Teaching and Learning

Outcome 1

Analyse motivations for experiencing outdoor environments and be able to plan to safely participate in specific outdoor experiences.

Examples of learning activities

• Use Miro to generate and record a class compilation of definitions of key terms such as Kinship, nature, Country, outdoor environments, private land, wilderness, managed parks, urban environments, built environments and outdoor experiences.
• Create a WordCloud to provide a pictorial representation of the most common words used in each definition. Rework the most commonly used words into individual definitions that can be displayed around the classroom. Compare other well-known definitions with those generated by the class.
• Explore different ways of understanding key terms, such as wilderness, Kinship, Country and outdoor experiences. Make a multimedia presentation using Prezi.
• Research and describe how the term ‘Country’ can have two different meanings for Indigenous and non-Indigenous peoples.
• Poll students for a list of different types of biomes using Poll Everywhere. View as a word cloud and discuss which types of environments were identified most and which were less common. Suggest reasons for these differences.
• Complete a world café class activity where the heading on each piece of butcher’s paper is a biome. Class members work around the different tables and add all the information they know about each biome. Collate on a Miro board or padlet.
• Create an infographic of a studied outdoor environment, clearly labelling its biomes and the features that demonstrate them. Investigate whether there are any unique flora or fauna that live only in this location or biome.
• 
  Conduct a survey of students in the school, or of students beyond the school, to collect data on motivations for seeking, and responding to, outdoor experiences and environments. The survey could be conducted in person or using an online poll or survey, such as Survey Monkey, or Google Forms. For information about online surveys visit the Department of Education and Training’s FUSE website. Record the results of the survey in a class Google Classroom.
• Write a journal entry or a report about motivations for undertaking outdoor experiences. The writing should reflect on outdoor experiences undertaken by the class. Journal entries could be recorded on a class or individual blog, such as Edublogs. Download the Digital Deck: Wiki.
• View a selection of short adventure films on an online service and analyse the motivation of the characters seeking this type of outdoor experience. Each student selects two from a larger selection and publishes their analysis on a shared Google Doc.
• View these two short films about people interacting with natural environments: Great Barrier Reef and Snowy River. Compare the motivations of the two sets of characters and analyse their differences.
• Use Google Images or Flickr to collect a number of images of outdoor environments. Write a few words in response to each image, including descriptive words (such as awe, appreciation, contemplation and fear) and collate the words for each image using Wordcloud. Display the images around the classroom.
• Listen to a guest adventurer talking about his/her personal experiences or use a podcast such as Enormocast (which contains podcasts about climbing) or Ozpodcast Directory – Outdoor (directory of Australian Podcasts focusing on sports and outdoor recreation). Present an account of the adventure, describing the person’s motivation for undertaking the adventure; and make comparisons between the person’s experience and your own. Visit Digital Deck: Podcasts for information on podcasting.
• Using a case study or referring to a specific environment visited, discuss the range of ways people may experience and understand a specific environment. Teacher can guide the discussion by providing students with a range of potential ways of knowing outdoor environments; for example, through custodianship, as a resource; for recreation, adventure, spiritual connection; or as a study site. (Students are not limited to this list.)
• During two outdoor experiences, complete fieldwork that either surveys users of an outdoor environment or observes and logs users, noting the variety of ways in which Indigenous and non-Indigenous peoples experience and understand outdoor environments. Compare the varieties and establish opinions as to why people choose to experience locations differently. In small groups, film short 10-second grabs of these observations and edit them into a short film using video editing software such as iMovie or Windows Editor.
• As a class, brainstorm a list of ways in which students and others use outdoor environments. Include common uses such as: a resource or a study site. Use large rolls of butchers paper to classify the examples on the list according to the categories of use.

Detailed example

Survey about participation

Conduct a survey of students in the school, or of students beyond the school, to collect data on motivations for seeking, and responses to, outdoor experiences and environments.

The survey could be conducted in person or using an online poll or survey, such as Survey Monkey, or Google Forms. For information about online surveys visit the Department of Education and Training’s FUSE website.
Record the results of the survey in a class Google Classroom.

The questionnaire for the survey could include questions such as the following:

• What are some of the different types of outdoor environments?
• What are your motivations for seeking outdoor experiences?
• How have you interacted with different environments, including previous experiences at school?

Students should reflect on their discussions and the survey results to analyse:

• motivations for seeking outdoor experiences
• other people’s uses of outdoor environments
• personal responses to outdoor environments.

Students then write a short report analysing the data they have collected, including reflecting on how their personal responses are similar or different from those identified in the survey.

Create a Google Classroom to act as a shared online publishing platform for student discussion work. The classroom can be used as a discussion forum throughout the unit. For information about online discussion forums visit Digital Deck: Discussion Forums.

Allow class time and computer access over the first weeks to get students into the habit of contributing to the Google Classroom.

Resources

Great Barrier Reef
Snowy River
Bushwalking Australia
Bushwalking Leadership South Australia
Bushwalking Victoria
Department of the Environment and Energy: National Reserve System
Department of Environment, Land, Water and Planning: Biodiversity information and site assessment: Biodiversity Interactive Map
International Union for Conservation of Nature: Protected areas and land use
Nation Outdoor Leadership School (NOLS)
Wilderness Medicine Institute
Nemo: Inspiring nature quotes
Parks Victoria
Parks Victoria: Our Amazing Diversity (Ecosystems)

Outcome 2

Explain factors that influence personal responses and access to outdoor experiences and interact sustainably with outdoor environments.

Examples of learning activities

• Collect brochures from companies that provide outdoor experiences and explore how they market the experiences. Create a brochure for a mock commercial outdoor experience.
• Use a digital or video camera to record images / video of a particular environment and explore different ways of using these images / video: to inform, to sell, to persuade, to challenge, to shock, and so on. Collate these videos on a shared class Google Drive or One Drive or SharePoint.
• Analyse and evaluate the ways in which magazines, newspapers and journals use images of outdoor environments and outdoor experiences. After researching online for different examples, or analysing teacher-selected examples, each student selects an image from an online photo gallery such as Google Images or Flickr and publishes the image and analysis to the shared Google Classroom.
• Create a list of songs (using Spotify) that describe outdoor environments in their lyrics.
• Respond to a particular environment visited by creating a piece of music, painting / drawing a picture, or writing a story. Discuss how this depiction reflects your experience of this environment.
• Create a continuum of outdoor experiences from ‘high access’ to ‘low access’. Compare very high access examples (such as going for a walk in the local park) to extremely low access examples (for example, those featured in documentaries such as Touching the Void or Base Climb 1 and 2). Discuss as a class what makes these experiences high or low access.
• Brainstorm a list of factors that may limit access to outdoor experiences. Explore case studies that support or challenge the factors listed; for example, in relation to physical ability, Kurt Fearnley crawling along the Kokoda track.
• Conduct a survey in the local community to investigate factors that influence people’s engagement with outdoor experiences. Write a report on findings. The survey could be conducted in person or using an online poll or survey such as Survey Monkey or Google Forms. For information about online surveys visit the Department of Education and Training’s FUSE website.
• Using images from the internet, develop a case study of technologies we embrace in the outdoors relating to a specific activity; for example: rock climbing, surfing, camping. Analyse the influence of these technologies on relationships with outdoor environments.
• Undertake an outdoor activity with minimal modern technology (for example, an overnight bushwalk without tents), and another activity with more extensive use of modern technology (for example, using GPS navigation and modern lightweight gear). Compare and contrast these activities and the effects of different levels of technology.
• Develop a case study of the responses to a recent accident or incident that occurred during an outdoor experience. Reflect on the ways in which people understand and respond to risky experiences, such as in the media, demonstrations of public outrage, introduction of rules and regulations, development of infrastructure and new technologies, increases in insurance and other costs, and government regulations.
• Referring to a media article about a specific risk (such as a shark attack) reflect on the emotions the article raises in the reader (for example, would you be afraid to swim in that part of the sea?).
• Reflect on two different occasions when you felt you were ‘at risk’ while participating in an outdoor experience. Analyse whether the risk was real or perceived and how your competence in the activity affected your behaviour. Using Adventure Experience Paradigm (Priest and Gass, 1997) discuss these ‘real or perceived’ feelings.
• 
  Consider and discuss changes that have taken place in equipment used for outdoor experiences.

Detailed example

The effect of technology

Teacher brings in examples of ‘old’ technology (for example, an old hiking pack, a closed cell foam mat, leather ski boots, a hand-held radio, compass and paper map) and the ‘updated’ versions (for example, a new hiking pack, down or self-inflating mat, plastic ski boots, mobile phone, hand held GPS device).

Students create a table with the following column headings:

• Old technology
• New technology
• How / what has changed
• How this change has affected the individual’s experience (including positive and negative effects).

Students write a list of new technologies the class will use (or have already used) on their practical experiences. While on practical outdoor experiences, students record in their logbook how and when they used technology and how this impacted (positively and negatively) on their experience. Logbook entries could also be recorded on a class or individual blog such as Edublogs or Google Classroom.

Resources

Great Barrier Reef
Snowy River
Bushwalking Australia
Bushwalking Leadership South Australia
Bushwalking Victoria
Department of the Environment and Energy: National Reserve System
Department of Environment, Land, Water and Planning: Biodiversity information and site assessment: Biodiversity Interactive Map
International Union for Conservation of Nature: Protected areas and land use
Nation Outdoor Leadership School (NOLS)
Wilderness Medicine Institute
Nemo: Inspiring nature quotes
Parks Victoria
Parks Victoria: Our Amazing Diversity (Ecosystems)

Outcome 3

Evaluate strategies for safe and sustainable participation in outdoor experiences.

Examples of learning activities

• Undertake a cooking class using the fuel stoves that will be used on outdoor trips and construct a list of safety rules for operating the fuel stoves.
• Complete a session on navigation (map reading 101) with emphasis on understanding contour lines and contour intervals and how this effects travelling through a specific area.
• Create a scaffolded navigation activity on your school property. First, complete an orienteering course that requires basic understandings of Direction and Distance. Next, in pairs, create a larger map of the school property – either self-drawn or using online software. Finally, self-publish the map and complete maps created by other pairs.
• Bring mobile devices to class and explore the navigational built-in aids (compass on iPhone ) and ones that are downloadable (What Three Words ). List the pros and cons of using mobile devices for navigation.
• Undertake practice navigational exercises using a Global Positioning System (GPS) device and/or map and compass.
• Study walking plans, as outlined by Parks Victoria, for a specifically planned class outdoor experience. Investigate and estimate the speed of travel and duration of a day’s walk.
• Explore Indigenous peoples’ navigation techniques by watching videos ‘What are songlines? and Songlines explained.
• As a class, watch the video SAHUL Australian Migration Map and note the landmarks that intersect with the traditional migration routes.
• Watch What's in my pack to prepare for the class’s first outdoor experience.
• Discuss the concept of minimal impact in relation to outdoor activities and reflect on the minimal impact strategies that could be used to promote sustainable interaction with an outdoor environment. When undertaking outdoor experiences, engage in minimal impact living and travelling.
• Following an outdoor experience, reflect on what minimal impact practices were used during this experience. Reflection questions could include:
  
  • Was the effort in minimising impact successful?
  • How can we improve this next time?
  • What other practices could we use?
• Complete a short Level 1 first aid course at your local neighbourhood/community learning centre.
• Watch wilderness first aid scenarios from NOLS and summarise the procedures and approaches used in these scenarios. Create role-plays of students’ own emergency scenarios.
• Invite a local Snake Rescue professional to give a presentation to the class on Snake Safety and First Aid. (Search the internet for ‘Licensed+snake+catchers+Victoria’.)
• Invite a staff member from your school, who is an enthusiastic outdoors adventurer, to present their top tips for equipment to take on an overnight bushwalk. Alternatively, take a class field trip to a local outdoor equipment retailer and (pre-booked) listen to the manager explain the different essential equipment items: waterproof jacket, stove, sleeping bag, tent and thermal underlayers.
• In preparation for an outdoor experience, brainstorm a list of potential safety concerns. Suggest ways to reduce the risk associated with each concern and devise a plan for the safe conduct of this outdoor experience.
• Teacher introduces class to the risk analysis matrix involving perceived, actual and real risk. Students then classify and analyse risks they can identify in outdoor activities already participated in.
• Complete a Hazard identification, risk assessment and risk control activity as shared on the Department of Education website.
• In small groups, access and complete Risk Management Tools that your school uses to submit approval documentation to the school principal, council or board to be able to run excursions and camps. For further information search ‘Excursion+Approvals’ on the Department of Education website.
• 
  Prepare a logbook for use before, during and after practical experiences of outdoor activities undertaken during the unit.

Detailed example

Using a Logbook before and during practical experiences

For Area of Study 3 students need to demonstrate practical key skills with reference to outdoor experiences and record them in a logbook.

Student logbooks used before, during and after practical experiences (in reference to other assessment tasks) can be a printed booklet with lines and headings of each of the items from the table below, one page each, followed by the assessment template (a complete example is provided).

The logbook is maintained and cited as a source of primary data, as a requirement for satisfactory completion of each unit, rather than being used as a specific assessment task. Teachers must regularly sight and monitor the logbook.

Logbook criteria must include:

• outdoor activity(ies) undertaken
• observation of key knowledge relevant to the experience chosen by the teacher
• observation of key skills.

Entries in the logbook could be in written, visual (drawing, photo), audio (self-recorded audio) or audiovisual (self-recorded video) format(s).

School-based assessment tasks requiring student reference to primary data, observations and reflections collected from outdoor environments visited, should be designed in a way that allows students to refer to their logbook when applying their knowledge. Students are expected to make direct reference to the outdoor environments visited and studied via the entries in their logbook.

See below for a detailed sample template for self-assessment and teacher-assessment to be used in a logbook. When using this template, students are expected to analyse relevant information collected during outdoor experiences and reference this in their notes

Preparing for a practical experience:

Students can present to the class (pre-trip or during the trip) the use of a particular piece of outdoors equipment designed to improve the safety of participants in outdoor experiences. This can be standard equipment or modern / brand new equipment. Examples of equipment include but are not limited to the following list:

• trangia stove
• tent
• overnight backpack
• compass / GPS
• hiking boots (how to tie them)
• layer systems of clothing

Consider adding a piece of equipment per student or forming small groups.

Peers can use the presentation to reflect on and add to their notes recorded in their logbook.

During practical experiences students are expected to demonstrate the key skills listed in the study design and provide observations and analysis of relevant information in their logbooks.

Resources

Features of an orienteering map

VCE Outdoor and Environmental Studies
Unit 1 Logbook

Name:

Outdoor experience 1

Outdoor experience 2

The following pages are for student observations made during outdoor experiences.

Logbook assessment outdoor experience 1 and 2

Outcome 1

Describe a range of understandings of outdoor environments and the effect of natural changes with reference to specific outdoor experiences.

Examples of learning activities

• Research and describe the differences between biotic and abiotic (living and non-living) features in different environments.
• Use concept mapping software such Mind42, MindMeister, Bubbl.us, FreeMind or Prezi to develop a concept map of an outdoor environment you have visited. Include the biotic and abiotic range of these outdoor environments.
• Using an outdoor environment visited, create a Miro board identifying natural changes that occur in that environment; for example, the difference between seasons, day and night, high and low tide or the effect of climate change. Describe how these changes affect that specific environment and how they impact on the way people use that environment.
• Using Google Doc, SharePoint or similar program, work in pairs to research the effects of fire, flood, drought, seasons, migration and climate change on a specific environment. Present findings to the class. Teacher can prescribe a range of outdoor environments.
• Research and describe how Indigenous peoples’ perspectives of outdoor environments connect with their land management strategies.
• Watch Ten Canoes or a similar film, and then generate a mind map of examples of how Indigenous Australians perceive outdoor environments.
• Watch sections of the ABC documentary series Back to Nature and use Google Doc to take class notes on examples of Indigenous land management practices over time.
• As a class, use Miro to compile a list of vocational perspectives of outdoor environments.
• Using information from the Miro task, individually choose two vocational perspectives that are of interest and conduct further research to discover how they work with outdoor environments.
• Invite an Indigenous community member to talk to the class and ask them about their understandings of the outdoor environment; for example, asking questions about season migration, fire management, how they use and manage the environment.
• Invite a vocation expert into the classroom or to come on a practical experience. Ask them to discuss their background in this field of work.
• 
  Conduct research into an environmental vocation and present findings to the class.

Detailed example

Vocational perspectives

Students select one vocation that interests them and conduct research into this vocation; specifically to find out about:

• day-to-day activities involved
• locations and environments where the vocation is undertaken
• environmental impacts of this vocation
• qualification required and process for entering this vocation.

Prepare a presentation as a pre-recorded video or podcast.

Include an overview at the start of the presentation.

Resources

Australian Alps National Parks: Education Kit
Australian Ecosystems
Coastcare
Department of Energy, Environment and Climate Action (Victorian Government)
Indigenous Australia
Parks VictoriaEducational tours and activities
Planning a field trip
Victorian Aboriginal Education Association Inc.
Waterwatch Victoria
Back to Nature (ABC iView)
Keep Victoria Beautiful
Landcare Victoria
Land Channel
Leave No Trace Australia
Melbourne Water
Minerals Council of Australia
Educational tours and activities
Tread Lightly
ABC Environment blog
Adventure Tourism Victoria
Outdoors Victoria
Traditional Owners in Victoria
Victorian Aboriginal Education Association Inc.
Agriculture Victoria
The Outdoor Education Group

Outcome 2

Evaluate the impacts of humans on outdoor environments and associated management strategies, with reference to specific outdoor experiences.

Examples of learning activities

• Select three outdoor environments across Victoria and choose a range of economic activities that exist within these environments. For example, a coastal environment may have fisheries, horticulture farming and viticulture. Analyse the impact of each of these activities on the selected outdoor environment.
• Invite land managers (such as Parks Victoria managers, private land managers and representatives from the local council) to discuss different classifications of land and the value of land. Then, as a class, discuss the issues raised and individually create a report that includes a table detailing land classifications.
• Collate images of a particular environment using a Prezi and explore the impacts of conservation, recreation, and economic activities on the chosen outdoor environment.
• Visit a local park to identify and discuss the variety of recreation and conservation activities that may occur in this environment.
• Take part in a local environmental project; for example, tree planting, cleaning up a lake / waterway, litter removal (such as Adopt a Highway or Clean Up Australia Day). Reflect on why some people don’t seem to care about outdoor environments and consider how this can be addressed.
• Contact a local council or shire and ask to be involved in the local community citizen science week. Use INaturalist (or similar program) to count bird and native vegetation species in order to provide survey data to the chosen organisation with the aim of assessing and improving the health of a local outdoor environment.
• Contact a local environment Victorian Friends of group and get involved in improving an outdoor environment through an activity such as a tree planting or rubbish removal.
• Complete a log book entry at the end of each day of a practical experience, giving details about different technologies used and seen throughout the day; for example, transport, phone, snow-making equipment. Consider both the direct and indirect impacts of each particular technology. Back at school, research one particular technology, looking in particular at its manufacturing process and how that affects outdoor environments.
• Research and undertake an outdoor activity to compare the direct and indirect examples of technology. Make logbook entries outlining the impact of technologies on outdoor experiences.
• Explore the differences between direct and indirect impacts of technology. Record the manufacturing process of a product and describe the total impact of production. Use the website Patagonia – the Footprint Chronicles to explore the impact of the manufacture of a number of Patagonia’s products.
• Research the history of either a local outdoor area or one visited elsewhere. Define ‘urbanisation’ and explore ways in which it has impacted on and changed the way humans interact with this outdoor environment.
• Develop a case study of an outdoor environment that has been heavily urbanised in recent decades. Collect ‘before’ and ‘after’ images and if possible visit this site. Compare the primary and secondary pressures of urbanisation on this environment and predict possible solutions to mitigate these impacts.
• During an outdoor experience, observe and record the measures taken to reduce the impacts of urbanisation on outdoor environments.
• Referencing your local municipality website research a local threatened species and the strategies being used to improve this situation. Where possible, visit the site of this species and suggest solutions to improve the health of its habitat.
• As a class read the Flora and Fauna Amended Guarantee Act 2019 and research some species or ecological communities that are listed in this legislation in a known environment. Discuss the listing status, management plan and pressures to these species and/or communities.
• 
  Conduct a community-based environmental action investigation into a local environmental action group.

Detailed example

Community based environmental action investigation

Using the Victorian Friends of site (or similar) students:

• find a group in their local area (where possible)
• record details of the group: name of group, location, type of environmental restoration this group engages in, when and were the group meets, details of how people can join this group.

Prepare a presentation to the class about the selected group. Alternatively, this can be presented as a pre-recorded podcast.

Resources

Outcome 3

Participate in a range of outdoor experiences safely and sustainably in an independent manner.

Examples of learning activities

• Research minimal impact strategies for groups and create a Venn diagram that shows which aspects of individual strategies cross over with those of group strategies.
• Before visiting an outdoor environment, make a class plan of ways to manage and decrease the impact on this outdoor environment. Take into consideration waste management and transport methods.
• Contact a Parks Ranger and seek up-to-date advice on any park closures or track closures in the area of an upcoming student visit.
• Develop a class Miro board or Google Document for food and equipment planning. Consider using resources such as Taste for one-pot recipes when selecting meals and quantities of ingredients.
• Using your school’s Camp and Excursion Policy, as a class, draft a risk management proposal for an upcoming camp.
• Investigate different transport options for accessing an upcoming practical outdoor experience. Create a business case for either the most luxurious or the most environmentally friendly travel option.
• View online weather tutorials by weather forecaster Jane Bunn. In small groups, record in logbooks what is learnt from the tutorials and report back to the class.
• Research the prevailing weather conditions from the Bureau of Meteorology for an upcoming outdoor environment experience. Develop and record a video or podcast news report that informs viewers on:
  
  • weather patterns – highs and lows
  • seasonal weather averages for this time of year
  • extreme weather that has occurred this time of year in the past
  • effect of weather events of La Nina and El Nino on this year’s forecast
  • current long-term forecast for the area.
• Contact the local Parks Victoria office and research past weather events that have effected the outdoor environment location of an upcoming visit. Add to the route plan options for shelter, route change or escape routes.
• 
  Prepare for a practical outdoor experience by completing research and recording findings in logbooks.

Detailed example

Preparation for, and recording of, a practical outdoor experience

Task 1:

In preparation for an outdoor environment experience students complete research and present to the class (either individually or in small groups) their findings on:

• minimal impact strategies for groups
• route planning
• food and equipment planning
• risk management planning
• transport planning
• weather patterns and extreme weather
• planning for weather events that may impact the practical experience (sheltered campsites, escape routes, group shelters).

Task 2:

For Area of Study 3 students need to demonstrate practical key skills with reference to outdoor experiences and record them in a logbook.

Student logbooks used before, during and after practical experiences (in reference to other assessment tasks) can be a printed booklet with lines and headings of each of the items from the table below, one page each, followed by the assessment template (a complete example is provided).

The logbook is maintained and cited as a source of primary data, as a requirement for satisfactory completion of each unit, rather than being used as a specific assessment task. Teachers must regularly sight and monitor the logbook.

Logbook criteria must include:

• outdoor activity(ies) undertaken
• observation of key knowledge relevant to the experience chosen by the teacher
• observation of key skills.

Entries in the logbook could be in written, visual (drawing, photo), audio (self-recorded audio) or audiovisual (self-recorded video) format(s).

School-based assessment tasks requiring student reference to primary data, observations and reflections collected from outdoor environments visited, should be designed in a way that allows students to refer to their logbook when applying their knowledge. Students are expected to make direct reference to the outdoor environments visited and studied via the entries in their logbook.

See below for a detailed sample template for self-assessment and teacher-assessment to be used in a logbook. When using this template, students are expected to analyse relevant information collected during outdoor experiences and reference this in their notes.

Logbook assessment outdoor experience

Outcome 1

Analyse the changing nature of relationships with outdoor environments between Indigenous and non-Indigenous Australians at a local and state level over time, and evaluate the impact of environmentalism on political parties and / or policies.

Examples of learning activities

• Research the geological and biological features of a particular outdoor environment prior to human habitation. Write a creative piece that describes what it might have been like to live in this early pre-human Australia.
• Research plant and animal species adaptations for the harsh environments in Australia, considering the following questions: How do these adaptations affect a journey through a particular outdoor environment? What are some of the implications of these adaptations for Australian plants and animals in the modern era?
• Find or create images of the break-up of Gondwana over time and develop these into an animation; for example, using ITC’s Gondwana animation.
• Create a poster that displays the impact of the break-up of Gondwana on Australia’s flora and fauna.
• 
  Visit a zoo or wildlife park and undertake follow-up activities related to native animals that have evolved as a result of biological isolation.
• Explore the use of metaphors to describe human relationships with outdoor environments. Investigate the meaning behind metaphors such as ‘land as mother’ or ‘nature as web’. Create new metaphors and display these on a shared class Miro board or padlet. For information about online discussion forums go to the Digital Deck: Discussion Forums.
• Investigate and produce a multimedia presentation (using Prezi or PowerPoint) about Indigenous land practices that affected the flora and fauna of a specific outdoor environment. Protocols for Koorie education in Victorian schools and other resources relating to the inclusion of Indigenous peoples’ knowledge and perspectives may be accessed at VAEAI.
• Research online and create an infographic that analyses a specific Indigenous community’s relationship with outdoor environments before and after colonisation.
• Investigate case studies of relationships with the Australian environment as expressed by Indigenous communities and contrast them with those of other Indigenous cultures around the world. Collaborate by publishing to a shared Google Doc.
• Visit an art gallery (in person or online) and analyse how changing relationships with the Australian environment have been portrayed in the work of artists.
• Research the different relationships with Australian environments over time and develop a creative piece in the form of a video, podcast or diary that describes the life of someone from a different time period; for example, an early settler, an explorer, or a prospector on the goldfields. Visit Digital Deck: Podcasts for information on podcasting.
• Create a timeline that analyses the changing relationships of non-Indigenous peoples with an outdoor environment visited, paying attention to the time periods of Early colonisation (1788–1859), Pre-federation (1860–1900) and Post-federation (1901–1990).
• Reflect on an outdoor experience to analyse how relationships at specific times have influenced a specific outdoor environment. Construct a timeline, multimedia presentation or annotated display of changes in relationships with that outdoor environment.
• Investigate aspects of early non-Indigenous exploration of the Australian environment, such as the attitude towards the environment, by retracing the path of an early non-Indigenous group exploring an outdoor environment that has been studied or visited (for example, Hume and Hovell exploring north-east Victoria). Research using diary records or similar evidence, or read and analyse personal accounts. The State Library of Victoria is an excellent resource for this.
• Research and read accounts of life on the goldfields and use these to examine relationships with outdoor environments at a time of major population increase.
• Collect photos and images from a major nation-building project, such as the Great Ocean Road or the Kiewa Hydro Electricity Scheme, and produce a multimedia presentation or annotated display that analyses the relationships with outdoor environments reflected in the project.
• Watch the video Lake Pedder and construct a timeline to explain what happened at Lake Pedder and how this contributed to the establishment of the ‘green’ political movement.
• Use the internet and other sources to investigate the history of conflicts and environmental movements at Lake Pedder, the Little Desert, or the Franklin River. Develop an annotated timeline to illustrate these findings that led to environmental campaigns.
• Conduct a class debate based on these three environmental campaigns. Each side of the debate competes to describe which campaign had the largest influence on the development of a government policy or political party.
• Research and interview a person involved in the Franklin River blockade protest to understand what methods they used in their protest.
• Visit a site of conservation interest that has been preserved through the actions of environmentalists. Invite environmentalists to describe formative influences on their lives and their current activities with an environmental group(s).

Detailed example

Biological isolation at a zoo or wildlife park

Visit a Zoo or Wildlife park to observe and identify characteristics of native animals that have evolved as a result of biological isolation.

Explain the features of the animals and what makes them suitable to a changing Australian climate compared to when it was connected to Gondwana.

Present this research in one of the following formats:

• children’s picture story book
• talk back radio show
• series of informative Twitter releases.

Resources

Indigenous Australians: Aboriginal and Torres Strait Islander people | AIATSIS
Gondwana
ITC’s Gondwana animation
VAEAI
What is El Niño and what might it mean for Australia? (bom.gov.au)
Forest Secrets – Melbourne Museum (museumsvictoria.com.au)
Our culture – Share Our Pride (reconciliation.org.au)
When did modern humans get to Australia? – Australian Museum

Fire and land management: past and present (Melbourne University – Indigenous Knowledge Institute)

• Aboriginal cultural heritage fact sheets
• Aboriginal Scar Trees
• Aboriginal mounds
• Aboriginal freshwater middens
• Aboriginal flaked stone tools
• Aboriginal burials
• Aboriginal surface scatters
• Aboriginal quarries
• Aboriginal ground-edge axes
• Aboriginal grinding stones
• Aboriginal stone arrangements
• Aboriginal axe-grinding grooves
  
• Aboriginal coastal shell middens
• Aboriginal rock art
• Aboriginal historical places
• Aboriginal places on private property

Truth and Justice in Victoria | First Peoples – State Relations (firstpeoplesrelations.vic.gov.au)
Hume and Hovell (State Library of Victoria)
Great Ocean Road
Kiewa Hydro Electricity Scheme
Lake Pedder
Landcare Australia | Our Story Landcare Australia

Outcome 2

Analyse factors that influence relationships between humans and outdoor environments in the last decade, and evaluate methods and processes used to influence relationships and decisions about the use of outdoor environments.

Examples of learning activities

• In small groups, research how Victorian Traditional Owners demonstrate custodianship of outdoor environments.
• Use the map at ACHRIS to discover the Registered Aboriginal Party (RAP) for your school’s location or a specific outdoor environment you visit. Research the party, describing its formation and ongoing influence on Indigenous peoples’ relationships. Collate research on the RAPs on a shared Google Doc and under each RAP heading, note the places visited as outdoor experiences: with the school or with family and friends.
• During an outdoor practical experience invite local Indigenous people to deliver a Welcome to Country and talk with students about their community’s custodianship of their Country, including their journey to formalising this relationship. Research the Registered Aboriginal Party for the location using the ACHRIS map.
• Plan a series of tours of a selected environment; include passive and active recreation activities; create advertising and marketing brochures for the tours; and conduct a survey to determine factors that influence people’s potential interest in the tours. Create an advertising presentation using iMovie, Prezi or PowerPoint.
• Develop an imaginary business – a new adventure company start-up that plans to introduce new Australians to an outdoor environment. List the benefits of visiting outdoor environments for new clients.
• Create a Venn diagram to compare the similarities and differences between relationships of conservation, recreation and economically-focused groups with outdoor environments.
• Create a presentation that compares different human relationships with outdoor environments where the main interaction is financial. For example: a farmer compared with either a miner or a tourism operator, noting similarities and differences.
• Annotate a diagram that describes and evaluates methods used by parties to influence decisions about conflicts of land management. Include examples of where each method has been used and by which conflicting party.
• Discuss the processes involved in decision-making related to an environmental issue and evaluate the effectiveness of each process.
• Explore the approach of the Sea Shepherd group in their efforts to influence decisions on whale hunting. Compare this with the approach of the Victorian National Parks Association (VNPA) in the Great Forest National Park conflict about land use. Evaluate the methods used by each group by contrasting them with the resolution, or in this case non-resolution, of the conflicts.
• Both the Feral species in the Alpine National Park conflict (see VNPA) and the Murray Darling Basin Water allocations conflict (see Parliament of Victoria) involve groups with a passion for how a conflict should be resolved. Display the methods used to influence decisions by each group involved by creating a Venn diagram using Miro and noting where the groups’ methods intersect. Analyse the most popular methods and make suggestions for how either group could improve their methodology.
• Research reasons why building new mountain bike parks creates conflicts and the processes followed to resolve the conflict over the establishment of the Warburton Mountain Bike Park.
• Analyse and evaluate two recreational development-focused conflicts over the use of outdoor environments, exploring the methods used by each party to influence decision-makers and the processes eventually used to resolve the conflict. Analyse which conflicting party was strongest in its influence and present this in a class discussion forum.
• Produce a discussion paper that summarises the arguments that both support and reject the case that humans have created climate change. Discuss how differing opinions on the issue of climate change influence contemporary relationships with outdoor environments.
• Create a Miro board or padlet relating to debates about water management, making links to websites, articles or images containing different points of view. The shared discussion board could include ownership of water resources, the problem of accessing water in a dry continent and, in connection with climate change, how to allocate water to a range of competing interests. Contentious approaches to securing water availability, such as dams and desalination, should also be considered.
• Conduct a class debate on an environmental issue, such as climate change, water management or renewable energy.
• In small groups, research the environmental policies of one of the federal political parties: Labor Party, Liberal-National Party, The Greens, or an Independent parliamentarian. Each group presents their findings to the class. Individually, create a summary of key aspects of each party’s policy.
• Develop a well-reasoned argument relating to social debates about renewable energy. This could include debates about aesthetics and potential damaging effects of wind farms, or the funding of solar power, or tensions related to the construction of hydroelectric schemes.
• Invite a politician(s) to talk with students about their party’s environmental policies.
• 
  Undertake research into a current environmental conflict, such as the feral horse in the Alpine National Park.

Detailed example

Investigation into a current environmental conflict

Watch the film ‘The Man from Snowy River’ as class. (This could also include homework.)

Visit and research the Alpine National Park and make observations of feral species that reside there, focusing strongly on the feral horse.

Listen to a presentation by a VNPA member and a Brumby Alliance member to build deeper knowledge of the conflict.

List the methods used by each party to influence management decisions of the feral horse.

Listen to a presentation from a Parks Victoria ranger describing how the management of the feral horse conflict is being resolved.

Prepare a multimedia presentation on the topic.

Resources

Traditional Owners in Victoria
ACHRIS (website and access ‘Map’)
The Custodianship Program | Indigenous.gov.au
Formal recognition processes in Victoria
Victoria's current Registered Aboriginal Parties | Victorian Aboriginal Heritage Council
Local Nations — ANTaR Victoria
Feral species in the Alpine National Park conflict
A plan for the Murray-Darling Basin | Murray-Darling Basin Authority
Where is the Murray–Darling Basin | Murray-Darling Basin Authority
Why flood the Barmah Choke in drought | Murray-Darling Basin Authority  
Managing Victoria's Water Supply and Use
The Aboriginal Water Program
Challenges to Melbourne's water supply | Melbourne Water
Water Is Life – Part Of Victoria’s Water Future | Premier of Victoria
Mass fish deaths and why they happen | Murray-Darling Basin AuthorityThe Facts | Clean Energy Council
Fish deaths – Murray Darling Basin Authority
Warburton Mountain Bike Park
Our plan for a better future for all Australians | Policies | Australian Labor Party
Protecting Our Environment | Liberal Party of Australia
Home | Australian Greens
Climate 200 | Climate proofing politics
Reimagining Capitalism – Patagonia Australia
The Paris Agreement | UNFCCC
Victorian National Parks Association
Australian Brumby Alliance – Promoting and protecting Australian Brumbies living in sustainable numbers
Warburton Mountain Bike Destination (State Government – Planning)
Sea Shepherd (Conservation movement)
Australia state of the environment 2021

Outcome 1

Describe a range of environmental sustainability measures, analyse threats to outdoor environments and justify the importance of healthy outdoor environments for individuals and society, with reference to specific outdoor experiences.

Examples of learning activities

• Examine different definitions of ‘sustainability’, such as the United Nations definition, and others. Use a program such as Wordle to provide a pictorial representation of the most common words used in each definition. Produce a concept map that annotates each definition, identifying advantages and limitations of each definition.
• View the video World Population History and reflect on why sustainability is important environmentally, socially and economically. Also consider their interdependence.
• Visit the Sustainability Victoria website and investigate a range of sustainability initiatives undertaken in Victoria.
• Explore critiques of sustainability, such as when resources are finite, green washing, and costs involved.
• Undertake a school-based sustainability assessment audit. Investigate the examples of sustainability around the school grounds and present this as a class project using Padlet.
• Visit a local municipality office or invite its environmental representative into the school to discuss its plan and vision for sustainability in the local environment.
• Visit a green building project, such as the Australian Conservation Foundation 60L building in Carlton or Bendigo Bank Head office in Bendigo. Examine the practices of green building projects that aim to minimise their environmental impact. Compare and contrast these practices with those of other buildings, such as home or school buildings.
• Visit an organic, permaculture or other sustainable-development farm project, such as the Collingwood Children’s Farm or CERES (both in Melbourne). Compare and contrast their practices with those of other farms and their ability to achieve stated aims.
• Use Padlet to collaboratively brainstorm a list of characteristics of a healthy outdoor environment. Create a checklist of characteristics that could be used to assess the health of an environment visited. Produce a report of practical experiences based on the collection of data related to these characteristics.
• At a local park or when on a practical experience, use the observable characteristics of the environment to form a detailed assessment of the health of this location. Then, present it using a Prezi.
• Visit the Global Footprint Network and use their Footprint Calculator to calculate the ecological footprint of your household. Compare this to the average footprint for Australians, people in other developed nations, and people in developing nations. Discuss some of the differences discovered and the implications of these for sustainable use of environments.
• Using the INaturalist app, complete a biodiversity assessment of the school or other local environment. Identify a variety of plant species and look for indicators of birds and other animals.
• Research the impact of an introduced species on society and outdoor environments  and predict a possible solution to mitigating the impact of this species within your local area.
• Visit a local park to apply understandings of why outdoor environments are important to individuals and society. Use images or short videos to analyse and justify why these outdoor environments are important.
• Investigate examples of environmental degradation, such as erosion, dune destruction, reduced water flow, pollution. Evaluate the causes and possible solutions and present them using Miro.
• Develop a case study of an environmental threat to the school community, including causes, impacts on society and environments. Include possible solutions for the future and present this as a poster.
• Explore personal consumption patterns (using ecological foot printing software) and their contribution to issues such as global warming, species loss and environmental degradation.
• Using your Local Council or Shire websites research its climate change strategies, including its targets for mitigating the effect of climate in the community.
• Use a Venn Diagram to compare the national and international solutions to combat climate change.
• 
  Conduct research into climate change policies at a local level (within a local municipality), a federal government level, and a global level.
• Research recent international conventions on climate change and create a report of their key findings.
• Investigate the Kyoto protocol, Paris agreement and COP meetings. Discuss the response to these agreements by the various Australian governments.

Detailed example

Climate change research task

The aim of this activity is for students to research and develop a report on three levels of climate change policy. Students investigate the policies of:

1. their local municipality
2. the federal government
3. a global organisation.

Students include in their investigation for all three policies:

• name and jurisdiction of the policy
• purpose of the policy to mitigate climate change
• examples of this policy in action within its jurisdiction
• common features that occur across all three policies investigated
• one recommendation for each policy to improve the outcome to mitigate climate change.

Resources

Department of Foreign Affairs – climate change
Global Foreign Relations – Global Climate Change success and failures
United Nation framework on climate change
Climate Council
United Nations – Sustainable Development Goals
Sustainability Victoria
Earth Shack
Australian Government – Climate change policy
Department of Energy, Environment and Climate Action (Victorian Government)
Know your local Council

Outcome 2

Evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences.

Examples of learning activities

• Using Miro, compile a class mind map of both Indigenous and non-Indigenous land management practices. From this map, select one Indigenous and one non-Indigenous practice to analyse and then present to the class how these strategies sustain a range of outdoor environments.
• Research the Flora and Fauna Amended Guarantee Act 2019 and prepare a report that describes the act and evaluates its effectiveness in relation to sustaining a specific outdoor environment. Potentially, use this environment as one of the visited practical locations during the year.
• Refer to the Ramsar Convention and write a summary of the purpose of the Convention. Identify on a map the Ramsar sites located in Victoria and, if possible, visit a Ramsar site to take photographs that can be annotated and included in the journal of outdoor experiences.
• Research the Environmental Protection and Biodiversity Act 1999 and prepare a report that describes the act and evaluates its effectiveness in relation to sustaining a specific outdoor environment.
• Visit the VEAC website and use the ‘completed’ reports tab to analyse how the VEAC has investigated the use of public land. Make a summary of this investigation.
• Watch Regenerative agriculture on ABC (iView) or students to be able to listen and see the benefits to the environment. Summarise examples seen and analyse how regenerative farming sustain outdoor environments.
• Visit a regenerative farm (if possible) and investigate strategies that the landowner has implemented to sustain outdoor environments.
• Visit the Trust for Nature website and click on the ‘About us’ tab. Read these sections to understand the variety of ways Trust for Nature works to improve biodiversity across Victoria.
• Create a Venn diagram of the strategies (conservation covenants, revolving fund and stewardship program) that Trust for Nature engages in to improve biodiversity across Victoria.
• Visit a Trust for Nature site in your local area (or when in transit to an outdoor experience) to meet with a landowner and visually see and hear about the positive impact on biodiversity they are making.
• Contact and organise a practical experience with a local Landcare network provider.
• Visit a website of a Friends of group to learn how their actions have been successful in conservation. Use Google Images or Flickr to collect a number of images and produce a multimedia presentation or annotated display that analyses how this group has improved the health of an outdoor environment.
• Create a Wordcloud to provide a pictorial representation of the most common words used in the description of environmental activism.
• Visit an Australian environmental advocacy group website and outline their aims, campaigns and ways to get involved in their organisation in order to make a positive impact on outdoor environments. Collate class findings on a shared class Google Drive or One Drive or SharePoint.
• As a class, create a live Miro document, adding examples of ethical and sustainable consumerism. Then, research two examples in detail and compare ways in which they sustain healthy outdoor environments.
• Use the website Patagonia – the Footprint Chronicles to explore the impact of the manufacture of a number of Patagonia’s products.
• Research examples of green home design and design your dream home. Refer to the green home features and analyse how each feature supersedes a finite resource.
• 
  Refer to the Australian Government’s Environment Protection and Biodiversity Conservation Act 1999. Select two items to research and prepare a presentation to the class.

Detailed example

Research report related to a specific species or ecological community

In 1999, the Australian Government passed the Environment Protection and Biodiversity Conservation Act. The act contains a list of threatened species and ecological communities.

In this activity, students refer to this Act to investigate two different critically endangered species or ecological communities from the list provided on the EPBC website. They conduct further research into their chosen species or community and prepare a report before presenting their findings as either a Miro, Prezi, PowerPoint or oral presentation. The report should include the following:

• common name and location of species
• EPBC listing of threatened status and duration
• information about the species or ecological community
• significant threats and pressures to this species or community
• actions and / or plan to mitigate the further demise of this species or ecological community
• comparison between the two chosen items (if applicable)
• proposals to improve the health of selected items (if applicable).
  

Resources

Koorie Education
Aboriginal land management (Landcare Australia)
Permaculture Australia
Ramsar Convention
Victorian National Parks Association
The Vertical Farm
Environment Protection and Biodiversity Conservation Act 1999
The Ramsar Convention on Wetlands
Flora and Fauna Amended Act 2019
Planning and Environment Act 1987
Australian Conservation Foundation
Department of Energy, Environment and Climate Action (Victorian Government)
Marine and Coasts (Victorian Government)
Landline (ABC iView)
Victorian Environmental Assessment Council (VEAC)
Friends of the Earth Australia
Green Building Council Australia
Junior Landcare
Victorian Environment Friends Network

Outcome 3

Plan and conduct an independent investigation that evaluates selected outdoor environments.

To achieve this outcome students undertake an independent investigation, collecting and evaluating information gathered during at least two different visited outdoor environments across both Units 3 and 4.

The selected outdoor environments should draw on at least four selected key knowledge points across Units 3 and 4.

Examples of learning activities

1. The following is an example of a plan for the students’ report on an independent investigation using selected key knowledge points:

Unit 3, Area of Study 1

• the beginnings of environmentalism and the resulting influence on political party policy, as observed in one of the following historical campaigns:
• Lake Pedder
• Franklin River
• Little Desert

Unit 3, Area of Study 2

• methods used by individuals and groups to influence decisions about two conflicts over the use of outdoor environments, and the processes followed by land managers to resolve said conflicts, including at least one from the following list:
• feral species in the Alpine National Park
• commercial logging in Victoria
• establishment of new mountain bike parks
• Southern Ocean Whale hunting
• Murray-Darling Basin water allocations

Unit 4, Area of Study 1

• the importance of healthy outdoor environments for individual physical and emotional wellbeing, and for society now and into the future

Unit 4, Area of Study 2

• individual actions undertaken to promote and sustain healthy outdoor environments, including two of the following:
• environmental activism
• environmental advocacy
• ethical and sustainable consumerism
• green home design

Plan for the report

2. The following is another example of a plan for the students’ report on an independent investigation using selected key knowledge points:

Unit 3, Area of Study 1

• relationships with outdoor environments expressed by specific Indigenous peoples’ communities before and after European colonisation

Unit 3, Area of Study 2

• conservation, recreation, and economic relationships with outdoor environments

Unit 4, Area of Study 2

• Acts or conventions related to the management and sustainability of a specific outdoor environment, species or ecological community, including two of the following:
• Flora and Fauna Guarantee Amendment Act 2019 (Vic)
• Ramsar Convention (international treaty, 1971)
• Environment Protection and Biodiversity Conservation Act 1999 (Cmwth)
• Victorian Environmental Assessment Council Act 2001
• Planning Environment Act 1987 (Vic)
• individual actions undertaken to promote and sustain healthy outdoor environments:
• environmental activism
• environmental advocacy
• ethical and sustainable consumerism
• green home design