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VICTORIA
Live
In what was a deep amusement to some, and a surprise to most, in my final year at secondary school I was handed the title of outdoor-ed co-captain. Far from feeling comfortable strapped into a pair of second-hand, blister-friendly hiking boots (thanks for that, Mum), I had thus far survived the long string of wild, 12-day treks and rogue camping ‘adventures’ largely by the seat of my pants, not quite loving the pain, dirt and mental exhaustion that endured but not entirely hating the experience, either. The new role of responsibility seemed at odds with my tepid enthusiasm for the outdoors. I wondered how I could fake it for the whole year. But with the annoying clarity of hindsight, I’ve since realised it was the out-ofclassroom experiences – those weeks spent lugging our own drinking water and dehydrated spag bol up a mountain, or those somewhat more civilised excursions to the local sewage treatment plant – that had the most profoundly positive impact. Whether you want to challenge your students to reveal their inner strength in the great outdoors, or extend classroom learning in the most memorable of ways, this year’s Guide brings together a wealth of practical tips, inspiring case studies and more so you can get planning with real confidence.
SARAH DUGGAN EDITOR
PEAK PERFORMING WHEN THE WORLD IS WATCHING
International musical performance tours provide a wonderful opportunity for students to not only hone their skills and share an array of cultural immersion experiences, but also the chance to forge friendships and bonds that may endure and blossom long after the flight home.
BY SARAH DUGGAN
AS most musicians know keenly, the chance to play to an international audienc is possibly a oncein-a-lifetime occurrence.
So when Bohdan Davison posed the idea of a music tour far from home turf to his Year 12 students the response was a firm ‘we’re in!’.
Deciding between touring the US or Japan, the Director of Music from Anglican Church Grammar School (Churchie) in Brisbane, says he was thrilled with the students’ final verdict.
“I expected the seniors to be very interested in the US, with its pop-cultural similarities there.
“But to my surprise and delight, actually the feedback was that they would prefer to go to Japan because it would be a significantly different cultural experience.
“So that was really great news, and I thought that was really nice of them to think in that direction,” Davison recalls.
Touching down in Osaka, just after the thick of the COVID pandemic had passed, the group’s carefully planned itinerary kicked into gear.
Striking a balance between touring iconic temples and castles – including a slightly less traditional experience at Japan Universal Studios –
and a string of scheduled performances, Davison says the days were “jam-packed” from the get-go.
“We tried to make the most of every day,” he explains.
“We had two performances in each city, but we tried to make the most of the larger cultural sites. Students thoroughly enjoyed that.
“The feedback was that they actually preferred some of the cultural experiences over those big theme parks and their amazing rides.”
The grand crescendo and an absolute highlight of the trip was students’ final performance which caused quite a (positive) stir at Tokyo DisneySea.
“Because Japan has an incredibly large and dense population, almost anywhere you play, you get a huge audience. And that was no exception for that performance, it was huge,” Davison says.
Framed by a large Christmas tree looming as a backdrop, the students went all out, pulling off a performance that hit a real chord with the crowd.
“Staff members that were out in the audience could see everyone on their phones looking up ‘Churchie’ [to see where we were from], because we had it on our banners,” Davison laughs.
Northern Territory Learning Adventures
The Territory is the education tourism destination of choice. From the majesty of Uluru-Kata Tjuta National Park to the extraordinary rock art of Kakadu National Park, school groups experience unrivalled cultural immersion, are captivated with the natural world and given the opportunity for a digital detox.
To make it simpler for you to choose the best options for your students and bring the Australian curriculum to life, Tourism NT has created NT Learning Adventures (NTLA).
A collaboration of tour, transport, attraction and accommodation providers, NTLA connects you with businesses that provide specialised services for school groups.
Committed to working with schools to design and deliver student journeys that meet the needs of educators, NTLA businesses provide quality experiences and peace of mind, with risk assessments and emergency action plans available upon request.
Download the comprehensive and practical NTLA guide and find suggested itineraries, school travel tips and other useful teacher resources online at www.ntlearningadventures.com.
Katherine River, Nitmiluk National Park
8 days Central Australia Sample itinerary
Fly or drive into Alice Springs and out of Yulara – or easily reverse the trip – and learn about sustainability, culture, environment and history.
Day one
• Visit Alice Springs School of the Air and understand how flexible learning works in the remote outback.
• Learn about native flora and fauna at the Alice Springs Desert Park.
• Camp at Earth Sanctuary World Nature Centre and learn about ecology, astronomy, sustainability and culture in Central Australia.
Day two
• Undertake interactive educational programs with Desert Knowledge Australia.
• Discover Aboriginal art and artefacts at the Araluen Cultural Precinct (including the Museum of Central Australia).
• Visit the Alice Springs Reptile Centre.
• Drive to ANZAC Hill to see the sunset on the surrounding ranges.
Day three
• Explore the Tjoritja / West MacDonnell National Park’s gorges, gaps, chasms and waterholes and take a guided walk with the Traditional Owners at Standley Chasm Angkerle Atwatye.
Day four and five
• Travel towards Watarrka National Park (Kings Canyon). On the way you can visit Curtin Springs Station and Kings Creek Station.
• Complete the challenging Kings Canyon Rim Walk.
• Arrange an Aboriginal Cultural Discovery Session with Remote Tours at Lilla community.
Day six to eight
• Travel to Uluru–Kata Tjuta National Park and visit the Cultural Centre to learn from Anangu, the traditional custodians of the land.
• Take a guided Uluru base walk (or hire bicycles from Outback Cycling) before watching the stunning colours of Uluru transform as the sun sets.
• Watch the sun rise at Kata Tjuta and complete the Valley of the Winds Walk.
• Take an afternoon ride with Uluru Camel Tours, a 45-minute journey through the desert with Uluru and Kata Tjuta as a breathtaking backdrop.
• Participate in a range of free activities at Ayers Rock Resort, including bush food experiences, bush yarns, a didgeridoo workshop and the Gallery of Central Australia (GOCA).
• Be mesmerised by 50,000 solar lights at ‘Field of Light Uluru’.
AliceSprings Reptile Centre
Simpsons Gap
7 days Top End
Sample itinerary
Fly in and out of Darwin, learn about history, culture, environment and outdoor education.
Day one
• Explore Darwin on foot with Walk Darwin.
• Visit the Museum and Art Gallery of the Northern Territory for a dedicated school program.
• Stroll through the George Brown Darwin Botanic Gardens and discover diverse flora from northern Australia and tropical regions around the world.
• Experience the Darwin Military Museum and Defence of Darwin Experience or re-live the Bombing of Darwin Harbour at Royal Flying Doctor Service Tourist Facility.
• Finish off the day at the famous Mindil Beach Sunset Markets (seasonally Thursday and Sundays).
Day two
• Delve into an education program with the Territory Wildlife Park team.
• Learn about sustainability while developing bush and survival skills with Sticks and Stones Adventures.
• Arrange a catered program of activities at Batchelor Outdoor Education Centre.
Day three
• Make the wonderful features of Litchfield National Park the focus on day three, including incredible Magnetic Termite Mounds and refreshing swims at one of Litchfield’s famous waterfalls.
Day four
• Spend the morning with Pudakul Aboriginal Cultural Tours experiencing and learning about bush tucker, dilly-bag making, Yidaki (didgeridoo) and clap-stick demonstrations.
• Continue on to World Heritage-Listed Kakadu National Park. Take a guided walk at Ubirr and discover vibrant Aboriginal rock art.
• Stop at Cahills Crossing to spot saltwater crocodiles or join a Guluyambi Cultural Cruise for insights into local culture, mythologies and bush survival.
Day five
• Enjoy a morning boat tour with Yellow Water Cruises and visit the Warradjan Cultural Centre.
• Arrange a guided tour of the outstanding rock art protected by ancient shelters at Burrungkuy (Nourlangie) and visit nearby Anbangbang Billabong and Nawurlandja Lookout before making your way south to Katherine.
Day six
• Spend the morning soaking up the ancient culture and geological formations of Nitmiluk Gorge. Explore by tour boat, on foot, in canoes or with an educational cultural activity with Nitmiluk Tours.
• Experience Footsteps of our Ancestors with Nitmiluk Tours, visit Cutta Cutta Caves or see the entertaining Katherine Outback Experience Show.
Day seven
• Engage with a variety of aspects of First Nations culture with Djilpin Arts and learn about traditional life and culture.
• Make your way back to Darwin via Leliyn (Edith Falls) and take a swim in the paperbark and pandanus fringed natural pool.
WangiFalls, Litchfeld NationalPark
Bring key learning outcomes to life
Top 10 things to do
1. Experience a guided tour of Alice Springs Telegraph Station and learn the story of Australia connecting to the rest of the world through Telegraph.
2. Relive the Bombing of Darwin that rocked Australia in an interactive experience with the Royal Flying Doctor Service Tourist Facility.
3. Listen to ancient stories and view rock art with Yibekka Kakadu Rock Art Tours.
4. Learn about sustainability through working displays of solar, wind generation, batteries, shelter and water with Earth Sanctuary.
5. Discover the remnants of WWII along the Darwin shoreline with Sea Darwin-Sea Tiwi. Visit sites on land and sea for an in-depth look at Darwin’s military history.
6. Uncover Darwin’s art trail at the Museum and Art Gallery of the Northern Territory.
7. Discover local bush foods with Karrke Aboriginal Cultural Experience. See how mulga wood is shaped into tools and learn the significance of dot painting in story telling.
8. Learn about outback farm life with Katherine Outback Experience.
9. Attend a bush medicine workshop and learn critical thinking and survival skills with Bush Balm Enterprises.
10. Learn about history by taking a walk through World War II Oil Storage Tunnels.
Read more about our NT Learning Adventure partners
Alice Springs Desert Park
Our purpose built facility brings the desert to life in Central Australia. Students will gain an understanding that the country around them is ancient, alive, exciting and dynamic. We offer guided and self-guided tour programs for students that include areas of science, flora and fauna, geography and history specific to Central Australia and discover the connection between desert plants, people, landscapes and culture.
Students can gain a greater awareness of intercultural understanding on a Cultural Tour to explore how it is possible to survive in a desert, being guided through their ancient supermarket, hardware shop and pharmacy. It’s these experiences that will inspire the students to find answers themselves. At night students can explore and learn about rare and threatened animals of Central Australia on a Nocturnal Tour. Spotlight bilbies foraging, come centimetres from an echidna and if you are lucky spot mala now only found in captivity on the mainland while learning about our conservation projects.
W: alicespringsdesertpark.com.au
E: asdp@nt.gov.au
T: 08 8951 8788
Alice Springs School of the Air Visitor Centre
We extend a warm invitation to you and your educational group to join us in the heart of Australia, where we host the world’s largest classroom.
A visit to the Alice Springs School of the Air offers valuable support for educators and students in addressing the ethical dimensions outlined in the general capabilities section of the Australian Curriculum. This experience presents a unique opportunity to immerse oneself in a world vastly different from their own, both geographically and culturally. It fosters an understanding of communities marked by geographical isolation and encourages students to forge connections between their own lived experiences and those of others. It cultivates essential skills in communication, empathy and critical analysis of intercultural encounters.
By engaging with our program, students have the chance to revaluate their own perspectives and attitudes, gaining valuable insights into themselves and the diverse perspectives of others.
W: schooloftheair.net.au
E: visitorcentre@assoa.nt.edu.au
T: 08 8951 6834
Alice Springs Telegraph Station
The Alice Springs Telegraph Station was the first building constructed by European settlers in Central Australia, in 1871. The following year, Morse code messages were humming along Australia’s Overland Telegraph Line.
Student groups can explore a wealth of Australian history and learn the importance of Morse code and telegraphy as the genesis of modern telecommunication, cutting international communication from months by boat to hours by telegram.
Discover the intersectional history of the region, where the early settlers interacted with Arrernte people, and the factors that contributed to the tragedy of their displacement. In the 1930s the Old Telegraph Station became the “Bungalow”, home to children of the Stolen Generation.
Guided tours can be customised to suit the age of students and desired focus. Catering can also be arranged onsite at the Trail Station Cafe.
Curtin Springs Station and Curtin Springs Paper
Located 85km from Ayers Rock Resort and 220km from Discovery Kings Canyon, Curtin Springs offers a unique opportunity for schools and student groups to add a different perspective on the desert environment. Learn how this extraordinary family successfully raises cattle in the desert while preserving a million acre wildlife corridor. Get an insight into how food production can be sustained alongside land protection.
At Curtin Springs Paper our native grasses create handmade paper, artisan handcrafted jewellery and artwork at the Old Abattoir on the station. The paper making process is explained and demonstrated to students.
Programs can be adapted for age groups and tailored to suit curriculum areas covering history, land management, tourism, art, marketing, business planning or sustainability. Participate in a ‘back of house’ tour showing the infrastructure and support mechanisms used to run a remote business. Alternatively, students can experience the vast station with a memorable sunrise on the salt lake before you continue on your Central Australian adventure.
Accommodation, rooms, camping and meal options are all available.
Ooraminna Station Homestead Campground, School Camps and Training Camps
Ooraminna Station Homestead is set on 600 acres of private property, 30km south of Alice Springs on the edge of the Simpson Desert. There is a small exclusive campground with excellent amenities and we welcome group bookings.
An open shed which is part of the iconic Ooraminna filmset provides shade and a flat space for camping and dining. The area also includes a commercial kitchen and buffet space. The iconic filmset is perfect for activities, wild west games and endless outback fun. Activities can include campfires, a horse show, scorpion tracking, whip cracking, star talks, Friendship farm, outback yoga, walking trails and cattle station talks about outback living.
W: curtinsprings.com
E: enquiries@curtinsprings.com
T: 08 8956 2906
W: ooraminna.com.au
E: info@ooraminna.com.au
T: 08 8953 0477
RFDS Alice Springs Tourist Facility
This unique educational opportunity provides schools with a chance to inspire students through intersection of history, technology and the invaluable service provided by the Royal Flying Doctor Service (RFDS).
Explore the captivating legacy of the original RFDS Alice Springs working base that commenced in 1939. This experience is great for students to learn about the importance of the RFDS to Outback Australians and the evolution of medical care provided by our remote and most vulnerable communities. See, experiences and learn through the wonder of technology the heroic tales of the birth and growth of the first and largest aeromedical organisation in the world.
Meet the founder of RFDS, Rev John Flynn and listen as his story is retold as a life size hologram and gain insights into the pivotal roles played by pilots, engineers, doctors and nurses and discovered the incredible stories of patients who rely on the RFDS each day.
W: rfdsalicesprings.com.au
E: bookingsasp@flydoctor.net
T: 08 8958 8411
Adelaide River Queen Jumping Crocodile Cruises
Embark on an unforgettable educational adventure with the Adelaide River Queen Jumping Crocodile Cruise!
Step aboard our safe and comfortable vessel for a thrilling journey through the pristine waters of the Adelaide River, where you’ll come face to face with ancient predators in their natural habitat.
Witness the awe-inspiring spectacle of massive saltwater crocodiles launching themselves out of the water with astonishing agility, while our expert guides provide fascinating insights into their behaviour, biology and conservation. Perfect for school groups of all ages, our cruise offers a unique opportunity to learn about Australia’s iconic wildlife in an engaging and interactive way.
Immerse yourself in the wonders of nature as you explore the Top End’s rich ecosystem and create lasting memories with your classmates.
W: jumpingcrocodilecruises.com.au
E: admin@jumpingcrocodilecruises.com.au
P: 08 8988 8144
Located in the heart of Darwin, Crocosaurus Cove houses the world’s largest display of Australian reptiles, including the iconic saltwater crocodile. Crocosaurus Cove is perfect for small to large educational groups, being an easy walking distance from most city accommodations, with off street parking available for buses. There is an onsite cafe and catering is available on request.
Offering a multitude of activities for students to experience including animal handling sessions with a baby crocodile, snakes and lizards as well as interactive shows such as the Fishing for Crocs platform where students can feed a juvenile Saltwater crocodile.
Learn about Australia’s incredible wildlife through a tailored program that is both fun and educational.
Shows include:
• Meet the Reptiles
• Fish Feeding in the Aquarium
• Big Croc Feed
• Top End Turtles
• Darwin Backyard Talk
W: overlandoz.com.au
E: info@overlandoz.com.au
P: 0458 786 303
Club Tropical Resort Darwin
Located just minutes from Darwin Airport, away from the city centre distractions. Groups enjoy easy access to the Casuarina Coastal Reserve and a short stroll to pristine Lee Point Beach, a bird watching hotspot with WWII historic sites and amazing sunsets.
Spread over 9 blocks, the resort is laid out to give school groups their own space, allowing for easier student supervision and privacy. There are 6 room types, including 24 Resort Triple, over 70 Resort Twin rooms (perfect for student groups) and 68 Resort Queens.
The onsite restaurant supplies nutritious meal packages to suit your budget. Other resort facilities include free Wi-Fi and BBQs, ample coach parking, 2 outdoor pools and a laundry. Multiple landscaped outdoor spaces are perfect for workshops or relaxing after a day of touring.
W: clubtropicalresortdarwin.com.au
E: reservations@clubtropicalresortdarwin.com.au
P: 08 8944 8500
Kakadu Tourism offers school groups an immersive journey into Australia’s ancient past and unspoiled natural beauty. Unlike much of Australia, the UNESCO World-Heritage Listed Kakadu National Park boasts unmodified vegetation, landscape and Indigenous culture, with minimal influence from European settlement. Explore archaeological sites, rock carvings and cave paintings older than the Egyptian pyramids, revealing the prehistoric life of Aboriginal people. Encounter diverse wildlife, including crocodiles, buffalo and wallabies, within a thriving ecosystem of rare and endemic species across untouched floodplains and escarpments.
Groups will also have the opportunity to explore and taste the flavours of native bush food at our restaurants or on a guided tour. Tailored for educational adventures, our experiences include Yellow Water Cruises, Bininj (Aboriginal) cultural activities and guided tours. Accommodation options range from camping and glamping to self-contained lodges at Cooinda and the iconic crocodile-shaped hotel in Jabiru.
W: kakadutourism.com
E: reservations@yellowwater.com
P: 08 8979 1500
Kakadu Tourism
Crocosaurus Cove
Katherine Outback Experience
Discover the captivating blend of education and entertainment at Katherine Outback Experience (KOE) located just 6km from Katherine. Immerse your students in a unique learning adventure that combines engagement, entertainment and genuine insights into rural life.
At KOE students witness real horse-starting and working dog demonstrations, accompanied by amusing bush tales. Expert horseman, Tom Curtin and his team, mesmerises students as he trains young horses and dogs for the challenges of working on a cattle station.
Programs extend beyond the arena, offering a comprehensive exploration of the history and economic significance of the pastoral industry in the Northern Territory. KOE provides a flexible range of services, including programs of varying lengths, school camps, team-building exercises and in-school visits.
W: katherineoutbackexperience.com.au
E: admin@katherineoutbackexperience.com.au
P: 1300 818 612
Manbulloo Homestead is a working cattle property and caravan park just 15 minutes’ drive west of Katherine township. Situated on the Katherine River with a 2km walk along the bank.
Catering for large school camping groups with a designated camping area away from the main caravan park with room to kick a footy around. BBQ facilities, fridge, campfire with BBQ plate, laundry and 6 ensuite style amenities block. Cattle/buffalo/horse/ goat feeding tours are available at no extra cost.
Litchfield Tourist Park
Litchfield Tourist Park offers a range of cabin and camping accommodation and is located right next door to the amazing Litchfield National Park. Treat your group to awesome walks, swim below spring-fed waterfalls and roam amongst magnetic termite mounds and other attractions.
Camping? The Dam Bush Camp is on a separate block to the main caravan park, it’s your own private campground! No need to share facilities or interact with others. There is room to run, kick a footy or set up activities. Includes a firepit, 4 burner BBQ and preparation area, 4 showers, 4 toilets and a private teacher’s bathroom.
Need accommodation? The 3 bedroom Homestead sleeps up to 15 people. The veranda makes a relaxing place for your group with a private BBQ, sunset views, a full kitchen and a bathroom with 2 separate toilets. Call us about our smaller cabins that suit various bedding configurations.
W: litchfieldtouristpark.com.au
E: relax@litchfieldtouristpark.com.au
P: 08 8976 0070
Offroad Dreaming
Offroad Dreaming is a local family-owned business, offering educational tours throughout the Top End and the Kimberley since 2011. Catering to primary schools, secondary schools, colleges and universities, we provide tailored itineraries that align with curriculum goals. Our experienced and certified guides deliver interactive and educational experiences, including subjects like history, culture, geography, arts and environmental sciences.
We partner with local schools, businesses, Aboriginal communities and activity providers to create memorable tours catering to different group sizes (maximum 48) and budgets, with various vehicles and accommodation options available. Camping equipment and meals can also be provided.
Committed to sustainability and environmental care, Offroad Dreaming ensures a safe, enriching experience for all participants.
W: manbulloohomesteadcaravanpark.com.au
E: manbulloohs@bigpond.com
P: 0437 329 240
W: offroaddreaming.com.au
E: reservations@offroaddreaming.com.au
P: 08 8931 2021
Manbulloo Homestead
Overland Oz
Overland Oz offers schools an unparalleled multi-day learning experience that combines adventure, community service and education. Students engage with Australia’s unique ecosystems, cultural heritage and environmental issues. From working with Aboriginal communities on sustainable food sources to supporting conservation and restoration, students make a tangible impact on both local communities and the environment.
Students engage in hands-on physical community service projects on Aboriginal land, such as building sustainable infrastructure, assisting with cultural programs and supporting land management efforts. Expert guides teach students about cultural history, ecological challenges, sustainability and conservation efforts alongside going on incredible hikes and visiting world class waterfalls. Our tours inspire global citizenship, environmental stewardship and social responsibility providing hands-on learning that connects classroom concepts to real-world applications.
Students gain a transformative experience that fosters leadership, cultural awareness and a deep sense of purpose, all while making lasting memories and a positive impact on the world.
W: overlandoz.com.au
E: info@overlandoz.com.au
P: 0458 786 303
Spectacular Jumping Crocodile Cruise
Experience the thrill of nature up close with the Spectacular Crocodile Cruises on the Adelaide River – the ultimate outdoor learning adventure! Watch as Australia’s largest predators leap from the water to showcase their incredible strength and agility, all from the safety of our custom-designed vessels. Our expert guides provide fascinating insights into crocodile biology, behaviour and their vital role in the ecosystem. Our ethics policies ensure that each interaction is done with the animal’s safety as a priority.
Perfect for all ages, this hands-on excursion sparks curiosity and inspires respect for wildlife, blending education with excitement. With safety as our top priority, students will walk away with unforgettable memories and a deeper understanding of one of Australia’s most iconic species. All profits go towards supporting the Anindilyakwa communities of the Groote Eylandt Archipelago.
W: jumpingcrocodile.com
E: spectacular@jumpingcrocodile.com.au
P: 08 8978 9077
RFDS Darwin Tourist Facility
This exceptional world-class facility not only showcases history but brings it vibrantly to life through cutting-edge technology, making it an ideal educational destination for schools. Learn about 2 iconic Territory stories, the Royal Flying Doctor Service (RFDS) and the Bombing of Darwin in one location at Stokes Hill Wharf, Darwin.
Enjoy the heroic tales of the birth and growth of the RFDS by virtual reality stories and relive a patient’s genuine medical care encounter. Meet the founder of RFDS, Rev John Flynn and listen as his story is retold as a life size hologram. Participate in interactive storytelling with mini ghost holograms and step inside a decommissioned RFDS Pilatus PC 12.
In a virtual reality experience, students relive the drama of the Bombing of Darwin Harbour that rocked Australia in 1942. Engage in interactive storytelling with mini ghost holograms of the Prime Minister and a WW2 Japanese pilot. Watch a life-size hologram of Rear Admiral Etheridge Grant, Commanding Officer of the USS William B Preston narrate his own version of the bombing of Darwin Harbour.
W: rfdsdarwin.com.au
E: rfdsdarwin@flyingdoctor.net
P: 08 8983 5700
Sticks and Stones Adventures
Sticks and Stones Adventures offers both incursions and excursion programs for small to medium sized school groups. These programs focus around the 5 principles of survival in both short format (90-minute modules) to extended programs (2 to 3 days). Our activities and workshops are universal (age, gender, ability nor background affect the learning outcomes) and are designed to encourage the practice of fundamental life skills for building resilient, confident and critically thinking young adults.
Nature-based education seeks to marry theory and practice, enabling insight, creativity and innovation, for example the simple task of building a sturdy shelter can clarify the practicality of mathematics, science and art, as well as being immensely rewarding.
W: sticksandstones.com.au
E: office@ethicaladventures.com.au
P: 0488 442 269
Save and Learn in the Northern Territory
What is Save and Learn?
Australian school groups are invited to submit an application for funding in 2025 to support their NT school tour!
The planned excursion simply needs to meet the the terms and conditions available online.
Application forms and list of current NTLA partners can be found at ntlearningadventures.com
For help planning your NT Learning Adventure and to register for the NTLA Save and Learn program, or request a copy of the NTLA guide, please contact Tourism NT.
W ntlearningadventures.com
E education.tourismnt@nt.gov.au
Cultural Tours, Darwin
Darwin Military Museum
“THE PIECES JUST GET BETTER AND BETTER AND BETTER EVERY TIME YOU PERFORM...”
“So, it was great promotion for the school, and the students thoroughly enjoyed it.
“We played a few very select, culturally significant pieces which were incredibly well received.”
Onlookers were so moved by the musical spectacle they immediately went out and sourced gifts at nearby stalls for the students, the Davison says.
“The graciousness of the audience … we had these huge bags of gifts coming in, we didn’t have enough hands to carry things out.
“For the students, that was one of their biggest thrills, because that was our big, public performance – and once we started playing the stands just filled up.”
In terms of skill development, Davison says an international music tour offers a rare opportunity for students to hone their performance in a concentrated way.
“Normally we get one performance, maybe three per term, and to be able to do six in ten days and often repeating the repertoire, those pieces just get better and better and better every time you perform,” he says.
“Students are constantly talking about the repertoire and how they can get it better, where they
think they can make improvements, and you get feedback obviously from the staff as well, so with each performance there’s a steely determination for there to be improvement…”
In terms of nailing the logistics of an international tour, Davison recommends schools carefully map out any plans and travel routes well in advance, keeping staff well informed with regular meetings leading up to take-off.
A dedicated WhatsApp chat also proved handy, ensuring staff and students knew the exact plan for each day.
Above all, punctuality was critical to the whole operation, Davison says.
“Japan is a very punctual nation, so when you’re invited to do a performance, there’s a sense of respect that needs to be employed.”
Churchie’s music program is all the more stronger because of the tour, the educator says.
“We strategically put that Tokyo DisneySea performance last – the ensemble sounded fantastic, and so there was a huge pride in their performance.
“That filters back with all the relationships that they made, and makes your program so much stronger for years to come.”
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Experience the World through Music
PERFORMANCE TOURS FOR OVER 35 YEARS
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With expert knowledge in:
• Arranging workshops with renowned clinicians
• Organising exchanges with local schools
• Perfecting the logistics of instrument transport and hire
• Finalising insurance, flights, visas, accommodation, coaching and all that you need to make a smooth tour
• Creating international music festivals in world class venues
Contact World Projects now for your own customised music itinerary
experience@worldprojects.com.au
www.worldprojects.com.au
(02) 9453-5188
Bring History Alive at the Old Treasury Building
BEACONSFIELD: THE MINE THAT STOPPED A NATION
The Beaconsfield gold mine in Tasmania’s North East will forever remain etched into this country’s folklore due to the famous rescue mission back in 2006. These days it’s a wonderful museum bursting with history, stories and artifacts aplenty.
BY GRANT QUARRY
IT’S a timestamp that will never be forgotten in this country’s history – 5.30am on May 9, 2006.
It was the moment Tasmanian gold miners Todd Russell and Brant Webb walked unassisted from a Beaconsfield mine that had entombed the pair in a safety cage for a desperate and agonising two weeks.
Sadly their unprotected co-worker Larry Knight was killed just metres away, however the surviving pair’s story is now legendary and as dramatic, and up and down, as any mining disaster and rescue tale ever told.
Trapped a kilometre underground following a small (mine-related) earthquake at 9.26am on April 25, an anxious nation had watched on their televisions, listened to their radios or read their newspapers each nerve-wracking day of the fortnight, desperate for word of Russell and Webb’s safe return.
While countless rescuers worked feverishly to free the pair, a team of 11 paramedics operated round the clock, providing a direct line to the surface, talking the pair through everything from dressing their wounds to maintaining their, at times, fragile mental health. In 2014 that paramedic team was recognised with an Australian Bravery Award.
As it was, Russell and Webb were entombed under 200 tonnes of rock for 321 hours.
It is this famous period in Australian history, when hundreds of journalist from across the planet descended on the tiny town in Tasmania’s northeast, that has been brought to life by the excellent Beaconsfield Mine & Heritage Centre.
A living ‘time machine’, where students can explore historic and modern gold mining, industrial and social heritage and the momentous events of the 2006 mine rescue, the centre’s many interactive exhibits and activities are a veritable gold mine of hands-on examples of geology and precious metals, resource scarcity, mining and industrial technologies past and present, mining culture and language, land and energy use, environment and sustainability, design and engineering and human endeavour.
The centre’s coordinator, Sharon Sikkema, was newly in her role when the disaster (or ‘the rockfall’ as she calls it) happened.
Having arrived in the town only a few years before from South Australia, Sikkema says she remembers vividly how a tiny town was transformed in just a few days into a global media hotspot.
History is brought to life at the superb Tassie museum.
Sydney Cricket Ground & Allianz Stadium
Educational tours
Get your students out of the classroom and behind the scenes at the iconic Sydney Cricket Ground & Allianz Stadium precinct’s engaging educational tours. Each experience is tailored to maximise the educational impact.
Open for bookings
Bookings are essential tours@scgt.nsw.gov.au 02 9380 0377 www.scgtour.com.au www.allianzstadiumtours.com.au
Behind the scenes at the historic Sydney Cricket Ground, SCG Museum and the new Allianz Stadium.
Standing in My Shoes | Years 5 & 6
Standing in My Shoes is a Year 5 & 6 NSW curriculum aligned (history) guided walking tour of the iconic SCG.
Business Studies Tour | Years 10, 11 & 12
Students will go behind the scenes of the iconic SCG or Allianz Stadium and learn about the business of running world class events.
Australian Sporting Identity
Pass Class and Health & Fitness | Years 7 - 12
On these 90-minute tours we explore the interrelationship between sport and culture in Australia and at the SCG.
The Amazing Race
Join us at the iconic SCG or Allianz Stadium for an exciting team building activity in Sydney’s home of sport.
Tours operate Monday - Friday
“THE CHEER THAT WENT UP JUST SENT SHIVERS DOWN YOUR SPINE.”
“The museum was closed for the two weeks so I was re-assigned to working nightshift answering phone calls from media around the world, keeping the information flowing and just giving the people who worked in the mine, the police, the ambulance crews etc space, so that they could have their meetings and do what needed doing,” she says.
Her most vivid memory, Sikkema explains, was when rescuers were 90 per cent positive that within a day or two Russell and Webb would be freed.
“With the police liaison officer, we organised media for what we now call the ‘monkey cage’, a viewing platform looking over into the mine yard that had been built by the mine for the museum,” she says.
“There was room for one radio newsman, a newspaper reporter, and a television cameraman and all of their footage was then sent out to the rest of the waiting media.
“We opened up the museum at about 3am, got everyone organised, cut a hole in the monkey cage so they could film and record through it, and it went from there.”
The roar from all of those assembled when the pair finally emerged lives with Sikkema to this day.
“The cheer that went up just sent shivers down your spine. It was amazing,” she says.
A large portion of the museum is dedicated to the event, with numerous examples of daily ABC news coverage, national and international newspaper front pages and stories.
Along with a range of interesting information from 2006, visitors can actually stand in the lift cage which ferried the miners 925 metres from the depths of despair to exhilarating fresh air.
“Many of our volunteer guides were here when it all happened, so they are happy to share their memories,” Sikkema says.
“We’ve built a tunnel within the display where people can crawl in and put their heads up into a space that shows them the cage’s exact size and virtually a replica of what they were trapped in.
“It gives people a really good idea of what it might
have been like, and probably opens their eyes better than anything else in the display.”
Following the disaster, visitor numbers doubled from 20,000 annually to 40,000, and thanks to government funding, the former Grubshaft Gold and Heritage Museum re-opened with numerous addition and hundreds of artifacts as the Beaconsfield Mine & Heritage Centre.
The gold mine itself is closed now, having generated a great deal of money across two very lucrative existences.
In its first years of operation, from 1877 to 1914, 26 tons of gold were pulled from the site. In its second iteration, from 1999 until its second closure in 2012 a further 26 tons was extracted.
But it’s not just about the mine, elsewhere across the museum there are interactive displays on the farming and social history of the region.
“So between the mines closing, this was a hugely successful farming area – it was farming that kept the community going,” Sikkema says.
“They had a canning operation down at Beauty Point, they used to export a lot of apples and pears from the wharf there.
“So the centre covers all of that history, too.”
Sikkema says what she loves most about the centre is its hands-on nature.
Students can touch old farming machinery, operate an old apple grader and use dial telephones.
There’s also a switchboard display demonstrating how that would have operated, as well as information about Yorktown, which was the first settlement prior to Launceston being established, and there’s even an old Beaconsfield hospital display.
Teachers can access a rich treasure trove of in-depth resources, which canvass not only the mine’s gold history, but also the region’s social history – how they cooked, how they washed up, and just how hard life was in a bygone era.
While the centre entertains regular Tasmanian school excursion visitors, not surprisingly, numer-
ous mainland school groups also venture to the mouth of the Tamar River each year as part of a broader visit to the state.
And why not. Within an hour’s drive, there’s everything from the stunning Cataract Gorge in Launceston, to Seahorse World, where students can
learn about the life cycle of these beautiful creatures and view them in their natural habitat, as well as Platypus House, home to live platypus displays and echidnas wandering about students’ feet in the attraction’s gorgeous Echidna Garden.
So what are you waiting for?
TINKERTOWN A HANDS-ON HAVEN OF CREATIVE STEM
Melbourne’s Scienceworks is being transformed into a world of marvellous invention, daring builds and mindful tinkering. There’s fun stuff to do and serious stuff to learn in a space filled with handson activities and endless possibilities for creative play.
BY SARAH DUGGAN
BE they constructing elaborate cubby houses out of magnetic cushions or sending secret messages on a communication network gone haywire, every inch of fictional village Tinkertown has been designed to light up children’s inner engineer and usher them along the creative design process – and in the most wacky of ways.
Opening this April at Scienceworks in Melbourne, Tinkertown really takes ‘hands-on learning’ to another kooky level according to Mei Liu, Experience Developer for Museums Victoria, the creative mind behind the exhibition’s many tinker-friendly installations.
We spoke with Liu about how the space delves into key STEM concepts like understanding forces, material properties, and estimation, as well as what students (and teachers) will get out of a visit.
Hi Mei, you describe Tinkertown as a kind of fantasy village, can you tell us more about what’s inside?
When visitors enter Tinkertown, they’re transported into this fictional village which is kind of ‘framed out’, and inside they can build cubby houses with masses of magnetic cushions, they can build wacky contraptions with loose parts, they can be inspired by collection items telling stories of innovation from the Victorian state collection – things like an
early flying contraption or a giant Swiss army knife.
And they can also engage and collaborate with each other on a variety of different design puzzles, like tangrams and a magnetic ball run. We’ve designed our run to be accessible from two sides, so you can make the ball travel through the wall and out the other side…
Tinkertown also has a jumbled communication network. It’s been newly installed, but visitors have to work out which speaking tube portal goes where, and they’ll have to run around and work with their friends and their family to figure out who they’re whispering to and what they’re hearing.
What would you say your favourite aspect of the installation is?
Well, I think one of my early inspirations was around building cubbies with your siblings or your friends in your lounge room with couch cushions. Imagine this but on a much bigger scale, like with your whole class or with the rest of the community, and then you can build in this beautiful environment off all of these different frames to make an entire village.
And through that, you’re learning things like structural stability and the properties of different materials.
Tell us about the special characters that guide visitors though the Tinkertown experience?
Discover the wonders of the ENVIRONMENT amongst our native bushland.
Experience how TRANSPORT has transformed the way we live.
Inspire students to LEARN with our interactive workshops.
“IT’S NOT A LINEAR PROCESS, IT’S LIKE A CHOOSE YOUR OWN ADVENTURE...”
There are three characters that we’ve developed for the exhibition. They embody – or they’re the spirits of – the engineering design process.
So normally, when you’re learning about the engineering design and process, you might see a chart or something about ideating and then prototyping and then iterating.
But it’s much better to learn the engineering design process through actually embodied play, through making something big enough for you to climb into and then having it potentially fall on top of you if you didn’t make it well enough, and then improving upon that design each time.
So these characters, their names are Stretch, Try and Loop. Stretch is a really tall, long, stretchy guy. He embodies this idea of having an imaginative goal and also thinking about and empathising with the people that you’re designing for.
Try is a very triangular and rigid character, very safety oriented, but he’s all about testing and trying things out. And Loop is kind of soft, fluffy and round. He is all about improving on your design, iterating and making things more comfortable for the end user.
So, they present challenges and insights about the collection objects all throughout the exhibition. They are, I guess, the end users that our visitors are designing for.
It’s said that Tinkertown is largely a self-directed experience. When school groups visit, are students just let loose to explore?
When schools come into an exhibition like this, because it’s not a linear process, it’s kind of a choose your own adventure, as you say. What we do suggest to schools is that they split up into their groups with their parent helpers or their teacher, and they go around to each of the different areas and have some time at each exhibit so they get to try everything.
We also produce pre- and post-visit resources for the teachers. So for example, things like ‘Physics in the playground’, which relates to one of the challenges within the workshop area.
Is there anything else you would like to mention to teachers?
Something that teachers might like to know about is the teacher PD that we’re going to be running just after the opening weekend of Tinkertown.
It’s actually a case of user-centred design for this program as well, because what we found was that teachers were reluctant to come to PD because they had their own caring duties for their kids over the school holidays.
So what we’ve actually done is created a program where they can bring their family – we give them a family pass to come to Scienceworks as part of the teacher PD… Teachers can directly see how their kids engage with the exhibition, so that gives them an idea of how they might plan for their excursion with their class, and then to test in real time some of the extra education prompts and resources.
Amazing Excursions
Extend classroom learning to build confidence, leadership and teamwork with a range of challenging and fun activities.
Choose your own adventure – with activities such as flying fox, high ropes, orienteering, caving and our famous mud obstacle course Challenge Valley.
Baden-Powell Activity Centre
A Pomona St, Pennant Hills NSW 2120 P (02) 9484 2278
E bpscbookings@nsw.scouts.com.au bpsc.nsw.scouts.com.au
Cataract Activity Centre
A Baden Powell Dr, Appin NSW 2560 P (02) 4631 6697
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DRAGONS AND MUCH, MUCH MORE! Opened in 1991 and featuring Australiaʼs most significant collection of Chinese cultural and heritage material. 03 5441 5044 | www.goldendragonmuseum.org 1 -11 Bridge Street Bendigo VIC
The Beaconsfield Mine & Heritage Centre is a 'time machine', where students can explore and learn through highly interactive displays. A guided or self-directed tour of the centre reveals themes of historic and modern gold mining, industrial and social heritage, the momentous events of the 2006 mine rescue, along with many aspects of current curriculum. The historic and modern industrial design and technology on the Heritage Centre site also makes for an excellent visual arts research tour destination.
SUPERCHARGED SCHOOL EXPERIENCES
“A great opportunity for kids to put down their screens and reconnect with nature”
prahran high school
Located near the Great Ocean Road in Lorne, Live Wire Park school programs are suited to educational groups of all ages and abilities.
While the park is known for its physical challenges, our trained staff also incorporate educational elements.
We offer a 25% discount for school groups as well as teachers attending free of charge.
– Social skill & teamwork development
– Confidence building away from the formal classroom environment
– Learning about the bio-diverse Otways ecosystem
– Experience native wildlife habitats
– Information on our sustainable off-grid resource approach
– Core sustainability principles and how we implemented them
– A Covid-safe environment
Make the most of the great outdoors, with activity options for primary and secondary students and school groups
We’re also happy to tailor something specific to your school’s needs. We have catering options available and can even help recommend local accommodation for longer trips.
The below 25% discounted pricing includes 1 hour access to the Spring Circuit, and Canopy Circuit Walk.
For full details visit: livewirepark.com.au/school-programs
To book an excursion phone 1300 LIVE WIRE or email groups@livewirepark.com.au
Mention this ad to receive the above 25% discounted pricing.
Reptile Encounters animal shows foster curiosity and love for Australia’s beautiful wildlife with a memorable experience that is sure to leave a lasting impression!
TEACHING EMPATHY AND GRASPING HOMELESSNESS
Most of us are well aware of The Big Issue magazine and its importance to the lives of many of our nation’s homeless, but less known are its excellent incursion and excursion programs, aimed at informing and breaking down some unfair and untrue stereotypes.
BY SARAH DUGGAN
FOR many children, feelings of unease, guilt and confusion can be triggered by the sight of a person experiencing homelessness on the city streets. Harmful stereotypes also abound: this individual is lazy. Hopeless. ey’ve chosen this predicament
So says Danya Sterling, manager of Education Enterprises at non-pro t organisation e Big Issue , who oversees the charity’s suite of special excursion workshops, city ‘scavenger hunts’ and online incursions for schools that are helping to break down stigma around homelessness while empowering those in the grips of it to drive social change.
Urbanites in particular might be familiar with e Big Issue magazine, a fortnightly publication sold by street vendors who are themselves experiencing hardship and marginalisation.
Vendors buy copies for $4.50 and sell them for $9, pocketing the di erence and earning an income.
Sterling says the charity’s educational o erings were born out of a wave of requests from teachers.
“Probably 15 years ago, we started to see this trend in city-based learning, particularly in Melbourne, and teachers reported hearing some either stereotypes or discomforts from their students around the rough sleepers that they saw on the streets as they were walking around in the city,” she tells EducationHQ
Aware of e Big Issue ’s mission, more and more teachers reached out to ask if a vendor could share their story with students and talk about their work with the magazine.
“We turned that demand from teachers into a whole program,” Sterling says.
“So it just grew and grew and grew and grew … [and we got] thinking about ‘how can we make this accessible to the rest of the country?’”
With ‘l ive sites’ for excurs ions now in Sydney and Can ber ra, e Big Issue al so r un s an eClassro om prog ram t hat’s avai lable to scho ols right ac ros s t h e c ountry.
e on e-h our in -person work sh ops are especi al ly power fu l for stu de nts and speake rs al ike, Ster li ng no tes.
“It’s a co-presented workshop with a professional facilitator who runs some activities and discussions to break down stereotypes about homelessness, and then students also hear from a lived experience speaker who shares their personal story of homelessness,” she explains.
“We want students to walk away feeling that some negative stereotypes might have been challenged.
“We want them to understand that homelessness is not a choice. It can happen to anyone due to some di cult circumstances coming up in their lives.”
“WE DON’T THINK THAT ANYONE WOULD EVER CHOOSE TO BE HOMELESS.”
Another key message covered in sessions is that help is always available to those experiencing hardship.
As for dismantling harmful stereotypes about homelessness, Sterling says the workshops address the gnarly and most common ones.
“For example, rough sleepers make up only 6 per cent of Australia’s homeless population.
“So, we want students to understand other forms of homelessness and vulnerability that people may experience.
“I think there’s (also) a stereotype that homeless people [are] kind of lazy and have chosen to be there.
“We really want to break that stereotype down because we don’t think that anyone would ever choose to be homeless,” Sterling says.
Students on the whole respond “incredibly positively” to the sessions, she adds.
“We work with our speakers to make sure they’re telling their story in an age-appropriate manner and that they’re being good storytellers.
“So, we give them some coaching around key points in their narrative…”
It’s often the case that students are so moved by the speaker’s story and insights, they will approach them afterwards to say thank you, Sterling adds.
“[They sometimes say] ‘I’ve experienced something similar to this in my personal life and hearing you share your story makes me feel a lot better, or makes me feel like there’s hope for me’.”
For those after a more active excursion experience on top of a workshop, City Search is a scavengerstyle activity that’s on offer in Melbourne and Sydney CBDs.
‘[We] put students on the streets … in the shoes of someone who’s found themselves without a place to stay,” Sterling elaborates.
“We’ve done a lot of workshopping to make sure that we’re offering personal safety advice and giving
students guidance around moving around the city safely and staying safe in (various) situations.
“But we then do ask students, ‘think about accessing work or accessing food or other resources’ and what someone might do if they find themselves without a place to stay.”
A pack of follow-up resources are sent to every participating teacher in advance, Sterling notes, an initiative which also happily gives back to those in need.
“Every workshop book is a shift of work for someone who’s experienced homelessness and disadvantage in Australia.
“So, it’s a really powerful way to create change through social enterprise. There’s the rich learning, but there’s also creating work for people who really need it.”
Sterling says she was at a conference for teachers recently and was approached by one delegate. Her words really struck a chord, she reflects.
“[The teacher told me how] one of their students had heard from one of our speakers in Year 9, and had brought up that particular excursion in their valedictory speech three years later as something that was formative for them through their high school learning,” Sterling says proudly.
All speakers involved in the excursion and incursion programs are paid for their time, but the biggest motivation is seeing the positive impact that comes from opening up about their past, Sterling adds.
“A lot of our guest speakers have obviously been through some very difficult circumstances, and they really love the idea that maybe if students hear their story, then they can seek help earlier or know some red flags to look out for or try and help students avoid experiencing what they have at their worst.
“So for them it’s incredibly affirming to create positive change in the world.”
DIGGING INTO A NATURE AUDIT AT YOUR SCHOOL
Eco-anxiety is a growing concern amongst children today. The good news is there are plenty of practical things schools can do to help soothe worries and actively engage at a local level to assist in the sustainable future of our planet.
BY ANNE VIZE
RECENT research has led to a new metric that has been suggested as a way of measuring human health and wellbeing related to access to nature in cities.
The metric suggests that homes, schools and workplaces should have a view which includes at least three visible trees, is in a neighbourhood which has a greater than 30 per cent tree canopy cover and be within a 300 m walk of a park. Unfortunately, many cities around the world, including here in Australia, fail this metric. Introducing this tool for measuring access to nature is a great way of supporting a new generation of buddy environmental scientists, and promoting awareness within the school community about the importance of providing greater access to nature.
Here’s how to utilise the research as part of an incursion at your school:
STEP 1: CONDUCT A NATURE AUDIT
Assign students into small groups and have each group create a nature audit of the school grounds. They could do this as part of a guided incursion experience, with parent/carer helpers or within a class session. Have each group choose a point which they record on a map of the school grounds. This becomes their measuring point for the duration of the project. Have students collect data from their measuring point about:
• How many trees they can see in all directions
• How much shade they estimate covers the ground in their location from tree cover
• How far they are from a local park or open green space
Collect and collate all the data from the groups and use it to create an overall set of results for the school. There should be three metrics at the end of the audit – one each for number of trees that can be seen, one for percentage of canopy cover and one for distance to a park or green space.
STEP 2: INVITE A GUEST SPEAKER
Next, invite a guest speaker from a conservation organisation or from the local council to talk to students about how to nature proof cities. Encourage students to prepare questions they can ask the speaker, and to make comments or share their own ideas. Linking with a guest speaker helps build positive links with community members and organisations so students feel confident seeking and sharing information in the future. This person can also become an ongoing support for the project as it develops.
STEP 3: MEASURE THE DATA
Measure data for the 3+30+300 project over time, so that students can collect and collate their information at several time points. For example, they could collect data at the start of a school year and then follow it up at the end of each term to see what has changed. Being able to take positive steps to increase tree cover and access to nature can help students feel they are able to affect positive change which directly impacts their own lives and wellbeing.
STEP 4: REPORT ON THE FINDINGS
Students can report on their findings in many
“[IT’S GOOD TO] HELP STUDENTS FEEL THEY ARE ABLE TO AFFECT POSITIVE CHANGE...”
di e rent ways. Some may enjoy creating a digital presentation that they can share with the school community, while others could prefer an art or nature based presentation. Encourage students to create a presentation which includes data from their nature audit as well as positive actions the school community can take to improve the metrics. Linking closely with local conservation organisations can be a great way of giving the reporting phase of the project a real world context. Students can learn how to share data and information using digital tools such as emails and slideshows, and how to change their communication style to suit a range of audience needs.
STEP 4: ESTABLISH A PLANTING PLAN
Work with a local horticulture expert or volunteering organisation to establish a tree planting plan. Designate locations within the grounds or local community where trees could be planted which would increase canopy cover and provide a view of trees into the future. Students can learn from local experts about plants which are suited to their area, nd out which plants will attract birds and insects and which will provide habitat for small mammals. e planting plan can be created with input from community members, owners of neighbouring properties which are near to the school grounds and visitors to the school to support students in improving their access to nature
CAMPS & ACCOMMODATION
NSW Alpine Activity Centre 51
Baden Powell Activity Centre 32/51
Cataract Activity Centre 32/51
Kiah Ridge Christian Conference Centre 57
Scouts Australia NSW 32/51
Song Hotel Sydney 49 Stay KCC Blue Mountains 59
QUEENSLAND
NORTHERN TERRITORY NT Learning Adventures - a collection of relevant excursion experiences Special Feature 7-15
LATESTTAS M ANIANSITE
CYC BELIEVES IN CREATING UNIQUE EXPERIENCES AS A POWERFUL MEANS OF BUILDING RELATIONSHIPS, DEVELOPING PEOPLE, & GROWING COMMUNITIES.
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6 LOCATIONS ACROSS VICTORIA TASMANIA
YOUNG WOMEN BOUND FOR AWE AND WONDER
With the stunning coastal wilderness of Western Australia as its backdrop, ‘Gutsy Girls’ offers an inspiring, challenging and rewarding expedition for young women of different ages, genders and backgrounds.
BY GRANT QUARRY
A NEW outdoor education program in WA’s remote Walpole wilderness area is drawing on cutting edge innovation and countless years of wisdom and experience to offer a unique adventure tailored for women aged 15 and over.
Called ‘Gutsy Girls’ and developed in partnership with world-renowned research leader in outdoor education, Marjon University in the UK, the program challenges the Comfort Zone Model and forges beyond traditional adventure constructs, blending ‘chill and challenge’ moments in awe-inspiring landscapes and fostering connections among participants from diverse age groups and backgrounds.
Helene de Lagillardaie is head of operations at Outward Bound Australia, an independent, not-forprofit outdoor ed organisation that works mostly in expedition-based, journey-based programs, often with schools, with an aim to prepare participants ‘with the strength of character and determination they need to thrive in the classroom, in the workplace, in the family and in the world’.
The expat Frenchwoman explains that the Gutsy Girls program is a direct response to young people, post-COVID especially, who’ve been “really, really struggling” in connecting with each other.
“I think the toll of a couple of years of hard lockdowns was really noticeable, particularly in how young people were engaging with each other,” de Lagillardaie says.
“The amount of time spent behind a screen meant that there was almost this delay in emotional development and their ability, post-COVID, to communicate with others in a real life context, and to work together in a real life context, was challenged.”
Numerous studies have demonstrated that puberty for young women is a barrier to continuing active pursuits, and for them particularly, de Lagillardaie says, they’d not had access to the outdoors for two years, and the gap and the disconnect for them to be able to access physical activity had widened – especially regarding physical activity in the outdoors.
Outward Bound’s co-chairs, CEO and head of operations are all women, and say it was “really important to us to continue promoting that in a sector that is traditionally much more men orientated”.
“We’re incredibly lucky that we work in the Walpole wilderness area (about five hours south of Perth), which is completely unique to that part of the world,” de Lagillardaie says.
“We get to utilise the Bibbulmun Track, a long distance hiking track from Perth to Albany, and a section of that which traces along the coast, and in early January, when we run the program generally, it’s really, really common for us to see pods of dolphins and whales out in the ocean.”
Along with forest walking amongst towering old growth Jarrah, Karri and Tingle forests, participants get to explore coastal sand dunes, and spot giant Stingray and abundant bird and marine life in the Nornalup Inlet.
The first couple of days are all about getting the group familiar with their equipment and the environment, but also each other.
“The focus is really about setting up the team for success and then we set off bush walking towards the coast,” de Lagillardaie shares.
Those days are shorter and easier, with a focus on leadership principles, especially communication.
SYDNEY CBD LOCATION
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Song Hotel Sydney is a 4 star hotel, offering affordable accommodation in Sydney’s CBD, right next to Hyde Park, Australian Museum, and a short walk to Darling Harbour. The hotel features a free buffet breakfast, free wifi, air-conditioned rooms with Smart TV and a large restaurant with affordable group menus available. There’s a v ariety of rooms available to choose to suit any budget.
Stylish interior, soundproof windows, USB port connectivity, Smart TV & more. Twin & Triple rooms with extra bed option available
Onsite restaurant Song Kitchen offers a delicious menu for group lunches, dinners or take away if you’re on the go.
The Rocks and the Botanical Gardens are less than 10 minutes drive from the property.
All rooms feature a safety deposit box, clock radio and tea/coffee making facilities.
Laundry facilities are available (extra fees apply).
We have a tour desk and airport transfers can be arranged upon request (an extra fee applies).
Surrounded by a range of trendy shops, cafés, bars and restaurants, Chinatown is a short walk.
Paddy’s Markets are just 10-minute walk away. Guests can enjoy discounted car park tickets at a nearby public car park.
“WE OFFER PLENTY OF TIME FOR REFLECTION AND MINDFULNESS...”
“We run a lot of small activities to help people get to know each other, and I guess, grasp those important concepts – then we hit the coast and we walk the beach track for a little bit, enjoy some fantastic views, before making our way to our property in Walpole, where we do high rope activities.”
The high ropes involve a strong focus on the sense of self, and how does one challenge oneself, and what does that look like? How does one ask for help when it is needed?
“We offer plenty of time for reflection and mindfulness during the program, and then we hop on to an ‘overnight solo’, so over 24 hours each participant is dropped off in a secure location not far from the group leaders, but they spend 24 hours there with nothing but pen and paper to really give them the opportunity for some quality reflection time.
“It’s always a strong highlight of the program for everyone that does it, spending 24 hours on your own with no distraction, is something very unique in this day and age.”
After that, group members hop on a raft and paddle across the Nornalup inlet over a couple of days before a final expedition to Conspicuous Cliff, a
stunning viewpoint over the Southern Ocean.
Daily journalling and reflective debrief sessions are core to both the program experience and research process.
The program’s coordinators are always happy to discuss different abilities and different needs.
“We do have to be, I guess, clear that the program itself requires a certain baseline of physical abilities,” de Lagillardaie emphasises.
“So where it’s become challenging is around alternative needs when it comes to physical space, however, we do work with a variety of needs when it comes to learning abilities and, I guess, mental/emotional abilities. That’s absolutely fine for us to cater for.
“But we do require people to be able to walk five to 10 kilometres per day, and to be able to carry a backpack. That’s the requirements to attend the program.”
Typically the open enrolment program runs in January, with set dates.
“Any young woman aged 15 years old and over can enrol for this program, and if we’ve got 30 people enrolled, then we’ll run two groups. Easy,” de Lagillardaie says.
“WE DO REQUIRE PEOPLE TO BE ABLE TO WALK FIVE TO 10 KILOMETRES PER DAY...”
“However, if a particular client was to say, ‘hey, this program is fantastic, I’ve got 16 girls that I want to do this program’, then we can run a private group at any time of the year.”
Having grown up in France and relocated here permanently in her teens, de Lagillardaie says we are privileged in this country in terms of outdoor pursuits.
“I think we’re really, really lucky in Australia to have a really strong culture and recognition of the benefits of spending time in the outdoors, and so I think it sets us up for success,” she says.
The sheer physical environment can have its challenges, she contends, but nothing is unmanageable with good preparation.
“When it comes to hot summer months, it’s all about good preparation and some safety and management of the hottest parts of the day.
“When it comes to concerns around snakes or spiders, same thing, it’s about good management and good understanding of the environment that
we exist in, the same as [we seek to understand our] urban environment.”
De Lagillardaie says she hopes participants walk away from their Gutsy Girls experience with a sense of awe and wonder.
“It’s something that I think is a lot more difficult to access nowadays, and so for young people to have the opportunity to sense awe and wonder in the natural environment is incredibly important,” she shares.
“The second thing is an element of accomplishment as to what they’ve been challenged to do and what they’ve pushed themselves to do over the course of the program.
“We interweave into the program some strong elements of leadership, and the goal is very much a connection to self, opportunities for reflection, spending time with oneself in nature, connection with others – so working as a collective and forming a community over the course of the program, and then connection with this southwest WA environment, which is such a unique part of the world.”
Helene de Lagillardaie
OUTSTANDING AUSSIE INTRO FOR NEW ARRIVALS
Recognised last year as one of the nation’s best, the senior outdoor ed program at Thebarton College in South Australia embodies the potential for youth and young adults to provide life-changing knowledge, experience and dispositions.
BY GRANT QUARRY
“STUDYING Outdoor Education has deeply impacted my mental and physical health, behaviour and well-being in Australia.
“It has helped me understand how to live here and respect both the land and its people.
“Through outdoor activities, I’ve formed a strong connection with nature and gained a deeper respect for Aboriginal communities.
“These experiences have fostered creativity, responsibility, leadership, social communication, relaxation and joy, while allowing me to appreciate Australia’s environment and culture, building stronger connections with the community and adapting to my new and happy life.”
These are the words of Abdullah Arai, a recently graduated Year 12 student from Thebarton Senior College in Adelaide, who won the 2024 Mark Auricht Award for the highest result in Stage 2 Outdoor Ed as part of the Outdoor Educators Association of SA annual awards.
Abdullah is of the Hazara people. He grew up in Iran, but his parents come from Afghanistan originally, and wherever they have been previously to arriving here, they’ve been persecuted as part of a minority group.
“It’s a really sad, terrible treatment of a people, and he has spoken a lot about his challenges growing up in Iran, having very few rights, and long story
short, when he arrived in Australia, he didn’t speak very much English at all,” Max McColl, outdoor ed coordinator at Thebarton SC, says.
McColl’s Senior Outdoor Education program was one of 15 programs recognised as exemplary at the 2024 Outdoor Education Australia Awards. The teacher himself was also a finalist for Practitioner of the Year.
“Just to see [Abdullah’s] confidence and development grow over a period of years working with him, and then particularly in outdoor education, I’m so proud of what he’s been able to achieve, the impact that he’s had on all of us,” McColl says.
The educator arrived at Thebarton in 2016, and after spending 2017 preparing to launch the school’s first outdoor ed program, in 2018 the first Year 11 subject was launched. The Year 12 subject followed the year after.
McColl had previously worked as an SSO with special needs children and then in wellbeing, supporting students from disadvantaged backgrounds and guiding their rock climbing, kayaking and bush walking activities.
Having spent a year living and working in Logrono in the north of Spain, he returned and worked with First Nations Pitjantjatjara students at Nyangatjatjara College, just out of Yalara at Uluru in the NT.
Grades 3 & 4
CAMPS Grade 4 & Up
Combines Emu Gully’s signature activities and the thrill of adventure camping.
“WHEN THEY ARRIVE, THEY OFTEN DON’T KNOW MUCH ABOUT ABORIGINAL CULTURE...”
The passionate educator was very keen to work with more culturally diverse students, and Thebarton SC has proved a perfect fit, with its 76 different cultures spread amongst its Year 11 and 12 cohort of about 1000 students.
A PROGRAM FOR THE NEWLY ARRIVED
The school’s ‘New Arrivals’ program has been running for many years, long before McColl arrived, and was set up to accommodate the school’s numerous immigrant, refugee and asylum seeker students to help them integrate into Australian life and prepare for further study and other opportunities post-high school.
Most EALD students arriving in Adelaide over the age of 16 will attend Thebarton, with funding available for 18 months in the program.
“…when they graduate from that, they often stay in the school and they’ll come into Year 11 and 12, and that’s where I’ll be ready to teach them outdoor education,” McColl says.
“Around three-quarters of my students come streamed through the New Arrivals program, and those classes are also open to adult re-entrant students and mainstream Year 11 and 12 students who come to us looking for more of a mature cohort.”
The Stage 1 and 2 outdoor education subjects are mainly aimed at building confidence, developing risk management skills, along with leadership and collaboration skills.
In Semester 1, students learn about the natural environment, deep creek flora and fauna, and participate in rock climbing and bushwalking activities, including a three-day camp, and then in Semester 2 dive into environmental issues and protection, before learning and experiencing orienteering, followed by another three-day camp based around safe and sustainable kayaking.
In Stage 2 (Year 12), during Semesters 1 and 2, students learn about sustainable parks before expanding on their knowledge, experience and skills with three, three-day camps involving kayaking, bushwalking
and connecting with the natural environments.
Whether it’s kayaking the inland river around Hindmarsh Island (the only island – Lonely Island – within an island – Hindmarsh Island – within an island – Australia – in the southern hemisphere), walking the many diverse hiking trails along cliff tops with magnificent views and permanent rock pools teeming with life in Onkaparinga River National Park, or exploring the creek, woodlands, gorges, and stunning waterfalls of Marialta Park, students are blessed with world class, quintessentially Australian settings not far from Adelaide.
BUILDING A CONNECTION TO THE LAND
Against this breathtaking natural backdrop of beauty and hidden challenges, McColl has fashioned a course with very specific learning objectives and intended outcomes.
“A lot of it’s building that connection with the environment, so people are more motivated to respond and take action when required, whether it’s around climate change or any action that helps protect the environment,” he says.
“And it’s also a great way to build respect and connect with First Nations cultures, too.”
“…when they come in fresh, they often don’t know much about Aboriginal culture, and that some of their viewpoints may be influenced by factors such as the media, or it could be a negative interaction they have [had], so it’s really important to me that they get exposure to a more holistic understanding of Aboriginal cultures through the program than being influenced from some of those other factors that can lead to prejudice.”
McColl says specifically with the new arrivals, he’s trying to really use the course to help them feel included and connected with their new country.
“Obviously moving to a new country, many students can feel quite isolated, and so we’re using it as a vehicle to build their confidence, to build their language skills.”
Many of the students McColl works with, he says,
“EVERYONE BRINGS A STORY TO THE TABLE ... WE LEARN SO MUCH FROM EACH OTHER...”
are ‘inspiring, incredible people’, and have been through unimaginably significant challenges in their lives.
“They’ve taught me so much about life, really, and that’s one of the real benefits that our school has to offer,” he explains.
“I’d say our strength is our cultural diversity.
“Everyone brings a story to the table, and I think, collectively, we learn so much from each other, even if you put the curriculum aside, just what we learn from spending time with so many different people from so many different cultures, is incredibly valuable.”
ALWAYS ROOM FOR IMPROVEMENT
Having so many students from such a range of backgrounds means McColl is always receiving feedback and tweaking the program to better accommodate students’ needs and interests.
There are obviously numerous cultural considerations to factor in, with Ramadan being a good example.
“Ramadan moves each year, and considering not just Ramadan but other significant cultural events that are common in our cohort of students, it’s about how we can make sure that our program accommodates for those who might be fasting during Ramadan – which can be problematic if they’re on a journey-based activity where they’re going to need food and water to sustain that activity.”
McColl says it might mean sometimes stopping the whole group and everyone else having a minute’s break so that the students who need to can enter into prayer.
“I’ve run one camp where we didn’t have a choice, we had to do it during Ramadan, and so I ran two breakfasts,” he says, smiling.
“I got up before sunrise and we had a sunrise or pre-dawn breakfast, and then had an optional second breakfast for students who’d wanted to sleep in a bit.”
The support and encouragement of Thebarton’s leadership team, McColl says, has been pivotal in the program’s success.
He says he’s felt empowered and valued throughout his time at the school.
“When you work in a school culture with a strong and effective leadership team that values and empowers staff, it really feels like you’re swimming with the current,” he explains.
“So you’ve got an idea, and the leaders are receptive in saying, ‘what does it look like?’ or, ‘what do we need to put in place?’ and their initial response is to explore the idea rather than shut it down, and find reasons not to do it.
“And because of that ability as leaders to listen and recognise the skills and expertise of staff, it’s allowed people like me to swim with the current and have a big impact in the environment we’re working in.”
