WACE Outdoor Education key terms

A structured process of identifying hazards, judging how likely and how severe harm could be, and deciding what controls to put in place before and during an activity.

Any source of potential harm in an outdoor setting, such as a falling branch, cold water, slippery rock or a fast-rising tide. It exists independently of the person exposed to it.

The chance that a hazard will actually cause harm, combined with how serious that harm would be. Risk changes with conditions, skill, exposure time and the decisions a group makes.

A written document naming hazards for a specific activity, the controls that will reduce them, who is responsible, and what to do if something goes wrong. It is reviewed before and during the trip.

A prepared set of steps describing how a group will respond to injury, lost persons, fire or severe weather, including who takes charge, how help is summoned and where evacuation points are.

A factual written record completed after an accident, near miss or injury, noting time, place, people involved, conditions and actions taken. Reports support follow-up, learning and legal obligations.

The legal and ethical obligation of leaders and organisations to take reasonable steps to protect participants from foreseeable harm, matching supervision and precautions to the age, ability and setting of the group.

A failure to exercise the level of care a reasonable leader would provide, where that failure causes harm. It is judged against accepted standards, training and foreseeable risk, not against hindsight alone.

Agreement to take part given after a person has understood the activity, its realistic risks, what is expected of them and what alternatives exist. For minors, parents or guardians usually provide it.

A facilitation principle allowing participants to choose their level of involvement in an activity, including opting out, while still being encouraged and supported to stretch beyond comfort.

A way of describing learning through three zones: comfort, where a person feels safe and unchallenged; stretch, where manageable discomfort promotes growth; and panic, where stress overwhelms learning and safety.

An approach in which a leader adjusts how much direction and support they give according to the competence and confidence of group members for the specific task at hand.

A style where the leader makes decisions with little group input, often used when time is short or danger is high. It can be efficient in emergencies but may reduce group ownership.

A style where the leader shares decisions with the group, seeking opinions and building agreement. It develops ownership and skill but can be slow when fast action is required.

A hands-off style in which the group makes most decisions with minimal leader direction. It suits experienced, self-managing teams but risks confusion when skills or clarity are low.

The patterns of interaction, roles, norms and influence within a group. Understanding these helps a leader manage conflict, share tasks fairly and build a climate where people speak up.

A staged description of group development: polite orientation, disagreement over roles and methods, settling into shared norms, then productive work. Groups may move backwards under stress.

The process of addressing disagreement openly so it does not damage safety or relationships, often through listening, clarifying interests, agreeing on behaviour and following up.

A structured conversation after an activity that helps participants describe what happened, interpret it and transfer lessons to future situations. Good questions are open and sequenced rather than judgemental.

A model in which learning moves from concrete experience to reflective observation, abstract conceptualisation and active experimentation, then repeats. Debriefing is the reflective stage of this cycle.

Guiding a group's learning and process rather than instructing or doing the task for them, through structuring activities, asking useful questions and managing participation.

Behaviour choices that reduce a group's effect on the environment, such as staying on tracks, camping on durable surfaces, packing out rubbish, keeping fires small and giving wildlife space.

A widely taught set of principles for travelling and camping lightly, including planning ahead, disposing of waste properly, leaving what you find and respecting other visitors.

The practice of carrying all rubbish and leftover food out of an area rather than burying or burning it, because waste harms wildlife, water quality and the experience of others.

The maximum level of use or number of visitors an area can sustain before its environment, facilities or visitor experience noticeably degrades. Managers use it to set limits and permits.

The work of agencies and owners to care for a region's natural and cultural values while allowing appropriate public use, through zoning, permits, tracks, signage, fire planning and monitoring.

A protected area set aside mainly for nature conservation and public enjoyment, managed under legislation that controls activities such as camping, fires, vehicles and collecting plants or animals.

Places, objects and practices valued for their connection to past and present human communities, including rock art, middens, historic huts and ceremonial sites, which visitors must not disturb.

The enduring physical, spiritual and cultural relationship Aboriginal and Torres Strait Islander peoples hold with land and waters, including responsibility to care for it and knowledge passed through generations.

A ceremony performed by Traditional Owners or custodians welcoming visitors to their Country. It is distinct from an Acknowledgement of Country, which any person may offer.

A planning framework that classifies land from remote and wild through to developed and accessible, helping managers match settings, facilities and rules to the experiences visitors seek.

The principle that outdoor recreation should be reasonably available to people regardless of income, location, culture, age or disability, through affordable transport, inclusive facilities and fair permit systems.

A document left with a responsible person describing the route, group, intentions, equipment and expected return, plus what to do if the group is overdue. It supports search and rescue.

Finding and following a route using map, compass, GPS or natural features, while continually checking position against the plan and adjusting for weather, terrain and time.

A planning table listing each leg of a journey with bearings, distances, expected times, ascent and escape options, used to monitor progress and to brief others on the intended route.

A dangerous drop in core body temperature caused by cold, wet and wind, producing shivering, clumsiness, confusion and slurred speech. It requires shelter, insulation and urgent warming.

A heat-related illness with heavy sweating, weakness, headache and nausea, caused by exertion in hot conditions and fluid loss. The person needs cooling, rest and rehydration; confusion signals a worse condition.

Being subjected to weather or conditions that steadily drain body heat or energy, such as wind and rain on an exposed ridge. It is prevented by good clothing, shelter and timely decisions.

Wearing several thin clothing layers that can be added or removed to manage heat and moisture, typically a base layer, an insulating mid layer and a windproof or waterproof outer shell.

Maintaining adequate body water by drinking before, during and after activity, and recognising that thirst lags behind need, especially in heat, at altitude or during hard exertion.

Eating enough energy and the right mix of carbohydrate, protein and fat to fuel sustained outdoor effort, including regular snacks and extra food for cold, wet or unexpectedly long days.