Unit rationale, description and aim
This unit is designed to establish a knowledge base for pre-service teachers in the areas of curriculum, pedagogy and assessment in Outdoor Education for secondary students in the junior and middle years of schooling (Years 7 - 10). The unit is also designed to develop students' understanding of contemporary theory, concepts and skills in Outdoor Education studies as applied in the junior to middle secondary teaching and learning contexts with a focus on cross-curriculum priorities. Theoretical concepts, pedagogical principles and curriculum structures within Outdoor Education are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate an understanding of teaching strategie...
Learning Outcome 01
Critically analyse a range of Outdoor Education le...
Learning Outcome 02
Describe, design and evaluate a variety of teachin...
Learning Outcome 03
Analyse the relationships between learning tasks, ...
Learning Outcome 04
Theorise the important role that Outdoor Education...
Learning Outcome 05
Content
This unit is designed to provide pre-service teachers with strategies for planning, implementing and monitoring learning experiences for students in Outdoor Education. Topics will be tailored to the needs of the group and may include:
- factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Outdoor Education in Years 7-10.
- the concepts, substance and structure of curriculum content in Outdoor Education
- contemporary understandings of the unique ways in which students learn in Outdoor environments
- specific professional practices and key pedagogical approaches related to teaching and learning in an Outdoor Education context, and the theoretical underpinnings
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives in Outdoor Education
- planning, implementing and evaluating sequences of learning activities in Outdoor Education relative to specific school context and identified factors impacting teaching and learning
- the relationship between reflexive learning and effective concept formation to build higher order thinking in Outdoor Education
- catering for a diverse range of learners in a diverse range of Outdoor Education environments
- cultural awareness/sensitivity in Outdoor Education
- effective use of a range of resources for the teaching area, including ICT’s, technologies and equipment specific to Outdoor Education
- classroom management in Outdoor Education and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote problem solving and critical thinking in Outdoor Education
- a range of approaches and strategies for assessment, experiences, feedback, and reporting in Outdoor Education
- strategies to develop students’ literacy and numeracy skills in the context of Outdoor Education
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data and report on student achievement in Outdoor Education.
Assessment strategy and rationale
A variety of assessment procedures will be used to ascertain the extent to which pre-service teachers achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 4,000 words.
In order to pass this unit, pre-service teachers are required to submit or participate in all assessment tasks.
Overview of assessments
Assessment Task 1: Lesson planning Develop a...
Assessment Task 1:
Lesson planning
Develop a lesson plan for an outdoor education activity (2-3 hrs in duration) that demonstrates knowledge and understanding of:
- the concepts and structure of Outdoor Education in the 7-10 curriculum;
- the ways in which students learn in Outdoor Education;
- teaching strategies that can be applied to Outdoor Education, and the integration of general capabilities and cross curriculum priorities;
- learning objectives, teaching content and strategies appropriate to the identified outcome/s, topic and year level;
- sequencing;
- behaviour management;
- appropriate resources and strategies to meet the identified strengths and needs of diverse learners
- Risk assessment and management strategies <
50%
Assessment Task 2: Resource folio and critical ...
Assessment Task 2:
Resource folio and critical reflection
Part A
Create a folio of six practical activities that could be implemented as part of an outdoor education program (e.g., games, challenge style tasks, skill builders, star gazing/astronomy, tree/plant identification etc). Each activity should take between 10 and 30 minutes to complete and be suitable for students in years 7-10.
For each activity you must:
- Clearly explain the activity (purpose, method and resources);
- Clearly identify how diverse learner backgrounds and needs are catered for;
- Clearly identify how student higher order thinking is promoted (where applicable);
- Explain how provision is made for assessment of student learning and feedback;
- Identify how cross curricular priorities and General Capabilities of the Australian Curriculum could be incorporated, including the integration of literacy and numeracy (where possible).
- Conduct a risk assessment
Part B
Critically reflect on how Outdoor Education in general, and the activities discussed in Part A specifically, can promote key ideas (e.g., resilience, empathy, team-work, leadership, personal well-being, environmental health, building cultural awareness, processing and reflection of activities etc)
50%
Learning and teaching strategy and rationale
A variety of teaching and learning strategies will be implemented depending on the needs of the particular group. These will include lectures, student presentations, group work and outdoor experiences. Information technology will be used where appropriate. Students will be encouraged to demonstrate an understanding of the distinctive inquiry process of the discipline and an understanding of where Outdoor Education is situated within various curriculum documents.
Duration
150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then becomes private study.
Representative texts and references
Warren, K. Mitten, D., & Loeffler TA (2008). Theory and Practice of Experiential Education. Association for Experiential Education.
Prouty, D., Panicucci, J. & Collinson, R. (2007). Adventure Education: Theory and Applications. Project Adventure.
Outdoor Education Australia https://outdooreducationaustralia.org.au/
Journals
Australian Journal of Environmental Education, Australian Association for Environmental Education, Nathan Queensland.
Australian Journal of Outdoor Education, Outdoor Council of Australia, Milton Queensland.
Journal of Outdoor and Environmental Education
Habitat, Australian Conservation Foundation, Carlton Victoria.
Journeys, Victorian Outdoor Education Association, Carlton Victoria.