Connecting students with First Nations people since 2011
How the Red Earth Immersion Aligns with Duke of Edinburgh:
- Voluntary Service: The community service component of the Red Earth immersion aligns directly with the service requirements for all levels, particularly at Gold, where longer-term service is required.
- Adventurous Journey: The immersive nature of the experience, with outdoor challenges and planning elements, fits well into the Adventurous Journey requirements at all levels.
- Residential Project (Gold only): For Gold participants, the Residential Project requirement is met by the cultural and community-based immersion, where students live and work within a new environment for several days.
- Skills/Physical Recreation: Depending on the specific activities, students can count their experience toward either Skills or Physical Recreation, making the immersion versatile in meeting the Award’s criteria.
Here's an explanation of how a Red Earth immersion to First Nations communities or homelands could fit into the requirements of the Duke of Edinburgh’s (Duke of Ed) Award at the Gold, Silver, and Bronze levels. This will help your students understand how the experience aligns with the Award's various sections, which include: Voluntary Service, Adventurous Journey, Skills, Physical Recreation, and for the Gold level, an additional Residential Project.
1. Bronze Level (For participants aged 14+)
At the Bronze level, participants complete the following:
- Voluntary Service (3 months): The service component of the Duke of Ed focuses on giving back to the community. During a Red Earth immersion, students will participate in service projects such as helping build or repair community infrastructure, working with local schools, or contributing to environmental conservation efforts. While the service completed during the immersion may cover part of the 3-month requirement, students can log it as part of their ongoing Voluntary Service hours.
- Adventurous Journey (2 days/1 night): The immersive experience in First Nations communities typically includes camping, bushwalking, or other outdoor activities in remote areas. This aligns with the Adventurous Journey section, as participants need to plan, prepare for, and undertake an outdoor adventure. The Red Earth immersion could satisfy one of the required Adventurous Journeys for the Bronze level.
- Skills or Physical Recreation: Depending on the immersion’s activities, students can log time toward the Skills section by learning about Indigenous culture, traditional practices, or bush survival skills. If the immersion includes physical activities such as hiking or outdoor work, it could also contribute to the Physical Recreation section.
2. Silver Level (For participants aged 15+)
At the Silver level, the requirements are more demanding, and the Red Earth immersion can contribute to:
- Voluntary Service (6 months): Similar to the Bronze level, students can count their time spent on service projects during the immersion toward the 6-month requirement. Projects that create sustainable impacts on the community, such as environmental initiatives or building projects, will be particularly valuable for this section.
- Adventurous Journey (3 days/2 nights): The immersive experience in First Nations communities, especially when combined with camping, bushwalking, or other outdoor challenges, would satisfy the Adventurous Journey requirements. The hands-on nature of the immersion fosters teamwork, leadership, and resilience, which are key aspects of this section.
- Skills or Physical Recreation: Students who gain skills in Indigenous crafts, cultural understanding, or traditional practices can log those toward the Skills section. If physical activities such as bushwalking or outdoor tasks are involved, these could also count toward the Physical Recreation requirement.
3. Gold Level (For participants aged 16+)
At the Gold level, the commitment is highest, and the Red Earth immersion can significantly contribute to:
- Voluntary Service (12 months): The service projects undertaken during the immersion, particularly those with lasting impacts on the community (e.g., building infrastructure, educational support, environmental work), can count toward the 12-month Voluntary Service requirement. Students can extend their service beyond the immersion by supporting related causes or continuing their involvement in the community.Similar to the Bronze level, students can count their time spent on service projects during the immersion toward the 6-month requirement. Projects that create sustainable impacts on the community, such as environmental initiatives or building projects, will be particularly valuable for this section.
- Adventurous Journey (4 days/3 nights): The multi-day nature of the immersion, especially if students participate in planning and leading aspects of the journey, meets the Adventurous Journey requirements. Activities like camping, trekking, and navigation exercises in remote areas would qualify.
- Residential Project (5 days/4 nights): The Gold level requires participants to complete a Residential Project, where they live and work with others outside their usual environment. A Red Earth immersion, involving staying in a remote First Nations community and participating in cultural immersion and community service, perfectly fits the criteria. The students gain valuable cultural and life skills while engaging in group work in a new environment.
- Skills or Physical Recreation: As with the other levels, students can apply either cultural learning (e.g., traditional practices) or physical activities (e.g., trekking, bush tasks) toward these sections, depending on the focus of the immersion experience.
Red Earth Immersion Experiences
Our immersions are all-inclusive, comprehensive programs designed to open the hearts and minds of students to the beauty and realities of life in First Nations people.
- Red Earth cater to grades from year 3+ with tailored itinerary suggestions
- Group sizes are 20-27 pax, schools often choose to bring multiple groups and up to a whole grade traveling at the same time
- Tailor an itinerary suited to your goals and subject areas, in line with the Australian Curriculum. Request Red Curriculum here.
- Remote Australia programs operate from March-November
- Local to Sydney (Hawkesbury) programs operate all year round
- A multi-day cultural immersion like no other!
Join a professional learning immersion in July 2025. Click here to apply.
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Why Red Earth Immersions?
We have trusted partnerships with Traditional Owners and Elders
Our relationships with our partner Homelands have been developed over many years of working together, so we can ensure the connection between your school and the Homelands you visit remains strong year after year. This means we can make all the arrangements for your group to be accommodated safely on privately held lands, spending your immersion with Elders and Traditional Owners getting to know their land and way of life.
We organise everything
We take care of everything from A-Z so all you need to do is turn up at the airport! From the parent information evening to the final reflection and debrief, we take the stress out of running an immersion at your school. Flights, ground transfers, food, camping equipment and all of the logistics are organised by us to reduce the load on school staff and ensure everyone gets the most out of this once-in-a-lifetime experience.
We make safety our first priority
From our 145-page risk assessment to the daily safety briefings with the group, your safety on the ground is our number one concern. Our Immersion Leaders are qualified in Remote and Wilderness area first aid, four-wheel-driving and vehicle recovery, bronze medallions, and have extensive training and experience working in remote areas. Add to that the wealth of knowledge brought by our First Nations partners and you’ve got the makings of a safe, worry-free immersion.
The Immersion Program
All immersions include the following:
- A comprehensive risk assessment and risk-mitigation strategy prepared for the school
- A personalised itinerary designed to meet the school’s desired outcomes and to maximise time spent on Country
- Pre-departure sessions for parents and students to ensure everyone is prepared for the experience
- An online portal with learning resources, important information, and a blog for everyone back home to stay up to date with the immersion
- A Red Earth journal, hat, t-shirt, and hoodie for all participants
- A multi day cultural immersion like no other!
- 2 Red Earth Leaders who will help each group maximise their learning outcomes
- All flights, transfers, accommodation, food, equipment, permits and more looked after by us
- A reflection evening once the group returns to debrief and talk about the group’s experiences with friends and family
Contact us for Immersion options designed for your group
Frequently Asked Questions
How do Elders and Traditional Owners feel about people coming onto their land? Will we be intruding?
We are an organisation driven by our First Nations partners in the homelands of remote Australia. Our mission is to create genuine connections with First Nations People the help they need if they wish to welcome and open the hearts of young Australians to their country, culture, and way of life. We only make our resources available if we’re asked to help. Traditional Owners are the ones that decide if and when people should come onto their land, not us.
What amenities are available? Will there be showers and bathrooms?
There are flushing or drop toilets everywhere we go. Most of our partner homelands have shower facilities but you may have to go a few nights without, particularly in the winter. The amenities will be basic, but this is definitely not a bush survival camp so we will make sure you feel comfortable and safe.
What food will be available?
While there will be opportunities for the group to forage bush foods, there will be three fresh food deliveries throughout the immersion with a focus on big healthy meals. We cater for every kind of dietary requirement and expect students and staff to participate in the preparation of food.
Are there community projects during the immersion?
An important part of Red Earth’s mission is to help create sustainable homelands so that Traditional Owners can live on their ancestral land. Elders tell us their vision for their homeland and the type of projects they would like help with, and students then fundraise for and sometimes physically work on those projects with their host communities.
What is the pre-departure program like?
Red Earth takes its responsibility to ensure that each person attending an immersion gives, grows and leads very seriously. We design a pre-departure program tailored for your specific region and itinerary, and will meet with the group twice in the lead up to departure to ensure everyone is prepared for the journey ahead.
Will we be safe?
We take safety very seriously, and it informs every aspect of an immersion. You can read more about our approach to safety at https://www.redearth.edu.au/safety/
Could there be variations to our itinerary?
Changes to your proposed itinerary and activities are likely and part of travelling to remote First Nations communities. The availability of our partner homelands may change for practical or cultural reasons, but conversations and personal connection with Traditional Owners and their families are at the heart of all Red Earth immersions. Our strong network of partner homelands means we can guarantee an authentic experience with deep connections regardless of where your group travels to.
Case Study
Loreto Toorak
I have been an educator for over 30 years... having just returned from a Red Earth immersion, I have never witnessed the powerful personal growth in students to which I saw in Cape York. Living and learning on Country with our First Nations Australians was a privilege and life-changing for all.
- Ms Melissa Etherton, Director at Loreto Toorak
Case Study
Santa Maria College
I not only learnt so much about Aboriginal culture and history, but learnt even more about myself and truly believe I have become a better person because of this experience. I know that I will think of this immersion each day for the rest of my life and will always be glad that I took this incredible opportunity.
- Gemma, Year 9 Student
Case Study
Seymour College
Taking a whole cohort away has long-term beneficial effects on the culture, coherence and dynamics of that year group, giving the students a clear, collective narrative which strengthens their own understanding of their school journey. Our students thrived in the outdoors, learnt much from Traditional Owners, looked after one another and leant into this immersion. We are very much looking forward to our return to the Top End with our next Year 10 cohort in 2024.
- Georgy Jureidini, Head of Barr Smith Campus
