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SACE Stage 2 Outdoor Education study materials
SACE Stage 2 Outdoor Education study resources

SACE Stage 2 Outdoor Education practice questions

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Question 1Folio (school assessment)

A student records a steep, loose scree slope on a route plan. In outdoor education risk language, the scree slope itself is best described as:

  1. a likelihood rating for the group
  2. a risk of serious injury
  3. a hazard that may cause a fall Correct answer.
  4. a control measure for the route

Explanation

A hazard is any source of potential harm, while risk describes the chance and severity of harm when people are exposed to that hazard. The scree slope is the source of harm, and the actual risk depends on factors such as group experience, weather and chosen controls.

Question 2Folio (school assessment)

During a multi-day walk with no bins, the most appropriate way to manage food scraps and packaging is to:

  1. carry all rubbish out for disposal Correct answer.
  2. leave packaging in a rock cairn
  3. burn all packaging at the campsite
  4. bury food scraps near the track

Explanation

Minimal-impact practice requires walkers to carry out all rubbish, including food scraps and packaging, so that sites remain natural and wildlife is not attracted to human waste. Burning or burying waste can leave residues, damage the site and create problems for later visitors.

Question 3Folio (school assessment)

In a folio, a student writes what happened, why it mattered, and what they would do differently next time. This entry mainly demonstrates:

  1. structured reflective practice Correct answer.
  2. a route card for navigation
  3. a risk assessment matrix
  4. a gear list for the expedition

Explanation

Structured reflection moves beyond describing events to interpreting their significance and identifying future changes in behaviour or planning. The three-part entry links experience, meaning and improvement, which is the purpose of reflective folio evidence.

Question 4Folio (school assessment)

A risk matrix rates a hazard as high likelihood and major consequence. Which control should be prioritised in the activity plan?

  1. eliminate or avoid the hazard Correct answer.
  2. add a generic warning to the consent form
  3. record it in the folio after the trip
  4. rely on participants to be careful

Explanation

The hierarchy of control gives highest priority to removing the hazard completely, because this removes the chance of harm rather than relying on human behaviour or paperwork. Substitution, engineering controls and administrative controls are considered only when elimination is not reasonably possible.

Question 5Folio (school assessment)

A walker follows a map bearing of 120° from a campsite to a water source. To return along the same line, the back bearing is:

  1. 120°
  2. 240°
  3. 060°
  4. 300° Correct answer.

Explanation

A back bearing is found by adding 180° when the original bearing is less than 180°, or subtracting 180° when it is greater. Since 120° is less than 180°, the return bearing is 120° + 180° = 300°.

Question 6Folio (school assessment)

During a sudden river rise, a leader gives clear, direct instructions and does not seek group consensus. This approach is most appropriate because:

  1. it allows every member to practise leadership
  2. it reduces the need for a risk assessment
  3. it builds long-term democratic decision-making
  4. safety requires prompt, unambiguous action Correct answer.

Explanation

In an emergency, a directive leadership style can reduce confusion and speed up action when delay may increase danger. Once the immediate threat is managed, the group can return to more collaborative decision-making and debrief the event.

Question 7Folio (school assessment)

On an exposed ridge, a student sees a towering cumulonimbus cloud with a dark base and hears thunder. The safest immediate response is to:

  1. wait under the tallest tree for the storm to pass
  2. continue along the ridge to finish the route
  3. descend away from high ground and seek shelter Correct answer.
  4. stand in an open area to watch the lightning

Explanation

Cumulonimbus clouds and thunder indicate a high risk of lightning, so the group should move away from exposed ridges and high points. Shelter should be sought in a low-risk location, such as a building or vehicle, while avoiding tall isolated trees and open ground.

Question 8Folio (school assessment)

For a demanding multi-day expedition where pack weight matters, the best food choice is one that is:

  1. perishable and requiring refrigeration
  2. low energy and bulky to carry
  3. energy-dense and lightweight to carry Correct answer.
  4. heavy and high in water content

Explanation

Expedition food needs to supply enough energy for long days of activity while keeping pack weight manageable. Energy-dense foods provide more kilojoules per gram, and lightweight packaging and low water content reduce the load carried.

Question 9Folio (school assessment)

A participant collapses and is unresponsive but breathing normally. After sending for help and checking for danger, the next priority is to:

  1. place them in the recovery position Correct answer.
  2. give two rescue breaths immediately
  3. start chest compressions at 100 per minute
  4. make them sit up and drink water

Explanation

An unresponsive person who is breathing normally should be placed in the recovery position so the airway stays open and fluids can drain. Breathing and responsiveness must then be monitored until help arrives, and CPR is started only if normal breathing stops.

Question 10Folio (school assessment)

A hiker becomes confused, has hot dry skin, a high body temperature and stops sweating. The group should treat this as:

  1. heat cramps that can be relieved by stretching
  2. heat stroke requiring urgent cooling Correct answer.
  3. hypothermia that requires warm blankets and rest
  4. mild dehydration and continuing at a slow pace

Explanation

Confusion, hot dry skin and a high body temperature indicate heat stroke, which is a life-threatening emergency. The person needs rapid cooling and urgent medical help while the group stops the activity and monitors the airway and breathing.

Question 11Folio (school assessment)

A student measures a planned walking route as 8 cm on a 1:25,000 topographic map. What is the actual horizontal distance of this route?

  1. 20 km
  2. 2 km Correct answer.
  3. 0.2 km
  4. 200 km

Explanation

At 1:25,000, 1 cm on the map represents 25,000 cm on the ground, which is 250 m. Therefore 8 cm represents 8 × 250 m = 2,000 m, or 2 km.

Question 12Folio (school assessment)

In a folio route plan, what is the main purpose of a route card?

  1. To record the menu and food quantities for each day
  2. To list the planned route, timings, checkpoints and escape options Correct answer.
  3. To provide a legal permit for camping in a national park
  4. To summarise the long-range weather forecast for the trip

Explanation

A route card is a planning and navigation document that sets out the intended route, estimated times, checkpoints and alternatives. It helps the group monitor progress and make decisions if conditions change.

Question 13Folio (school assessment)

On a topographic map, closely spaced contour lines most directly indicate:

  1. A steep slope Correct answer.
  2. A flat area
  3. A gentle slope
  4. A depression

Explanation

Contour lines join points of equal elevation. When they are close together, elevation changes rapidly over a short horizontal distance, which represents steep terrain.

Question 14Folio (school assessment)

A group collects water from a clear mountain stream for drinking. Which approach best reduces the risk of illness from microorganisms?

  1. Add a flavour tablet and wait for one minute before drinking
  2. Boil vigorously for one minute or use a proven treatment Correct answer.
  3. Drink it immediately because clear water is always safe to drink
  4. Filter it through a cloth only and then drink it

Explanation

Clear water can still contain bacteria, viruses or protozoa. Boiling vigorously for at least one minute, or using a proven filter or chemical treatment according to instructions, is needed to make it safer to drink.

Question 15Folio (school assessment)

When choosing a campsite in a popular backcountry area, the best minimal-impact practice is to:

  1. Camp close to the stream so that water access is easy
  2. Dig a trench around the tent to redirect rainwater
  3. Use an established site or durable rock surface well away from water Correct answer.
  4. Clear a brand-new flat site by moving rocks and cutting low branches

Explanation

Minimal-impact camping concentrates use on durable surfaces and protects vegetation and water sources. Selecting an established site or hard surface, and staying well away from water, reduces erosion and contamination.

Question 16Folio (school assessment)

Which set of signs best indicates early hypothermia in an outdoor participant?

  1. Hot dry skin, confusion and stopped sweating
  2. Rapid breathing, swelling and a rash
  3. Persistent shivering, clumsiness and slurred speech Correct answer.
  4. Chest pain, blue lips and a productive cough

Explanation

Early hypothermia commonly presents with persistent shivering, loss of coordination and mental changes such as slurred speech or confusion. Prompt warming and shelter are needed to prevent deterioration.

Question 17Folio (school assessment)

A folio emergency plan for a remote day walk should include which information most directly related to summoning help?

  1. A complete list of every item each participant is carrying
  2. The scenic highlights expected along the route
  3. Emergency contacts, communication methods, check-in times and nearest access points Correct answer.
  4. The group's favourite meals and snack schedule

Explanation

A communication plan explains who will be contacted, how messages will be sent, when check-ins occur and where help can reach the group. These details make a timely response possible if an incident occurs.

Question 18Folio (school assessment)

A walker needs to reach a bridge over a stream in poor visibility. The bridge is a small point feature on a line handrail. Which navigation technique best reduces the chance of missing it?

  1. Walk on a precise bearing directly to the small bridge and try to speed up
  2. Follow the stream downstream and hope to see the bridge
  3. Use only the map scale to estimate the distance to the bridge
  4. Aim off to a feature on the handrail, then follow it to the bridge Correct answer.

Explanation

Aiming off deliberately targets a larger feature on a handrail rather than a small point. Once the walker reaches the handrail, they can follow it to the bridge, reducing the risk of overshooting in poor visibility.

Question 19Folio (school assessment)

During a multi-day expedition, two participants disagree repeatedly about pace and breaks. As a folio analysis, which response best reflects constructive group management?

  1. Let the fastest participant set the pace without discussion
  2. Facilitate a group discussion to agree on pace and breaks, then review later Correct answer.
  3. Ignore the conflict because it will probably disappear by the end of the trip
  4. Split the group permanently without notifying the supervisor

Explanation

Constructive group management involves addressing disagreement early and agreeing on shared expectations. A facilitated discussion and later review allow the group to adapt while maintaining safety and cohesion.

Question 20Folio (school assessment)

When writing a personal goal for a folio expedition, which goal is the best example of a SMART goal?

  1. By trip end, take three compass bearings daily without prompting Correct answer.
  2. Try to be more organised on the trip
  3. Improve fitness before the walk
  4. Get better at navigation

Explanation

A SMART goal is specific, measurable, achievable, relevant and time-bound. The compass-bearing goal states what will be done, how often, when and by whom, so progress can be judged.

Question 21Folio (school assessment)

A walker feels a hot spot on the heel during a multi-day hike. What is the most appropriate immediate action to prevent a blister?

  1. Stop and cover the hot spot with tape. Correct answer.
  2. Ignore it until the end of the day.
  3. Pop any fluid that forms immediately.
  4. Tighten the boot laces to reduce movement.

Explanation

A hot spot is early friction damage, so stopping to cover it reduces shear and moisture before a blister forms. Tightening laces or continuing to walk usually increases friction, and popping a blister raises infection risk.

Question 22Folio (school assessment)

Which practice best reduces the risk of dehydration on a hot, exposed walk?

  1. Rely on caffeinated energy drinks.
  2. Wait until camp to drink.
  3. Drink small amounts regularly. Correct answer.
  4. Drink only when very thirsty.

Explanation

Thirst is a late and unreliable sign of dehydration, so regular small drinks help replace losses before performance and safety decline. Waiting until camp or relying on caffeine can worsen fluid deficit.

Question 23Folio (school assessment)

What is the main purpose of leaving a trip intention form with a responsible person?

  1. It reserves a campsite for the group.
  2. It gives someone the route and expected return. Correct answer.
  3. It provides a discount on park permits.
  4. It records wildlife sightings for the park.

Explanation

A trip intention form lets a responsible person know the planned route, group details and expected return time. If the group is overdue, that information helps emergency services decide when and where to search.

Question 24Folio (school assessment)

A group plans a remote alpine walk. The forecast shows a cold front arriving in the afternoon with strong winds and rain. Which planning decision best manages the risk?

  1. Complete the exposed section early and identify shelter. Correct answer.
  2. Camp on the exposed ridge to watch the weather.
  3. Start later so the group walks in the warmer afternoon.
  4. Leave warm layers behind to reduce pack weight.

Explanation

The safest plan is to avoid being on exposed terrain when the front arrives and to know where shelter can be reached. Starting later, camping exposed, or removing warm layers increases exposure to wind, rain and cold.

Question 25Folio (school assessment)

When crossing a river as a group, which technique is generally safest?

  1. Link arms and run across the current.
  2. Keep the pack buckled for stability and cross at the deepest, fastest point.
  3. Unbuckle the pack and cross a wide shallow section with support. Correct answer.
  4. Cross alone without poles to move quickly.

Explanation

Unbuckling the pack allows a fallen walker to escape it, and wide shallow sections usually have less force. Support and careful footing reduce the chance of losing balance in the current.

Question 26Folio (school assessment)

In a folio risk assessment, which approach best demonstrates a thoughtful assessment rather than a list of hazards?

  1. List every possible hazard without rating likelihood or consequence.
  2. Copy a generic risk matrix from a website without adapting it.
  3. Only record hazards that have caused injury before.
  4. Rate each hazard and give a specific control. Correct answer.

Explanation

A useful folio risk assessment shows judgement by rating each hazard and linking it to a control that suits the activity. Generic copying or unrated lists do not show that the student has thought about the actual situation.

Question 27Folio (school assessment)

A bushwalker is bitten on the lower leg by a snake. After moving away from the snake and calling emergency services, what is the recommended first aid?

  1. Keep still and apply a pressure immobilisation bandage. Correct answer.
  2. Cut the bite open and encourage the person to walk.
  3. Apply ice directly to the bite and give the person food.
  4. Wash the bite, suck out venom, and apply a tourniquet.

Explanation

Pressure immobilisation slows venom movement through the lymphatic system, and keeping the person still reduces circulation. Suction, tourniquets, ice and cutting the wound can cause harm and are not recommended.

Question 28Folio (school assessment)

During an expedition, a participant becomes separated from the group. Which immediate response best follows a planned lost-person procedure?

  1. Everyone splits up to search independently.
  2. Call the participant's parents before searching.
  3. Stop and search from the last known point. Correct answer.
  4. Continue to camp and wait for them to arrive.

Explanation

A lost-person procedure starts from the last known point so search effort is focused and the group does not become further separated. Systematic searching with buddies is safer than scattering or continuing without information.

Question 29Folio (school assessment)

A folio entry analyses a near miss where a participant slipped on wet rock but was not injured. Which analysis best shows understanding of risk in outdoor education?

  1. Explain the contributing factors and recommend a specific control. Correct answer.
  2. Record only the weather conditions and omit the group's decisions.
  3. Blame the participant for being careless and record it as a personal weakness.
  4. State that no injury occurred, so no further action is needed.

Explanation

A near miss is useful evidence because it shows how a hazard and decisions combined without causing harm. A strong analysis explains contributing factors and proposes a control that could prevent a more serious outcome.

Question 30Folio (school assessment)

A group carries a personal locator beacon (PLB) and a mobile phone. In a serious remote emergency with no mobile coverage, what is the most appropriate use of the PLB?

  1. Use it to send non-urgent text messages to family.
  2. Activate it only for a genuine life-threatening emergency. Correct answer.
  3. Activate it immediately for any minor delay to get advice.
  4. Test it at the start of every walk to confirm the battery.

Explanation

A PLB is an emergency distress device, so it should be activated when there is a genuine threat to life and other communication is unavailable. Misuse can divert emergency resources and may carry penalties.

Question 31Folio (school assessment)

In a folio, which entry is the strongest evidence that a student monitored conditions and adjusted a plan during an expedition?

  1. A map showing the planned route with marked checkpoints
  2. A dated note explaining a campsite change after rain Correct answer.
  3. A list of equipment checked by each participant before departure
  4. A printed forecast collected from a ranger station before the trip

Explanation

Evidence of monitoring and adjusting needs a record of a decision made in response to changing conditions, including when and why it changed. Pre-trip lists, forecasts and route maps show planning, not a response during the trip.

Question 32Folio (school assessment)

Which statement best describes the role of the folio in Stage 2 Outdoor Education assessment?

  1. It replaces practical participation with written work submitted at the end of the course
  2. It records only the final route, times and equipment used on expedition
  3. It is a personal diary that should contain only feelings and opinions
  4. It documents and analyses the student's outdoor learning and decisions Correct answer.

Explanation

The folio is the documented record through which students show and analyse their outdoor learning, planning and decisions. It connects practical experience with evidence and reflection rather than serving as a simple diary or a route log.

Question 33Folio (school assessment)

A student wants to show in their folio that they considered environmental impact when planning a campsite. Which entry is most relevant?

  1. A note explaining why a hardened site away from water was chosen Correct answer.
  2. A table of expected walking times between each checkpoint
  3. A list of group meals and cooking equipment for the trip
  4. A sketch showing where each tent would be pitched on the site

Explanation

Environmental impact is shown by reasoning about site choice and its effect on soil, vegetation and water. A note that explains choosing a hardened site away from water gives both the decision and the minimal-impact reason.

Question 34Folio (school assessment)

Which folio annotation best demonstrates analysis of a group conflict rather than mere description?

  1. The group had a disagreement about pace on the second day of the expedition.
  2. I felt frustrated when the group stopped frequently and I wanted to keep moving.
  3. Faster walkers ignored slower members, so we agreed on front and back markers. Correct answer.
  4. We argued at lunch because two people wanted different break times and nobody would compromise.

Explanation

Analysis identifies a cause and explains a response or consequence, not just what happened or how someone felt. The front-and-back marker agreement links the cause of the conflict to a specific group strategy.

Question 35Folio (school assessment)

In a folio risk assessment, which entry best shows that a hazard has been assessed for likelihood and consequence?

  1. A list naming every possible hazard the group could encounter outdoors
  2. A paragraph describing one accident that happened on a previous trip
  3. A statement that the group will be careful and follow the teacher's advice
  4. A table rating hazards by likelihood and seriousness Correct answer.

Explanation

Assessing likelihood and consequence requires a judgement about how probable harm is and how severe it could be. A rating table applies those two criteria to each hazard, making the assessment more systematic than a hazard list.

Question 36Folio (school assessment)

A folio route plan estimates 12 km of walking with 600 m of ascent. Using Naismith's rule (1 hour per 5 km plus 1 hour per 600 m ascent), what walking time should be recorded before adding breaks?

  1. 2 hours 24 minutes
  2. 3 hours 00 minutes
  3. 4 hours 24 minutes
  4. 3 hours 24 minutes Correct answer.

Explanation

Naismith's rule gives 12 km divided by 5 km/h, which is 2.4 hours or 2 hours 24 minutes. Adding 1 hour for 600 m of ascent gives a total of 3 hours 24 minutes before breaks.

Question 37Folio (school assessment)

A student uses the reflection prompts 'What? So what? Now what?' in a folio entry. Which sentence best fits the 'Now what?' stage?

  1. We left the trailhead at 8:10 am and reached the saddle at 11:40 am.
  2. I felt nervous when the wind increased on the exposed ridge.
  3. Next time I will check the forecast and set an earlier turnaround. Correct answer.
  4. The strong wind made the ridge feel colder than the valley.

Explanation

'Now what?' looks forward to a changed action, strategy or goal based on the experience. The sentence stating a future check and earlier turnaround describes a specific change to apply next time.

Question 38Folio (school assessment)

Which folio entry best justifies choosing a particular piece of equipment for an expedition?

  1. Everyone in the group owns a stove, so we packed three stoves for backup.
  2. We took a stove because cooking outside is an expected part of camping.
  3. We chose a liquid-fuel stove because it works reliably in cold weather. Correct answer.
  4. The stove was the cheapest model available in the local outdoor store.

Explanation

A strong justification links the equipment choice to expected conditions and a specific performance requirement. Reliability in cold weather is a relevant reason for selecting a liquid-fuel stove on a cold-weather expedition.

Question 39Folio (school assessment)

A folio review claims the expedition was successful because the group reached the summit. Which revision makes the evaluation more defensible?

  1. It states that reaching the summit proves the group planned and led the trip well.
  2. It judges success against safety, teamwork and environmental goals, not just the summit. Correct answer.
  3. It lists the summit time and the weather conditions on the day of the climb.
  4. It says everyone felt happy at the end, so the expedition achieved its aims.

Explanation

A defensible evaluation uses the goals set before the trip and considers more than one measure of success. Reaching a summit is only one outcome; safety, teamwork and environmental conduct are also valid criteria.

Question 40Folio (school assessment)

A student wants to show that their expedition plan was flexible rather than fixed. Which folio evidence best demonstrates this?

  1. A copy of the original route plan submitted before the expedition with no notes
  2. A decision log recording the trigger, options considered and route change made Correct answer.
  3. A final itinerary listing the campsites actually used on each night of the trip
  4. A list of all equipment packed for the original route and weather forecast

Explanation

Flexibility is shown by evidence of a decision process: what prompted a review, what alternatives were considered and what was changed. A decision log captures that reasoning, whereas final itineraries and original plans show only outcomes.

Question 41Folio (school assessment)

A student writes in their folio: 'My goal is to become better at navigation.' Which revision best turns this into a SMART goal for the expedition?

  1. Practise navigation whenever the group has spare time on the walk.
  2. Record four accurate compass bearings each day of the trip. Correct answer.
  3. Improve navigation skills as much as possible during the expedition.
  4. Learn to use a compass and map better than before the expedition.

Explanation

A SMART goal is specific, measurable, achievable, relevant and time-bound, so it must state what will be done, how progress will be judged and by when. A vague intention to improve cannot be evaluated at the end of the expedition and gives no evidence of learning. The revised goal names an action, a quantity and a timeframe, which makes later reflection possible.

Question 42Folio (school assessment)

Why should folio entries be dated and kept in chronological order?

  1. So the order of planning and decisions can be checked and reviewed. Correct answer.
  2. So that the folio looks tidy when it is submitted for grading.
  3. So that older entries can be deleted once better evidence is collected.
  4. So the teacher can see how long each entry took to write.

Explanation

A folio is assessed as a record of planning, decisions and reflection over time, so the reader must be able to see what was known and decided at each point. Dating entries and keeping them in sequence lets the assessor trace how thinking developed and check that reflection followed the experience. Undated or reordered entries cannot show when learning occurred.

Question 43Folio (school assessment)

A student includes a photograph of the group crossing a scree slope. What makes the annotation of this photograph strong folio evidence?

  1. It describes the scenery and weather conditions in as much detail as possible.
  2. It explains what the photo shows and the decision the group made. Correct answer.
  3. It names everyone in the photograph and their role in the group.
  4. It gives the camera settings and the exact time the photo was taken.

Explanation

A photograph becomes evidence only when the annotation links the image to a decision, action or piece of learning. Naming what is happening and what the group decided gives the assessor something to judge against the planning and reflection in the folio. Technical details, names and scenery descriptions record facts but do not show judgement.

Question 44Folio (school assessment)

A teacher's feedback on a student's folio says: 'Your risk assessment identifies hazards but does not say how each will be controlled.' Which revision best addresses the feedback?

  1. List more hazards that could occur on the expedition, including very unlikely ones.
  2. Add the control measure and the person responsible next to each identified hazard. Correct answer.
  3. Add a paragraph explaining that the group was experienced and would be careful.
  4. Move the risk assessment to the appendix so it does not interrupt the planning section.

Explanation

The feedback identifies a missing element, so the revision must supply practical control measures and make clear who is responsible for each one. A control that nobody owns is unlikely to be applied in the field. Adding more hazards, offering reassurance or moving the section does not fill the gap the teacher identified.

Question 45Folio (school assessment)

A group is planning food for a three-day walk and wants the folio entry to justify their food choices. Which justification is strongest?

  1. We chose foods we usually eat at home so that everyone would enjoy them.
  2. We chose the cheapest foods available at the supermarket to stay within budget.
  3. We chose mostly fresh vegetables because they are healthy and easy to divide.
  4. We chose high-energy, low-weight foods because we carry everything for three days. Correct answer.

Explanation

Carrying all food for three days makes weight and bulk central, so the justification should compare energy content with the mass carried. High energy density lets the group meet its needs without an unmanageable pack, which affects pace, fatigue and safety. Taste, cost and freshness matter, but they do not address the energy-to-weight problem.

Question 46Folio (school assessment)

A folio route plan includes a 'turnaround time' for a summit day. What does this term mean in the plan?

  1. The deadline for turning back if the summit has not been reached. Correct answer.
  2. The latest time the group can leave camp in the morning without being late.
  3. The expected time the group will arrive back at camp after the summit.
  4. The time when the group will reassess the weather forecast for the day.

Explanation

A turnaround time is a pre-agreed decision point that removes the temptation to keep pushing for an objective when time, weather or pace is running short. It ensures the group can descend and return in daylight and before conditions worsen. The other entries describe scheduling or weather checks rather than a trigger for abandoning the objective.

Question 47Folio (school assessment)

Which folio entry best shows a student evaluating their own leadership rather than describing it?

  1. At the junction I told the group which track to take and then walked at the front for the next hour.
  2. I gave directions too fast at the junction and confused two members; next time I will check understanding. Correct answer.
  3. I enjoy leading and think I am good at making decisions, and the group followed me for most of the day.
  4. The junction had three tracks and a signpost, and the group stopped there for a drink and a snack.

Explanation

Evaluation requires judging an action, its effect and what should change, not simply recounting what happened. A strong entry names a specific behaviour, its impact on others and a concrete adjustment for future trips. Descriptions of events, general self-opinions and setting details do not show that judgement.

Question 48Folio (school assessment)

A student wants the folio's weather section to show credible research. Which entry is strongest?

  1. A note that someone in the group had checked the forecast on their phone.
  2. A dated Bureau of Meteorology forecast and the decision it informed. Correct answer.
  3. A statement that the weather was fine because the sky was clear each morning.
  4. A screenshot of a weather app with no date, location or commentary.

Explanation

Credible research in a folio names the source, records when it was issued or accessed, and connects the information to a decision. A dated official forecast used to justify timing or route choice can be verified and shows the plan responding to information. Unreferenced screenshots, personal observations and second-hand notes cannot be checked or linked to planning.

Question 49Folio (school assessment)

A folio entry describes how the group changed its route after a track became flooded. Which revision best turns this into evidence of transferable learning?

  1. After the flooded track we took the ridge; I would now check fallbacks before wet-season walks. Correct answer.
  2. The flooded track was the most difficult part of the whole expedition for the group.
  3. We were lucky to find the ridge route, and everyone agreed the day had been quite exciting.
  4. The track was flooded, so the group took the ridge route and arrived at camp before dark.

Explanation

Transferable learning states the lesson from a specific event and how it will change practice in similar future situations. Linking the flooded track to a habit of checking fallback routes before wet-season walks turns one incident into a principle that can be reapplied. Reporting outcomes, luck or difficulty does not show what will be done differently.

Question 50Folio (school assessment)

A student claims in the folio that their navigation improved during the expedition. Which set of evidence best supports this claim?

  1. A photo of the student holding a compass at the start of the expedition.
  2. A list of the maps used during the expedition with their scale and edition.
  3. Bearings from day one and day three plus a teacher's observation of route choice. Correct answer.
  4. A statement from the student saying that navigation is now one of their strengths.

Explanation

Claims about skill development are strongest when evidence is collected at more than one point in time and is supported by an outside perspective. Bearings from different days show change, and a teacher's observation independently verifies the student's navigation behaviour. A single photo, a self-claim or a list of maps shows involvement or resources, not improvement.