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  2. Challenge, Risk and Leadership in Adventure Education [HPE3212]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Challenge, Risk and Leadership in Adventure Education

  • Unit Code

    HPE3212

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit will investigate the nature and scope of outdoor education and adventure education as they relate to young people. Outdoor and adventure education contexts in school, community and institutional settings will be explored from both theoretical and ethnographic perspectives, with a focus on youth. Principles of effective leadership/teaching, development of interpersonal and self-management skills, and safety/risk management in outdoor and adventure education settings will be explored. This unit requires student participation in after hours commitments where students will interact with youth in a range of adventure settings. Students who have completed HPE3212 are not eligible to enrol in YWK3212.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and apply effective leadership and instructional skills in a range of adventure settings.
  2. Analyse risks and implement appropriate risk management strategies for various field experiences.
  3. Demonstrate self-management, decision-making and interpersonal skills for working with youth.
  4. Describe, analyse and evaluate the nature and scope of adventure and outdoor education within a range of contexts, and explain the relevance of these education programs for youth.
  5. Develop an awareness and sensitivity to the natural environment.
  6. Identify and utilise the resource potential of the local community and a range of agencies for outdoor activities.
  7. Investigate possible outcomes in the planning of an adventure experience for youth.

Unit Content

  1. Debriefing and reflecting on outdoor education experiences.
  2. Designing programs for at risk and undeserved youth.
  3. Gaining knowledge of the Outdoor Education industry standards and Department of Education guidelines for safety and the appropriate implementation of risk management strategies in adventure programs.
  4. Maximising the educative potential of selected school, urban, remote and institutional environments to support leadership, social responsibility and character development.
  5. Principles of planning, safety and risk management.
  6. Program models in adventure education.
  7. Targeting self-management and interpersonal skills outcomes in outdoor/adventure settings.
  8. The nature and scope of adventure and outdoor education as it relates to youth.

Additional Learning Experience Information

Lectures, tutorials, workshops and field experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 1 (Personal and Applied Skills)40%
ReportReview of contemporary school outdoor education programs60%

Text References

  • Becker, G. (1997). Disrupted lives: How people create meaning in a chaotic world. Berkeley & Los Angeles: University of California Press.
  • Benson, P. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.
  • Shields, D. and Bredemeier, B. (1995). Character development and physical activity. Champaign, IL: Human Kinetics.
  • Hellison, D. (1995). Teaching personal and social responsibility through physical activity. Champaign, IL: Human Kinetics
  • Education Department of WA (1996). Organisational guidelines for physical education and outdoor education. Perth: Author.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE3212|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Challenge, Risk and Leadership in Adventure Education

  • Unit Code

    HPE3212

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit will investigate the nature and scope of outdoor education and adventure education as they relate to young people. Outdoor and adventure education contexts in school, community and institutional settings will be explored from both theoretical and ethnographic perspectives, with a focus on youth. Principles of effective leadership/teaching, development of interpersonal and self-management skills, and safety/risk management in outdoor and adventure education settings will be explored. This unit requires student participation in after hours commitments where students will interact with youth in a range of adventure settings. Students who have completed HPE3212 are not eligible to enrol in YWK3212.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and apply effective leadership and instructional skills in a range of adventure settings.
  2. Analyse risks and implement appropriate risk management strategies for various field experiences.
  3. Demonstrate self-management, decision-making and interpersonal skills for working with youth.
  4. Describe, analyse and evaluate the nature and scope of adventure and outdoor education within a range of contexts, and explain the relevance of these education programs for youth.
  5. Develop an awareness and sensitivity to the natural environment.
  6. Identify and utilise the resource potential of the local community and a range of agencies for outdoor activities.
  7. Investigate possible outcomes in the planning of an adventure experience for youth.

Unit Content

  1. Debriefing and reflecting on outdoor education experiences.
  2. Designing programs for at risk and undeserved youth.
  3. Gaining knowledge of the Outdoor Education industry standards and Department of Education guidelines for safety and the appropriate implementation of risk management strategies in adventure programs.
  4. Maximising the educative potential of selected school, urban, remote and institutional environments to support leadership, social responsibility and character development.
  5. Principles of planning, safety and risk management.
  6. Program models in adventure education.
  7. Targeting self-management and interpersonal skills outcomes in outdoor/adventure settings.
  8. The nature and scope of adventure and outdoor education as it relates to youth.

Additional Learning Experience Information

Lectures, tutorials, workshops and field experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 1 (Personal and Applied Skills)40%
ReportReview of contemporary school outdoor education programs60%

Text References

  • Becker, G. (1997). Disrupted lives: How people create meaning in a chaotic world. Berkeley & Los Angeles: University of California Press.
  • Benson, P. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.
  • Shields, D. and Bredemeier, B. (1995). Character development and physical activity. Champaign, IL: Human Kinetics.
  • Hellison, D. (1995). Teaching personal and social responsibility through physical activity. Champaign, IL: Human Kinetics
  • Education Department of WA (1996). Organisational guidelines for physical education and outdoor education. Perth: Author.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE3212|1|2