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History of Outdoor Education as a curriculum area in Victoria
 

History of Outdoor Education as a curriculum area in Victoria

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History of Outdoor Education as a curriculum area in Victoria and mapping the field of Outdoor Education

History of Outdoor Education as a curriculum area in Victoria and mapping the field of Outdoor Education

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  • Is OEE just a process? What is the key content? What does it matter? <br />
  • EOTC – Education outside the classroom <br />
  • Victorian Institute of Secondary Education <br />
  • EOTC – Education outside the classroom <br />

History of Outdoor Education as a curriculum area in Victoria History of Outdoor Education as a curriculum area in Victoria Presentation Transcript

  • OEEDU5001 Concepts in Outdoor Education Week two
  • What are the origins of OEE? When did OEE begin in schools and in what form? When did it become part of the: •Curriculum? •VCE?
  • What are the origins of OEE? How does OE’s history influence how it is conducted today? What is professionalism in OE?
  • Four main components of curriculum Content Process Context = what is taught. = how it is taught. = the circumstances in which it is taught. Outcomes = what is learned.
  • Process Processes of learning = methods – the how of teaching. OE often thought of and written about as experiential learning. (especially in Nth America).
  • Most common model of process in OE is the experiential learning cycle (David Kolb 1984)
  • Process Contested? Simplistic? Linked to learning styles? Time frames? Processes can be applied to a very wide range of outcomes.
  • Context Outdoor education can deliberately change context – the settings in which teaching and learning occur. (It might be the only thing it does!)
  • Context Deliberately constructing alternate worlds (what?) Enabling critical reflection (why critical?) Looking back…
  • Outcomes? …are what students come away learning – understanding, doing, feeling… (Sometimes “outcome” is used to describe aims or goals. Eg. On the VCE OES design)
  • In OE, outcomes have been traditionally described as being: • about the self; • about the community or others and; • about the natural world or nature. (technical outdoor skills) (promote, enhance academic learning. USA, NZ EOTC.)
  • What outcomes do you hold to be most important for you at this point?
  • Content? …is the material that you might teach or introduce to students… the subject matter
  • History of Outdoor Education as a curriculum area in Victoria
  • Curriculum development 101 Curriculum reflects social concern. As concerns change, schooling is often charged with “fixing” social problems.
  • Curriculum development 101 The problems or issues given most space, are those that are most important at any time. Importance is determined by those holding power.
  • Curriculum development 101 Power and concerns shift
  • Outdoor recreation is the basis for outdoor education in schools
  • 1930’s Enthusiastic teachers take students on extended bushwalks (Otways, Wilsons Prom.)
  • 1940’s Expeditions in Tas. (eg.,Geelong College)
  • Late 1940’s Wesley & Caulfield Grammar establish camps
  • 1952 Geelong Grammar establish Timbertop. Based on character building principles
  • 1950’s – 1960’s Expanded school curricula include extra-curricular adventure activities.
  • 1959 Somers camp established (DoE)
  • 1960’s Outward Bound - 26 day programs
  • 1970’s Schools begin to integrate OEd into core curriculum
  • 1971 Bogong School Camp established
  • 1972 Fatality on Cradle Mtn. (Footscray Tech.)
  • 1973 School Camps Branch established to monitor school outdoor activities
  • 1970’s Education Department puts $’s into training & support
  • 1975 Safety in Adventure Activities published
  • 1970’s Core outcomes remain personal and group development, based on pushing comfort zones and character building exercises.
  • 1978 Rubicon School Camp established
  • 1980’s Belt tightening by ministry
  • 1981 Victorian Outdoor Education Association (VOEA) established
  • 1982 School Camps Branch disbanded. Individual regions appoint OE curriculum consultants.
  • 1983 OEd included in Personal Devt. area of school curriculum.
  • 1984 OEd accepted by VISE as a Group 2 Yr 12 subject
  • 1988 Report of the Ministerial Review of OEd. Acknowledged OE as process of learning in addition to…
  • 1989 The Personal Development Framework published (incl. OEd. as a unique curric. area)
  • Outdoor Education gets green • • • Squeeze on subjects at yr 12. Growing public concern over environmental issues. Search for distinctive contributions for OE
  • 1992 VCE OEd fully established as human development and HNR.
  • 1996 Curriculum Standards Framework Course Advice for OEd (P-10)
  • 2000 VCE Outdoor & Environmental Studies merged OE and Enviro Studies
  • 2000 VET Outdoor Recreation created from national training package. Separated outdoor education from outdoor recreation.
  • 2000+ Revised CSF into VELS
  • Today Outdoor Ed Outdoor Rec University degree TAFE RTO certificate Teacher educator Leader instructor Government Commercial HNR & other ed. outcomes. Activity skills and ??? Mainly schools Mainly schools
  • 2009 National curriculum debates on inclusion of OE three foci, personal outdoor experience (place), H.N.R. critique, management of risk/outdoor skills.
  • 2010 Labor state gov. pledges Alternate year 9 experience with OE as central pillar (70% support) – Loses election! (Resilience)
  • 2012 National curriculum scoping paper sets out HPE curriculum for next decade. OE??? Not there????
  • Mapping the field (Where are we at?)
  • The traditional base of all outdoor education today is outdoor recreation. • • • • • UK import? Australian bushman (sic) Journey based Human effort Self sufficiency
  • Mapping the Field Corporate training Adventure therapy Outdoor recreation Outdoor education Evolved to seek differing educational goals
  • Mapping the Field Outdoor recreation Seeks primarily to increase opportunities for recreation and leisure through skill mastery, socialisation, relaxation or intellectual stimulation
  • Mapping the Field Corporate training Concerned with enabling work groups to improve functional communication and vocationally related productivity outcomes
  • Mapping the Field Adventure therapy Seeks to “change dysfunctional behaviour patterns, using adventure experiences forms of habilitation and rehabilitation” (Priest and Gass 1997, p.24).
  • Mapping the Field Outdoor education Critical outdoor education is concerned with humanity’s relationship with nature. It “is aimed at examining outdoor recreation and environmental issues in light of the dominant social order” (Martin 1999, p.464)
  • Mapping the Field More like More like adventure adventure therapy therapy More like More like group group development development (community) (community) Corporate Adventure training Connectionstherapy Connections (common ground) (common ground) Outdoor experiences Outdoor experiences Activity skills Activity skills Experiential ground) Experiential learning (common ground) (common learning Environmental issues Environmental issues Social & cultural justice Social & cultural justice Leadership & teaching Leadership & teaching Quality & research Quality & research Connections Connections Outdoor recreation More like traditional More like traditional outdoor recreation outdoor recreation More like More like personal personal development development Outdoor education More like critical More like critical outdoor education outdoor education