Unit rationale, description and aim
In schools, outdoor education serves as both curriculum content and a teaching method, fostering meaningful links across learning areas, especially regarding sustainability and cross-curriculum priorities. Outdoor education, recreation and leisure are experiential learning opportunities in, for and about the outdoors, engaging students beyond the classroom environment. This unit is based on Kolb’s (2015) experiential learning theory, which highlights learning through direct experience, reflection and practical application.
Extending core concepts from the Health and Physical Education curriculum, the unit develops preservice teachers’ abilities to design, conduct and assess outdoor education, recreation and leisure experiences in school and peripheral settings. Preservice teachers will participate in a range of outdoor activities that encourage problem-solving, teamwork and interaction, while critically considering their educational and curricular value. The unit also introduces curriculum materials and resources that support inclusive and developmentally appropriate practice.
The unit aims to equip preservice teachers with the knowledge, skills and confidence to plan, implement and evaluate safe, engaging and purposeful outdoor learning experiences within and beyond school settings, within the scope of practice for a classroom teacher. Through authentic, practice-based learning, students will develop the capability to design outdoor programs that enhance student engagement, wellbeing and learning outcomes.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Critically analyse the role of outdoor education, ...
Learning Outcome 01
Design inclusive, developmentally appropriate and ...
Learning Outcome 02
Apply pedagogical, organisational and risk managem...
Learning Outcome 03
Critically evaluate outdoor education, recreation ...
Learning Outcome 04
Content
Topics will include:
- The role of outdoor education, recreation and leisure in supporting student learning, wellbeing, engagement and participation.
- Understanding learners in outdoor contexts: engagement, motivation, identity and participation in experiential learning environments.
- Experiential learning in practice: applying Kolb’s theory in outdoor education settings.
- Contemporary pedagogical approaches in outdoor education, including discrete coaching, inquiry-based, place-based and experiential learning.
- Designing and sequencing outdoor education, recreation and leisure experiences that support learning across the curriculum.
- Inclusive and equitable participation in outdoor learning, including adaptation for diverse learners and contexts.
- Assessment and feedback strategies in outdoor and experiential learning environments.
- Planning and facilitating school-based and beyond-school outdoor learning experiences (e.g., camps, excursions, nature-based activities).
- Sustainability, stewardship and connections to cross-curriculum priorities in outdoor education.
- Safety, risk management and duty of care in outdoor and recreation settings.
- The role of schools, families and communities in promoting outdoor engagement, recreation and lifelong participation in active leisure.
- Contemporary challenges in outdoor education.
Assessment strategy and rationale
Preservice teachers will be assessed through integrated and authentic assessment tasks designed to develop their capacity to design, facilitate and evaluate outdoor education, recreation and leisure experiences in school contexts. The assessment strategy is grounded in experiential learning, emphasising the integration of theory, practice and reflection. Together, the tasks reflect real-world expectations of teachers, align with professional standards and expectations, with particular emphasis on inclusion, safety, curriculum alignment, and student engagement. Preservice teachers will be scaffolded to use generative AI.
Task 1 focuses on the design and communication of a practical outdoor learning experience, requiring students to develop a professional resource that can be implemented in schools. This task emphasises the integration of theory and practice, requiring preservice teachers to draw on contemporary literature and policy to support decision-making. Task 2 builds on this by requiring students to engage in evidence-based critical reflection, drawing on both personal participation and theoretical perspectives to evaluate the role and impact of outdoor education. This task emphasises experiential learning, requiring students to integrate personal experience with professional knowledge to evaluate practice and inform future teaching.
To pass this unit, students must submit all assessment tasks and achieve an overall passing grade of 50%.
Overview of assessments
Assessment Task 1: Outdoor Learning Experience Pr...
Assessment Task 1: Outdoor Learning Experience Presentation
Design a comprehensive outdoor education, recreation and leisure experience suitable for implementation in a school context (e.g., camp, excursion or school-based program) to be shared as a resource for peers, reflecting collaborative professional practice. Develop a professional digital activity handout that outlines learning goals, curriculum links, activity sequencing, inclusion and differentiation strategies, risk assessment and safety considerations, and opportunities for assessment and feedback. Provide a critical justification of the design, demonstrating analysis of research literature and an understanding of relevant pedagogical approaches (e.g., experiential learning), safe, inclusive and engaging student engagement, and inclusive practice.
50%
Assessment Task 2: Outdoor Learning Experience Po...
Assessment Task 2: Outdoor Learning Experience Portfolio
Develop a multimodal portfolio that captures and critically reflects on your engagement in outdoor education, recreation and leisure experiences throughout the unit. The portfolio will: (1) articulate your outdoor education philosophy, including key benefits of outdoor learning, and connections to curriculum and school practice; (2) identify and discuss personal challenges encountered during outdoor experiences and the learning derived from these; and (3) critically reflect on the role and impact of outdoor education in supporting inclusive, safe and meaningful learning. The portfolio must draw on relevant research to evaluate and apply theory to practice and articulate the value of outdoor education within contemporary school contexts.
50%
Learning and teaching strategy and rationale
Preservice teachers will engage in a range of learning and teaching strategies designed to develop their capacity to plan, facilitate and evaluate outdoor education, recreation and leisure experiences within and beyond school contexts. Learning experiences will emphasise the diverse environments in which students engage in outdoor learning, including school grounds, local community settings, camps, excursions and nature-based experiences.
Teaching strategies will reflect the organisational, pedagogical and ethical considerations inherent in outdoor and experiential learning. Preservice teachers will engage in practical activities, simulations and collaborative tasks to explore issues of student engagement, inclusion, safety, risk management and equitable participation across diverse contexts. Digital technologies, including the ethical use of generative AI, and curated resources will support flexible learning and model contemporary approaches to planning, facilitating and evaluating outdoor learning experiences.
Learning activities are designed to promote active participation, critical reflection and the application of theory to practice, with a strong emphasis on experiential learning. Consideration will be given to modelling inclusive practice through the active support of diverse preservice teacher needs. These strategies aim to prepare preservice teachers to design and deliver inclusive, engaging and safe outdoor education, recreation and leisure experiences that support student learning, wellbeing and lifelong engagement.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO3
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO3
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3, LO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO1, LO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.
Relevant learningLO2, LO3, LO4
Relating toHow to effectively begin instruction of a task through using a clear explanation of what students are expected to learn, chunked into small, manageable tasks with well-defined goals.
Relevant learningLO2, LO3
Relating toThe importance of presenting all information required to complete these chunked tasks in one place and at one time, excluding information not directly related to the task, to reduce cognitive overload.
Relevant learningLO3
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO3, LO4
Relating toHow to use formative assessment practices to gather and interpret information about student learning as learning is taking place – for example, use of simple, low-key assessments such as exit slips, quick quizzes or targeted oral questioning to prompt students to articulate their reasoning and identify common student misconceptions.
Relevant learningLO1, LO4
Relating toHow to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.
Relevant learningLO3, LO4
Relating toHow to develop and use effective rules and routines, or cues that are focused on creating learning habits that encourage students to respond quickly to instructions to reduce wasted learning time.
Relevant learningLO3
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.
Relevant learningLO1, LO3, LO4
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO1, LO3, LO4
Relating toPractices schools may employ, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices.
Relevant learningLO3, LO4
Relating toThe legislation, regulations, policies and obligations related to inclusion and support including international agreements (e.g. the UN Convention on Children’s Rights, 1989), and legal entitlements as defined by the Commonwealth Disability Discrimination Act 1992 and core educational policy such as the Disability Standards for Education, 2005, which state that students with disability should have the same opportunities and choices in their education as students without disability.
Relevant learningLO1, LO2, LO3, LO4
Representative texts and references
Recommended texts and documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum – Health and Physical Education https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum documents.
Recommended references
Barber, P., Cox, M., Watt, A. et al. (2026). Outdoor education in Australian secondary schools – a domain evaluation. Journal of Outdoor and Environmental Education 29, 111–135. https://doi.org/10.1007/s42322-025-00203-w
Beames, S., Higgins, P., Nicol, R., & Smith, H. (2023). Outdoor learning across the curriculum: Theory and guidelines for practice. Routledge.
Cosgriff, M. (2016). The reconceptualization of outdoor education in the primary school classroom in Aotearoa New Zealand: how might we do it? Education 3-13, 44(3), 339- 352.
Dudley, D., Telford, A., Stonehouse, C., Peralta, L., Winslade, M. (2021). Teaching quality health & physical education (2nd edition.). Cengage Learning Australia.
Fang, WT., Hassan, A., LePage, B.A. (2023). Outdoor Education. In: The Living Environmental Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-4234-1_8
Gray, T., & Dickson, T. (2012). Risk management in the outdoors. Cambridge University Press.
Humberstone, B., Prince, H. & Henderson, K.A. (2016). Routledge international handbook of outdoor studies. New York: Routledge.
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). New Jersey: Pearson Education Inc.
McKenna, T. J. (2025). Over a decade later: The role and place of outdoor education in the Australian national curriculum. Journal of Outdoor and Environmental Education, 1-17.
McMaster, N. (Ed.). (2019). Teaching health and physical education: in early childhood and the primary years. Oxford University Press.
Miller, J., Wilson-Gahan, S, & Garrett, R. (2018). Health and physical education (3rd ed.). Port Melbourne, Vic: Cambridge University Press.
Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), 311.