Outdoor Education Stage 1
Unit Planning
James Ford
Part 1 – Nature of the Learner
The Leaner(s)
Year Level / Cultural Diversity
 Year 11 – Outdoor Education
 18 Students (Co-ed)
o 12 x boys
o 6 x girls
o 5 x Negotiated Education Plans
(NEP’s)
o 1 x Indigenous
o 1 x ESL
o 2 did not complete Outdoor
Education Unit in Semester 1
Social Dynamics
 Observations
o Limited interaction between boys
and girls
o Some inter-gender interaction
between students who are apart of
volleyball program
o All students felt willing to give
previous PE units a go
o Recent changes to classes over
semester break so potentially some
social impact caused by this
o Culture does not seem to have any
impact on student interaction
o Some students (boys in particular)
are quite dominant – but keep to
themselves
o Two student leaders identifies–
mostly happy to follow other
student’s example
o 3 students seem hesitant and dis-
engaged
 Unsure whether this was
caused by their confidence in
volleyball, comfort completing
PE.
Influence on Teaching / Learning
 Male dominated environment
 Time spent in preparation
understanding the requirements of
these students
 Investigate considerations for students
of Indigenous and ESL students
 Consider pairing students who did not
complete OE Unit in Semester 1 with
confident and competent students for
assistance
 Provide opportunity for extra time to
revisit key content they may have
missed if they require further
elaboration
 Potential issues with teacher allocation
of small groups may include:
o Will there be a leader or lack
leadership?
o Will limited interaction
between genders impact group
cohesion?
o If the teacher selects the
groups – potential for impact
on student engagement and
increased behavioural concerns
 If students select groups:
o May have one or two dominant
groups
o May have some students being
left out or feeling isolated
o ‘Weaker’ groups may lack
leadership and cohesiveness
o Interacting with friends may
increase engagement,
motivation and cohesiveness
 Consider providing opportunities for all
students to act as leader to develop
leadership skills, confidence and
competence – support to ensure
success not failure

Experience Level
 16 of 18 students completed a general
camp craft unit in Year 9 OE in previous
years.
 Content included:
o Trangia Use & Camp Meal
Planning
o Tents
o Setting up a camp
o Packing a rucksack
Interest Level
 All students have chosen to participate
in OE in Year 11
 Evaluation of camp in Year 9 was that
engagement, motivation and standard
of completion by these students was
high
 Limited student experience in camping
beyond school context
Level of Personal Responsibility
 In the broader school context teachers
are generally seen as the source and
provider of knowledge
 High level of teacher dependence
 Limited opportunity for student
autonomy and individual responsibility
 Continually re-assess as students
engage with OE theory based unit
when compared to a sport based
practical unit
 Consider ice-breaker / get to know you
/ GAIT fun activities to promote group
cohesiveness and inter-dependence
 Spend some time re-acquainting
students with content covered in
previous unit
 Provide additional time for students
who did not complete unit to engage
with this content if necessary
 Consider pairing 2 students who did
not complete unit with another more
competent/confident student who is
happy to assist
 Prioritise teaching time – is it worth
spending a whole lesson recovering
content which has already been
taught? Can this be revisited when on
camp or does it need to be done
beforehand? What is the essential
knowledge required to attend this
camp and return safely?
 Should be a high level of engagement
with the course as a whole
 Potential for some uneasiness in
engaging with Outdoor Education and
unfamiliar environments
 Use positive experiences on previous
camp as reminders or context for
content being covered for this camp
 Ensure this camp is well aligned with
the last such that it builds upon
previous experiences and knowledge
rather than conflicts with it (i.e.
scaffolding)
 Provide opportunities for students to
realise the benefit of engaging with the
outdoors in their personal lives (link to
lifelong physical activity)
 Consider that student autonomy in this
context may be beneficial but foreign
 If providing opportunity for personal
responsibility and independence,
provide supportive scaffolding to help
promote success and limit failures
  Possible connection to life outside of
school
o Personal life requires them to
be independent and
autonomous
 How will they respond
if the same situation is
thrust on them here?
 Do students enjoy
having information
lectured?
 If information is passed
on rather than sought,
is this fulfilling our
obligation to them as
students?
 What does this do for
student engagement?
Relationship with regular teacher and you
 Students generally have a good
relationship with all HPE staff and this
has been extended to their interactions
with me
 High level of respect in interactions and
communication
 Limited exposure to these students
 Understand that there is likely to be
diversity in student response to the
shift in power within the classroom
o What impact will this have on
my teaching?
o Is it beneficial to risk this as a
teacher when there is content
to cover?
o Cost – benefit analysis?
 Will need to allocate time forming
relationships with students
 May need to share something of myself
to start to develop relationships inside
and outside of the classroom
 Opportunity to interact with students
beyond the classroom in an enjoyable,
relaxed and engaging outdoor
environment – get to see past the
student we experience in a more rigid
classroom setting
Part 2 – Context and Constraints
The Leaner(s) Influence on Teaching / Learning

Number of lessons per week, Unit Length,  Limited class time prior to camp in Week 8
Time/Place of Lessons to cover necessary content
 Need to choose ‘must’ content carefully
2 lessons per week and ensure this is covered in as much depth
 2 x Double Lesson – 1hr 40 mins as possible
o Wednesday – Lesson ¾  Prioritise the ‘should’ content and include
o Friday – Lesson 3/4 time permitting – do not compromise
‘must’ content
 Wednesday’s double lesson will provide
core time for problem based learning
Unit Length activities and content coverage – other
 4 weeks classes likely to be impacted by student
o Week 6 / 7 / 8 / 9 lateness / Friday double behavioural
o *Only on placement for first 3 considerations
weeks
 7 lessons pre-camp
o 4 Lessons – Week 2
o 3 Lessons – Week 3
 Camp – Week 4 (Tues / Wed)
 5 Lessons post camp
o 1 Lesson – Week 4
o 4 Lessons – Week 5

Place of Lessons
 Middle School - Atrium

Teaching Space, Equipment, Time Allocation,  Use outdoor space where possible
Resources (weather permitting) to get students to
learn by doing rather than learn by listening
Teaching Environment and writing
 Theory classes conducted in Atrium  Use small groups for discussions – noting
attached to the middle school on whiteboard desks can be used so that
 2 main groups of ‘white-board’ desks student’s lack of stationary does not impact
 10 - 15 students at each group of desks on ability to engage
 1 x White Board  Accessibility to student computers could be
 Teachers Computer an opportunity or limitation depending on
their functionality – get these checked if
 Access to student computers/printer
they are to be used by students
o Questionable usability with
o Ensure effective Plan B in place if
technological issues this is not possible
o Library access to devices for  Regular meeting spot should decrease
student without devices transitional time between classes
 Option of moving outside for practical  Adequate camping equipment available
activities and accessible – consider going through
this equipment to assess its usability and
Class Time suitability for this camp
 Week 6 – 190 mins
 Week 7 – 145 mins
  Week 8 – Camp + 100 mins
 Week 9 – 190 mins

Unit Breakdown
 Lesson 1/2 (100 mins)
o Module 1
 Lesson 4/3 (110 mins)
o Module 2
 Lesson 5/6 (100 mins)
o Module 3
 Lesson 7/8 (110 mins)
o Module 3 + Camp Preparation
 CAMP
 Lesson 9/10 (100 mins)
o Module 4 / Reflection
 Lesson 11/12 (110 mins)
o Module 4 / Reflection

Equipment Available
 Individual lengths of rope
 Tents
 Trangia & Fuel
 Emergency Shelters
 First Aid Kits
 Maps – School / Deep Creek
Conservation Park
 Compasses
 Ruck Sacks
 Tarpaulins

Personal Experience and Background  Spend time in preparation going over

 Have completed 1 Foundational
Outdoor Education subjects at
University
o 2 x Bushwalking / Camp Craft
 Require some refreshing on key
content but with research – comes
back relatively quickly
 Personal experience of camping from
youth to – Bushwalking, Trail running,
mountain biking and surfing
content to ensure it is fresh and accurate in
my consciousness in my teaching
 It is vital that I understand my teaching
content thoroughly
 Use personal experiences as anecdotal
context for students to increase relatability
and engagement

Context of the School  Likely to be good student interest and

 HPE department somewhat isolated
from rest of the school
 Limited interaction with other faculties
within the school
 Students widely engaged with HPE as a
subject, typically high levels of subject
selection at a senior level
 3 streams at SACE Level
engagement in the unit
 Unknown consequences of attitude
towards HPE department at school?
o Difficulty in running classes in
common spaces
o Impact on out of school camp
 o SACE Physical Education
o Sports Studies - Coaching
o Outdoor Education
 PE compulsory until Year 10
o Communication networks with
other faculties which may be of
benefit
 Design and Tech
 Science
Part 3 – Activity Analysis
This Outdoor Education unit will encourage students to engage with physical activity beyond a
typical HPE classroom setting. They can accept new roles, develop new physical, personal, social,
teamwork and leadership skills which are relevant and applicable to a broad range of professional
and personal contexts. This camp skills unit will draw upon previous skills developed in a camp
completed by Year 9 Outdoor Education students during previous years. It will provide students with
opportunities to further develop skills learnt in this context whilst engaging with new skills related to
orienteering and knot tying. The ‘Camp Skills Theory’ component of this unit at school will provide
students with practical skills and understanding which are then applied in a real camp context with a
3 day journey camp at Deep Creek Conservation Park, at the conclusion.

The key learning experiences that will be used are individual and small group challenges where
students are provided with a problem and a structured context to which they need to respond using
a select range of skills. This is well aligned with the key learning principle which will underpin my
educative practice, maximising individual participation by structuring engaging and practical learning
in a safe and supportive environment.

SACE Stage 1 Learning Implications for Teaching and Learning

requirements
MODULE 2  Identify 4 main knots
Demonstrate the application of o Truckies Hitch
knowledge and skills by
participating in human-powered
outdoor journeys, or in journeys
that use natural forces

Identify and apply the

appropriate risk and safety
management practices of the
outdoor industry

o Bowline

MODULE 3
Demonstrate responsibility for
themselves and for other
members of a group in
conducting safe and effective
outdoor journeys
Identify and apply the
appropriate risk and safety
management practices of the
outdoor industry
o Clove Hitch
o 2 ½ Round Turn
 Provide opportunity for student autonomy as they investigate:
o How the knot is tied?
o What context it could be used in?
 Truckies Hitch: Securing a load
 Bowline: Safety knot, easy to undo having
been under tension
 Clove Hitch: End or Midline knot tying off
 2 ½ Round Turn: Tying to anchor point
 Provide opportunity for students to show their understanding in
minor and major practical context
o Small individual challenges
 Securing a load
 Connecting two pieces of wood
 Tying off a loose end
 Tying rope to anchor point
o Larger Group Challenge
 Stretcher Challenge
 Obstacle/Challenge Course
 Potentially limited previous experience in the compass
familiarisation and use
 Teacher modelling and explanation whilst doing becomes
significant
 Using a map
o Types of Maps (Topographical, Atlas, Road, Marine)
o Information contained on a map (Title, Type,
Compass, Contour Interval, Scale, Landmarks, Legend)
o Scales (relevance, how to measure – linear/curved)
o Grid References
o Contours/Representation of height
o Orienting a map
 Using a compass
o Parts of the compass (direction of travel arrow, scale,
base plate, orienting arrow, magnetic north needle,
housing dial, orienting lines)
o Points of degrees

MODULE 1
Identify and apply the
appropriate skills to minimise
the impact of human-powered
o Bearings and North Point (True North, Grid North,
Magnetic North)
o Taking a Compass Bearing
 Face the object, hold compass horizontally
with arrow pointing towards object
 Turn the dial on the compass house until ‘red
is in the shed’
 Read the magnetic bearing on the housing to
convert to grid bearing
o Taking a Map Bearing
 Point direction of travel arrow in the direction
you plan to travel
 Place the long edge along the desired route
 Rotate the compass housing so the orienting
lines are parallel with the grid lines on the
map
 Take compass away from the map and keep
‘red in the shed’
 Provide opportunities for students to learn off each other,
practice and hone these skills
 Then provide an opportunity for students to work
autonomously and as a member of a small group in
completing an orienteering course
 Provide students with an opportunity to reflect and share on
skills learnt in Term 1
 Revisit and consolidate knowledge on following key points:
o Pitching a tent
journeys, or journeys that use
natural forces, on natural
environments
Identify issues that concern the
sustainable use of natural
environments, including, for
example, Indigenous
perspectives
MODULE 1
Demonstrate responsibility for
themselves and for other
members of a group in
conducting safe and effective
outdoor journeys
Identify and apply the
appropriate risk and safety
management practices of the
outdoor industry
 Even, dry place
 Remove stones and sharp objects
 Consider wind direction (strongest part
towards wind)
 Pitch away from water courses
 No overhead branches or trees
 Poles then pegs (pegs at 45 degrees)
 Set up inside of tent
o Pack-up
 Pegs then poles
 Shake out tent inside
 Remove all dirt from bottom of tent
 Collect all pegs
 Return items which may have been moved
 Do a walk around – ‘leave no trace’
 Provide opportunity for students to individually show
knowledge – quiz / practical problem
 Consolidate knowledge on trangia use
o Parts of trangia
o Cooking Protocols
 Cooking circle
 Safety briefing
 Fuel Dump and transport of fuel
 Filing the fuel
 Sitting away from cooking pot
 No one in the idle of the circle
 Use the billy grips
 Disposing of waste

MODULE 4
Reflect on the personal, group,
social, and environmental
outcomes of participation in an
outdoor journey.
Investigate, evaluate, and
communicate information
about the natural environment
and outdoor journeys
MODULE 4
Reflect on the personal, group,
social, and environmental
outcomes of participation in an
outdoor journey.
 Provide broad guidelines on what is required for camp meal
preparation but allow and encourage creativity and flexibility
with incentives
 Allow students time during and post camp to reflect and
analyse on what has been learnt and how this is applicable to
their lives beyond school and PE
 Provide opportunity for these values, beliefs and attitude to
be shared, should they wish to, in a safe group context.
 Share something of yourself to promote openness and respect
 Structure engaging activities which require group
collaboration, effective communication and cooperation to
achieve success.

Investigate, evaluate, and

communicate information
about the natural environment
and outdoor journeys
Part 4 – Scope of Learning
What MUST be taught? What SHOULD be taught? What COULD be taught?
Recap of knowledge learnt on Camp Etiquette Bushwalking considerations
previous camp:  Selecting a toilet spot  First aid
 Setting up camp  Waste disposal  Emergency Procedures
 Setting up a tent  Minimal impact  Extended stays
 Packing down a tent  Communication
 Using a trangia Equipment maintenance  Off the grid camping
 Safe cooking practice  How to clean a tent
 Menu Planning  How to look after a Equipment
 Packing a rucksack trangia  Purchase
 What to take considerations
Navigational skills  Additional equipment
Navigational Skills  Catching features  Clothing for different
 Different types of  Compass Bearings climates
maps  Railroading
 Information that can  Aiming off Navigational skills
be found on a map  Using different maps
 Using a map to find Knots  Navigating without a
where you are  Use of these knots in map
 Using a map and varying contexts  Navigating at night
compass for direction o E.g. Midline vs
 Other necessary end of line Additional Information
equipment  Simple, effective knots  Deep Creek
which could be used in Conservation Park
Knots place of  Indigenous
 5 knots perspectives
o Bowline  Forestation
o Clove Hitch  Weather
o 2 ½ Round considerations
Hitch
o Truckies Hitch Considerations when camping
o Reef Knot alone or with a couple of
 What are they used travelling companions
for?
 How are they tied?
Part 5 – Assessment
Assessment method provided to me in form of a written assignment, completed in class, with
additional resources collected in preparation for and on camp. Students given 5 in class lessons to
complete the assessment for marking by the teacher with a summative grade provided.

The assessment is separated into two areas. The first is an opportunity for students to provided
evidence of the effective completion of a number of skills and techniques learnt in preparation for
the camp. There is the assumption of some prior learning in the areas of Menu Design and Trangia
use, with students only required to provide some simple, coherent answers and photographic
evidence. There are no assessable expectations on student’s knowledge of setting up a camp or a
tent. Greater cognitive consideration is being asked of students with regards to knots and
orienteering, as they are asked to complete a more in depth analysis of the content covered, whilst
also encouraging them to evaluate their application of the technique or skill.

The second, more significant component of the assessment is the reflective journal where students
are asked to reflect and evaluate on a number of key themes and ideas (e.g. group work,
communication, participation, learning, highlights and improvements). This certainly requires a level
of higher order thinking, however, presents a significant amount of work which I believe, in planning,
could be challenging for a number of students.

Questions I would ask regarding this assessment are:

 How is this aligned with SACE?

 Does this provide opportunities for students to encounter new knowledge or apply their
skill-based knowledge to new situations or contexts?
 What framework is available for students who struggle with self-reflection to still complete
the assessment to a high standard?
 How is this contextually relevant to the overall student objectives and outcomes?
 YEAR 11 OUTDOOR EDUCATION ASSIGNMENT

Multimodal assignment you may like to present this using PowerPoint, as a Word document, a website or in an
alternative method (discuss with teacher). You need to use photos as evidence of your learning and to support your
writing.

Answer each section using the headings listed below.

MENU DESIGN

1. Provide a detailed menu of the food you took on camp using the menu sheet provided.
2. Provide a photo of a meal you cooked using a Trangia.

TRANGIA

1. Download a picture of a Trangia and label each part.

2. State 3 rules to consider when using a Trangia?

KNOTS

1. For each of the five knots we learnt in class, you need to:
a. Provide a picture/photo of each
b. Step-by-step process of how to do each knot
c. Provide examples of where you could use this knot in the future
(The five knots are as follows: Clove Hitch, Round Turn 2 ½ Hitch, Truckies Hitch, Joining & Bowline)

2. Provide a photo of your shelter and label the different knots.

3. Did you find the knot unit beneficial? Why/why not?

ORIENTEERING

1. Name three things visible on a map that assist in finding directions?

2. What are three points to remember when using a compass?
3. When choosing a route to follow, what are three factors you should consider?
4. What strategy/strategies can you use to measure out distances?
5. Safety is important when orienteering, what considerations must you understand when participating?
6. Provide a photo of your group completing the orienteering challenge.
7. How did your group go with the orienteering course on camp? Discuss the strategies your group used.

CAMP PHOTOS
 You need to provide photos of the following:

Camp group

Logo
Your group completing a challenge task
A meal you cooked using a Trangia
A labelled picture of a Trangia

The five knots we learnt in class

Your shelter with knots labelled

Your group completing the orienteering challenge

CAMP TASKS

1. Explain how camping can be a positive influence on a group of students and why?
2. Do you feel that you have developed any positive skills with regards to your ability to provide leadership
and problem solving? Explain with evidence, why/why not.
3. Do you feel that you participated and involved yourself to the best of your ability on camp? List the
tasks that you were involved in.
4. Detail three things you have learnt from this unit of work and how they will be useful to you in the
future.
5. What were the highlights of this camp? Why?
6. What improvements could be made to this camp? What should be added / removed?
 YEAR 11 OUTDOOR EDUCATION RUBRIC
STUDENT NAME:
Performance Standards for Stage 1 Outdoor Education 2019
Practical Knowledge
- Communication
and Skills
A Constructive planning and
preparation for outdoor
activities.
High level of proficiency in
outdoor skills with
sustained risk and safety
management in a variety
of familiar and unfamiliar
contexts.
Critical and logical
investigation of outdoor
issues.
B Well-considered planning
and preparation for
outdoor activities.
Consistent level of
proficiency in outdoor
skills and proficient risk
and safety management
in familiar and unfamiliar
contexts.
Logical investigation of
outdoor issues.
C Competent planning and
preparation for outdoor
activities.
Competent outdoor skills
and considered risk and
safety management in
familiar and some
unfamiliar contexts.
Appropriate investigation
of outdoor issues.
Reflection and
Evaluation
Comprehensive and Accurate and consistent
insightful reflection on use of appropriate
personal and group terminology.
responsibilities in an
outdoor journey. Comprehensive
documentation of
Perceptive and well- planning and
informed reflection on implementation
Indigenous or other processes.
cultural perspectives.
Coherent and detailed
Astute and well-informed discussion of risk and
evaluation of sustainable safety management
environmental practices. practices in complex
situations.
In-depth and well-
informed explanation of
environmental issues.
Well-considered reflection Mostly accurate use of
on personal and group appropriate terminology.
responsibilities in an
outdoor journey. Thorough documentation
of planning and
Thoughtful reflection on implementation
Indigenous or other processes.
cultural perspectives.
Detailed discussion of
Well-informed evaluation risk and safety
of sustainable management practices in
environmental practices. familiar and some
unfamiliar situations.
Thoughtful and well-
informed explanation of
environmental issues.
Considered reflection on Competent use of
personal and group appropriate terminology.
responsibilities in an
outdoor journey. Appropriate
documentation of
Informed reflection on planning and
Indigenous or other implementation
cultural perspectives. processes.
Informed evaluation of Competent discussion of
sustainable environmental risk and safety
practices. management practices in
mostly familiar situations.
Considered explanation
of environmental issues.
 Practical Knowledge
- Communication
and Skills
D Some planning or
preparation for outdoor
activities.
Some demonstration of
basic outdoor skills and
superficial risk and safety
management practices in
known situations.
Restricted investigation of
outdoor issues.
E Limited planning or
preparation for outdoor
activities.
Emerging outdoor skills
and attempted risk and
safety management
practices in known
situations.
Limited investigation of
outdoor issues.
COMMENT:
GRADE:
Reflection and
Evaluation
Some consideration of Basic and repetitive use
personal or group of terminology.
responsibilities in an
outdoor journey. Some appropriate
documentation of
Elements of reflection on planning or
Indigenous or other implementation
cultural perspectives. processes.
Description of one or more Superficial discussion of
sustainable environmental aspects of risk and safety
practices. management practices in
limited situations.
Description of elements
of one or more
environmental issues.
Recognition of the need Limited use of
for personal or group terminology.
responsibilities in an
outdoor journey. Attempted
documentation of
Attempted description of planning or
Indigenous or other implementation
cultural perspectives. processes.
Recognition of one or Recognition of aspects of
more elements of risk and safety
sustainable environmental management practices.
practices.
Identification and
attempted description of
at least one
environmental issue.
Part 7 – Unit Evaluation
 Appendix 1 – Risk Assessment
Activity: Year 11 Outdoor Education Camp Location: Deep Creek Conservation Park Date:
5th- 7th June

Possible risk of injury Risk 1: Emotional stress

Risk 2: Major Physical Injury
Risk 3: Minor Physical Injury

Risk 1: Emotional Stress What will you do to manage the risk?

Causal Factors  Emotionally unsafe learning  Establish clear and agreeable group
environment caused by expectations and rules at the start of
 People
 Equipment individual behaviour, lack of the unit which students must follow
 Environment group protocols  Provide emotional support for
 Students encouraged to move students, allowing them a ‘no-go’
beyond their comfort zone, response if they feel uncomfortable at
generating feelings of any stage
Risk 2: Major Physical Injury  Show appropriate behaviour to role
model expectations on students
Causal Factors  Inappropriate, unsafe
 Ensure consistency in enforcing
behaviour going against group
 People consequences for not meeting group
rules
 Equipment expectations and rules
 Environment  Inappropriate clothing or
footwear  Carefully check all equipment prior to
 Poorly maintained equipment going on camp for appropriateness,
 Unsafe camping / walking maintenance and functionality
environment  Establish that students are able to
Risk 3: Minor Physical Injury successfully and safely use the
Causal Factors  Inappropriate, unsafe equipment (e.g. set up a tent, cook on
behaviour going against group a trangia)
 People
rules  Research the environment, weather
 Equipment
 Environment  Inappropriate clothing or and risks associated with camping in
footwear Kuitpo Forest
 Poorly maintained equipment  Seek regular updates on changes in
 Equipment poorly used weather
 Unexpected change in weather  Employ a ‘do no harm’ mentality, if in
 Unsafe camping / walking doubt – don’t do it
environment
Response Plan
Non Urgent Response Immediate contact first aid: Brenton Dalby (School Mobile # TBC)

Urgent Emergency Response Ambulance: 000 Closest Hospital: Noarlunga Hospital / Flinders Medical Centre