Outdoor Education
Scope and sequence
For examination in 2014
2008/37188[v7]
Outdoor Education: Scope and sequence
For examination in 2014
1
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2
Outdoor Education: Scope and sequence
For examination in 2014
Outdoor Education—Scope and sequence of content
UNIT PA
Becoming familiar with
the outdoors
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors


UNIT 1B
Facing challenges in
the outdoors
UNIT 1C
Building confidence in
the outdoors
UNIT 1D
Outdoor leadership
Outdoor experiences
Planning


equipment lists for
expedition
use of available
resources to gain
knowledge about a local
natural environment
such as the beach,
marine park, bushland
conservation reserve
and national park.
tools used to assist in
personal preparation
including equipment
lists, menu plans and
itinerary.
aspects of expedition
planning to assist in
personal preparation
 pre- and postEuropean history of
the area
 information about
features of the
natural environment
 map showing route
 schedule
 equipment lists
(including first aid
kit)
 menu
 standard operating
procedures
 minimum impact
practices
 environmental
management rules.


aspects of expedition
planning to assist in
personal preparation
 pre- and postEuropean history of
the area
 features and
relationships
between parts of the
natural environment
 weather information
 personal and group
goals
 map showing route
 schedule
 fitness preparation
 equipment lists
 menu
 standard operating
procedures
 minimum impact
practices
 relevant
environmental
management plans
of the area
fitness preparation for
outdoor adventure
activity
 identification of
relevant
components of
fitness
 fitness goals
 fitness program
design.
Outdoor Education: Scope and sequence
For examination in 2014

aspects of expedition
planning to assist in
personal preparation
 pre- and postEuropean history of
the area
 features and
relationships
between parts of the
natural environment
 weather forecasting
 personal and group
goals
 schedule, maps
showing route and
expedition route
cards
 fitness preparation
 equipment lists
(including first aid kit
contents)
 menu
 Risk Analysis
Management
System (RAMS)
and subsequent
standard operating
procedures
 emergency
procedures
 leadership
responsibilities;
prior, during and
post shared
leadership
experience
 minimum impact
 relevant rules
related to the use of
the area.

aspects of expedition
planning to assist in
personal preparation
 pre- and postEuropean history of
the area
 features and
relationships
between parts of the
natural environment
 weather forecasting
 personal and group
goals
 schedule
 fitness preparation
 expedition route
(map and route
cards)
 equipment lists
 menu
 risk assessment
 emergency
procedures
 leadership
responsibilities
 minimum impact
 relevant rules
related to the use of
the area.
3
UNIT PA
Becoming familiar with
the outdoors
Skills and
practices





essential skills in an
outdoor activity
combine essential skills
introduction to maps
including definition and
characteristics, and
drawing simple maps
preparing, packing, and
storing food in the
outdoors
selection of an
appropriate location to
eat.
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors






essential skills in an
outdoor activity
combine essential skills
introduction to
navigation including
how a compass works,
finding direction and
using a map to navigate
basic roping skills
including tying common
knots
putting up and using a
tent.







4
technique development
of a variety of skills in
an outdoor adventure
activity
strategies to improve
own performance in an
outdoor adventure
activity
tying common knots
 reef
 figure eight
 bowline
 clove hitch
 figure eight on the
bight and follow
through
 round turn and two
half hitches
setting of ropes
types and care of ropes
roping skills relevant to
the outdoor activity, first
aid and
excursion/expedition
types of maps, features
of maps, using a map to
navigate and
introduction to
compasses
generic expeditioning
skills
 campsite selection
 shelter construction
 cooking
 hygiene
 water treatment.
UNIT 1B
Facing challenges in
the outdoors




technique development
of a variety of skills in
an outdoor adventure
activity
apply strategies in
response to a range of
situations in an outdoor
adventure activity
roping skills relevant to
the outdoor activity,
basic outdoor first aid
and camping
basic skills of
navigation: natural
indicators of direction,
using a map/chart to
navigate and feature
based navigation.
Outdoor Education: Scope and sequence
For examination in 2014
UNIT 1C
Building confidence in
the outdoors






technique development
of a variety of skills in
an outdoor adventure
activity
strategies to solve
problems in an outdoor
adventure activity
roping skills relevant to
the outdoor activity and
basic emergency
response
survival skills to meet
basic human
requirements
combine map/chart and
compass skills specific
to selected activity
construction of simple
expedition route cards.
UNIT 1D
Outdoor leadership




technique development
of a variety of skills in
an outdoor adventure
activity
implement strategies to
solve specific problems
in an outdoor adventure
activity
roping skills relevant to
outdoor activity and
advanced emergency
response
position finding through
triangulation and
practical feature based
navigation.
UNIT PA
Becoming familiar with
the outdoors
Safety


keeping warm, keeping
cool, reducing exposure,
keeping hydrated and
fuelled in the outdoors
definition and importance
of safety.
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors




wearing comfortable and
suitable clothing
behaviours and
equipment to increase
comfort in the outdoors
introduction to risk
 definition
 awareness of
 identification
 danger.





definition and
importance of personal
comfort
safe practices and
safety guidelines
relevant to outdoor
activity
equipment and
behaviour necessary
for personal protection
from environmental
conditions and hazards
related to the activity
such as wearing a
helmet and seeking
shade
identification and
treatment of common
outdoor
illnesses/injuries
selection and packing
of essential first aid
equipment including
bandages, applications,
medication and tools
completion of medical
forms.
UNIT 1B
Facing challenges in
the outdoors



role and importance of
risk-taking and challenge
in outdoor education
definition of risk,
adventure, peak
experience, challenge,
chance, competence,
and danger
simple risk assessment
and management
models
 traffic light
 Smartmove.
UNIT 1C
Building confidence in
the outdoors





Outdoor Education: Scope and sequence
For examination in 2014
principles of risk
management:
identification of hazards,
assessment of risk,
consideration of social
and physiological factors
and risk reduction
strategies
use a Risk Analysis
Management System
(RAMS) form to assess
and manage risk while
on expedition
key aspects of current
outdoor education and
recreation activity
guidelines in Western
Australia
 Department of
Education (DoE)
procedures and
guidelines
 Adventure Activity
Standards (AAS)
steps for emergency
response/accident
management
 primary and
secondary patient
assessment
 treatment
 monitoring
emergency procedures
for expedition group and
logistical support.
UNIT 1D
Outdoor leadership





use simple risk
assessment and
management models for
a group while on
expedition
purpose, construction
and completion of
accident report forms
emergency response:
search, rescue and
evacuation
basic and technological
signalling methods used
in an emergency
response
 whistle
 fire
 sand drawing
 satellite phones
 flares
 emergency position
indicator radio
beacon (ePIRB)
 personal locator
beacon (PLB)
 radio
introduction to local and
national emergency
services.
5
UNIT PA
Becoming familiar with
the outdoors
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors


UNIT 1B
Facing challenges in
the outdoors
UNIT 1C
Building confidence in
the outdoors
UNIT 1D
Outdoor leadership
Self and others
Personal skills




definition of self-concept
definition of and
awareness of personal
skills
personal reflection such
as recalling events
use of a logbook to
record events.


awareness of individual
strengths and
weaknesses
recalling events and
recording thoughts
use of a logbook/journal
to record events and
personal reflection.


Working with
others


definition of
communication and
ways to communicate
effectively
developing
communication skills
including
communicating clearly
and using active
listening.

introduction to
cooperation and
collaboration.



definition of selfawareness, selfappraisal, goal setting,
time management,
flexibility, monitoring,
reflection, commitment
definition of self-concept
and identifying personal
strengths and
weaknesses
entering details of, and
reflecting on an
experience in a
logbook/journal.

definition of
communication skills,
assertion, cooperation,
collaboration, problemsolving, and negotiation
types of communication
skills and active
listening
characteristics and
functions of an effective
group.





time management and
goal setting skills
use of a logbook/journal
during an outdoor
adventure experience
and answering
debriefing questions
afterwards.

assertion, cooperation
and collaboration skills
group goals for an
outdoor experience
introduction to group
dynamics
ground rules for
effective group
operation.






6
Outdoor Education: Scope and sequence
For examination in 2014
flexibility and monitoring
skills, self-efficacy, selfdetermination and
motivation
methods of selfreflection
 journal writing
 using a
questionnaire.

problem-solving,
decision-making and
conflict resolution skills
setting group goals
responsibility for self
and others in a group
stages within
Tuckman’s model of
group development
 forming
 storming
 norming
 performing
 adjourning
strategies for building
effective group
relationships/group
roles.




commitment, tolerance
and resilience skills
reflective tools used for
self-appraisal
 performance ratings
 Johari Window
 self-debrief.
conflict management
skills
evaluation of group
performances
negotiation strategies
for building and
maintaining effective
groups.
UNIT PA
Becoming familiar with
the outdoors
Leadership


introduction to
leadership: awareness
of, definition and
function
introduction to
leadership qualities.
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors



identification of
leadership qualities in
others
identification of personal
leadership qualities.


UNIT 1B
Facing challenges in
the outdoors
generic leadership
qualities
 trustworthy/honest
 fair
 open
 instils confidence in
others
 good listener
leadership qualities in
significant others related
to the outdoors such as
Sir Edmund Hillary,
Steve Irwin and Dian
Fossey
purpose of and what is
contained in an activity
briefing.

definition of ecological
terms
 ecosystem
 abiotic
 biotic
 trophic levels
 producers
 consumers
 decomposers
 flows
 food webs
abiotic and biotic
features of natural
environments within a
local natural
environment.



characteristics of
designated, emergent,
elected and shared
leaders
autocratic, democratic
and abdicratic
leadership styles
purpose of an activity
debriefing and what is
expected of the
participants.
UNIT 1C
Building confidence in
the outdoors





UNIT 1D
Outdoor leadership
characteristics of telling,
selling, testing,
consulting, joining and
task vs. people oriented
leadership
autocratic, democratic
and abdicratic
leadership styles
linking leadership styles
to Tuckman’s stages of
group development
participating in shared
experiences in outdoor
leadership to lead and
facilitate a briefing and
debriefing
self-reflection on
leadership.

features and
relationships in the
natural environment of
the expedition area
components of
weather
 wind
 clouds
 precipitation
 temperature
 air pressure
identification of local
seasonal weather
patterns
weather forecasting
using synoptic charts
and climatic averages.


leading a briefing and
debriefing session
appraisal of own and
others’ leadership in a
debriefing session.
Environmental awareness
The
environment




basic knowledge of
features of the natural
environment of the
expedition area
introduction to the
wind, rain, clouds, and
temperature as
components of
weather
local seasonal weather
patterns
basic weather
forecasting using
weather maps and
climatic averages.

identification of local
plants and animals
using field guides.




abiotic and biotic
features of a local
natural environment
relationships between
features within a
natural environment
synoptic charts and
what they show.
Outdoor Education: Scope and sequence
For examination in 2014





features of the natural
environment of the
expedition area
weather forecasting
using natural indicators
while in the natural
environment
 clouds
 wind
 animal behaviour.
7
UNIT PA
Becoming familiar with
the outdoors
Relationships
with nature



differences between
natural and man-made
characteristics of
nature
introduction to ‘Leave
No Trace’ principles.
UNIT PB
Being active and confident
in the outdoors
UNIT 1A
Experiencing the outdoors




personal responses to
nature
developing a
relationship with a local
natural environment
how to reduce impact
on the environment
every day.




definition of nature and
natural environments
motivations for
seeking outdoor
experiences
characteristics of
natural environments
that people seek
human responses to
nature such as fear,
appreciation, awe,
contemplation
introduction to ‘Leave
No Trace’ principles.
UNIT 1B
Facing challenges in
the outdoors





Environmental
management

recognition of signs and
symbols used to
educate people about
rules and regulations
with using certain local
natural environments.


rules and regulations
associated with using
certain local natural
environments
definition and purpose
of national parks and
marine parks.



8
WA environmental
management
departments and other
local
agencies/organisations
 DEC (Department of
Environment and
Conservation)
 Botanical Parks and
Gardens
 Rottnest Island
Authority
WA land management
classifications
 national parks
 conservation parks
 nature reserves
 state forests
 marine parks
associated rules,
regulations and
guidelines for using a
managed area for
specific outdoor
activities.



UNIT 1C
Building confidence in
the outdoors
portrayals of nature
culturally and in the
media
personal responses to
risk in outdoor
experiences
role of technology in
managing risk
language used to
describe human–
nature relationships
 acquaintance
 friend
 sibling
 intimate partner
ways in which humans
value nature
application of the
‘Leave No Trace’
principles.

introduction to
conservation and
biodiversity
impact of humans on
natural environments
awareness of strategies
used to manage specific
environments such as
management plans.

Outdoor Education: Scope and sequence
For examination in 2014




UNIT 1D
Outdoor leadership
individual, community
and large scale effects
of natural change
changes in the ways
humans have valued
nature over time
commercial,
recreational,
conservational and
human activities that
alter places
application of ‘Leave
No Trace’ principles.

definition of
sustainability
sustainability issues
 rare and
endangered species
 renewable
resources.






technology and the
environment
 improvements to
equipment
 electronic
equipment
the impact of
urbanisation and
changing lifestyles
minimising human
impact on nature
concept of wilderness
application of ‘Leave
No Trace’ principles.
sustainability projects
 wetlands
sustainability
 Coastcare
 Clean Up Australia
Day
 tree planting
 cave restoration
 Friends of the
Bibbulmun Track
 snorkel trail
restoration
responsibility of
individuals,
communities,
governments and
industry for the
environment.
UNIT 2A
Being responsible
in the outdoors
UNIT 2B
Attaining independence
in the outdoors
UNIT 3B
Developing and facilitating
outdoor experiences
UNIT 3A
Outdoor program development
Outdoor experiences
Planning



Skills and
practices



introduction to Maslow’s Hierarchy of
Needs

physiological needs

safety needs

love/belonging needs

esteem needs

self-actualisation
relationship between physiological and
safety needs (Maslow’s Hierarchy) and
personal preparation for outdoor
experiences
considerations for selecting equipment
relevant to expedition area

location

duration

terrain

anticipated weather conditions

food and fluid requirements.

technique development of an increasing
repertoire of skills in an outdoor
adventure activity
map/chart reading skills

identifying features

interpreting and applying scales

using grid references

using contour lines

taking a bearing

travelling on a bearing

calculating back bearings and
magnetic variation
purpose and elements of a simple route
plan

destination and distances

times

terrain

stages/check points.








expedition planning considerations

research into expedition area
(Aboriginal and European history,
flora and fauna, weather data)

overview of expedition

participant information

group and personal SMART goals

schedule

fitness needs

leadership

route planning

simple risk assessment model

minimum impact practices

equipment and menu planning
considerations for selecting appropriate
expedition equipment for specific
environments and activities.

matching and adjusting skills and
techniques in changing situations in an
outdoor adventure activity
care/maintenance of ropes
qualities of an effective knot
types of knots related to
campcraft/shelter construction

reef

figure eight

bowline

clove hitch

figure eight on the bight and follow
through

round turn and two half hitches

double fisherman’s
applying roping skills to outdoor
activities
navigational strategies including aiming
off and use of attack points and
handrails
construction and use of detailed
expedition route cards which include
elevation data and evacuation points.





the impact of lower order needs from
Maslow’s hierarchy on program
development

physiological needs

safety needs

love and belonging needs

esteem needs
logistical aspects of expedition planning
to assist in group preparation

budget

transport

accommodation

equipment bookings

relevant correspondence

communications

emergency response

support crew.

skills, techniques and strategic
responses in varied and changing
situations in an outdoor adventure
activity
skills specific to outdoor activity and
emergency response
use of triangulation to accurately locate
position
description and function of global
positioning systems (GPS).

Outdoor Education: Scope and sequence
For examination in 2014

elements of outdoor programs with
specific foci

recreational

developmental

environmental

educational

therapeutic/redirectional (at risk)

physical

spiritual relationship
aspects of planning (participant, group,
logistic) to assist in preparing to run an
effective outdoor experience for a group
with a specific focus.
matching and adjusting skills, strategies
and techniques in changing situations in
an outdoor adventure activity.
9
UNIT 2A
Being responsible
in the outdoors
Safety




10
definitions of relevant risk management
terminology

risk

challenge

hazards

danger

misadventure

risk management
principles of risk management

identification of risks

causal factors (people, equipment,
environment)

types of risk (absolute, perceived,
real)

assessment of risk (high/low
likelihood; high/low occurrence)

risk management/reduction
strategies

social and psychological factors
contributing to risk

monitoring/evaluation of risk
management plan
steps for emergency response/accident
management

surveying the scene

primary survey

secondary survey

patient assessment and monitoring

documentation/accident report
forms
signalling methods used in an
emergency

whistle

fire

sand drawing

mobile and satellite phone

flare

personal locator beacons (PLB) and
emergency position indicating radio
beacons (ePIRB)

radio

hand and/or arm signalling.
UNIT 2B
Attaining independence
in the outdoors



apply a Risk Analysis Management
System (RAMS) to a specific activity
methods and procedures for conducting
a search and evacuation

search organisation

stages of a land search
(reconnaissance, rapid comb, line
search)

types of searches

evacuation procedures (immediate
and pre-warned)
cause and prevention of hypothermia
and hyperthermia, signs and symptoms
and treatment at various stages of the
condition.
UNIT 3B
Developing and facilitating
outdoor experiences
UNIT 3A
Outdoor program development



apply a Risk Analysis Management
System (RAMS) with the following
features, to a specific outdoor
activity/situation

causal factors (people, equipment,
environment)

risk management strategies
(specific to causal factors)

identification of relevant industry
standards

recommended policies and
guidelines

key skills required by staff

recommended course of action
key aspects of the Western Australia
Department of Education Outdoor
Education and Recreation procedures
and guidelines

identifying risks

supervision strategies

qualifications of instructors

information to be provided to
parents/ guardians

emergency response planning

communication strategies
definition and purpose of the Adventure
Activity Standards (AAS).
Outdoor Education: Scope and sequence
For examination in 2014



the importance of the concepts of peak
experience, adventure and misadventure
components of the Adventure
Experience Paradigm

exploration and experimentation

adventure

peak adventure

misadventure

devastation and disaster
review of relevant emergency
procedures in preparation for expedition.
UNIT 2A
Being responsible
in the outdoors
UNIT 2B
Attaining independence
in the outdoors
UNIT 3B
Developing and facilitating
outdoor experiences
UNIT 3A
Outdoor program development
Self and others
Personal skills




Working with
others


definition of experiential learning and
reasons why it is effective
definitions of flexibility, monitoring,
commitment, time management and
decision-making skills and their
relevance to outdoor education
steps in decision-making

identifying the problem

gathering information

exploring options

evaluating the outcome
personal reflective journal writing skills.

stages within Tuckman’s model of group
development

forming

storming

norming

performing

adjourning
skills for building group relationships

communication

active listening

assertiveness

negotiation

conflict resolution.


use of journal writing, questionnaires,
ratings, video, interviews, debriefings
and solo time to self-appraise personal
skills
components of the Johari Window and
how the model is applied to illustrate and
improve self-awareness.





use of journal writing, questionnaires,
ratings, video, interviews, debriefings
and solo time to self-appraise
interpersonal skills
peer and self-evaluation of performance
within a group
responsibilities of group members during
a debrief

contributing

accepting others

refraining from judgements

following group norms

using active listening skills

feedback

problem-solving.


tools and processes for the observation
and analysis of personal skills in others

group/peer or personal reflection

questioning

performance rating

video
Kolb’s model of experiential learning
including the four stage cycle of learning
and characteristics of converger,
diverger, assimilator and accommodator
learning styles
stages within Joplin’s model of
experiential learning.

outdoor experience facilitation skills

establishing ground rules including
single speaking, non-violent,
freedom to participate,
responsibility of group members,
and ensuring confidentiality

valuing responses

asking open ended questions

using active listening

decision-making and problem
solving

controlling the discussion.
tools and processes for the observation
and analysis of interpersonal skills in
others and group performance

peer review

questioning

performance rating

video
advantages, disadvantages and
appropriate situations to use
withdrawing, forcing, compromising,
soothing and confronting conflict
management techniques.

tools and processes to assist in the
development of interpersonal skills and
enhance group performance in others

coaching

reflection

videography

scenarios.
Outdoor Education: Scope and sequence
For examination in 2014
11
UNIT 2A
Being responsible
in the outdoors
Leadership






attributes of trait, behavioural,
situational, transformational, and
transactional leadership theories
characteristics of telling, selling,
delegating, testing, consulting and
joining leadership methods
characteristics of task and people
oriented leadership
linking leadership styles to stages of
group development
parts of a briefing session including full
value contracting, goal setting and
framing the experience
personal skills in delivering a briefing

establishing authority

building relationships

listening

competence in speaking publicly.
UNIT 2B
Attaining independence
in the outdoors



UNIT 3B
Developing and facilitating
outdoor experiences
UNIT 3A
Outdoor program development
generic, specific and metaskills for
effective outdoor leadership
advantages and disadvantages of
shared outdoor leadership during an
expedition
evaluating performance in activity
briefings and personal leadership using
self, peer and written methods.

similarities and differences between
natural environments of two expedition
areas
use of synoptic charts to forecast
anticipated weather conditions for
expedition
weather forecasting while in the natural
environment using natural indicators

clouds

wind

temperature

animal behaviour.


tools and processes for the
observation and analysis of leadership
skills in self and others

self and peer review

questioning

performance rating

video
purpose and phases of a debrief

what happened?

so what?

now what?

participation in practical environmental
interpretive activities.


construction of, and strategies for
evaluating a debrief

reflective questions

checklists

peer review
facilitation of an expedition/outdoor
experience.
Environmental awareness
The
environment



12
relationship between abiotic and biotic
components of the natural environment
features of weather

wind

clouds

precipitation

temperature

air pressure
features of synoptic charts

isobars

low and high pressure systems

fronts

ridges

troughs

wind direction and speed

rainfall.



Outdoor Education: Scope and sequence
For examination in 2014
facilitation of environmental interpretative
activities.
UNIT 2A
Being responsible
in the outdoors
Relationships
with nature




Environmental
management


UNIT 2B
Attaining independence
in the outdoors
factors influencing peoples’
relationships with nature

weather

seasons

urban versus rural landscapes

natural disaster (drought, flood,
fire)

differences in beliefs and values
of urban and rural dwellers
effect of technology on an individual’s
outdoor experience
role of technology in mediating human
relationships with natural environments
in relation to personal comfort levels,
risk taking and types of equipment
introduction to ‘Leave No Trace’
principles to develop minimum impact
practices related to specific outdoor
activities and the natural environments
in which they are performed.

definition of environmental sustainability
and examples of individual, community
and global practices which contribute to
sustainability
examples of local WA environmental
management strategies

prescribed burning

Back from the Brink

Western Shield

Project Eden

disease management.


definition of heritage and examples of
Western Australian historical, cultural
and Indigenous heritage sites
strategies to support the application of
‘Leave No Trace’ principles related to
specific outdoor activities and the
natural environments in which they are
performed.




the use of outdoor environments for
recreation purposes versus public
conservation efforts for the benefit of
future generations
examples of strategies used to manage
the following biodiversity issues

salinity

dieback

threatened species

introduced species.
UNIT 3B
Developing and facilitating
outdoor experiences
UNIT 3A
Outdoor program development


relationships of first nation people with
the Australian environment

adapting to the environment

relying on the environment for
survival

use of fire
relationships of early settlers with the
Australian environment

exploitation of land (clearing) and
natural resources (whaling,
timber)

taming/colonising of wild land

exploration of land (minerals and
discovery of new lands, animals
and cultures) and sea
strategies to develop a positive
human–nature relationship

maximising personal comfort
levels

revisiting places

instilling a sense of place

increasing knowledge of the
natural environment.

traditional and present-day
environmental management techniques
and strategies

firestick farming / controlled burns
(fire management strategies)

fish traps/fishing restrictions and/or
permits

sanctuary/national park
management plans
key priorities and goals of ‘Caring for our
Country’

national reserve system

biodiversity and natural icons

coastal environments and critical
aquatic habitats

sustainable farm practices

community skills, knowledge and
engagement

natural resource management in
northern and remote Australia.

Outdoor Education: Scope and sequence
For examination in 2014



strategies to develop positive humannature relationships

experiencing nature

developing skill and competence
in outdoor activities
methods to educate groups about
‘Leave No Trace’ principles

communicating their importance

demonstration/role modelling.
purpose and features of management
plans for national parks and/or
sanctuaries
aims of world heritage and examples of
Western Australian world heritage sites
criteria to achieve a world heritage
listing.
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