Summer –Autumn –Spring

Lorne Discovery

Units 1, 2 or 3

2-3 days


Surfing (Go Ride a Wave) Snorkelling/rock pooling. Canyon Bushwalk/ visit a logging coup.

Dune revegetation work – weed matting, weeding, mulching and tree planting Bushwalking.


Surfing/sea kayaking at Lorne Beach experiencing the awe and beauty of the Southern Ocean.

Surfing and kayaking are not just about fun – your students will engage with their peers and the environment while having a fantastic time. Go Ride A Wave uses top quality equipment and our instructors hold above industry required qualifications. We have been working with schools for 25 years and have an excellent safety record.

Dune revegetation work – weed matting, weeding, mulching and tree planting Bushwalking.


Snorkelling and rock pool near the Lorne pier. Explore the magnificent marine environment on the rock platforms and below the surface. Marine monitoring or a transect study are an option.


Canyon Bushwalk (8 kms) and visit a logging coup. Explore dry sclerophyll eucalypt and cool temperate rainforest environments. Waterfalls and ancient Gondwanan species. Compare and contrast the natural environment with a logged and reseeded forest. Consider nineteenth to twenty-first century values of forests.


Student participation (2 hours) – coastal revegetation or Dune EduAction work to illustrate actions taken by individuals and groups.


Explore Lorne as an example of change – sealing and whaling/the Shipwreck Coast/timber harvesting/a gateway to the Great Otway National Park tourism and Sea changers.

Unit 1



The focus is on:

 the use and meanings of relevant terms, including nature, outdoor

environments, wilderness, managed parks and urban/built environments

 types of outdoor environments, including wilderness, managed parks, and urban/built environments.

 the range of motivations for seeking outdoor experiences.

 the range of differing personal responses to outdoor environments, such as

fear, appreciation, awe and contemplation.

 the variety of ways in which people experience and respond to outdoor environments, for example as a resource, for recreation, for adventure, for spiritual connection, and as a study site.

 the different ways of knowing outdoor environments, including through experiential knowledge, environmental and natural history, and ecological, social and economic perspectives

Unit 2



The focus is on:

• characteristics of outdoor environments, including alpine, marine, coastal,

wetlands, grassland, forest and arid

• recreational users’ understandings of specific outdoor environments

• scientific understandings of specific outdoor environments, including:

– interrelationships between biotic and abiotic components

– effects of natural changes to environments on people and places such as day to night, seasons, tides, fire, flood, drought, migration, succession, and climate change

• land managers’ understandings of specific outdoor environments, including the features which can be used to delineate one particular area from another such as landform, vegetation type, public and private land, types of parks and reserves, management zones

• other understandings of specific outdoor environments, such as artistic, Indigenous, and historical.

• the impact of conservation, commercial and recreational activities on outdoor environments

• community-based environmental action to promote positive human impacts on outdoor environments

• rationales for codes of conduct relating to recreational activities

Unit 3


The focus is on:
• an overview of Australian outdoor environments before humans, including characteristics of biological isolation, geological stability, and climatic variations
• relationships with Australian outdoor environments expressed by specific Indigenous communities before and after European colonisation
• relationships with Australian outdoor environments
• conservation, recreation, primary industries, and tourism practices
• the factors influencing contemporary societal relationships with outdoor environments


Dependant on activities you choose. Discuss with Eco-Logic.

What is included

 qualified leadership and interpretation (our staff are OE teachers, scientists, resource and land management graduates and recreation leaders.)
 curriculum discussion and activities
 snorkelling gear and qualified instructors
 surfboards/sea-kayaks, wetsuits and qualified instructors
 bushwalking leader and location interpretation
 revegetation tools/gloves/safety glasses and leader
 all safety equipment for each activity.

What you bring

 bus
 camping gear and food
 students will need bathers, towel, walking shoes/boots, waterproof coats, old runners/water shoes for rock-pooling
 sun protection gear, i.e. hat, long sleeved shirts, sunscreen and sunglasses.
 satellite phone if required. Mobile phones will be adequate on most parts of coast.

Where you will stay

 Allanvale Camp-Parks Vic. (free camping)
 Foreshore Caravan Park Lorne (fees payable by school).  Lorne Surf Life Saving Club (fees payable by school).
We will meet you each morning.