| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Coastal Education |
| Unit ID: | OEEDU2600 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (OEEDU4100) |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
Students will explore coastal environments through a variety of methods which may include surfing, snorkelling, sea kayaking, walking, rock pooling, and environmental interpretation activities. They will learn a wide range of knowledge, skills and values relevant to understanding, planning and implementing coastal education activities in a safe and effective manner. This unit is designed to encourage students to reflect critically on human-nature impacts and interactions with coastal environments and how coastal education can contribute to improving sustainable practices. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Critique the cultural dimensions of human-nature interactions in coastal environments. |
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| K2. | Design strategies for planning safe and sustainable interactions in coastal environments. |
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| K3. | Identify and organise relevant interpretive knowledge of coastal environments. |
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| K4. | Compare the impacts of coastal environmental issues and the influence of human-nature relationships on these. |
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| Skills: |
| S1. | Demonstrate competence in minimal impact behaviour and activity skills in coastal environments. |
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| S2. | Execute skills in planning and implementing safe and meaningful experiences in coastal environments. |
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| S3. | Implement observation and interpretive skills in coastal environments. |
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| Application of knowledge and skills: |
| A1. | Apply sustainable practice to practical outdoor experiences. |
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| A2. | Critique coastal environmental issues and the influence of human-nature relationships. |
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| A3. | Practice interpretive knowledge and skills in coastal environments. |
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| A4. | Evaluate the educational possibilities of understanding human impacts and applying sustainable practice through engaging in coastal environments. |
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| Unit Content: |
Topics may include:
1. Outdoor recreation safety management in coastal areas.
2. Understanding coastal environments and ecosystems.
3. Coastal culture in Australia.
4. Learning and skill development.
5. Environmental impacts and sustainability in coastal environments.
6. Use and care of specialised equipment used in coastal environments.
7. Coastal education. |
| 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K3, K4, S3, A2 |
Students develop a film journal of their coastal learning journey and critique appropriate outdoor learning concepts. |
Film journal and written critique |
40-60% |
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| 2. |
K1, K2, K3, K4, S1, S2, S3, A2, A3, A4 |
Students compile a portfolio exploring their relationship with coastal environments and coastal sustainability. Students also write a final essay that synthesises the major themes and experiences of the unit. |
Portfolio and synthesis essay |
40-60% |
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| 3. |
K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A4 |
Active participation in a coastal learning fieldwork experience(s). |
Participation |
S/N |
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