Over the last 10 years, research on school-based bushfire education has established the importance of place-based, participatory approaches that position children as agents of change in their communities. Through a human-centred design process, the Schools in Fire Country project has translated that research into a good practice model of bushfire education that is designed for scalable and sustainable delivery in primary schools across Victoria.
This Practice Note describes the five research-informed good practice principles for schoolbased bushfire education that underpin the Schools in Fire Country program. It then outlines the iterative, collaborative, human-centred design methodology that drove program development. It concludes with practitioner reflections on the development process and the outcomes that have been achieved.
Access the full suite of Schools in Fire Country Practice Notes here.