Outdoor and Environmental Studies 2006-2011
Frequently Asked Questions
As published in the VCAA Bulletin, December 2005, pp.13-14.
The following FAQs have been prepared in response to questions raised at the VCE Outdoor and Environmental Studies implementation workshops held during 2005
1. The study design specifies the study of local, state and national policies related to the management and sustainability of natural environments. Are students expected to study international policies especially when they directly impact on national policies?
Response:
The specific topic of international policies has been removed from the reaccredited study design. Students will not be required to identify or understand specific international policies. Teachers might still choose to include international policies as an example of a national policy related to managing and sustaining natural environments, where relevant. Federal government application for World Heritage status at a particular site or the inclusion of a wetland as a Ramsar site are examples of such policies, as is the Federal government response to the Kyoto Protocol on global warming. The emphasis should be on the national government action rather than the international policy.
2. In Unit 3 Area of study 2, the term 'mediating' is used in the phrase 'the role of technology in mediating human relationships with natural environments', how should this be interpreted?
Response:
The role of technology considers the broader social implications of technology, such as changes to human interactions with natural environments caused by technological advances. For example, more streamlined canoes, skis and boards, lightweight and quickly drying clothing, lightweight camping gear, stronger climbing gear, satellite navigation technology and increased mobile phone coverage.
Consideration of the role of technology should focus on its mediating effect between humans and natural environments. Students should consider the role of technology in the way that it acts as an interface or intermediary between humans and natural environments. That is, technology has changed the ways humans relate with natural environments. As a result of technology people can engage in different outdoor pursuits and recreational activities. Without technology mediating relationships with natural environments these relationships would be different. Technology helps us move faster, climb further, go to places we could not have previously accessed. Technology is the intermediary that facilitates these interactions.
If students go on a bushwalk and take a map and hand-held global positioning system (GPS), the map and GPS can be understood as technology that mediates the bushwalking experience in several ways. The journey becomes linear, for example, there may be less focus on what is actually in the environment and more on how to get through it from A to B. The focus is the map and the mathematical representation of nature on the piece of paper and not so much on the landscape and its features (apart from how they match the map). The dynamic in the group changes and the person/people who can read the map and understand the GPS holds the 'answer'. The use of the map and GPS has mediated the relationship between the users of the technology and their experience of the natural environment.
3. In the 2001-2005 study design in Unit 2 Area of study 2, reference is made to forestry industry agreements. This is a valuable way for students to study 'impacts on nature'. In the relocation of some content to Unit 4 Area of study 2 in the reaccredited study design, this has been removed. Can I still teach about forestry industry agreements?
Response:
Although forestry industry agreements have not been specifically identified they could be used as an example to teach a number of aspects of the key knowledge and skills in Unit 4 Area of study 2, Sustaining environments. This could include the processes followed by government in the establishment of forestry industry agreements and as an example of policy relating to the management and sustainability of natural environments. Teachers are encouraged to provide students with access to a range of examples when teaching Unit 4 Area of study 2, Sustaining environments.
4. Could you provide examples of 'the role of commercialisation of outdoor experiences' that could be included in Unit 3 Area of study 2?
Response:
This key knowledge focuses on how access to outdoor experiences can be exploited for profit. Commercialisation of outdoor experiences could include:
- increasing availability of guidebooks and grading systems, making information on areas and activities more readily available
- the marketing of outdoor activities, for example how the growth of the ecotourism sector and tour guide companies might alter the outdoor experience.
The role of commercialisation of the outdoor experiences should be discussed in terms of how they shape relationships with natural environments.
5. What is meant by 'the role of contemporary views of nature and outdoor experiences in shaping relationships with natural environments' in Unit 3 Area of study 2?
Response:
Contemporary views of natural environments could include natural environments as:
- a resource (something to be used or harnessed to meet people's needs)
- an adversary (something to be beaten or a threat)
- a museum (for preserving behind barriers)
- a temple (a place of worship, of beauty and peace)
- a classroom (a place for learning)
- a gymnasium (a place to participate in physical activities).
Students are then required to analyse the role of these views in shaping relationships with natural environments. For example, some views of nature and outdoor experiences could contribute to:
- an increased community awareness of conservation issues and environmental impacts
- an increased interest in wilderness experiences
- social perceptions of comfort and the associated demand for facilities to enhance outdoor experiences
- the manner in which the media portray images of natural environments and outdoor experiences.
