Dotted along the way with diverse and unique pockets of Australian wild flowers, The Wog Wog to Corang River hike is a great little overnight hike trek through rugged bushland on the edge of the Budawang Wilderness area. With a narrow, yet clearly distinguished track, this is a great taste of some of Australia’s most rugged wilderness areas located on the South Coast of NSW, just three hours drive from Sydney.
To get there from the sleepy town of Nerriga, travel south west along Nerriga Road for 17km until you reach Charley’s Forest Road. Turn left and continue along this road for approximately 6km until you reach the Wog Wog car park. The trail head is on the eastern side of the carpark, next to an information sign.
The walking trail is clearly marked and initially takes you down into a wide gully with some narrow boardwalks helping guide you over the first section. At the end of the boardwalk, the trail then morphs into a well-worn track that winds around for approximately 3km before you reach an intersection at GR 932 330. Take the left hand track at this point. This takes you through some more dense bushland, up and down gullies and through some low lying scrub all the way down to the Corang River.
Whilst this is a tracked walk, don't be lulled into a false sense of this being easy. It's a challenging track and the roughly 7km hike can take several hours depending on your fitness and the heat. This is a real wilderness area and quite remote, so you need to come prepared.
As you’re approaching the campsite the area opens up to some great views of the surrounding area before funnelling you down into the camp ground next to the serene and picturesque Corang River. The river meanders through ancient volcanic rock, leading to an amazing swimming hole a couple of hundred metres from the camp.
This is an amazing overnight trip and well worth doing as a way to introduce yourself to the stark rugged beauty of the Budawangs.
NEED TO KNOW
Length: 14 km (Return)
Time: 8 hours (Overnight recommended)
Grade: Difficult / Grade 4-5 (according to the Australian Walking Track Grading System).
Park: Morton National Park
Closest Town: Nerriga
Car Access: From Nerriga, travel south west along Nerriga Road for 17km until you reach Charley’s Forest Road. Turn left and continue along this road for approximately 6km until you reach the Wog Wog car park. The trail head is on the eastern side of the carpark, next to an information sign.
With outstretched arms the statue of Jesus (Cristo Rei) is a prominent and commanding landmark on the outskirts of Dili, capital city of the World’s youngest country, Timor Leste (East Timor). Built by the Indonesians to keep the predominantly Catholic population happy, hiking to the top of the mountain on which it stands is a great experience, giving you a bird’s eye view along the coast and over the city.
The walk starts at sea level from a car park at Cristo Rei Beach, East of Dili. The roads to the base of the walk are decent, but take a car, don't ride a bike as the roads can be quite dangerous due to the distinct lack of clear road rules and limited driver training. Opposite the car park, the rustic beach area has a few shelters which are prefect for a picnic lunch. The beach is popular with the locals, but don't expect too many waves as it's within a protected bay. The walk itself is an invigorating stair climb, dotted along the way with murals depicting the life of Christ. From the base you climb around 500 steps.
About three quarters of the way up there's a large amphitheatre where services are held on important occasions. From here, it's not far to the summit at which point you’ll find Jesus standing on top of a large globe and looking out towards Dili with his arms wide open. The views from here are stunning, as you have a commanding view right up and down the rugged coastline and over the city itself.
There’s always a lot to think about when preparing for an outdoor ed camp. Assuming you know where you’re going and what you’re doing sorted, then it’s time to prepare the finer details.
For most teachers, this is where it can become overwhelming. Often the feeling is, “I want to run an enjoyable and safe trip… but where do I start?”
The first thing to do is develop your risk management plan. Many other things will simply fall into place once this is done. Although the bane of many teachers’ existence, a good risk management plan can save you considerable time and effort down the line.
When building your plan, look at your daily routine and work out what the key risks are for each activity and how you will accept, eliminate or mitigate these risks. You’ll need to consider things such as time of year (season), weather, temperatures, location and emergency exit points. Add to this the specific risks for each activity in those locations at that time of the year and you’ll start to build a picture of what your key risks are and how you’re going to address them.
With your risk management strategy created, remember, this is a living document not a copy and paste job which just makes up part of the ‘annoying paperwork.’ All staff need to be aware of risks and mitigation strategies and be prepared to react and respond if and when it’s needed.
The next step is to sort permission notes, get updated medicals and provide a student packing list with all the items they need to bring (and things they shouldn’t). Have a detailed plan ready to go before you send this out to parents. You’re bound to get lots of questions so the more detailed the itinerary you can provide upfront, the better.
For the equipment list, clearly specify quantity and quality of what’s required. Whilst I know some parents might not be able to supply this, as a matter of safety, it’s important that you’re able to cater for any shortfall. One of the most important pieces of equipment is a set of thermals. Even in warmer months, it’s good safety practice to carry some thermals in case of emergency and if you’re running an autumn or winter camp, it’s essential that all students have a set. The reason being (not just to support our great wool industry), hypothermia is always a significant environmental risk due to wet and windy conditions in Australia.
With permissions notes, medicals and gear all sorted, it’s time to brief everyone! This is often overlooked, but it’s vitally important to run a pre-camp briefing for staff and students. This goes back to pro-active risk management. Set the scene, set the expectations and build the excitement for camp. After all, you’ve just spent weeks preparing something very special it’s now time to tell everyone about it! Showing images from a previous camp and location on a map, is a great way to put into perspective some of the experiences they’re about to have.
With all this done, it’s down to the last items and you’re ready to go! First Aid kits, spare Asthma Puffer, spare EpiPen, any medications, groups lists, medical summaries, food and you’re good to go! By the way… did anyone book the buses?
If you’ve ever read anything about organisational management, be it on teambuilding or leadership in the workplace, you’re bombarded with discussions on ‘culture.’ Culture is basically the shared values and beliefs that a group of people see as important and sets the standard for social and behavioural expectations within the group.
I’ve worked for schools which have had good cultures and some, unfortunately, which have had very bad cultures. The result of a school’s culture, good, bad or indifferent, impacts on the quality of the educational experience, the welfare of students and ultimately their growth, development and ability to transition out of school and mature over the long-term. You only have to look at recent examples of initiations happening at some university colleges in Australia to see how bad culture can lead to horrendous situations. Consequently, developing a positive culture with clear behavioural expectations within the school is vitally important for both social and academic growth. How exactly can outdoor education help?
Outdoor ed is a fertile ground for helping build a positive culture within your school as the learning space provides a far more emotional context for learning. It’s this emotional and empathetic side of students with which you need to connect, to be able to build trust and help students develop understanding and empathy for others. To begin with, the outdoors provides us with unique spaces, contexts and experiences which are vastly different from that of the regular classroom. It changes people’s states of mind and when you change your state of mind, you can learn, grow and develop far more effectively.
In a noise-filled digital world, an outdoor education experience is an opportunity for students to disconnect from the noise and reconnect with themselves and their peers. Taking a group out into a wilderness setting will change the dynamics for them and often students will become more open to discuss feelings, concerns and share stories and experiences which they would otherwise never share. When they have the time and headspace to do this, it enables you to work on all the soft skills such as empathy, teamwork and helping others, not because they have to, but because it’s the right thing to do. It’s often hard to convey these sorts of ideals within the structure and busyness of a normal school day, but when students are put in a situation where they have to live and experience something for themselves, that’s when you can get significant gains in a short period of time.
However, outdoor education experiences are not a quick fix solution and it can’t be done in isolation. What happens in the outdoors needs to be effectively transferred and translated back to daily school life for it to have any real impact. To begin with, ask yourself, what do you want to achieve from your outdoor program? Is it just a fun experience for students hiking or canoeing in the bush? Or is it far deeper than that? Are you aiming to push comfort zones, test thresholds and building resilience? Are you aiming to develop students’ empathy for others? Understand diversity? Gain independence? Build healthy relationships? To maximise the effectiveness of your outdoor ed programs and consequently use them to help build a positive culture within your school, you need to be clear about your objectives. They need to be natural, genuine and acceptable within the school body so you can get strong buy-in from the staff, parents and students before you even think about going off site somewhere.
This buy-in across the board is extremely important, as you can’t develop culture in isolation. One residential program I worked on a number of years ago had a few cultural problems to say the least. One of them was a confusion over what the actual aims and objectives were for the program. On the one hand you had experienced outdoor education staff who would lead the expeditions with clear set expectations that the students were leading each trip and were responsible for everything. The only time we would step in was if there were a safety issue. On the other hand, you had teachers back at base who were teaching lessons during the day and providing an old style of boarding house supervision at night with an overwhelming sense that the students needed to be constantly directed and told what to do. This was a massive disconnect, which ultimately left students confused and feeling disempowered, as they were expected to be independent problem solvers one moment and mindless regimented robots the next. Admittedly, this was an unusual situation. However, it highlights how an outdoor program can’t successfully shape culture in isolation. The learning and expectations need to be carried and supported back into the classroom and daily life at school, otherwise the value of the experience can become seriously diminished.
In contrast, I was working for a school in Melbourne and had the great opportunity to go out on a rock climbing expedition with a group of year 10 students. One of the students we took out with us was a special needs student who usually had a carer with him. However, this time there was no carer. I went on the trip fully expecting to spend most of my time looking after this one student, but to my great surprise all of the students in the group took it in turns to help him. They made sure he was included in the group, made sure that at meal times he was looked after and they genuinely encouraged him every day when rock climbing, even though he couldn’t do any of the climbs the other students were doing. This was an amazing thing to see. Each night after dinner, we ran a debrief about the day and discussed some wider issues around social responsibilities. The thoughtful ideas that were expressed by the students blew me away. This was a school that had instilled in its students a wonderful and genuine culture of caring for others. There was no confusion. There was no disconnect. There was a natural clarity of responsibility and purpose.
When I looked back at the way in which the outdoor education program was sequentially structured at that school from year 5 through to year 10, I could see how the clear aims and objectives, the staff, student and parent buy-in and the continuation of the same themes of community service and social responsibility back at school were all working together to help build this very positive culture. This is the critical key to success and can provide enormous benefits for students and staff throughout their time at the school. If you want to develop and shape positive culture in your school, then leverage outdoor experiences by setting clear goals and expectations and transferring them from what happened in the outdoor context, back into the wider context of life at your school. The process does take time, but the benefits that you’ll see over the long-term can be astounding.