THE IMPORTANCE OF
MARINE EDUCATION
IN THE AUSTRALIAN
CURRICULUM
by
Kelly Goodingham, Bob Moffatt and Ward Nicholas
Marine Teachers Association of Queensland
Queensland Studies Authority Shared Visions Conference
Thursday 29th April, 10.10 - 11.10
Brisbane Southbank Convention Centre
Marine education*
“Marine education is a study of the cultural, commercial,
environmental and recreational aspects of the sea and
how it is managed.
It can be taught to all ages because we never stop
learning to appreciate and value our aquatic
environment.”
* Source: An Introduction to Marine Studies, 1998 by Tim Ryan (Qld), Mick O’Connor (NSW), Mike
Sudgen (Tas), Greg Wirth (SA), Alan Wolfe (WA) and Bob Moffatt (Wet Paper Publications) and later
adopted by the Qld and Aquatic Practices Syllabus, 2002
This presentation is in 4 parts
1. Marine education history
2. Importance of marine education in schools
3. MTAQ history and achievements
4. Summary of importance of marine education in
schools.
•
The views expressed in this presentation are
held not only by Queensland MTAQ members,
but also by
•
MESA (Marine Education Society of
Australia)
•
NSW and Western Australia MTA’S
•
Other marine educators in Australia, for
example
 Surfrider Foundation
 Australian Marine Conservation Society
1. History of Marine Education
A complete history is beyond the scope of this
presentation.
•
However the following slides may give an insight
into how the subject started and why it is so highly
valued by those who teach it
•
A detailed account is on our web page in our
ACARA submission
Friday 9th October 2009 News.
www.marineteachers.org.au
Marine Education began in Australia in 1979 in Tasmania
and Queensland and gathered pace in the early 1980’s.
•
Groups of teachers in Queensland, NSW and WA
were already incorporating marine education into
Science (Multi-Strand Science) and Nautical
Studies in the late 1970’s
•
The subject in Qld was born out of a State run
assessment system that had difficulty moderating
exam questions in
• Navigation
• Snorkelling
• Boating and
• Marine communications
•
However it was not until 1985 that a syllabus was
considered by the Board of Secondary School
Studies
•
It took three years* to get a version approved for
trial largely due to support from Education
Queensland who wrote their own Marine
syllabuses.
*Stiff resistance came from academics who failed to see the rigor the
subject had to offer and other subject areas who could see the
natural attraction of students to the subject. All credit to John Pitman,
Jim Leach and Cyril Connell for making it happen in the 1980’s
Education Queensland wanted to give students the
opportunity to
•
study a syllabus with topics which were
dedicated to practical content with
academic rigor that gave the students a
reason to come back to school to complete
years 11 and 12
Some examples:
Mathematics and Numeracy
(Navigation)
Human Biology (Snorkelling)
English and Literacy (All topics)
Technology (Powerboating)
Mathematics and Numeracy (Navigation plus others)
•
Though this is covered in the Mathematics A
syllabus, Marine Studies users a very real life
approach.
•
Number relationships and calculations are learnt
by plotting courses on waterways that students
physical travel while boating.
•
Confidence was gained by
 Arriving safely at a place on a chart, on time,
having navigated physical hazards
 The rigor in the subject was evident as the
course progressed
Human Biology (Snorkelling* plus other topics)
•
Structure and function of the ear
•
Understanding was gained by
 Studying physics and physiology topics
related to snorkeling.
 An example: Equalizing the ear at depth
and relating it to knowledge of pressures
in the middle ear and Eustachian tube
 Sea sickness and relating to knowledge of
semicircular canals
*As a teacher what is a better way to start human physiology?
•
Today we are going to learn about the physiology of the human ear or
•
Today we are going snorkelling and we will investigate the effects of pressure on the physiology
of the human body
English and Literacy (Marine radio
communications, Marine Management and many
others)
•
Speaking clearly
•
Literacy's of Science
•
Presentations to a group
•
Assessment based on article appraisal, Scientific
reports, essay writing, extended experimental
investigations, etc.
•
A simple example

Using a radio microphone to communicate safety details
before a boating voyage

Management assignments/power-points, oral
presentations to communicate a personal marine issue
to a target audience.
Technology (Power boating and other topics)
•
Systems and subsystems in design
•
Establishing Aquaculture systems
•
Using ICTs including data loggers, video
conferencing, digital microscopes, etc.
•
Example: Starting an outboard motor

The student needs to understand the
interconnectedness of the following systems
safety, propulsion, fuel, ignition, cooling, and
electrical systems to operate a motor correctly and
safely.

If the motor does not start the student has to
analyze the system and make decisions based on
sub system knowledge
•
Marine studies introduces life skills that 15 - 17 year
olds can value.
•
Through this process the students want to come to
school in years 11 and 12. (Earlier in some cases)
•
The students can see a purpose in learning higher
order skills such as
•
information processing and reasoning
•
performing integrated skills tasks
So Marine Education provides:
•
a unique opportunity for students to gain
recreational and commercial qualifications at
school
•
while studying academically challenging
content required for University entry.
For example students studying
•
Navigation and Marine Communications can gain a
TAFE navigation certificate and a AMSA radio
operators tickets that can count towards a commercial
coxswains ticket
•
Snorkelling can progress and include a recreational
diving and first aid certificate
•
Power boating can gain a recreational Boatsafe licence
or commercial competencies in 3 national MEM boating
modules
Typically students are also able to participate in
community based or commercial marine programs
including:
•
Reef guardians
•
Coral watch
•
Waterwise
•
Aquaculture
•
Thus providing an opportunity to educate the
whole person
•
Other Marine Education topics provide the
opportunity of students to study academically
challenging content required for University
entry
•
As an example
•
Physics
•
Earth Science
•
Chemistry
•
Marine Biology
•
Aquaculture
Physics and Earth Science
•
In a 7-8 week unit on beaches, students could study:
 Wave motion, refraction patterns forces on sand
dune systems, erosion
 Ocean currents, tides and rips
 Tides and storm surges
 Wave speed calculations
 Tsunami wave speed calculations
 Surfing predictions of swell direction and arrival
•
This provides the opportunity for project assessment on
beach protection needed for predicted sea level rises
and the intelligent design of sand dune systems
Chemistry
•
In a 7-8 week unit on water quality and aquaculture,
students could study:
 Composition and properties of sea water
 Measurements of salinity, dissolved oxygen,
turbidity, temperature, pH, nitrates, phosphates
 Application for growth of aquaculture organisms
 Field work on aquaculture farm
•
This provides the opportunity for project assessment
on aquaculture farm design and management,
conservation restraints, financial viability and product
export.
Biology
•
In a 7-8 week unit on reef ecology and management,
students could study:
 Reef ecology
 Contemporary issues of coral bleaching, data
collection and coastal zone protection
•
This provides the opportunity for practical conservation
projects - involvement in volunteer programs, waste
and energy reduction in the home, communication of
topic to local community, awareness of emissions or
carbon trading schemes and willingness* to accept it.
*20 years ago we wasted water, now through education Australians know how to save it. We also have an
attitude that accepts a vote for legislation that is going to charge us 20 times more than in 1990.
It is no wonder then that of the 3400 high schools in
Australia, over 1200 (representing 34% of all
schools)* are now teaching marine studies from a
State approved syllabus
*Source State Ed Departments NSW, Qld, WA, SA, Tas, Marine Teacher Associations NSW, Qld, WA and
book sales data 1988 - 2010 Wet Paper Publications
2. So why is Marine Education so important for the
Australian curriculum?
A.
Educational rationale
B.
Social and international responsibility
C.
Economic responsibility
D.
Our unique marine environment
E.
Our coastal lifestyle
A. Educational rationale
The protection and safe use of our marine
environment is entirely dependent on the education
of the user groups.
As the marine environment becomes larger and
more threatened, education and awareness become
even more vital. (coral sea fisheries)
•
On the sixteenth of November 1994,
Australia more than doubled its size with
the proclamation of the Exclusive
Economic Zone (EEZ)
•
In April 2008 the United Nations granted us
an additional 2.5 million square kilometres
of EEZ seabed making more sea than
land!
•
The total area of the continental shelf around
Australia is 14.8 million square kilometres.

We have approximately 12,000 islands and 783
major estuaries.

Many rivers have been pronounced "almost
dead“. Education and preventative treatment are
the only hope to save these precious catchment
areas.
•
There is an urgent need to lift the level of
awareness of the marine environment within the
general public, and this is delivered at home and
schools
•
The EEZ should have the same comprehensive
treatment in schools as its land mass equivalents.
Examples:

Aquaculture vs Agriculture

Fishing vs Forestry etc
•
The Federally Funded State of our Marine
Environment (SOMER* reports) in 1995 stated
that

"most Australians leave school with little more
than a basic understanding of the sea and the
important issues affecting the marine
environment”... and concluded that

“ the main source of information about the
marine environment in Australia today is
television".
*http://www.environment.gov.au/coasts/publications/somer
•
The length of the coastline is estimated to be 69,630
kilometres and marine scientists are just beginning to
understand its ecosystems
*
It was said by NASA that more is known of the
moon’s surface than beneath the sea.
•
The rivers of Queensland’s east coast catchments
are estimated to deliver 14 million tones of
sediments to estuaries and coastal marine waters
annually.
•
In NSW, 37% of estuaries have more than half the
land area of their catchments cleared of vegetation.
•
•
The oceans span nearly 75% of the Earth’s
surface and directly produce 70% of the Planet’s
oxygen.
Of the 33 phyla in Australia
 28 are found in the sea
 13 are exclusively marine
•
Australia has the largest area of coral reefs in
the world
•
80% of the known species in southern waters
are endemic
B. Social and international responsibility

The United Nations Convention on the Law of the
Sea (UNCLOS) and the United Nations
Conference on the Environment and
Development (UNCED) are explicit in their
demands for nations to
 prevent, reduce and control degradation of the
marine environment, and to promote the
integrated management and sustainable
development of marine resources
•
Australia is required to manage, research,
develop, preserve and protect the marine
Exclusive Economic Zone (EEZ)
 So it is required to manage and develop
these resources or risk losing them
•
SOMER describes the state of the Australian
marine environment as ‘generally good’.
 “Education is needed to keep it that way
and to address the poor ratings given to
those marine habitats around urban and
industrial areas”
•
There will need to be a national strategy for
economically sustainable development.
 Any such strategy will rely on a well
informed and responsible public.
 It is patently obvious that this will only be
achieved through our education systems
•
Coastal habitats of tropical Australia

For example seagrasses, mangroves, and
fringing reefs are critical to most of the species
that sustain indigenous hunting, recreational
fishing and tourism, and commercial fishing.
•
Australia is also required to manage predicted sea
level rises and changing climate patterns.
 A critical understanding of ocean/land
interactions will be required by future Australian
Scientists
•
Predictions are that with a sea level rise of 0.2m
some Sydney beaches could experience shoreline
erosion up to 22 metres.
•
Rising sea temperatures

Coral bleaching will dramatically affect our coral
reefs

A disintegration of our GBR would change the
face of Queensland forever
•
We would see surf impacting on cane fields
and mangrove ecosystems
•
Sea defence systems would cost the Qld
economy billions
C. Economic responsibility
•
In 2007, the National Oceans Office
estimated that Australia’s marine industries
contributed between $40 billion per year to
the national economy
•
In December 2009, the AIMS Index of Marine
Industry valued it at $48.4 billion
Marine industries recognised by the National Oceans
Office included
1. Fishing
2. Aquaculture
3. Offshore oil and gas
4. Ship building
5. Commercial shipping
6. Tourism and recreation
7. Support for high tech industries and services
1. Australia’s wild fish catch is 400,000 tonnes per
year, worth $3.2 billion with a potential of $5 - 10
billion by the year 2020.
•
It is estimated that the southern bluefin tuna
industry could be worth more than the
Australian beef industry within ten years
•
Australia has the third largest fishing zone in
the world
2. Our new aquaculture industry is estimated to be
worth $1 billion by the year 2020 and is set to be
a major employer in the marine industry.
•
Crayfish, barramundi, scallops, prawns,
oysters, peals, crocodiles, seahorses, salmon,
crabs, silver perch and blue fin tuna are but a
few examples.
•
Our pristine waters are the envy of the world,
yet as a nation we appear to care little for our
waterways and estuaries
3. Oil and gas are worth $12.12 billion per year. 85% of
this comes from offshore.
•
90% of this country’s untapped reserves are in
the EEZ
•
In August 2009, China signed a $50bn contract
for the supply of gas from WA’s N/W shelf
•
Recent research has highlighted the potential for
seabed-based methane hydrates to meet some
energy demands as these may contain over 30
times the existing natural gas resources
worldwide.(Marine Coast and Community
Network - MCCN).
•
The Carnegie Corp estimates that between
Perth and Brisbane there is around 500GW
of recoverable wave energy available in the
oceans,
 This is more than 10 times the current
installed power generation capacity in
Australia (MCCN*).
*Marine Coast and Community Network
4. Over 99% of everything that enters or leaves Australia
comes by ship

The shipping industry carries more than $200bn
worth of cargo in an out of Australia each year
mostly in foreign-owned vessels.
•
International shipping is worth $1.15 billion with,
- Coastal $647 million and
- Shipbuilding $237 million.
•
There are 12,000 overseas shipping arrivals and
380 million tonnes of cargo is carried annually in
Australian waters
5. Recreational Boating and supporting marinas are an
Australia-wide industry
 nearly triple the size of the Australian snow ski
resorts,
 twice the size of the backpacking industry and
 in direct employment, larger than the forestry
industry and equivalent to coal mining and water
supply.
*Data from Australian Marine Safety Web Sites
6. In 2009, there were over 490,000 registered boats
in Australia.
 This generates over $10.3bn in spending and
 supports over 500,000 jobs
In January 2010 - 592,179 licences were held by
Queenslanders.
As a matter of interest over 3000 licences are
issued by Queensland Marine Teachers annually
as a result of approximately 40 hours of teacher
instruction time in the classroom and a further 8
hours of practical lessons.
7. The fastest growing sector of the Australian
tourism industry is caravanning and camping yet
coastal caravan parks are closing in Australia and
being taken up by developers.
 Over 68% of visitors to Australia come to
experience our unique natural environment,
mainly the coasts, sea and reefs
 AIMS estimates the marine tourism market is
worth $15.9 billion
 It provides 4.6% of all jobs in Australia.
•
Initial work by the Bureau of Tourism Research
reports that
•
42% of domestic tourism and
•
50% of international tourism is now marine or
coastal-based.
D. Uniqueness of our Marine environment
•
Australia has 51,000 km2 of seagrasses,
representing
 the highest biodiversity of seagrasses in the
world,
 the largest areas of temperate seagrass and
 one of the largest areas of tropical
seagrass.
•
Die-back of seagrass beds is one of the most
serious issues affecting Australia’s marine
environment, caused in part by elevated
nutrients from stormwater and sewage
discharges.
•
In Victoria’s Westernport Bay, around 85% of the
total biomass of seagrass has been lost.
•
Australia has the third largest area of mangroves in
the world, lining about 6,000 km of Australia’s
coast, providing habitat for both bait-fish and table
fish.
 Mangroves are also essential nursery habitats
for prawns and are vital for sustaining the
northern prawn fishery, one of Australia’s most
valuable fisheries.
•
More than 2,000 species of macroalgae have been
identified around Australia’s southern coastline from
south-west Western Australia to NSW and Lord
Howe Island.
 Western Australia has 558 species of
macroalgae (seaweed) while the World’s tallest
kelp forests, up to 30 m high, are off Tasmania’s
east coast.
•
Australia has the largest area of coral reefs in the
world
 the GBR is the largest complex of reefs in the
world
•
Australia has the largest percentage of marine
endemic species in the world
 80% of the known species in southern waters
are found nowhere else in the world
E. Our coastal urban life
•
One quarter of all Australians live within three
kilometres of the coast
 86% in the coastal catchments and
 two-thirds reside in coastal towns and cities.
•
While 70% of the Australian coast is sparsely
populated, there are major existing pressure points
on coastal environments
•
New regions include
•

central and northern New South Wales,

south-east Queensland,

south-east Melbourne and

south-west Western Australia.
90% of new dwellings were constructed in the
coastal zone in the past 10 years.
•
It has been estimated that

17% of mangroves and

21% of saltmarsh
have been lost to coastal development
The greatest impact on coastal waters comes from
•
recreation
•
waste disposal
•
urban and agricultural drainage
•
fishing and aquaculture
•
toxicants
•
physical habitat destruction
•
the introduction of exotic organisms
•
mineral exploration and extraction
•
reclamation and construction
•
transport
Our achievements so far
•
Developing an accredited junior Marine Studies Syllabus
with QSA (see syllabus handout)
•
Conducting an annual conference since 1994 at various
locations in Queensland and around Australia
•
Introducing Marine Studies and Marine and Aquatic
Practices into the Queensland curriculum for over 3,000
students each year since 1994
•
Developing aquatic based vocational and community
based programs eg: Commercial coxswains tickets,
recreational powerboat licences (both last a life time)
We provide professional advice to
•
Education Queensland on marine and aquatic safety eg.
Dept Safety Manuals
•
Queensland Studies Authority on qualifications for teachers
in boating, syllabus design and evaluation. Eg Restricted
coxswains schools certificate, powerboating practical exam
CD
•
Marine Safety Queensland on schools boating in both
primary and secondary schools. Eg Boatsafe licencing
scheme (Secondary) and Kids and Water (Primary)
•
Marine Education industry in general. Eg Ecotourism
(Brampton Is) and field study centres (Lady Elliott Is)
We can confidently say that
•
We have over 18 years experience in the Marine Education
Industry
•
Our membership base has all the knowledge, skills and a
willingness to provide advice and assistance on the
development of a national syllabus in marine education
4. We feel its so important that….
•
The subject should be recognised for
inclusion into the national curriculum
•
And or blended through
Examples for discussion
•
Junior Marine Syllabus
•
Senior Marine and Aquatic Practices
•
Senior Marine Studies Syllabus
For all information about MTAQ visit our web site
www.marineteachers.org.au
Thanks next slide !
Thanks and Acknowledgements
Thanks you to Great Barrier Reef Marine Park Authority for
the use of their slides
Kelly Goodingham and Bob Moffatt for there words!
Photos Ward Nicholas and Bob Moffatt et al. (2004 Marine
Teachers friend)
Students and staff of Heatley Secondary College
Queensland Studies Authority for allowing us to present