SELF

OUTDOORS

ADVENTURE

RESILIENCE

Education Outdoors at Scotch Oakburn College is a purposeful, progressive and deeply embedded learning experience that uses the natural world to develop confidence, resilience, leadership, connection and a strong sense of self.

Through the SOAR Program, students take part in a carefully designed journey from Early Learning to Year 10, building confidence, independence, resilience, leadership and connection through rich outdoor experiences.

From early discovery in local natural spaces to multi-day journeys, students learn through challenge, adventure, teamwork, reflection and place.

A TRULY TASMANIAN EXPERIENCE

Tasmania is at the heart of SOAR.

Its forests, mountains, rivers and coastlines provide a natural classroom where students learn by doing, grow through challenge and develop confidence, resilience and teamwork.

SOAR also supports the College’s Reconciliation Action Plan by encouraging students to learn about the enduring connection Aboriginal and Torres Strait Islander peoples have with Country and to develop respect for the places through which they travel.

While SOAR includes experiences beyond Tasmania, the program remains grounded in this island, its landscapes, changing conditions, cultural heritage and our shared responsibility to care for it.

As part of the Tasmanian Mark program, Scotch Oakburn is proud to deliver an Education Outdoors experience genuinely shaped by Tasmania.

WHAT IS SOAR?

SOAR provides the framework for our Education Outdoors program, giving students, staff and families a shared language for understanding growth across four connected dimensions.

SELF

Students learn more about who they are. They build confidence, independence, responsibility, self-awareness and a stronger sense of personal capability.

OUTDOORS

Students develop a connection to natural environments and learn to value, respect and care for the places they explore.

ADVENTURE

Students engage with new experiences, unfamiliar settings and purposeful challenge in ways that are safe, supported and exciting.

RESILIENCE

Students learn to adapt, persist, manage uncertainty and respond positively when things are difficult or unexpected.

OUR LEARNER
ATTRIBUTES IN ACTION

Education Outdoors is one of the most powerful ways students experience the Scotch Oakburn Learner Attributes in real and memorable ways. 

Through the SOAR Program, students are not simply learning about confidence, courage, collaboration or resilience, they are practising them. They are packing their own bag, encouraging a friend on a ropes course, asking questions in a new environment, listening to others around a campfire, making ethical choices in natural places, and learning how to manage themselves when plans change. 

SOAR provides the outdoor journey. The Learner Attributes describe the growth that happens along the way. 

As students develop a stronger sense of Self, they become more self-regulating, courageous and agile. As they connect with the outdoors, they grow as curious, ethical and compassionate learners who understand their place in the world. Through adventure, they practise collaboration, communication and innovation as they solve problems, take responsible risks and try new ways of thinking. Through resilience, they learn to persevere, reflect, adapt and continue growing through challenge. 

In this way, Education Outdoors does not sit separately from learning at Scotch Oakburn. It strengthens it. SOAR brings the Learner Attributes to life through experience, helping students develop the confidence, character and capability to thrive in and beyond the classroom. 

A Journey That Grows
with Every Student

Education Outdoors at Scotch Oakburn is a progressive journey. Each stage is designed to be age-appropriate, purposeful and connected to the next.

The journey begins with discovery and confidence in the early years, then grows into independence, belonging, leadership, perspective and personal choice. By Year 10, students are ready to take greater ownership of their Education Outdoors pathway and apply what they have learned in meaningful, challenging and memorable ways.

Early Learning – Year 2

Year 3 & 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Discovery and confidence

Early Learning and Year 1

Location: Local environments

Duration: Short day sessions

Overview: In the earliest years, Education Outdoors begins close to home. Students explore familiar and local environments such as the College grounds, Wetlands, nearby parks and places such as Cataract Gorge. Through play, observation, movement and shared experiences, they begin to build confidence in the outdoors.

At this stage, the focus is on helping students feel safe, curious and excited about outdoor learning. They learn to follow instructions, participate in group experiences, explore natural spaces and gradually develop independence.

Year 2

Location: Elphin Campus, Scotch Oakburn College

Duration: 1 night

Overview: The early primary learning journey culminates in a supported one-night stay on campus, helping students develop confidence in being away from home in a familiar and secure environment.

Students develop: Confidence, curiosity, early independence and a positive connection with outdoor learning.

Students are introduced to SOAR through safe, structured and enjoyable experiences.

Building Independence and Connection

Image source: Spring Beach Youth Camp 

Year 3 and Year 4

Location: Spring Beach Youth Camp, Spring Beach

Duration: Year 3: 1 night Year 4: 2 nights

Overview: A coastal experience focused on exploration, confidence and connection to place. Students may take part in beach walks, rock pool investigations, archery, low ropes, flying fox, swimming, fishing, group games and coastal exploration.

These programs introduce students to overnight camps in supported environments. Students learn to organise their belongings, follow shared routines, contribute to group responsibilities and take part in a range of outdoor, recreational and team-based activities. They begin to build independence while strengthening connection.

Students develop: Independence, responsibility, teamwork, confidence and resilience through supported challenge.

Students build confidence as they learn to manage themselves and explore new environments.

Image source: Blue Lagoon Youth Camp 

Year 5

Location: Blue Lagoon Youth Camp, Dodges Ferry

Duration: 3 nights

Overview: A beachside camp experience combining water-based activities, team building and outdoor recreation. Students may participate in surfing, archery, abseiling, beach games, campfires, climbing activities and group challenges.

Building on their earlier overnight camp experiences, students take greater responsibility for managing their belongings, following shared routines and contributing to group tasks. Through a longer stay and more challenging activities, they develop greater independence, strengthen teamwork and become more confident in unfamiliar environments.

Students develop: Independence, responsibility, teamwork, confidence and resilience through supported challenge.

Students develop greater independence and responsibility in outdoor environments.

Transition and Exploration

Image source: Thawra, Outward Bound and others

Year 6

Location: Tharwa, Outward Bound, Canberra

Duration: 4 nights

Overview: Year 6 is an important milestone in the Education Outdoors journey. The program broadens students’ experiences beyond Tasmania, combining a Canberra Civics and Citizenship experience with a structured outdoor component. This blend of urban, cultural, historical and outdoor learning helps students expand their perspective and develop greater maturity.

Students engage with national institutions, new environments and shared group experiences, while also continuing to build teamwork, responsibility and adaptability through camp-based learning.

Students develop: Broadened perspective, independence, adaptability and confidence in new settings.

Students strengthen their adaptability through travel, exploration and changing environments.

Belonging and Community

Year 7

Location: Valley Campus

Duration: 4 nights

Overview: With a large intake of new students, the Year 7 Education Outdoors experience plays a vital role in supporting students as a larger Year 7 cohort come together.

At the Valley Campus, students take part in a residential experience designed to build relationships, confidence and a strong sense of belonging within the cohort.

Through shared challenges, team activities and structured reflection, students learn the importance of trust, communication and contributing positively to a group.

This experience helps students build stronger connections to their peers, their teachers and their learning environment.

Students develop: Belonging, trust, communication, confidence and connection.

Students strengthen resilience through relationships, teamwork and shared challenge.

Challenge and Leadership

Image source: Camp Clayton 

Year 8

Location: Camp Clayton, Ulverstone

Duration: 4 nights

Overview: In Year 8, the focus shifts towards greater challenge, initiative and leadership.

At Camp Clayton, students take part in a residential experience with outdoor and team-based challenges that require problem-solving, perseverance and collaboration.

Through shared challenges, team activities and structured reflection, students learn the importance of trust, communication and contributing positively to a group.

Throughout the program, students learn that leadership is not simply about having a title. It is about showing initiative, supporting others, making good decisions and contributing positively to the group.

Students develop: Leadership, problem-solving, perseverance, independence and responsibility.

Students build resilience through adventure, challenge and real-world experiences.

Integration, Perspective and Experience

Year 9

Location: One: Hobart, Port Arthur and surrounds PLUS Two: Options across Tasmania

Duration: 2 nights PLUS 4 nights

Overview: Year 9 brings together outdoor challenge, cultural learning and historical understanding.

One: Students engage in experiences that help them gain perspective, reflect on human experience and connect their learning to broader themes. This includes cultural immersion in Hobart and Port Arthur, where students consider place, history, responsibility and the experiences of others.

Two: Year 9 students also have the opportunity to take greater ownership of their Education Outdoors journey through a second camp experience. These small-group journey options mirror those available in Year 10, allowing students to engage in more focused, challenging and personal pathways.

Opportunities include cycling on the East Coast, hiking Cradle Mountain National Park, hiking and sea kayaking at Freycinet National Park, an experience on Maria Island and options at our Valley Campus.

Each camp option may only be completed once across Years 9 and 10.

Students develop: Perspective, reflection, responsibility, independence and deeper self-awareness.

Students deepen their learning through connection to place, reflection and personal challenge.

Choice and Personal Pathways

Year 10

Location: Options across Tasmania

Duration: 4 nights

Overview: By Year 10, students are ready to take greater ownership of their Education Outdoors experience.

The Year 10 program offers a range of pathway options that allow students to choose experiences aligned with their interests, strengths and aspirations. These may include multi-day outdoor journeys, service-based experiences, cultural experiences or travel opportunities.

Opportunities include cycling on the East Coast, hiking Cradle Mountain National Park, hiking and sea kayaking at Freycinet National Park, an experience on Maria Island and options at our Valley Campus.

This stage represents a significant shift towards agency and personal responsibility. Students are encouraged to make purposeful choices, apply the capabilities they have developed through SOAR and prepare for the increasing independence of Senior School and beyond.

Each camp option may only be completed once across Years 9 and 10.

Students develop: Agency, ownership, independence, resilience and self-awareness.

Students make purposeful choices, embrace meaningful challenge and take responsibility for their experience.

The Lasting Impact

Education Outdoors at Scotch Oakburn College helps students grow in ways that matter.

They develop confidence, resilience, independence and courage. They build stronger relationships. They gain perspective. They learn to respond to challenge, support others and take responsibility for themselves.

These are experiences that shape character and mindset and learning that stays with students.

FREQUENTLY ASKED QUESTIONS

UNDERSTANDING SOAR

SOAR is Scotch Oakburn College’s Education Outdoors program—a carefully designed journey that begins in Early Learning and develops through the College years.

Through time outdoors, shared adventure and age-appropriate challenge, students develop practical skills and a stronger understanding of themselves, others and the natural world.

SOAR brings together four connected elements of the Education Outdoors journey:

Self – developing confidence, independence and self-awareness.

Outdoors – learning in, through and about the natural environment.

Adventure – embracing new experiences, responsible challenge and shared discovery.

Resilience – learning to persevere, adapt, reflect and grow.

Together, these elements describe the experiences students undertake and the growth that occurs along the way.

Some of the most valuable learning happens when students step beyond the familiar.

Education Outdoors gives students opportunities to solve problems, make decisions, work with others and respond to changing conditions. These experiences complement classroom learning and develop qualities students can carry into school, relationships, further study, work and life.

SOAR is the next chapter in Scotch Oakburn’s longstanding approach to Education Outdoors. The name and identity are new, building on many years of experience and expertise across the College.

It brings the program’s purpose, progression and educational value together more clearly for students and families.

No. The cost of SOAR has been carefully planned to be financially sustainable for families and the College.

No. From 2027, year level cohorts will undertake their SOAR experiences at the same time, reducing disruption to shared classroom learning.

THE STUDENT JOURNEY

The SOAR journey begins in Early Learning, where children as young as three explore and build confidence in natural environments close to home.

As students grow, local exploration develops into overnight experiences, adventure activities and increasingly independent journeys.

SOAR follows a structured progression. Younger students begin with exploration, curiosity, play and connection, gradually learning to manage their belongings, spend time away from home and participate in shared outdoor experiences.

In later years, students take greater responsibility for planning, equipment, food, navigation, group decisions and leadership. By Years 9 and 10, they undertake increasingly self-reliant, lightweight and minimal-impact journeys.

Yes. Variety is one of SOAR’s strengths.

Across the program, students may experience bushwalking, camping, climbing, paddling, cycling, navigation, environmental learning, team challenges and other outdoor pursuits. Activities vary according to age, learning objectives, seasonal conditions and program design.

This variety helps students discover new interests and experience challenge, adventure and connection with nature in different ways.

Tasmania is not simply the setting for SOAR; it is an important part of the learning.

Its forests, coastlines, rivers, mountains, wetlands and changing conditions provide an exceptional natural classroom. Students develop adaptability, environmental responsibility and a stronger sense of what it means to belong to and care for an island community.

The SOAR journey also extends beyond Tasmania through the Year 6 Canberra program, broadening students’ perspectives and encouraging them to apply the confidence, independence and skills developed closer to home.

Through SOAR, students build a lasting connection with Tasmania and learn to experience natural environments responsibly.

CHALLENGE, CONFIDENCE AND INCLUSION

Challenge is purposeful and appropriate to each student’s age and experience.

It might mean spending a night away from home, carrying a pack, trying a new activity, leading a group or continuing when conditions become uncomfortable.

The aim is to help students move beyond the familiar with the preparation and support needed to grow—not to make experiences unnecessarily difficult.

No. Challenge is personal.

Students arrive with different experiences, abilities and levels of confidence. Staff support each student to participate meaningfully, recognising that success may be asking for help, supporting someone else, trying something new or persisting when something feels difficult.

Feeling nervous before an unfamiliar experience is understandable.

Staff explain what to expect, teach the required skills and use encouragement, familiar routines and supportive relationships to help students take manageable steps towards greater confidence.

Families are encouraged to share concerns early so appropriate support can be planned.

Students do not need previous outdoor experience or a natural love of camping to benefit from SOAR.

Skills are taught and practised before greater independence is expected. SOAR is about growth, participation and discovery—not arriving with experience already developed.

The College seeks to support every student to participate safely and meaningfully.

Families are encouraged to discuss support needs with the College as early as possible. This allows staff to consider the environment, activities, equipment, staffing and reasonable adjustments that may be required.

Plans are developed with families, relevant College staff and, where appropriate, external professionals. Adjustments depend on the individual student and the nature of the program.

SOAR is primarily collaborative rather than competitive.

Some activities may involve goals or friendly competition, but the emphasis is on personal growth, teamwork and collective responsibility. Students learn that a successful group communicates well and helps every member contribute.

Yes. All students from Early Learning to Year 10 are expected to participate in SOAR as a core part of the Scotch Oakburn learning program.

SAFETY, STAFFING AND CARE

Safety is considered throughout the planning and delivery of every SOAR experience.

Programs include documented planning, risk assessment, appropriate supervision, communication and emergency arrangements. Activities and locations are selected with regard to students’ age, capabilities, learning needs and anticipated conditions.

Outdoor experiences cannot be entirely without risk. SOAR helps students learn to understand and manage risk responsibly within carefully planned environments.

SOAR experiences are led by caring professionals with skills, experience and qualifications appropriate to their roles and the activities undertaken.

Programs may involve the College’s Camps and Activities team, teaching staff and suitably qualified external specialists. Responsibilities are clearly established so students are supported by adults who understand the activity and the group.

The College uses established planning and due-diligence processes when selecting activities, environments and external providers. Qualifications, experience, risk-management practices, equipment, supervision and emergency procedures are considered.

Where applicable, programs follow recognised industry standards and activity-specific good practice, including the Australian Adventure Activity Standard framework. Families receive specific information where a program involves an accredited venue, specialist provider or particular activity requirements.

Tasmania’s changing conditions are part of the reality and educational value of learning outdoors.

Weather forecasts and site conditions are monitored before and during programs. Activities, routes or timing may change where necessary, with decisions based on the safety and wellbeing of the group.

Students learn that good outdoor leadership requires preparation, flexibility and sound decision-making.

Staff follow established first-aid, communication and emergency-response procedures.

Depending on the circumstances and location, this may include first aid, monitoring, consultation with medical professionals, contacting parents or carers, modifying participation or arranging further care.

Families are asked to provide complete and current medical information to support this planning.

Families receive program-specific contact and emergency information before departure.

The College contacts families where required, particularly when there is a significant change, health concern or decision affecting an individual student. Communication may be limited in remote environments, but appropriate arrangements form part of program planning.

PREPARATION AND PRACTICAL INFORMATION

Yes. All camps planned for 2026 will proceed as scheduled. The new SOAR program will commence in 2027.

Preparation is part of the learning.

Depending on the experience, students may learn about clothing, equipment, packing, food, weather, navigation, group expectations, minimal-impact practices and personal wellbeing. Responsibility for planning and decision-making increases with age.

Families receive practical information before each major experience.

Requirements vary by age group, environment and activity. Families receive a program-specific equipment list in advance.

The College explains what is provided, what may be borrowed and what families need to supply.

Core SOAR experiences are an important part of the Scotch Oakburn learning journey, and students are expected to participate wherever reasonably possible.

Families should raise any circumstances that may affect participation early, allowing time to consider appropriate support, adjustments and the best way forward.

GROWTH AND LEARNING

SOAR gives students authentic opportunities to practise the Scotch Oakburn Learner Attributes.

Students demonstrate courage when attempting something unfamiliar, collaboration when supporting their group, self-regulation when managing themselves and their belongings, agility when plans change, and ethical decision-making when caring for people and places.

Curiosity, compassion, inclusivity, innovation and effective communication also develop through experiences in which students’ choices have genuine consequences.

Growth may be seen in greater confidence, improved organisation, stronger communication, willingness to contribute, thoughtful leadership or a more constructive response when plans change.

Through observation, conversation and reflection, staff help students understand what each experience has taught them about themselves and others.

Students may discover a new interest, strengthen a friendship, appreciate Tasmania differently or realise they are capable of more than they expected.

Across the full journey, SOAR seeks to develop compassionate, confident and capable young people who approach challenge thoughtfully, contribute to their communities and care for the natural world.