SACE Stage 2 Outdoor Education key terms

A structured collection of planning records, reflections, feedback and evidence that shows a student's learning and skill development in Outdoor Education; it is used for school assessment.

Information such as notes, photographs, logs, records or feedback that supports a claim about what was planned, done or learned.

A deliberate review of an experience that identifies what happened, why it happened and what should be kept or changed next time.

A goal written clearly to be specific, measurable, achievable, relevant and time-bound so progress can be planned and regularly reviewed.

Information from teachers, peers or self about a student's performance used to improve skills and provide evidence for the folio.

A structured conversation after an activity that reviews what happened, what was learned and what the group should do differently.

Judging your own performance against goals or criteria, then recording strengths and next steps as evidence of learning for improvement.

Brief written records made during or soon after an outdoor experience, capturing observations, decisions, conditions and feelings for later use as evidence.

Deciding in advance what will be done, by whom, when, with what resources and what could go wrong during a journey.

A school-assessed outdoor expedition in which students plan, navigate, camp and reflect while demonstrating outdoor skills and safe group practice.

A process that identifies hazards, estimates how likely and serious harm could be, and records controls to reduce the chance or seriousness of harm.

A source or situation with the potential to cause harm, such as steep ground, cold weather, traffic or a faulty stove.

The chance that a hazard will cause harm to people or the environment, usually considered together with how serious that harm could be.

An estimate of how probable it is that a hazard will cause harm during an activity, often rated low, medium or high.

An estimate of how serious the harm from a hazard could be, ranging from minor injury to serious illness or death.

A table that combines likelihood and severity to show an overall risk level and help decide which risks need action first.

An action, rule, equipment choice or procedure that reduces how likely a hazard is to cause harm, or how serious the harm would be.

Ongoing judgement during an activity, as conditions or people change, to decide whether to continue, adjust or stop.

A prepared set of steps for responding to an incident, including who is responsible, how to get help and how to evacuate.

An unplanned event that did not cause harm but had the potential to do so, and should be reported and reviewed.

A map that uses contour lines and symbols to show land shape, height, water, tracks and other features used for navigation.

The direction from one point to another, usually measured in degrees clockwise from north and used with a compass.

A detailed outline of a journey including start and finish, tracks, waypoints, timings, escape routes and emergency options.

A backup plan that states what the group will do if weather, injury, timing or access changes prevent the original plan.

A set of outdoor ethics and practices that minimise environmental and social impact when travelling and camping in natural areas.

The way people in a group interact, including roles, trust, conflict, cooperation and influence on decisions and safety.

Guiding a group by setting direction, making decisions, supporting people and adapting style to the situation and conditions.

The externally assessed task in which a student researches an outdoor education question or issue and presents a supported conclusion.

A clear, focused question that guides an investigation and can be answered using evidence gathered from sources or fieldwork.

Data or information collected firsthand during fieldwork, such as surveys, interviews, field observations or measurements made for the specific investigation.

Information created by someone else, such as reports, articles, websites or statistics, used to support or challenge an investigation.

Facts, measurements, observations or survey responses collected and analysed in a structured way to answer an investigation question and support conclusions.

How well a method, source or conclusion actually measures or answers what it claims to, without distortion from bias or error.

The consistency of data or sources; reliable results or sources would produce similar findings if the investigation were repeated or checked.

A slant or unfair influence in a source, method or interpretation that can distort findings and lead to weak conclusions.

Principles for conducting research and outdoor activities fairly, safely and respectfully, including consent, confidentiality and care for people and places.

A judgement or answer based on the evidence gathered, stating what the investigation found and how confident you are.

Meeting present needs without damaging the environment, communities or resources that future outdoor users will depend on.

A person or group affected by or interested in an outdoor issue, such as land managers, users, local communities or government.