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HomeMy WebLinkAbout01-20-Minutes_OETF_2020-01-20Toronto and Region Conservation Authority Outdoor Education Task Force Meeting #1/20 was held at Head Office, 101 Exchange Avenue, Vaughan, on January 20, 2020. The Chair Garry Tanuan, called the meeting to order at 7:14 p.m. PRESENT Garry Tanuan Chair Cynthia Cordova Vice -Chair Will Davies Member Frank Di Cosola Member Rowena Santos Member Anu Sriskandarajah Member Morgan Ste. Marie Member Jennifer Wigston Member ABSENT Melinda Chartrand Member The Chair recited the Acknowledgement of Indigenous Territory. RES.#OETF1/20 - MINUTES Moved by: Will Davies Seconded by: Jennifer Wigston THAT the Minutes of Meeting #1/19, held on October 7, 2019, be approved. CARRIED Items for the Action of the Outdoor Education Task Force STUDENT TRUSTEE REPRESENTATION ON OUTDOOR EDUCATION TASK FORCE Inclusion of student representation and perspectives in the work of the Outdoor Education Task Force. Moved by: Frank Di Cosola Seconded by: Jennifer Wigston WHEREAS at Authority Meeting #6/18 held on July 20, 2018, Toronto and Region Conservation Authority (TRCA) approved the establishment of a multi -stakeholder Outdoor Education Task Force comprised of elected officials from local school boards and the TRCA Board of Directors; AND WHEREAS the Outdoor Education Task Force has been convened to study, develop and recommend strategic future directions related to out -of -classroom learning within the areas of jurisdiction of TRCA and participating school boards; AND WHEREAS, recognizing the important role that student perspective play in the governance of school boards, the Education Act, R.S.O. 1990, Ontario Regulation 7/07 Student Trustees (Section 3) indicates that each Ontario school board shall have at least one but not more than three students elected as Trustees; THEREFORE, LET IT BE RESOVED THAT one student trustee from each of the participating Outdoor Education Task Force School Boards be invited to participate in one of the three Outdoor Education Task Force Working Groups (Principals, Values and Destination; Models and Mechanisms; Recommendations and Policy Statements). CARRIED BACKGROUND The important contribution of students to school board governance is acknowledged through the Education Act, R.S.O., 1990, which formalizes the inclusion of the student voice in school board decision making through Section 3 of Ontario Regulation 7/07, Student Trustees: "...the board shall have at least one but not more than three student trustees."Through this Regulation, student trustees are elected by their peers and participate in board activities such as attending school board meetings. During a discussion held at the October 7, 2019 meeting #1/19, of the Outdoor Education Task Force, members of the Outdoor Education Task Force identified an interest in including the student voice in the work of the Outdoor Education Task Force to ensure that youth perspectives related to learning in the out-of-doors were included and considered in any potential recommendations brought forward by the Outdoor Education Task Force. RATIONALE Convened to provide recommendations and strategic directions related to the long-term provision of out -of -classroom learning related to the environment, conservation and natural - science, the Outdoor Education Task Force is currently comprised of Trustees from eight participating school boards. During the first meeting of the Outdoor Education Task Force held October 7, 2019 meeting #1/19 members requested an investigation into opportunities to include the student voice in the work of the Outdoor Education Task Force. The inclusion of Student Trustees in the work of the Outdoor Education Task Force will provide for an enhanced youth perspective related to the learning and experiential needs of students currently enrolled in the education system. It is recommended that one student trustee from each of the participating Outdoor Education Task Force School Boards be invited to participate in one of three working groups of the Outdoor Education Task Force. At Meeting #1/19 of the Outdoor Education Task Force, held on October 7, 2019, Resolution #OETF4/19 outlined three working groups: • Principals, Values and Destinations: working group to be formed January, 2020; presentation to the Outdoor Education Task Force February, 2020 • Models and Mechanisms: working group to be formed February, 2020; presentation to the Outdoor Education Task Force, May 2020 • Recommendations and Policy Statements: working group to be formed May, 2020; presentation to the Outdoor Education Task Force, October 2020 Each of the working groups will have the opportunity to determine how best to include Student Trustees in the working group, including accommodating participation through various means, such as attending meetings in person or virtually or provide information or feedback to the working group electronically. Relationship to Building the Living City, the TRCA 2013-2022 Strategic Plan This report supports the following strategy set forth in the TRCA 2013-2022 Strategic Plan: Strategy 5 — Foster sustainable citizenship DETAILS OF WORK TO BE DONE Participating school boards of the Outdoor Education Task Force will be provided the opportunity to invite one student trustee of their respective school boards to participate in one of the three working groups of the Outdoor Education Task Force. TRCA staff will work with Student Trustees that have accepted the invitation to determine an appropriate working group and strategy for participation. Report prepared by: Natalie Harder, extension 5638 Emails: natalie.harder(vltrca.ca For Information contact: Natalie Harder, extension 5638 Emails: natalie.harder(&trca.ca Date: January 3, 2020 Items for the Information of the Outdoor Education Task Force CURRENT STATE OF OUT -OF -CLASSROOM LEARNING RELATED TO NATURAL SCIENCE, CONSERVATION AND THE ENVIRONMENT Summary of responses received from Outdoor Education Task Force member school boards regarding out -of -classroom learning related to natural science, conservation and the environment. Moved by: Jennifer Wigston Seconded by: Rowena Santos WHEREAS the Outdoor Education Task Force has been convened to study, develop and recommend strategic future directions related to out -of -classroom learning within the areas of jurisdiction of TRCA and participating school boards; AND WHEREAS on November 19, 2019, Trustee Garry Tanuan, Chair, Outdoor Education Task Force issued a questionnaire to receive feedback from member school boards regarding the current state of programs and policies at their school boards with respect to out -of -classroom learning related to natural science, conservation and the environment; THEREFORE, IT IS RECOMMENDED THAT the Outdoor Education Task Force members receive the attached summary of the questionnaire prepared by TRCA staff. CARRIED BACKGROUND At Task Force Meeting #1/19 held on October 7, 2019, the Outdoor Education Task Force approved Resolution #OETF5/19, in part, as follows: ... THAT the following Mandate, Objectives and Timelines of the Outdoor Education Task Force be endorsed; AND THAT the Outdoor Education Task Force Work Plan and Timelines as outlined in this report be approved. An initial deliverable of the Outdoor Education Task Force (OETF) workplan consisted of the inventory and assessment of the current state of out -of -classroom learning policies and programs related to natural science, conservation and the environment at area and participating school boards. To facilitate this research, a questionnaire was developed to gain contextual information and useful background details to guide recommendations and/or further research. The questionnaire was circulated to OETF members by email on November 19, 2019. Completed questionnaires have been received from three school boards to date. The responses have been summarized in Attachment 1, appended to this report. Key findings from the responses received so far indicate that school boards generally have similar values, principles and policies to guide out -of -classroom learning and that they seek appropriate ways to support and integrate the Indigenous voice into out -of -classroom learning related to natural science, conservation and the environment. School boards are partnering with various organizations with respect to natural science, conservation and environmental education and have programs in place to provide students with equitable access to outdoor education programming. The Ontario Ministry of Education provides funding to school boards to directly support outdoor education experiences for elementary and secondary students through the Learning Opportunities Grant. Use of this funding by school boards is varied, which is reflective of the inherent flexibility provided by the government for the allocation of these funds. In addition, one of three responding school boards stated that they operate a number of outdoor education centres and that supplementary funding beyond the Learning Opportunities Grant for the operation of these facilities is required, and is allocated from other school board operating budgets. It is anticipated that additional responses from the remaining OETF member school boards will be received in January 2020 at which time they will be incorporated into the summary report and the report will be recirculated to members. RATIONALE The OETF has been convened in order to establish a strategic planning framework for the long- term provision of out -of -classroom learning related to natural science, conservation and the environment that serve students of the Toronto region while maximizing the use and value of public assets and infrastructure. The current state summary report will provide the groundwork for which the OETF can undertake its mandate through the formation of working groups. Relationship to Building the Living City, the TRCA 2013-2022 Strategic Plan This report supports the following strategies set forth in the TRCA 2013-2022 Strategic Plan: Strategy 3 — Rethink greenspace to maximize its value Strategy 5 — Foster sustainable citizenship Strategy 6 — Tell the story of the Toronto region Strategy 7 — Build partnerships and new business models DETAILS OF WORK TO BE DONE TRCA staff will incorporate additional responses into the summary report as they are received and will circulate to OETF members as required. Report prepared by: Amy Thurston, extension 5878 Email: amy.thurston(a@trca.ca For Information contact: Amy Thurston, extension 5878 or Darryl Gray, extension 5881 Emails: amy.thurston(a)trca.ca or darryl.grayCa?trca.ca Date: January 7, 2020 Attachments: 1 Attachment 1: Current State of Out -of -classroom Learning Related to Natural Science, Conservation and the Environment. Summary Report. Attachment 1 Current State of Out -of -classroom Learning Related to Natural Science, Conservation and the Environment Summary Report As of January 3, 2020 The following report is based on feedback and information collected through an 11 -question survey that was circulated to Outdoor Education Task Force members in November 2019. School Boards included in the summary report include: Conseil Scolaire Catholique MonAvenir (CSC MonAvenir) Toronto Catholic District School Board (TCDSB) York Region District School Board (YRDSB) Values and/or principles that guide policies related to natural science, conservation and environmental out -of -classroom learning Similar general statements were provided by responding school boards with respect to the overarching values and principles that guide their school boards out -of -classroom learning (defined by all school boards generally as an educational excursion or activity has students leaving property). These include: • Educational purpose/curriculum related • Safe • Inclusive • Diverse (to include activities related to language, culture, faith, sports and the arts) • Accessible (regardless of socio-economic status, special needs) • Student focused and appropriate (age, maturity, experience, health, skill physical abilities and exceptional ities, cultural, faith) • Respectful of values • Considerate of funding, training, supervision, risk management, contingency planning and evaluation. YRDSB provided an example that was specific to natural science, conservation and environmental out -of -classroom learning that is captured in their Outdoor Education Policy and Procedure (#350.0 currently undergoing revision): The York Region District School Board is committed to providing students with multiple opportunities to learn in, of and about the natural world through outdoor education. The Board believes that the ultimate goal of outdoor education is to empower participants to contribute towards a sustainable community. The Board is dedicated to promoting outdoor education learning opportunities that allow all participants to experience the restorative benefits of being immersed in nature. The Board is committed to enhancing the lives of all learners through experientially profound outdoor education experiences that are connected to the curriculum and delivered at Outdoor Education Centres, schools and within the community. In our 2018 Outdoor Education Review, the following priorities were identified. These align quite clearly with our Director's Action Plan and the YRDSB Multi - Year Plan. Attachment 1 a) Nature Deficit Disorder in children is a serious current issue (Well - Being) b) Students & teachers in YRDSB want to be teachingllearning outdoors more often (Indigenous Education and Equity) c) The inquiry learning model and integrated studies make learning meaningful (Modern Learning) d) Strong system leadership and support can bring significant change - (Leadership) School board policies and procedures An inventory of school board policies and procedures related to natural science, conservation and environmental out -of -classroom learning can be found in Appendix A (this include policies related to day trips, overnight trips, off school property walking excursions, low/high risk activities, supervision and ratios and equity). All school boards indicated that excursions including outdoor education activities are guided by Ontario Physical and Health Education Association (OPHEA) guidelines. Inventory of current partners, organizations and locations The following is an inventory of vendors, organizations and locations that responding school boards are currently partnering with for natural science, conservation and environmental out -of - classroom learning: • Adventureworks • Bird Studies Canada • Blue Mountain • Camp Robin Hood • Camp Toumesol • Centre Notre Dame de la Rouge • City of Toronto outdoor play spaces, swimming pools etc. • Earth Tracks • EcoSchools Canada (formerly Ontario Eco -Schools) • Education Leadership Centre (OELC) • Envirothon • Evergreen • Georgina Island First Nation • Lake Simcoe Region Conservation Authority (Scanlon Creek, Outreach) • Learning for Sustainable Futures • Monarch Teacher Network • Municipal Community Centres (Town of Newmarket, Town of Aurora, City of Markham, City of Richmond Hill, City of Vaughan) • Natural Curiosity • Ontario Provincial Parks (Secondary Outdoor Credit Course trips) • OPAL (Outdoor Play and Learning) • Outdoor Council of Canada • Region of York (Bill Fisch Education Centre) • Sibbald Point Provincial Park Attachment 1 • Staff from Lakehead University- Orillia Campus • St -Louis / Moonstone • Teen Ranch • The McMichael Art Gallery • Toronto Orienteering and Ontario Orienteering • Toronto Region Conservation Authority (Albion Hills Field Centre, Kortright Centre For Conservation, Lake St. George Field Centre, Outreach, Swan Lake Partnership, Burrlington Outdoor Resource Centre Partnership) • TRAILS Youth Initiatives • Tree Bee Ministry of Education Learning Opportunities Grant — Summary of allocation of funds by school boards The Ontario Ministry of Education provides funding to school boards through a number of grants. The Learning Opportunities Grant provides funding to help students who are at greater risk of lower academic achievement and is made up of several allocations. Provision for funding to directly support outdoor education experiences for both elementary and secondary students is included under the Student Achievement Envelope. Responses received by school boards varied which is reflective of the inherent flexibility provided by the government on how boards may use and allocate this funding. • Fees related to participation in outdoor education activities (day and overnight excursions) provided by school boards or other third -party organizations (development of learning experiences for both students and educators in a broad range of inquiry areas). Example: The Outdoor Education Department at TCDSB organizes and supports overnight school trips to board subsidized outdoor education sites. Schools are offered trips on a rotating basis. Each elementary school within the TCDSB will be offered a trip approximately every 2 years. TCDSB partners with TRCA field centres (Lake St. George Field Centre) and have partnerships with Teen Ranch and Mansfield Outdoor Education Centre. Fees are used to cover the cost of overnight accommodations, meals/snacks, and programming/activities. • Fees for safety-related training and/or certification for students and/or teachers, including professional development opportunities for teachers Example: Outdoor Council of Canada field leader program (YRDSB) • Fees to enlist expertise and/or facilities/resources of community agencies in outdoor learning activities Examples: Summer Institute, Residential Program, Georgina Island (YRDSB) • Transportation costs Examples: Busing to outdoor education centres, inquiry learning and secondary outdoor learning, credit courses, overnight trip subsidy. Attachment 1 • Teacher release time Examples: Professional learning, supporting student learning, safety training Summary of other outdoor education funding sources Currently, the TCDSB participates in TRCA's Environmental Leaders of Tomorrow program which provides a subsidized experience for high priority students that pairs in class learning with an overnight outdoor education experience. In addition, YRDSB operate five outdoor education centres. Costs to operate these facilities are funded through separate school board budgets. Policies/programs to ensure equitable access to outdoor education facilities All responding school boards have policies to guide equity and inclusion of students and schools within the school board. Specific to outdoor education facility access, the following examples were provided: • All grade 2, 4 and 7 YRDSB students participate in outdoor learning opportunities at school board run Outdoor Education Centres. • Specific transportation requirements for YRDSB students are covered by the board including the provision of funding to subsidize transportation and program costs for credit course outdoor education programming. • At YRDSB run facilities, decisions around program design and facility renewal are guided by AODA principles. • At TCDSB, schools are selected to participate in the Environmental Leaders of Tomorrow program (a highly subsidized overnight outdoor education experience hosted at TRCA operated outdoor education facilities) based on the financial need of students. Practice of obtaining feedback from students and/or teachers about their outdoor education trips and experiences and vision While both the TCDSB and YCDSB indicated that they currently obtain feedback from educators after participating in a field trip or professional development activity, the surveys they fill out are general in nature and are not specific to outdoor education activities. Specific to outdoor education, YRDSB indicated that their professional learning communities (including Grade 2 and 4 teachers, Eco School teams, secondary Outdoor Education course teachers, Secondary Geography and Science Heads) have engaged in visioning activities to support the direction of professional learning as well as the identification of specific opportunities for student learning. Attachment 1 Practices that support or integrate the Indigenous voice into out -of -classroom learning related to natural science, conservation and the environment. All three school boards indicated that they currently have practices that support or integrate the Indigenous voice into out -of -classroom learning related to natural science, conservation and the environment. Examples are provided below. Through the Indigenous Education Department at the Toronto Catholic District School Board, students can apply to participate at no charge in the Gathering of Nations Summer Camp for Indigenous Students, a high school credit course that includes a trip to a camp in Muskoka as part of the course. The mission of this program is: to provide Indigenous students and those Indigenous students who are considered at -risk with Secondary School credit courses in a safe and caring environment based on the philosophies, aesthetics, and worldviews of Indigenous peoples in Canada. • YRDSB collaborate directly with members of the First Nations, Metis and Inuit (FNMI) team at Inclusive Schools and Community Services in the design of learning opportunities for staff and students. One example is the four part "Natural Curiosity" professional learning community with OISE, the FNMI team, partners on Georgina Island and YRDSB educators. • YRDSB have engaged directly with the Chippawas of Georgina Island to support learning opportunities for staff and students in these areas through professional learning opportunities (including visits to Georgina Island and facilitated learning sessions provided by the community for students and educators) and student activities (such as SHSM ICE challenges, with "empathy sessions" supported by Indigenous facilitators). Attachment 1 Appendix A Inventory of school board policies, procedures and supporting documents School Language Title Type Link Year Primary Focus Area Board CSC French SORTIES Policy https://www.cscmonavenir. 2019 Out of classroom educational field trips ca/publications/politiques/P MonAve EDUCATIVE and activities SEA 1.O.pdf nir S ET ACTIVITES SCOLAIRES PSE.11.0 CSC French PLANIFICAT Policy https://www.cscmonavenir. 2016 Planning student programs and ca/publications/politiques/P MonAve ION DE LA activities SE.612. f nir MATERNEL LE A LA 12E ANNEE PSE.6.3 CSC French INCLUSION Policy https://www.cscmonavenir. 2016 Provision of equitable and inclusive ca/publications/politiques/P MonAve DES education nir El -EVES SE.2.12df AYANT DES BESOINS PARTICULIE RS PSE.2.1 CSC French EDUCATION Policy https://www.cscmonavenir. 2010 Environmental education and ca/publications/politiques/P MonAve ENVIRONNE sustainable facility management SE.5.pdf nir MENTALE PSE.5 CSC French INCLUSION Policy https://www.cscmonavenir. 2016 Support and respect of all student ca/publications/politiques/P MonAve DES needs SE.2.pdf nir ELEVES AYANT DES BESOINS PARTICULIE Attachment 1 RS PSE.2.0 TCDSB English School Excursions S.E.01 Policy https://www.tcdsb.org/Boar 2019 School sanctioned excursions d/Policies/Documents/SEO 1.pdf TCDSB English Excursions Handbook Procedure http://www.tcdsb.org/Progr 2015 Operational procedures to support the School Excursions policy amsServices/SchoolProgra msK12/HealthOutdoorPhy sEd/Excursion Handbook/P a es/default.as x TCDSB English Equity Action Plan 2018- 2021 Action Plan https://www.tcdsb.org/Boar 2018 Diversity, equity and inclusive education d/EIE/Documents/TCDSB Equity Action Plan Web 2019. df YRDSB English Field Trips (#642.0) Policy https://vrdsb.civicweb.net/d 2013 Out of classroom field trips and educational activities ocument/37407 YRDSB English Field Trips: One Day #642.1 Procedure https://vrdsb.civicweb.net/d 2013 Field trips that are no more than one day ocument/37407 YRDSB English Field Trips: Two to Five Days #642.2 Procedure https://vrdsb.civicweb.net/d 2013 Field trips that exceed one day and are completed within five days and five nights. ocument/37407 YRDSB English Field Trips: Beyond Five Days #642.3 Procedure htti)s://vrdsb.civicweb.net/d 2013 Field trips that are five or more nights ocument/37407 YRDSB English Outdoor Education (#350.0) Policy & Procedure http://www.yrdsb.ca/board 2014 Outlines the Outdoor Education opportunities that are available including school visits to Outdoor Education Day Centres, stays at residential facilities and the loan of outdoor education equipment (Currently undergoing revision). docs/Documents/PP- outdoored-350.pdf Attachment 1 YRDSB English Environment al Policy & Procedure http://www.yrdsb.ca/board 12016 1 Support the stewardship of Board resources and the Board's commitment docs/Documents/POL- environment-235.pdf Responsibilit to environmentally responsible y (#235.0) practices (Currently undergoing revision). ;Year the document was created/reviewed or updated RES.#OETF4/20 - OVERVIEW OF OUTDOOR EDUCATION IN JURISDICTIONS OUTSIDE OF ONTARIO Summary of research regarding Outdoor Education (OE) practices and opportunities outside of Ontario. Moved by: Frank Di Cosola Seconded by: Will Davies IT IS RECOMMENDED THAT the following research summary on outdoor education in jurisdictions outside of Ontario be received. CARRIED BACKGROUND At OETF Meeting #1/19 of the Outdoor Education Task Force, held on October 7, 2019, Res. #OETF4/19 outlined three working groups: Principals, Values and Destinations: working group to be formed January, 2020; presentation to the Outdoor Education Task Force February, 2020 Models and Mechanisms: working group to be formed February, 2020; presentation to the Outdoor Education Task Force, May 2020 Recommendations and Policy Statements: working group to be formed May, 2020; presentation to the Outdoor Education Task Force, October 2020 This report regarding the Outdoor Education (OE) activities and programs outside of the GTA school boards is intended to inform Outdoor Education Task Force members of potential OE practices and/or opportunities they may wish to consider as part of the strategic planning framework for the long-term provision of out -of -classroom learning related to natural science, conservation or the environment in the Toronto region. RATIONALE In assessing outdoor education systems and programs in other jurisdictions outside of Ontario, multiple variables were taken into consideration, including: • Country and/or Region - Finland, Australia, Demark, Singapore, New Zealand, Italy, Scotland, United States (specifically California) and Canada (specifically British Columbia; • Type of OE Interventions — in -school (and school yard), day excursions (off school property activities but within the regular school day), overnight excursions, trips abroad; • Curriculum Focus — mandated through curriculum, teacher -choice, offered by partners or outside agencies; • Audiences — grade level and/or age of students; • Funding Sources — publicly funded (through school systems), fee for service, grant/sponsored; • Additional Information; • Reference(s). For each country or jurisdiction evaluated, there exist a range of unique programs and/or pedagogy being employed which demonstrates the spectrum of approaches and frameworks being employed: 0 In Finland, OE resides within the not only the need but the responsibility we have for the environment, one's personal well-being, and a sustainable future. Outdoor education resides within the core curriculum, and the majority of the costs associated with in - school programming, excursions, as well as nature and camp schools is included as part of the school system budget. Curriculum for primary, junior, and intermediate age students focuses on environmental education and responsibility for the environment while senior grades shift to sustainable development education. • In Australia, students are also offered curriculum mandated OE, particularly in the subject areas of Health and Physical Education, Humanities and Social Sciences, Geography and Science. Curriculum experiences may include in -school, day, and/or overnight excursions. The Australian OE approach is based in building a positive relationship with the natural world for the sake of wildlife but also as an extension of human health; • Denmark is home to Udeskole, which translates to "outdoor school". Children between the ages of 7-16 have weekly or bi-weekly outdoor school days. Udeskole is practiced in approximately 14% of all schools in Denmark; • In Singapore, an "Outward Bound Schoof'offers learners up to college -aged the opportunity to build a connection with nature while they build tenacity and resiliency for themselves; • New Zealand, like Australia, has explicit curriculum linked OE with strong roots in physical education. OE focuses on creating opportunities for personal and social development, while protecting and caring for the environment. It also promotes adventurousness, cultural awareness, values development, and honouring tradition. • Italy has strong OE roots in social inclusivity. The Reggio Emilia Approach to education sees children as powerful, capable, and inquisitive beings. It fosters following the children's interests versus a predetermined curriculum and student achievement is measured via pedagogical documentation versus testing. This approach is available to children in pre-school to 6 years of age; • The Curriculum of Excellence in Scotland makes it every school employee's responsibility to foster OE for their students and extends this approach to volunteers and partners. It uses multiple funding sources to ensure multiple and ongoing OE learning experiences for students throughout the education system; • In British Columbia, there are multiple parallels to the offerings in Ontario. British Columbia offers curriculum -linked OE programming within the Physical Education and Environmental Learning subject areas, as well as having it embedded with other subjects and teacher resources. This approach values OE for its capacity to not only develop outdoor skills, but also self-awareness, safe practices, nature appreciation, and leadership; • California's Blueprint for Environmental Literacy: Educating Every Student In, About, and For the Environment also parallels the Ontario OE framework. The purpose of California's approach is to increase not only access to healthy natural environments but also integrate formal and informal education systems/providers, utilizing community resources to their full potential and maximizing the strength of the messaging. While each jurisdiction offers unique approaches to the application of OE frameworks, the programs also share many primary elements. Analysis of the collective data suggests the following: Most systems considered used varied and multiple OE interventions throughout the grade school experience to be imperative to their OE framework; Early years experiences tended to focus on play, nature appreciation, and building confidence and resiliency, while older students would experience more knowledge building, critical thinking, independence and self-reliance; Funding to support OE often included multiple sources, with in -school activities most often being available to the students at no additional cost and some excursions funded with school system funding and some requiring additional funding sources such as student fee or grant/private support; Ethos and impetus for OE varied significantly, with rationale including physical and mental health benefits, social responsibility, leadership, science curriculum, geography curriculum, play theory, understanding of the nature/geophysical world, safety, nature appreciation, self-reliance and challenge, clearer cultural understanding, social interaction, academic excellence, well rounded citizenry, equitable relationships, and inclusiveness. Relationship to Building the Living City, the TRCA 2013-2022 Strategic Plan This report supports the following strategies set forth in the TRCA 2013-2022 Strategic Plan: Strategy 4 — Create complete communities that integrate nature and the built environment Strategy 5 — Foster sustainable citizenship Strategy 12 — Facilitate a region -wide approach to sustainability DETAILS OF WORK TO BE DONE TRCA staff will continue to monitor and evaluate other jurisdictions for changes and advancements in policies, practices and models related to the delivery of out -of -classroom learning related to natural science, conservation and the environment. Report prepared by: Nancy McGee, extension 5877 Emails: nancy.mcgeeantrca.ca For Information contact: Nancy McGee, extension 5887 or Darryl Gray, extension 5881 Emails: nancy.mcuee(d)trca.ca or darryl.gray(a?trca.ca Date: January 7, 2020 Attachments: 1 Attachment 1: Summary of Selected Outdoor Education (OE) Systems/Programs Offered Outside of Ontario OUTDOOR EDUCATION TASK FORCE Table 1: Summary of Selected Outdoor Education (OE) Systems/Programs Outside of Ontario Country Types of •Additional and/or. - Region Finland a In school lesson plans • Excursions, camp schools, nature schools Focus: • Sustainability • Leadership/ Personal Publicly funded 0 Based on idea of `responsibility for environment, well-being and a sustainable future 0 Mental health benefits At Finnish schools, the term 'outdoor education" Forest Schools in Finland https://theculturetrip.com/europe/finland/articles/what-we- can-learn-from-finlands-forest-schools/ Outdoor Education in Finland development represents teaching and learning that takes place https://ioern.files.wordpress.com/2012/03/finland 1.pdf Guardian Article focus outside the classroom with the aim to achieve goals in the National core curriculum for basic education https://www.theguardian.com/education/2016/sep/20/gram mar-schools-play-europe-too-education-system-finland- Audiences: (NCC, 2004, 39) and in the National core curriculum daycare • Currently 7-16 for upper secondary schools (NCC, 2003, 28-29). YOA 0 National Strategy for Environmental Education (EE) • Anticipating 16-18 0 Strategy for Sustainable Development Education YOA (SDE) (Loukola et al., 2002). • EE, SDE and OE take place in a variety of formats in schools and universities as well as informal educational institutions in youth work and social services in the public and private sectors. Australia • In school, overnight, and day experiences Focus: Content from the • Publicly funded • They develop skills and understandings while valuing a positive relationship with natural Curriculum for Learning https://www.australiancurriculum.edu.au/resources/curricul um-connections/portfolios/outdoor-learning/ Outdoor Education Australia https://outdooreducationaustralia.org.au/education/curriculu Australian Curriculum: • Health and Physical Education . Fee for service environments and promoting the sustainable use of these environments. The teaching and learning of self-reliance, m -guidelines/ • Humanities and interdependence and leadership Social Sciences 0 The development of an adventurous spirit • Geography, Science General capabilities and cross -curriculum 0 Managing personal risks 0 Experiencing safe journeys in nature 0 Learning the value of lifelong outdoor recreation for enjoyment, health and wellbeing priorities can be organized and delivered through learning in the 0 Understanding nature through direct experience; and the development of deeper human—nature relationships. outdoors (K-6) and outdoor education (7- 10) Audiences: 0 K-10 Denmark Udeskole (outdoor school) ages 7-16. Weekly or bi- Focus: Teacher initiated (not Publicly Funded Udeskole theory— uses outdoor environment to make links to topics/subjects of study Udeskole Theory https://www.researchgate.neVpublication/254238856 The nature of udeskole Outdoor learning theory and practic weekly day experiences (approx. 14% of schools mandatory for all) but there is mention of OE • Designed to enhance cultural learning and work experience a in Danish schools practicing Uderskole) in various subject curricula • Encourages social interaction among the class • Numbers of teachers using uderskole principles Audiences: increasing in Danish schools • Ages 7-16 Singapore . Camping trips • Trips abroad to study other cultures and climates Focus: Dr. Goh Ken Suee's "Outward Bound School" • Publicly funded • Fee for service 0 Designed to build tenacity and with a focus on inclusiveness — to allow every child to thrive in a globalized environment 0 Feeling connected to nature is linked to students https://www.edu-quip.co.uk/blog/4-countries-who-are- championing-outdoor-learning-and-why-we-should-be- doing-the-same • Visits to 'adventure centres' Audiences: Ranging from younger holistic and creative thinking • Objective is to provide important need for human minds to connect with sources of stimulation from https://www.straitstimes.com/forum/letters-in-prinVoutdoor- education-develops-students-in-ways-classrooms-cant students to college nature — for children living in cosmopolitan areas level New Zealand • Day • Excursion based • In-school Focus: Mandatory in curricula with strong physical education roots • Publicly funding • Fee for service The specific aims of the outdoor education learning area were to "provide students with opportunities to develop personal and social skills, to become active, safe, and skilled in the outdoors, and to protect and Ministry of Education https://health.tki.org.nzFreaching-in-HPE/Health-and-PE-in- the-NZC/Health-and-PE-in-the-NZC-1999/Key-areas-of- learning/Outdoor-Education (centres) care for the environment Audiences: Primary and secondary schools • Adventure activities and outdoor pursuits that focus on physical skill development, fun, and enjoyment https://health.tki.org.nz/KeV-collections/Curriculum-in- action/In-the-Outdoors (note: compulsory to be part of lesson plans Adventure activities and outdoor pursuits that focus on the development of personal and interpersonal Nature and Scope of OE in NZ for PE up to 14 years skills https://www.academia.edu/24470100/The nature and sco pe of outdoor education in New Zealand schools of age) Learning about the traditions, values, and heritages Article: Outdoor School of their own and other cultural groups https://gazette.ed ucation.govt. nz/articles/learning-a nd- rowin -throu h-outdoor-education/ Italy 0 In-school Focus: • Publicly The Reggio Emilia Approach values: Reggio Emilia • Community excursions 0 Not mandatory • Reggio Emilia Approach funded • Fee for service • Children's relationships with other children, teachers, parents and their classroom environment; • Documentation of the children's learning as a way to https://theconversation.com/reggio-emilia-how-a-city-in- italy-started-an-education-trend-25809 (private) make their thinking and theorizing visible - and Audiences: Pre- convey a strong image of an intelligent child; CNN News Report: Reggio Emilia (video) school to 6 YOA . Project work, where children are engaged in explorations of their world, making choices about https://www.youtube.com/watch?v=XVv5ZL9nlgsReggion what they will investigate, and then together with their teachers and peers making meaning; Reggio Emilia Approach — La Scuola • The many ways children express themselves, called httos://www.lascuolasf.org/education/reggio-emilia- approach the 100 Languages" with a strong emphasis on the visual arts; and • Active listening, where children's voices, thoughts and opinions are valued (as much as the teachers'). Scotland a In -school • Day centres • Overnight centres • Community exploration • Field trips/excursions Focus: All staff at every level of involvement with the education of children and young people have a responsibility to make the most of the • Publicly funded • Private Funding . Fee for service • Curriculum for Excellence through Outdoor Learning is designed to help teachers, educators, Community Learning and Development (CLD) and their partners, including the voluntary sector, plan opportunities for a series of planned, quality outdoor learning experiences to ensure that progressive and sustainable outdoor learning opportunities are Curriculum for Excellence https://education.gov.scot/Documents/cfe-through-outdoor- learning.pdf University of Edinburgh https://www.ed.ac.uk/education/rke/making-a- difference/outdoor-learning-and-policy-development- scotland outdoor environment embedded in the new curriculum. to support the delivery of the experiences and . Looking at opportunities in the delivery of regular, low-cost, cross -curricular outdoor learning and outcomes of learning for sustainability. Variously involving Curriculum for teachers, children, local authorities and government Excellence. policymakers Audiences: Primary and Secondary ages British • In -school Focus: • Publicly a Participation in outdoor activities allows for the BC's New Curriculum Columbia • Outdoor learning centres o Day o Overnight Built into new provincial curriculum Outdoor education as part of: PE curriculum funded . Fee for service development of skills in a complex and dynamic environment 0 Spending time outdoors allows us to develop an understanding of the natural environment, ourselves, and others https://curriculum.gov.be.ca/curriculum/physical-health- education/11/outdoor-education https://curriculum.gov.bc.ca/curriculum/physical-health- education/11/outdoor-education • Environmental Learning • Participating safely in outdoor activities requires communication, teamwork, and collaboration Gov't of BC — environmental learning resources for curriculum • in schools/resour 0 Participation in outdoor activities allows for the development of leadership skills that can be applied in a variety of contexts and environments. teachers https://www2.gov.bc.ca/gov/content/education-training/k- 12/teach/teaching-tools/environmental-learning ces for teachers CBC article Audiences: Primary https://www.cbc.ca/news/canada/british-columbia/outdoor- school -salmon -arm -1.4824850 and Secondary Ages California • In-school/school grounds Focus: • Publicly • Recognizing that critical environmental concerns face California Department of Education — Environmental in the local community o Residential outdoor science programs • Goal to integrate environmental literacy into funded • Fee for service California, the California Environmental Literacy Task Force was created to think deeply about how to build a future for an environment that is sustainable, Education and Environmental Literacy https://www.cde.ca.gov/pd/ca/sc/oeeintrod.asp o Museums o Aquariums academic standards, • Grants healthy, prosperous, and equitable. Blueprint for Environmental Literacy o Science centers o Etc. curriculum, textbooks, The resulting report, A Blueprint for Environmental Literacy: Educating Every Student In, About, and For httos://www.cde.ca.gov/od/ca/sc/documents/environliteracy blueorint.odf professional the Environment provides guiding strategies and learning, etc. recommendations to realize the ambitious goal of • Environmental achieving environmental literacy for all California literacy embedded students. into formal Purpose of the Blueprint is to expand access to instruction for environmental literacy and healthy, green learning History -Social environments, ensuring availability of high-quality Science instructional materials, ensuring integration between standards. formal and informal education systems, defining environmental literacy learning outcomes and Audiences: assessment, cultivating sustainable funding sources, • K-12 ensuring availability of high-quality educator • Post secondary professional learning, and increasing access to • Professional environmental literacy experiences for California's diverse populations WORKSHOP MOTION TO REFER Moved by: Rowena Santos Seconded by: Will Davies WHEREAS item 10.1 Values, Principles and destinations workshop is held for the purpose of training advisory board members and no decisions are to be made, but rather this meeting is an opportunity to have an informal discussion regarding various matters in accordance with the TRCA Board of Directors Administrative by -Law; THEREFORE, LET IT BE RESOLVED THAT item 10.1 Values, Principles and Destinations Workshop be referred to a special Outdoor Education Task Force (OETF) workshop session to be held immediately following the conclusion of the meeting of the OETF. CARRIED ADJOURNMENT ON MOTION by Rowena Santos, the meeting terminated at 7:42pm, on Monday, January 20, 2020. Garry Tanuan Chair /am