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  2. Introduction to Teaching Outdoor Education [OED3100]

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

    Introduction to Teaching Outdoor Education

  • Unit Code

    OED3100

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to contemporary issues, knowledge and skills required to teach Outdoor Education in secondary schools. Emphasis will be placed on the nature of Outdoor Education in schools and its role in the broader delivery of outcomes from the Health and Physical Education (HPE) Learning Area. Students will pay specific attention to best practice models of teaching and learning in Outdoor Education, and utilise these to select, plan for, teach and assess outcomes in outdoor education settings.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the place of Outdoor Education in the Health and Physical Education (HPE) learning area.
  2. Design outcomes-based curriculum and forward planning documents in specific Outdoor Education contexts.
  3. Identify the range of contemporary delivery modes in Outdoor Education.
  4. Plan, teach and evaluate lessons from an outcomes based perspective.
  5. Understand and use best practice models of teaching and learning, through a variety of Outdoor Education contexts and with a Year 7-12 focus.

Unit Content

  1. Best practice models and resources in Year 7-10 Outdoor Education.
  2. Contextual outcomes based approaches to Outdoor Education.
  3. Planning, teaching and assessing in Outdoor Education.
  4. The current state of Outdoor Education in WA secondary schools.
  5. The role and scope of Outdoor Education.

Additional Learning Experience Information

Lectures, practical workshops and web-based support.

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
AssignmentWritten60%
ExaminationFinal exam40%

Text References

  • ^ Stremba, B., & Bisson, C. (2009). Teaching adventure education theory: Best practices. Champaign, IL: Human Kinetics.
  • ^ Martin, B., Cashel, C., Wagstaff, M., & Greunig, M. (2006). Outdoor leadership: Theory and practice. Champaign, IL: Human Kinetics.
  • ^ Gilbertson, K., Bates, T., McLaughlin,T., & Ewert, A. (2006). Outdoor education: Methods and strategies. Champaign, IL: Human Kinetics.
  • ^ Froude, C., & Polley, S. (2008). Outdoor education: Foundations for tertiary and secondary education. Cottesloe, WA: Impact Publishing.
  • ^ Bunting, C. (2006). Interdisciplinary teaching through outdoor education. Champaign, IL: Human Kinetics.
  • Curriculum Council of Western Australia. (2005). Curriculum framework progress maps and curriculum guides: Health and physical education. Perth, WA: Author.
  • Wagstaff, M., & Attarian, A. (2009). Technical skills for adventure programming: A curriculum guide. Champaign, IL: Human Kinetics.
  • O'Connell, T., & Cuthbertson, B. (2009). Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach. Champaign, IL: Human Kinetics.
  • Priest, S., & Gass, M. (2005). Effective leadership in adventure programming. (2nd ed.). Champaign, IL: Human Kinetics.

Journal References

  • Selected journals posted on Unit MyECU Blackboard site

Website References

  • Selected journals posted on Unit MyECU Blackboard site

^ Mandatory reference

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.

OED3100|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

    Introduction to Teaching Outdoor Education

  • Unit Code

    OED3100

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to contemporary issues, knowledge and skills required to teach Outdoor Education in secondary schools. Emphasis will be placed on the nature of Outdoor Education in schools and its role in the broader delivery of outcomes from the Health and Physical Education (HPE) Learning Area. Students will pay specific attention to best practice models of teaching and learning in Outdoor Education, and utilise these to select, plan for, teach and assess outcomes in outdoor education settings.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the place of Outdoor Education in the Health and Physical Education (HPE) learning area.
  2. Design outcomes-based curriculum and forward planning documents in specific Outdoor Education contexts.
  3. Identify the range of contemporary delivery modes in Outdoor Education.
  4. Plan, teach and evaluate lessons from an outcomes based perspective.
  5. Understand and use best practice models of teaching and learning, through a variety of Outdoor Education contexts and with a Year 7-12 focus.

Unit Content

  1. Best practice models and resources in Year 7-10 Outdoor Education.
  2. Contextual outcomes based approaches to Outdoor Education.
  3. Planning, teaching and assessing in Outdoor Education.
  4. The current state of Outdoor Education in WA secondary schools.
  5. The role and scope of Outdoor Education.

Additional Learning Experience Information

Lectures, practical workshops and web-based support.

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
AssignmentWritten60%
ExaminationFinal exam40%

Text References

  • ^ Stremba, B., & Bisson, C. (2009). Teaching adventure education theory: Best practices. Champaign, IL: Human Kinetics.
  • ^ Martin, B., Cashel, C., Wagstaff, M., & Greunig, M. (2006). Outdoor leadership: Theory and practice. Champaign, IL: Human Kinetics.
  • ^ Gilbertson, K., Bates, T., McLaughlin,T., & Ewert, A. (2006). Outdoor education: Methods and strategies. Champaign, IL: Human Kinetics.
  • ^ Froude, C., & Polley, S. (2008). Outdoor education: Foundations for tertiary and secondary education. Cottesloe, WA: Impact Publishing.
  • ^ Bunting, C. (2006). Interdisciplinary teaching through outdoor education. Champaign, IL: Human Kinetics.
  • Curriculum Council of Western Australia. (2005). Curriculum framework progress maps and curriculum guides: Health and physical education. Perth, WA: Author.
  • Wagstaff, M., & Attarian, A. (2009). Technical skills for adventure programming: A curriculum guide. Champaign, IL: Human Kinetics.
  • O'Connell, T., & Cuthbertson, B. (2009). Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach. Champaign, IL: Human Kinetics.
  • Priest, S., & Gass, M. (2005). Effective leadership in adventure programming. (2nd ed.). Champaign, IL: Human Kinetics.

Journal References

  • Selected journals posted on Unit MyECU Blackboard site

Website References

  • Selected journals posted on Unit MyECU Blackboard site

^ Mandatory reference

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.

OED3100|1|2