A Review of the Literature on Outdoor Education in Australian Schools

A review of the literature in this field primarily reveals factors that have impacted on teachers and the teaching of Outdoor Education in Australian schools since 1999, but other relevant historical research is included. 1999 is the year that the last state-wide survey was undertaken in SA and Victoria. The review will show that historically, Outdoor Education has existed in Australia as a recognised subject of study in schools since at least the 1960’s(Pickett & Polley, 2001), but using outdoor experiences and activities as part schooling has occurred in Australia since the 1890’s (Georgakis & Light, 2010). It has been a senior secondary subject since in South Australia since 1984 (Pickett & Polley, 2003). Reflecting similar developments in New Zealand, the literature reflects that Outdoor Education has been part of both progressive and traditional western curriculum, compulsory and noncompulsory schooling (Lynch, 2009) with great variation from school to school. While Outdoor Education is a compulsory component of some schools it is not a compulsory component of any current state curriculum. It is not a learning area, but is recognised as a component of a learning area (DECD 2004, DECD 2012, ACARA, 2014). In the literature it is sometimes referred to as the verb, outdoor education, to describe teaching other learning areas in the outdoors (Outdoor Education Australia, 2013). Despite the lack of clarity about what Outdoor Education is and the place it has in the curriculum, it is reported as being wide spread (Georgakis & Light, 2010: Lugg & Martin, 2001; Polley & Pickett,2003). However, it is striking is that there would appear to be a weak relationship between curriculum and the practice of Outdoor Education by teachers in schools, as evidenced by the apparent widespread practice of Outdoor Education despite the lack of supporting curriculum documents Refereed/Peer-reviewed