ABSTRACT
This chapter discusses some of the local and global imperatives that have been influential in shaping the outdoor education (OE) curriculum in Singapore. In 2014, OE became formalised as part of the physical education (PE) curriculum, as opposed to being a co-curricular activity that was conducted after formal school hours. The chapter also discusses the process and deliberations arising from this curricular reform in PE for the inclusion of OE in Singapore. The inclusion of OE in the PE curriculum could enable more students to acquire the rudiments of outdoor living skills, knowledge and attitudes, which could facilitate their lifelong pursuit of outdoor physical recreation. The review by the Singaporean ministry of education led to delineating three distinct but related strands for the learning outcomes of OE in the PE curriculum: physical health and well-being, risk assessment and management, and sense of place. OE could deliberately seek to teach students how to recreate, explore, enjoy and learn from time with nature.
