PUBLISHED BY THE A.C.T. SCHOOLS AUTHORITY 1977, BRIAN BRADSHAW

During 1976, in its first year of operation, Hawker college offered students a limited number of wilderness-resource based registered units involving students in a commitment of two hours per week for twelve weeks.

These included "Beginning Cross-Country skiing", "Outdoor Survival" and "Canoeing"   Also offered was "Beginning Downhill Skiing" - an activity which could be said to be both resource and facility-based since, in addition to the snowfields, permanent accommodation and uphill-transport are necessary.

EARLY GROWTH

In 1977 the programme was expanded with the addition of "Intermediate Cross-Country "Skiing",  Intermediate Downhill Skiing" and "Cycle Touring". Also during the year, the College was fortunate to gain an A.C.T. schools Authority Curriculum Development Grant of $1 865 for the purchase of equipment for "Wilderness Expeditions".  This enabled us to establish a basic stock of rucksacks, tents and sleeping bags which could be used not only for purely wilderness expeditions, but also to facilitate excursions arranged for the study of Agriculture, Geography and geophysical sciences including Biology, Geology, Ecology and Environmental Studies.

STAFFING

Appropriate staffing is a major factor in the conduct of adventure-type activities and at Hawker we were most fortunate that from the outset we had experienced, competent men and women who were prepared to organize and assist in mounting courses.  We have staff members with many years experience in skiing, canoeing and bushwalking.  Another staff member has some fifteen years' experience in the organization and administration of the Duke of Edinburgh's Award Scheme.

AN ACCREDITED COURSE?

Having had a most pleasing response from students to those registered units which we offered in our first year; early in 1977 we decided to examine the possibilities of developing a three-unit  Accredited Minor course which would, involve students for four hours per week for one year.  In addition, there would be practical exercises and two and three-day excursions which, in most cases would be arranged at weekends.

We were of the opinion that the exercise did not necessarily have to involve all the usual processes associated with the writing of an Accredited Course in what might be regarded as a new area of experience for senior secondary students, but that much of the material contained in registered courses which were already operating could be included in what we were starting to call "Wilderness Activities".  For example, we believed that the holding of certificates in First Aid and water Survival should be regarded as basic pre-requisites for entry to units which would involve students in potentially-hazardous activities in wilderness areas - and we already had registered units running which led to the card of these two certificates.  Thus, this became the course work for Unit 1.

Unit 2 would then need to be devoted to the acquisition of basic outdoor survival skills.  Unit 3 would be the culmination of the course which we decided should be an extended expedition either on foot, on horse-back, on skis, or by canoe or cycle - as selected by the participant.

The best available syllabus, developed and tested over a considerable number of years in Australia, is that in use by the Duke of Edinburgh's Award scheme.  So the Duke of Edinburgh's Award handbook provided our "course content" - with some very minor modifications.

Standards to be expected, and the means of assessment applicable to our students' Final Expedition might have become extremely subjective. To avoid this we once again decided to use those standards laid-down in the Award Handbook for the Silver Level, as we judged these to be most appropriate for young people in the 16-18 years age group.

Course Outline
 

AIMS OF THE COURSE

- To promote physical activities and lifetime recreation.

- To encourage and assist the student in exploring a variety of wilderness activities.

- To provide the student with the opportunity to develop skills and acquire knowledge that will ensure, to as large an extent as is possible, his safety and enjoyment in wilderness activities.

The aims of a "wilderness Activity" programme may also be said to include: -

To heighten awareness of and foster respect for.

(i) self - through the meeting of challenge (adventure) ;

(ii) others - through group experiences and the sharing of decisions; and

(iii)  the natural environment. through direct experience.

Thus, the emphasis is on effective learning and relationships, rather than cognitive skills.

OBJECTIVES OF THE COURSE

- To introduce the student to a wide variety of activities which might be included in wilderness recreation.

- To discuss and establish the need for general physical fitness in relation to wilderness recreation.

- To involve the student in a continuing fitness programme through general physical activities and/or practical sessions involving skill development as related to specific activities (e.g. canoeing, nordic skiing, rock climbing) .

- To develop specific skills necessary for confident and safe involvement in a broad range of wilderness activities.

- To ensure that the student has met basic First Aid and Lifesaving / personal survival requirements to assist him in coping with emergencies with limited assistance.

- To discuss, develop and set guidelines for organization, management, and participation in wilderness activities.

- To involve the student in wilderness expeditions of both short and extended duration with the goals of individual satisfaction and personal development.

In behavioural terms, a possible range of objectives is that a young person, as a result of taking part in an activity, will:-

- In relation to SELF, for example, develop self-knowledge, self-confidence, self-discipline, self-respect, physical capabilities, skills as appropriate, attain and experience success, accept responsibility, accept the leadership of others, sharpen sensory perception

- In relation to OTHERS, for example, with other members of the group, plan activities, evaluate progress, share leadership, coordinate their activities, identify and use the total resources, represent the group, communicate effectively, identify personal characteristics and needs, counsel individuals, help other to lean, set an example ... and

- In relation to the ENVIRONMENT, for example, develop an affinity with and awareness of the natural environment, value natural beauty, observe and describe the immediate environment, explain the forms and processes, including the weather, interpret the development of the environment. accept the importance of conservation, stimulate the imagination ...

Many of these objectives could relate to specialist studies, e.g. geography, geology, meteorology, environmental studies.

THE ACCREDITATION PROCESS

The panel appointed by the Agency consisted of;-

- a co-ordinator from the schools Authority;

- the President of the Local Award committee of the Duke of Edinburgh's Award system who was elected Chairman;

- a representative of the A.C.T. Bush search and Rescue Service;

- a representative of the Canberra Bushwalking Club;

- a practising Master Teacher from the school without walls with many years  experience in adventure-type activities, and

- a practicing teacher from a state high school, with previous experience in organizing camping programmes while a member of the staff of Canberra Grammar School.

This group held a series of meetings over some three months at each of which either one or both of the course proponents were present.  At the conclusion of its deliberations the panel recommended an initial accreditation period of three years.  The Agency subsequently approved the three-year "Accredited" status for the years 1978-80 inclusive.

The following extracts from the Panel's Report are regarded as being of considerable significance:

1. The following observations are made because the panel recognizes two unusual aspects of the "Wilderness Activities" course.  The first is that its operation presupposes the involvement of people in circumstances in which there are elements of danger.  The second is that the successful operation of the course will contribute significantly to the community's acceptance of the role of outdoor education in the operation of its schools.

2. Constant themes in the Panel's deliberations have been the necessity to ensure that a high staff student ratio is maintained in any Wilderness Activity", and that a Principal must be absolutely

certain of the competence of teachers involved.  The Panel has no doubt about the competence of the proponents of this course.  It urges special caution, however, if they should both leave the staff of Hawker College.

3. In a course such as this the Panel notes that a particularly strong element of subjectivity will exist in both the assessment of students' performance and the evaluation of the effectiveness of the course.  Its members agree, for example, that whilst progress towards tangible short-term objectives will be measured adequately, one measure of the effectiveness of the course as a whole may well be the attitudes of students a decade after they complete it.

In the light of that point of view the term "assessment instruments" is seen to have limited application to the teachers' task of assessing a student's performance.

4. Panel members have offered, with the concurrence of the proponents of the course:-

(a) to remain together as a Panel and meet the proponents once per term in future years both to add its support to them as an advisory body and to provide a forum for discussion about the progress of the courser

(b) to provide advice upon request to the Principals, School Boards, and Teachers in any matter relating to the course.

THE COURSE IN ACTION

Thirty students elected "Wilderness Activities" in their course selections for 1978.  Of this number, twenty-two were finally selected to commence Unit 1.  This reduction was necessary because of staffing limitations within the college and also because it is only possible to set up one class in First Aid in any given term.  (We rely upon voluntary Red Cross lecturers to provide instruction in this section of the course.)

The group is making good progress in both areas of Unit 1 and is most enthusiastic. Both students and staff members are looking forward to Units 2 and 3 when we will have the opportunity to engage in the wide variety of outdoor activities which the course encompasses.

Brian Bradshaw is the Department Head, Physical Education and Recreation, Hawker College, A.C.T. and a member of the A.C.T. Duke of Edinburgh's Award Regional Committee.  Prior to coming to Canberra, he was the Director of the National Fitness centre, Narrabeen Lakes, Sydney.  He has recently completed a B.Ed. with a major in Recreational Planning.