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  2. Teaching Outdoor Education Studies in Senior Schooling [OED3200]

Faculty of Education and Arts

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

    Teaching Outdoor Education Studies in Senior Schooling

  • Unit Code

    OED3200

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit extends students' understanding of the best practice principles of teaching and learning in Outdoor Education in the broader context of the Health and Physical Education (HPE) learning area. Emphasis will be placed on the nature of monitoring and assessment, and the design of "rich tasks" to promote engagement and achievement. Significant attention is paid to the senior schooling Outdoor Education Studies Course of Study (WA) and to policy and regulation relevant to Outdoor Education settings.

Prerequisite Rule

Students must pass 1 units from OED3100

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse policies and regulations and develop strategies and approaches for establishing a safe environment in Outdoor Education settings.
  2. Develop assessment strategies for monitoring student achievement in Outdoor Education.
  3. Develop rich tasks and contextual learning for quality Outdoor Education.
  4. Review and analyse contemporary best practice models and resources.
  5. Understand senior schooling developments in Outdoor Education in WA.

Unit Content

  1. Best practice models and resources.
  2. Best practice principles towards developing assessment and monitoring.
  3. Building "rich" tasks in Outdoor Education.
  4. Policy and regulation in relation to the safety in Outdoor Education.
  5. Reviewing and analysing school based, private, government, agency and commercial Outdoor Education resources and curriculum.
  6. The Outdoor Education Studies Course of Study.

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%
ExaminationFinal40%

Text References

  • ^ Martin, B., Cashel, C., Wagstaff, M., & Breuing, M. (2006). Outdoor leadership: Theory and practice. Champaign, IL: Human Kinetics.
  • ^ O'Connell,T., & Cutherbertson, B. (2009). Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach. 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.
  • Stremba, B., & Bisson, C. (2009), Teaching adventure education theory: Best practices. Champaign, IL: Human Kinetics.
  • Priest, S., & Gass, M. (2005). Effective leadership in adventure programming. (2nd ed.). Champaign, IL: Human Kinetics.
  • Wagstaff, M., & Attarian, A. (2009), Technical skills for adventure programming: A curriculum guide. Champaign, IL: Human Kinetics.

Journal References

  • Selected journals to be posted on Unit MyECU Blackboard site

Website References

^ 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.

OED3200|1|1

Faculty of Education and Arts

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

    Teaching Outdoor Education Studies in Senior Schooling

  • Unit Code

    OED3200

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit extends students' understanding of the best practice principles of teaching and learning in Outdoor Education in the broader context of the Health and Physical Education (HPE) learning area. Emphasis will be placed on the nature of monitoring and assessment, and the design of "rich tasks" to promote engagement and achievement. Significant attention is paid to the senior schooling Outdoor Education Studies Course of Study (WA) and to policy and regulation relevant to Outdoor Education settings.

Prerequisite Rule

Students must pass 1 units from OED3100

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse policies and regulations and develop strategies and approaches for establishing a safe environment in Outdoor Education settings.
  2. Develop assessment strategies for monitoring student achievement in Outdoor Education.
  3. Develop rich tasks and contextual learning for quality Outdoor Education.
  4. Review and analyse contemporary best practice models and resources.
  5. Understand senior schooling developments in Outdoor Education in WA.

Unit Content

  1. Best practice models and resources.
  2. Best practice principles towards developing assessment and monitoring.
  3. Building "rich" tasks in Outdoor Education.
  4. Policy and regulation in relation to the safety in Outdoor Education.
  5. Reviewing and analysing school based, private, government, agency and commercial Outdoor Education resources and curriculum.
  6. The Outdoor Education Studies Course of Study.

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%
ExaminationFinal40%

Text References

  • ^ O'Connell,T., & Cutherbertson, B. (2009). Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach. Champaign, IL: Human Kinetics.
  • ^ Martin, B., Cashel, C., Wagstaff, M., & Breuing, 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.
  • ^ Bunting, C. (2006). Interdisciplinary teaching through outdoor education. Champaign, IL: Human Kinetics.
  • ^ Froude, C., & Polley, S. (2008), Outdoor education: Foundations for tertiary and secondary education. Cottesloe, WA: Impact Publishing.
  • Priest, S., & Gass, M. (2005). Effective leadership in adventure programming. (2nd ed.). Champaign, IL: Human Kinetics.
  • Stremba, B., & Bisson, C. (2009), Teaching adventure education theory: Best practices. Champaign, IL: Human Kinetics.
  • Wagstaff, M., & Attarian, A. (2009), Technical skills for adventure programming: A curriculum guide. Champaign, IL: Human Kinetics.

Journal References

  • Selected journals to be posted on Unit MyECU Blackboard site

Website References

^ 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.

OED3200|1|2