “Peak finder” to locate Mountains in the landscape Discuss the importance of Mountains for Aboriginal People and compare to how they are used today |
| Creeking | Headwaters of the Yarrowee River (Federation University)
Explore and follow the water courses through the campus, and examine how the water courses have been impacted by people over time and their current health. |
| Bike Tour | Ride a loop of Ballarat using the Canadian Creek Trail, Goldfields Track and Yarrowee Trail. Stop at Sovereign Hill and participate in an education session on the environmental impacts of the Goldrush on local waterways. |
| Open Water Swim | Lake Esmond – Focus on safe entry and exit, lifejacket fitting, etc. Learn the history of the lake. |
| Paddle Lake Wendoureee
|
Paddle Lake Wendouree and learn the story of how the lake has changed since colonisation. |
| Out-the-gate ride | Ballarat to Castlemaine via the Goldfields Trail on Mountain Bikes. |
5.3 Inclusion during Outdoor Experiences
When developing outdoor experiences, it is vital to ensure they are accessible to a diverse range of students. What works one year may not work the next due to the differing needs of each cohort. For example, at the time of writing, many young people are experiencing mental health challenges following the COVID-19 pandemic. As a result, programs may need to be adjusted to ensure students feel comfortable participating. This could include reducing distances travelled or selecting less remote locations to ease anxiety and increase inclusivity.
The Universal Design for Learning (UDL) framework is a widely used tool to support this process. In Case Study 5.2, (Kelly et al., 2022) outlines three key principles of the UDL framework and provides critical questions to guide your planning. These principles and questions can help ensure that outdoor experiences are designed to be inclusive and accessible for all students.
Case Study 5.2 UDL Inclusion in the Outdoors
Universal Design for Learning – A framework for inclusion in Outdoor Learning
The principles of UDL and their relationship with outdoor learning
A fundamental goal of UDL is to anticipate and redress barriers to learning, using considered pedagogies to meet all learning needs and abilities through effective design. Such barriers could be physical, cognitive, cultural, social, and/or emotional. For the teacher planning outdoor learning, implementing effective instructional plans, focused on engagement and using flexible materials in meaningful ways, generates an inclusive environment for all learners. Enacting this inclusive environment in a meaningful and sustained way, is the real challenge for teachers. If pedagogy is guided by ill-defined goals and equipped with only conventional instructional methods, using inaccessible resources, and inflexible ways of demonstrating knowledge and understanding, the barriers to learning may be difficult to comprehend.
UDL core principle 1: multiple means of engagement
The ultimate goal of applying the UDL framework is to enable learners to become experts (CAST, 2018). Arguably, a prerequisite for developing expertise is the engaged learner. Engagement can be fostered through designing a curriculum with built-in options for the learner to navigate the appropriate level of challenge and support. The UDL framework considers a learning environment that is flexible enough to account for learner variability; meeting the specific needs of every learner. To address varied learner capabilities and needs, multiple and flexible options for engagement in the learning process are used to support affective learning. Teachers planning outdoor learning can design, deliver and evaluate lessons that involve creating interest and offer learning opportunities that motivate and stimulate learners according to their personal backgrounds and interests.
Providing options for multiple means of engagement requires developing interest, purpose, challenge, motivation, and strong self-regulation as a learner. What UDL researchers call “self-regulation” is the ability to set motivating goals; to sustain effort toward meeting those goals; and to monitor the balance between internal resources and external demands, seeking help or adjusting one’s own expectations and strategies as needed (Meyer, Rose and Gordon, 2014, p.` 53). In practice, three broad types of options emerge: options for recruiting student interest, options for sustaining effort and persistence, and options for developing the ability to self-regulate (CAST, 2018).
How does this lesson spark my students’ excitement and curiosity for learning and understanding their environment through direct engagement? (recruiting interest)
How does this lesson tackle potential challenges with focus and determination? (effort and persistence)
How does this lesson harness the power of my students’ emotions and motivation in learning? (self-regulation)
UDL core principle 2: multiple means of representation
To plan for and address inclusion in the outdoor learning environment, multiple and flexible methods of presenting information are used to support recognition of learning. Providing instructions, concepts and content through multiple methods such as discussion, readings, digital texts, and multimodal presentations can account for varied learner capabilities and needs. The teacher planning outdoor learning can present learning materials through a variety of media (visual, auditory, or tactile), and provide multiple examples that can be modified in complexity to reach every learner in the class.
How are my students able to interact using multiple senses with the outdoor environment? (perception)
How are my students able to participate regardless of their background knowledge or understanding of language, text, or symbols? (language and symbols)
How are my students able to construct meaning and generate new understanding of information? (comprehension)
UDL core principle 3: multiple means of action and expression
The third principle in the UDL framework is concerned with supporting strategic ways of learning (i.e., how we learn). Affording opportunities for students to demonstrate their understanding in multiple ways, addresses varied capabilities and allows the learner to practice tasks with different levels of support and to demonstrate their knowledge and skills in a range of ways. Employing multiple means of action and expression, the teacher planning outdoor learning can support the development of expertise in executive functions such as: goal setting, self-monitoring, strategy development, and managing information and resources.
Does my lesson have accessible materials and tools for students to interact with in the outdoor space? (physical action)
Are there multiple ways for my students to construct, communicate, and share ideas in a way that works for them? (expression and communication)
How does the outdoor learning environment lesson provide support for my students to plan and get the most out of the lesson? (executive functions)
Adapted from Universal Design for Learning – A framework for inclusion in Outdoor Learning, Kelly et al., 2022. CC BY 4.0
Chapter 5 Summary
This chapter emphasises the critical role of outdoor experiences in middle years outdoor education, exploring their integration into curriculum planning and the importance of intentionality in achieving learning outcomes. It highlights the diversity of outdoor experiences, from school-based activities to adventure pursuits, and provides guidance on resourcing and managing these activities effectively. The chapter stresses the importance of safety and compliance, introducing the concept of a strict aversion to fatalities approach and its application in risk management. Inclusion is a key focus, with the Universal Design for Learning (UDL) framework presented as a tool to ensure outdoor experiences are accessible to all students. Practical examples and case studies illustrate how outdoor educators can create engaging, inclusive, and meaningful learning opportunities that connect students with their environment and each other.
Reflection Questions
- How can you ensure that outdoor experiences in your program are intentionally linked to learning outcomes?
- What strategies can you use to balance engaging activities with budget constraints while maintaining student interest and learning?
- How does the concept of a strict aversion to fatalities influence your approach to risk management in outdoor education?
- In what ways can the Universal Design for Learning (UDL) framework assist you in designing inclusive outdoor experiences that cater to diverse student needs?
References
Kelly, O., Buckley, K., Lieberman, L. J., & Arndt, K. (2022). Universal Design for Learning – A framework for inclusion in Outdoor Learning. Journal of Outdoor and Environmental Education, 25(1), 75-89. https://doi.org/10.1007/s42322-022-00096-z
Thomas, G., Grenon, H., Morse, M., Allen-Craig, S., Mangelsdorf, A., & Polley, S. (2019). Threshold concepts for Australian university outdoor education programs: findings from a Delphi research study. Journal of Outdoor and Environmental Education, 22(3), 169-186. https://doi.org/10.1007/s42322-019-00039-1
Worksafe. (2024). $180,000 in fines after student drowns on school camp. https://www.worksafe.vic.gov.au/news/2024-05/180000-fines-after-student-drowns-school-camp
