OUTBOUND PROGRAM

Short Term Program (1 week to 2 weeks)

The short term program will provide:-

• all students with the opportunity to work alongside each other in literacy, numeracy, music, drama, visual art and sport programs
• the visiting students with an introduction into First language
• the visiting students with an insight into Aboriginal culture and idenity
• all students with an opportutnity to learn about history and geology of the land and local flora and fauna from Aboriginal and non-Aboriginal perspectives
• the visiting students to participate in Service Learning programs
• the visiting students with the time to reflect on and record their daily learning

Service Learning

Other projects to be incorporated into the Education program are linked to Service Learning opportunities. Service Learning is a form of experiential education in which students engage in activities that address social and environmental needs. Reciprocity and reflection are key components to this program.

Opportunities include:-

• Assisting environmental monitoring and research
• Supporting local industry

Support of Local Communities

In addition to the benefits provided through Service Learning opportunities, communities within the region can be supported through:-

• employment opportunities
• building maintenance programs
• providing labour for special projects including tourist ventures and horticulture (including market gardens)
• providing nutritious meals
• the development of food vending businesses.

Reciprocal Programs

Quality relationships established between students in the remote location could lead to reciprocal arrangements in the city school. These arrangements will provide Aboriginal students the opportunity to reconnect; to expand their world view; to experience education in a city environment; and to consider the leadership impact they can have on their own Peoples.

Note 1:

The two way learning premise behind this program will not occur unless there is a desire by the community for such a venture to be undertaken. It is acknowledged that remote communities have consistently requested greater input and autonomy in the education of their children. It is extremely important that the Elders of the community have input into the programs conducted and the required outcomes.

Note 2: 

For the purpose of this paper, non-Aboriginal students are those who are being immersed in the Outbound Program into the unfamiliar environment. It is acknowledged that some of these students could be of Aboriginal or Torres Strait Islander descent. Similarly, the term Aboriginal students encompass those who are based in the community into which students are immersed. It is anticipated that the majority of these students will be of Aboriginal or Torres Strait Islander descent but this cohort could include students of non-Aboriginal background. ‘2 Way Learning’ will involve all community students.

Long Term Program (2 weeks to 10 weeks)

The extended period of time for this program provides an opportunity to build stronger relationships between students and to undertake in depth academic units of work.

Educational benefits for the non-Aboriginal students

The program enables the non-Aboriginal students to develop skills beyond academic attainment. They have the opportunity to:-

• demonstrate greater independence in their lives
• become independent thinkers and decision makers
• display more resilient behaviours
• model collaborative learning
• develop an in depth knowledge about local culture
• embrace a sense of spirituality through connecting with people and the environment
• participate in vocational learning experiences that may not be available in their home school.

The extended period also provides opportunities to forge stronger relationships with the Aboriginal community.

Educational benefits for the Aboriginal students

Through working alongside visiting students, Aboriginal students have the opportunity to:-

• experience alternative education programs
• enhance academic skills by working collaboratively with visiting students
• establish strong connections to support reciprocating visits.

Academic Courses

Academic courses incorporate units of work that embrace the environment in which the students are immersed. Subject content overlap promotes a holistic approach to course design e.g. science and geography.

Potential units of work include:-

Science – geology; astronomy; solar energy; wind power; conservation and renewable resources; horticulture.

Commerce – interaction with the local, Territory and Federal governments through communication, action plans and implementation for community development.

History – historical significance of the region and its community members, pre and post colonization.

English – relevant Australian literature pertaining to the region.

Geography – human and physical geography; sustainable development.

Language – introduction to 1^st Language.

Synchronous E-Learning and Asynchronous E-Learning Platforms

Synchronous and Asynchronous platforms provide a means by which links can be made to the central campus of the School from which the immersed students have come.

• Synchronous e-learning involves communication and learning in real time.
• Asynchronous e-learning occurs in the student’s own time and at their own pace.

Coursework and communication is delivered via the web, email or community forums.

Service Learning

Other projects to be incorporated into the Education program are linked to Service Learning opportunities. Service Learning is a form of experiential education in which students engage in activities that address social and environmental needs. Reciprocity and reflection are key components to this program.

Opportunities include:-

• teaching opportunities with younger community students
• assisting rangers to maintain local tourist sites
• assisting rangers to undertake environmental monitoring and wildlife research
• supporting hospitality programs
• mechanical maintenance
• building programs
• Aboriginal art and music
• developing a catering program to produce food for the community
• station work including fencing and animal husbandry.

Other Logistical Details

• Parent interaction weekends will be an important part of the program.
• Year 13 Gap programs will provide ideal learning opportunities for life beyond the final year of schooling and an opportunity for non-Aboriginal students to maintain their connection with the communities.

Note 1:

The two way learning premise behind this program will not occur unless there is a desire by the community for such a venture to be undertaken. It is acknowledged that remote communities have consistently requested greater input and autonomy in the education of their children. It is extremely important that the Elders of the community have input into the programs conducted and the required outcomes.

Note 2: 

For the purpose of this paper, non-Aboriginal students are those who are being immersed in the Outbound Program into the unfamiliar environment. It is acknowledged that some of these students could be of Aboriginal or Torres Strait Islander descent. Similarly, the term Aboriginal students encompass those who are based in the community into which students are immersed. It is anticipated that the majority of these students will be of Aboriginal or Torres Strait Islander descent but this cohort could include students of non-Aboriginal background. ‘2 Way Learning’ will involve all community students.