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Students at this stage
In these years, students typically develop a deeper understanding of, and reasons for, codes of conduct in outdoor recreation activities. They explore more adventurous activities as a way of exploring self and nature, and apply lessons learned to everyday living. Students are increasingly required to assess and manage risk in recreation and everyday life.
Through adventurous outdoor activity, students gain skills for personal and group wellbeing and develop positive attitudes towards ongoing healthy and safe outdoor recreation participation. They develop the knowledge and skills to prepare for and participate in an independent lightweight journey with adult guidance and supervision. They assume leadership roles in group management during these journeys. Students assume increased responsibility for the nature and forms of such journeys, and appreciate the role of vistas and expanse in developing a sense of wonder for the natural world.
Students develop an understanding of the impact of decision-making by administrative bodies and governments on natural environments through investigation of issues relating to conservation. Through conservation service students develop increased self-efficacy and citizenry towards the natural environment, and develop their own ideas and strategies to support such efforts.
Adapted from OEA website, accessed 8 December 2016. http://outdooreducationaustralia.org.au/education/sequencing/
Geography Year 9
The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
Geography Year 10
The human induced environmental changes that challenge sustainability (ACHGK070)
The environmental world views of people and their implications for environmental management (ACHGK071)
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
Critique behaviours and contextual factors that influence the health and wellbeing of diverse communities (ACPPS098)
Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
Devise, implement and refine strategies when working in groups or teams that demonstrate leadership and collaboration skills (ACPMP105)
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157) & (ACSHE191)
Values and needs of contemporary society can influence the focus of scientific research (ACSHE228) & (ACSHE230)
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165) & (ACSIS199)
As well as this specific CD, the other inquiry skills could also be applicable here depending on the extent of the inquiry
Evaluate factors that shape identities and critically analyse how individuals impact on the identities of others (ACPPS089)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community, natural and built environments (ACPPS097)
Design, implement and evaluate personalised plans for improving or maintaining own and others’ physical activity and fitness levels (ACPMP102)
Examine the role physical activity, outdoor recreation and sport plays in the lives of Australians and investigate how this has changed over time (ACPMP104)