Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDPH210 Outdoor Education Curriculum, Pedagogy and Assessment
Unit rationale, description and aim
This unit is designed to build on and further develop the knowledge base required for pre-service teachers in the areas of curriculum, pedagogy and assessment in Outdoor Education for secondary students in the senior years (Years 11-12). The unit is also designed to develop pre-service teachers' understanding and skills in critically analysing, and evaluating contemporary theory, teaching strategies and issues in Outdoor Education.
Particular attention is given to developing pre-service teachers' understanding of current issues current issues impacting on Outdoor Education with a particular focus on program design and evaluation, curriculum, pedagogical approaches, assessment and feedback methods, student participation, inclusion and catering for individual differences, literacy, numeracy and general capabilities.
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.
On successful completion of this unit, students should be able to:
generate and critically evaluate an Outdoor Education program for senior students which involves a variety of experiences, pedagogical approaches, curriculum content, resources, assessment and feedback appropriate to these year levels. (GA4, GA5; APST 2.1, 2.2, 3.2, 3.4)
critically analyse a variety of pedagogical strategies which differentiate teaching to meet the specific learning strengths and needs of students across the full range of abilities in Outdoor settings and to cater for the needs of learners from diverse backgrounds (e.g. cognitive, physical, social, cultural backgrounds, and including students from Aboriginal and Torres Strait Islander backgrounds) and integrate general capabilities and cross curriculum priorities (GA4, GA5,GA9; APST 1.3, 1.5, 2.4, 3.1, 3.3)
demonstrate an understanding of the general capabilities (including literacy and numeracy strategies) applicable to teaching and learning in Outdoor Education and analyse a variety of strategies which differentiate teaching to meet the variety of student needs in this respect (GA4, GA5; APST 1.5, 2.4, 2.5, 3.3)
examine the relationships between student learning and expertise, higher order thinking, learning task design, assessment, feedback, reporting and evaluation in Outdoor Education (GA4, GA5, GA8; APST 2.3, 3.6, 5.1, 5.4, 5.5)
articulate the relationship between Outdoor Education, legislation, relevant community and professional agencies and the professional responsibilities of Outdoor Educators (GA8; APST 6.2, 7.1, 7.4)
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Content
This unit is designed to provide students 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 the senior years
- Specific professional practices related to teaching and learning in Outdoor Education
- An understanding of how effective teaching, including engagement, participation and inclusion, is a key factor in effective Outdoor Education
- General capabilities and cross curriculum priorities including the integration of literacy and numeracy, and local, state, territory and national perspectives on Outdoor Education
- Alignment and coherence in content, learning outcomes, pedagogy and curriculum in Outdoor Education
- Catering for a diverse range of learners in outdoor settings, including second language learners
- Effective use of resources for teaching,
- Literacy and numeracy teaching strategies applicable to teaching and learning within Outdoor Education
- Pedagogical strategies to promote problem solving and critical thinking in Outdoor Education including cooperative and enquiry-based learning
- Interpreting assessment data, intervention, feedback, and reporting in the Outdoor Education
- Extending and challenging learners in Outdoor settings.
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.
This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies may include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
The assessment strategy in this unit is designed to provide students with opportunities to address the learning outcomes of the unit.
While some jurisdictions (e.g., Victoria) have a formal curriculum (Outdoor & Environmental Studies), many schools around Australia offer Outdoor Education programs that involve substantial experiences beyond the traditional classroom. These programs may be centre based, or expedition style or a mix of both. These programs are typically set in the natural environment and may involve adventurous outdoor pursuits such as high and low ropes, rock climbing, canoeing, kayaking, bushwalking and camping. The assessment tasks in this unit are designed to reflect the diversity in Outdoor Education programs and offer variations to suit jurisdictions with a formal curriculum or shorter, experiential style programs that do not have a classroom component. In all cases, the overarching intent of the assessment task remains the same. This is evidenced in the mapping of the learning outcomes to the assessment tasks.
The first assessment task focuses on the role of formative and summative assessment in Outdoor Education settings and requires the student to plan assessment and feedback opportunities.
The second assessment task requires the students to demonstrate their planning skills as they develop an Outdoor Education program for senior students.
The third task requires the student to reflect on the wider field of Outdoor Education by researching a current issue related to curriculum, pedagogy and assessment in Outdoor Education.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Constructing an Assessment Plan: An assessment plan that includes two or more tasks designed for senior students. For jurisdictions with a formal Outdoor Education curriculum: Each task designed will include:
OR for jurisdictions without a formal Outdoor Education Curriculum, the assessment plan should be tailored to suit senior students undertaking an Outdoor Education program. The plan should include:
| 35% | 1, 4 | 4, 5, 9 |
Assessment Task 2: Curriculum, assessment and evaluation practice: For jurisdictions with a formal Outdoor Education curriculum: A program of work or scope and sequence statement constructed for senior students over a nominated period of time (eg. term/ semester/ year). The curriculum will be designed to address:
OR for jurisdictions without a formal Outdoor Education Curriculum: Design an Outdoor Education program for senior students over a nominated period of time. The program will include:
| 40% | 1, 2, 3, 4 | 1, 4, 5 |
Assessment Task 3: An essay or position paper that addresses a current issue related to curriculum, pedagogy and assessment in Outdoor Education. The essay or position paper must articulate the relationship between Outdoor Education, legislation, relevant community and professional agencies and the professional responsibilities of Outdoor Educators | 25% | 4, 5 | 5, 9 |
Representative texts and references
Ewert, A. & Davidson, C. (2017). Behaviour and Group Management in Outdoor Adventure Education: Theory, Research and Practice. Abingdon: Routledge.
Ewert, A. & Sibthorp, J. (2014). Outdoor Adventure Education: Foundations, Theory and Research. Champaign: Human Kinetics.
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 Education Australia; Springer.
Habitat, Australian Conservation Foundation, Carlton Victoria (www.acfonline.org.au/articles/news.asp?news_id=2957)
Journeys, Victorian Outdoor Education Association, Carlton Victoria.