What's new

This conceptual paper argues for outdoor education as a subject with its own curriculum, interpreted locally and in context. It contrasts two common approaches: programming, which emphasises transfer of learning beyond the programme, and mimicking school subjects with summative assessment after learning. The author proposes 'curriculuming', which turns curriculum into a verb and embraces teacher and student agency through formative assessing. Each programme activity is organised around criteria that support reflection, feedback and transfer within the programme. This places explicit teaching where it is most relevant and allows evidence of learning to be gathered throughout.

Why it matters in Aotearoa

Outdoor education in Aotearoa schools often sits between provider-style programming and assessment-driven courses. This paper offers a way to bring the two together.

Putting it into practice

Organise each activity of your next outdoor programme around a few clear criteria, and use them during the activity for student reflection, feedback and evidence of learning.

How strong is the evidence

This is a conceptual paper proposing an approach to planning. The abstract reports no empirical testing.

What to read

The description of curriculuming and how criteria are used within programme activities.

Who it's for