UNIT 1 - PLANNING FOR OUTDOOR ACTIVITIES
Activity structure (including time management):
Planning: GO PREPARE as a planning framework:
Goals, Objectives, Participants, Resources, Equipment, Plan, Access, Rationing, Emergency plan.
Inclusive of the following as appropriate to the nature of the activities undertaken:
- administrative concerns (e.g. institutional documentation, medical forms)
- transport, equipment, food, water.)
- procedures in the field to ensure safety for participants (arising from risk management.)
- communication with participants, parents and other leaders:
- information to be conveyed (consent forms, equipment lists, route plans)
- knowledge and application of communication systems including satellite phones, UHF radios and mobile phone networks.
- venue considerations (e.g. National Parks’ exemptions, hut usage requirements, campsite bookings.)
- accessing and utilising suitable information services
- monitoring and interpreting weather in the field.
- interpretation of topographical maps
- route planning, including grid references and calculating distances/times and the use of navigation tools.
- risk management:
- identifying hazards and the risks they present for a range of activities
- causal factors – environment, equipment, people
- risk minimisation/prevention/management strategies
- real, perceived and absolute risk
- balancing risk in outdoor activities
- development of comprehensive risk analysis and management plans.
- emergency procedures
- evacuation plans
- contacting emergency services
- First Aid as a requirement of planning.
- health and wellbeing from a leadership perspective:
- physical preparation
- nutrition (e.g. basic food groups, sensible food for adventure activities – high energy, easily prepared and cleaned up, lightweight, little rubbish.)
- hygiene (e.g. water treatment methods, hand washing and food preparation)
- campsite selection and maintenance
- clothing and equipment.
Minimum Work Requirements – Unit 1 PLANNING FOR OUTDOOR ACTIVITIES
One (1) oral presentation
30 minute Topographic Challenge:
Find and use a suitable map to determine the best route if, in 24 hour's time, you were to dropped in with 1 day to walk from position A to position B (teacher insert options here - e.g. Lake Sally to Lake Thor).
|One (1) analytical response (800 words)
Create a report using GOPREPARE as the basis for summarising considerations you would need to take in planning and running a 4 hour trip with an outdoor adventure or challenge component
| One (1) personal reflective response
(800 - 1000 words)
UNIT 2 - LEADERSHIP THEORY
- The role of a leader during outdoor adventure activities:
- Attributes of effective leaders
- Leadership theories (such as Conditional Outdoor Leadership theory, Leadership Continuum/Style theory (autocratic, democratic, abdicratic), situational leadership, transactional and transformational leadership).
- Group and task oriented leadership:
- goals setting (e.g. specific, measurable, achievable, realistic, time-framed goals)
- group and individual goals.
- Equity issues in leadership (e.g. gender, age, disadvantaged groups/individuals).
- Decision making:
- definitions and relationship between decision making and problem solving
- rational (analytical) technique of decision making
- value of experience based judgement.
- Techniques for reflecting on outdoor adventure activities (e.g. written notes/journals/logs/readings, dyads, photographs and drawings, group discussions, activity sheets, isolation).
Minimum Work Requirements – Unit 2 LEADERSHIP THEORY
|| Example Product
| One (1) comparative response
(1000 -1500 words)
Comparison of leadership theories essay that compares two leadership theories and their application to a practical scenario.
UNIT 3 - GROUP MANAGEMENT
- individual needs (Maslow’s Hierarchy of Needs)
- group needs
- task needs.
Stages of group formation:
- forming, storming, norming, performing, transforming
- techniques to facilitate and manage issues of group development.
- resolution techniques, including benefits and disadvantages of each: avoidance, accommodation, competition, compromise, collaboration
- tolerance and understanding for the needs of others.
- channels for communication: verbal; tactile; auditory; visual
- effective communication techniques
- one-way communication
- two-way communication, including transactional feedback.
- barriers to communication: (e.g. noise (semantic, internal, external) and overload)
- facilitation and listening skills.
Minimum Work Requirements – Unit 3 GROUP MANAGEMENT
| One Digital presentation - (5-10 minutes)
|| 4, 5, 8
|| Digital presentation
Create a 5 minute slideshow / digital presentation summarizing the key elements of group management
| One reflective response
| 2, 5, 8
|| Reflect on and evaluate the processes of group formation experienced within a practical activity.
UNIT 4 – ECOLOGICAL SUSTAINABILITY OF OUTDOOR ADVENTURE ACTIVITIES
- Current issues relevant to ecological sustainability of outdoor adventure activities.
- Knowledge of environmental practices to minimize impact on environments used for outdoor adventure activities (e.g. ‘Leave No Trace’).
- Stakeholders involved in environmental management and conservation, including private and government organizations including:
- strategies stakeholder organizations use to manage the environment: permit systems, track rerouting, track closure, investment in infrastructure (new huts, toilets, camping platforms)
- strategies stakeholders use to evaluate the effectiveness of environmental management strategies, including track and water monitoring.
Minimum Work Requirements – Unit 4 ECOLOGICAL SUSTAINABILITY OF OUTDOOR ACTIVITIES
| One multimodal response
( 5-10 minutes)
| 6, 8
||Multimodal Presentation - the ‘Leave No Trace’ principles.
Create a presentation to demonstrate how you will incorporate the ‘Leave No Trace’ principles into your leadership practice.
| One analytical response
(1000 words)(1000 words)
| 3, 5, 6
||Essay - Wilderness Management: On the right track?
Analyse and share your personal positon on how activity leaders can contribute to best manage Tasmania’s unique wilderness environment
UNIT 5 - HUMAN–NATURE RELATIONSHIPS
Historic and contemporary values for natural environments:
- cultural, recreational, social, aesthetic, economic, educational, scientific, spiritual
- connection between values, attitudes and beliefs.
Ways in which humans have experience of natural environments:
- senses of place and space
- experiences (e.g. indigenous spiritual relationship, early colonial settlers, industry (forestry, mining, agriculture and fishing, ‘enterprise/employment /resources’, recreation and adventure based activities).
- how values and attitudes towards the environment have changed over time.
Human relationships with nature such as:
- identification of the different values people have for the environment
- Peter Martin’s ‘Signposts to Nature’
- how leaders facilitate connection with natural environments.
Threats to wilderness areas and the potential impact on human-nature experiences:
- historical (e.g. Lake Pedder and Franklin River)
- contemporary (e.g. population growth and climate change)
- future concerns and long-term management strategies – (e.g. popular or iconic destinations – Blue Derby, 3 Capes Track, Overland Track, Wineglass Bay, Cradle Mountain).
Minimum Work Requirements – Unit 5 HUMAN-NATURE RELATIONSHIPS
| One personal response
(1000 words or equivalent)
| 6, 7, 8
|| Debate on a contemporary issue (cable car, development of national parks, recent media topic, etc.).
Using the medium of your choice to demonstrate your understanding of the arguments of either side and present a case to support your personal stance.
| One analytical response
| 7, 8
|| Essay – Relationships with Nature
Reflection: Time, place and outdoor space
Discuss how human relationships with nature have changed over the last 200 years. Consider the causes and shifts in experiences, values, attitudes and sense of place and space.
UNIT 6 – INDIVIDUAL OUTDOOR LEADERSHIP PROJECT
A significant applied element of this course is that all learners must lead at least one experience and participate, support and provide feedback to their peers in other expeditions. Performing in the leadership role is a major responsibility which is critical to success in this course and provides evidence of integrating theory work covered in the other five course units. Observations prior to and during the event will be used, along with the learners’ post-event review and peer evaluations, to form major evidence for assessment in this unit.
Learners will plan, conduct, lead and report on an adventure activity. The activity may be part of a multi-day trip or a stand-alone activity. Learners must reflect on that activity in a Reflective Report, relating their experiences to concepts and theory in outdoor leadership and their personal skills, responsibilities and leadership roles.
As a guide for providers, 15 hours should be allocated for learners to complete the planning and implementation of the activity, including the Reflective Report.
In the project learners will:
- undertake a practical leadership role in an outdoor or adventure activity
- demonstrate applied knowledge and understanding of leadership concepts
- organise photos, video footage/clips of their activity to be used as supporting evidence in the Reflective Report.
The outdoor or adventure activity* must be:
- negotiated by the student with the teacher**– the appropriateness and safety aspects of a multi-day activity must be carefully considered to ensure that appropriate standards and procedures are met
- undertaken via individual leadership – 'individual leadership' means planned, managed and led by a single person (not a shared leadership). If assistance is required, for instance, for specific technical matters, appropriate arrangements must be negotiated and clarified prior to the activity. This must be clearly stated in the planning material
- a minimum of one-hour continuous duration, excluding any travel time not specific to the activity
- conducted with a group of people, the number of people in the group being a suitable size for the activity and approved by the teacher
- conducted using appropriate equipment and in an environmental setting relevant to the group’s developmental stage.
Learners must explain any changes to the conduct of the activity due to weather or mitigating circumstances. This explanation must include any attempts to postpone or use an agreed backup plan. Unfavourable weather conditions may mean the need to implement a backup plan and conduct a planned outdoor activity indoors.
*Examples of activities may include (but are not limited to):
- Boating and Sailing
- Short Bushwalks
- Flat-water Paddling
- Canoeing/Kayaking - White-water
- Canoeing/Kayaking - Sea
- Rock Climbing – Indoors
- Rock Climbing – Outdoors
- Snow Activities
- Surfing (Introductory).
** Teachers need to ensure that leader qualifications and supervision ratios are in keeping with current standards (DoE Procedures for Planning Off Campus Activities or equivalent)
Minimum Work Requirements – Unit 6 OUTDOOR LEADERSHIP EXPERIENCE
||Product (MUST Follow this format)
| Reflective report on planning and delivery of Personal Outdoor Leadership Project (2000 - 2500 words)
|| 1, 3, 4, 5, 7, 8
Submit a detailed written proposal for your activity. Your submission should address accepted best practice elements for planning and risk management including evidence of contingency and emergency planning.
Discuss and negotiate any adjustments or suggestions with your teacher.
Planning of trip using GOPREPARE (or similar).
Run an outdoor activity (minimum 1 hour).
Complete a review and report on your activity.
Your work should address all facets from planning to implementation and evaluation with some explanations as to the thinking and purpose behind leadership choices that you made.
The report will include:
- the aims of the activity
- key considerations and actions taken prior to the event
- evidence of highlights and key aspects of the event from a leadership perspective
- post-event evaluation: review; feedback; reflection; and recommendations.