| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Ways of Knowing Outdoor Environments |
| Unit ID: | OEEDU1010 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
In this unit, students practice various ways of engaging with and experiencing outdoor environments. Through this, students examine how different ways of engaging with and experiencing outdoor environments influences the knowledge of such environments. Students will consider the implications of outdoor experiences for fostering knowledge and attitudes towards environments. The unit aims to develop academic skills of reading, writing, problem-solving and critical inquiry, and practical skills for engaging with safe and sustainable outdoor education experiences. The unit includes field trips and practical activities for practicing different ways of knowing and experiencing outdoor environments. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Develop understanding of outdoor environments through a variety of practical, cultural and theoretical lenses |
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| K2. | Describe and evaluate different ways of knowing outdoor environments |
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| K3. | Consider the implications of outdoor experiences for developing environmental understanding |
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| K4. | Identify critical, creative, reflective and practical understandings of outdoor environments |
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| Skills: |
| S1. | Appraise practical, cultural and theoretical lenses and implications for fostering knowledge and attitudes towards environments |
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| S2. | Develop and apply different ways of knowing outdoor environments |
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| S3. | Practice safe and sustainable ways of engaging with outdoor environments |
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| S4. | Demonstrate critical, creative, reflective and practical understandings of outdoor environments |
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| Application of knowledge and skills: |
| A1. | Compare and evaluate practical, cultural and theoretical lenses and implications for fostering knowledge and attitudes towards environments |
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| A2. | Participate in different ways of knowing outdoor environments, considering the influence of these actions |
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| A3. | Report on the implications of practical experiences for developing environmental understanding |
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| A4. | Create a detailed portfolio demonstrating different ways of engaging with outdoor environments |
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| Unit Content: |
Topics may include:
1. Engage with outdoor environments experientially through practical activities and field trips
2. Explore various ways of knowing, such as knowing through movement, embodied experience, varied cultural lenses, ecology, history, art and creative works |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3 | Trip report: Students will develop a report on their practical experiences, describing practical activities, environmental conditions and what knowledge was developed through the activities. In the report, students will discuss the implications of practical experiences for developing environmental understanding and sustainable ways of engaging with outdoor environments. | Report | 40-60% | | 2. | K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A4 | Ways of knowing outdoor environments portfolio: Students create a portfolio of knowledge on a particular outdoor environment. The portfolio should include both creative and analytic presentations of repeated visits to a particular outdoor environment. The portfolio will also evaluate the various ways of engaging with the environment and describe understandings and attitudes considered. | Portfolio | 40-60% | | 3. | K1, K2, K3, K4, S2, S3, S4, A1, A2 | Active participation in field trips and practical activities | Hurdle | S/N |
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