This program is offered at TWO locations.

WATTAMOLLA, ROYAL NATIONAL PARK

• The day kicks off with a meet and greet with our enthusiastic Rangers before enjoying an interactive and engaging presentation.
• Students are divided into their groups of approximately 30 students and are allocated a Ranger guide for each activity.
• Students participate in Dip Net Fishing.
• Students participate in Bush Walk.
• Students participate in Bug Catching.
• Students participate in Beach Animal Habitats.
• Full Day Excursion (4 Hours) 10am – 2pm
• Up to date Working with Children Check, Risk Assessment and Certificate of Currency provided.

NIELSEN PARK, VAUCLUSE

• The day kicks off with a meet and greet with our enthusiastic Rangers before enjoying an interactive and engaging presentation.
• Students are divided into their groups of approximately 30 students and are allocated a Ranger guide for each activity.
• Students participate in Bush Walk.
• Students participate in Beach Animal Habitats.
• Students participate in Bug Catching.
• Full Day Excursion (4 Hours) 10am – 2pm
• Up to date Working with Children Check, Risk Assessment and Certificate of Currency provided.

Syllabus Outcomes Addressed:

• GE2-1 examines features and characteristics of places and environments
• GE2-2 describes the ways people, places and environments interact
• GE2-3 examines differing perceptions about the management of places and environments
• GE2-4 acquires and communicates geographical information using geographical tools for inquiry

Syllabus Content Focus:
The Australian continent

Students:

• investigate Australia’s major natural and human features for example: (ACHGK014, ACHGK015)
• description of natural features of Australia eg deserts, rivers, mountains

Climate of places

Students:

• investigate the climates and weather of different places (ACHGK017)

Similarities and differences between places

Students:

• investigate the settlement patterns and demographic characteristics of places and the lives of the people who live there, for example: (ACHGK019)
• examination of the varying settlement patterns and demographics of places

Perception and protection of places

Students:

• investigate how the protection of places is influenced by people’s perception of places, for example: (ACHGK018)
• description of how and why people perceive places differently
• discussion of how people’s perceptions influence the protection of places in Australia e.g., national parks, world heritage sites

 Key inquiry questions:

• How and why are places similar and different?
• What would it be like to live in a neighbouring country?
• How do people’s perceptions about places influence their views about the protection of places?

At school, Jamie always had to study harder than the average student. He was a visual learner who struggled concentrating when learning from whiteboards and textbooks in the conventional classroom. Jamie found practical and hands-on experiences beyond the classroom environment more engaging and valuable for his learning style. This sparked his dream to create an educational tour company where students could excel in an outdoor environment, learning through quality, hands-on and engaging experiences in practical real-life settings.

Jamie studied a Bachelor of Environmental Science/Marine Biology at the University of Technology Sydney. Following graduation, he went on to work as a National Parks Ranger where he gained extensive knowledge and experience.

Jamie later realised that education was his calling, and began Ranger Jamie Tours in the hope that he could revolutionise the school excursion industry. His goal was to create and tailor school excursion programs to cater for all students. Jamie strived to recruit a dedicated and enthusiastic team who believed in delivering engaging, hands-on, quality experiences for all students. With a focus on environmental science, Australian flora and fauna, Australian history, ecosystems and sustainability, he hopes to inspire the next generation towards an environmentally aware and sustainable future.