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<p>Outdoor Education has maintained a dynamic yet peripheral role within the Australian Curriculum over the past decade. Building on the foundational work of Gray and Martin (<CitationRef CitationID="CR25">2012</CitationRef>), the evolving status of Outdoor Education is critically examined, particularly considering the rollout of Version 9 of the Australian Curriculum. Historical context, curriculum reviews, and scholarly literature are synthesised to analyse its integration into existing subject areas and assess its viability as a standalone discipline. Nomenclature of the field is explored and explained, particularly delineating Outdoor Education research from the practical application of Outdoor Learning in the curriculum. Despite widespread recognition and advocacy of the benefits of Outdoor Education, it remains marginalised within curriculum policy, primarily confined to the Health and Physical Education learning area. Critical questions originally posed by Gray and Martin are revisited. The overarching question of ‘Should Outdoor Education be a part of every Australian child’s educational experience?’ is answered overwhelmingly—yes!</p>

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Over a decade later: the role and place of outdoor education in the Australian national curriculum

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月5日

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  • Thomas J. McKenna

摘要

Outdoor Education has maintained a dynamic yet peripheral role within the Australian Curriculum over the past decade. Building on the foundational work of Gray and Martin (2012), the evolving status of Outdoor Education is critically examined, particularly considering the rollout of Version 9 of the Australian Curriculum. Historical context, curriculum reviews, and scholarly literature are synthesised to analyse its integration into existing subject areas and assess its viability as a standalone discipline. Nomenclature of the field is explored and explained, particularly delineating Outdoor Education research from the practical application of Outdoor Learning in the curriculum. Despite widespread recognition and advocacy of the benefits of Outdoor Education, it remains marginalised within curriculum policy, primarily confined to the Health and Physical Education learning area. Critical questions originally posed by Gray and Martin are revisited. The overarching question of ‘Should Outdoor Education be a part of every Australian child’s educational experience?’ is answered overwhelmingly—yes!