| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Outdoor Education Curriculum 1 |
| Unit ID: | OEEDU3500 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (Or Equivalent) (OEEDU2000 or OEEDU2100 or OEEDU2300) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit prepares pre-service teachers to teach school outdoor education with an emphasis on junior secondary and middle years learning. Students will develop content knowledge and skills in developing subject matter and educational experiences which align with the curriculum. Through this they will develop and refine their educational philosophy, their leadership capacities and their abilities to meet the diverse educational needs of students in secondary school outdoor education programs. Students also consider the role of outdoor learning as a pedagogical innovation in schools. |
| 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. | Recognise outdoor education as a developing field of knowledge that places emphasis on student well-being and community and environmental sustainability. |
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| K2. | Demonstrate knowledge of recent developments in pedagogic practices in Outdoor Education. |
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| K3. | Interpret contemporary curriculum policies and guidelines relevant to teaching and assessing of Outdoor Education in secondary schooling. |
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| K4. | Describe a range of resources and tools, including ICT, and how they may be drawn upon to teach Outdoor Education. |
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| K5. | Identify a repertoire of effective learning, thinking and teaching strategies to maximise diverse student learning and engagement. |
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| K6. | Demonstrate critical, creative, reflective and practical understandings relating to teaching Outdoor Education. |
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| K7. | Identify how literacy and numeracy skills can be developed among students in Outdoor Education. |
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| Skills: |
| S1. | Reflect critically on effective teaching practice in Outdoor Education. |
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| S2. | Analyse theoretical frameworks and policy documents to produce effective and engaging learning experiences which cater for a range of learners. |
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| S3. | Articulate and justify planning, teaching and assessment practices. |
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| S4. | Use a variety of technologies to enhance learning. |
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| S5. | Communicate effectively with peers and professionals in Outdoor Education. |
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| S6. | Actively participate in professional conversations and debates about the teaching of Outdoor Education and its contribution to personal, social, cultural and environmental futures. |
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| S7. | Evaluate and analyse data to make informed judgments about critical issues in teaching Outdoor Education. |
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| S8. | Apply literacy and numeracy strategies in the outdoor education teaching area. |
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| Application of knowledge and skills: |
| A1. | Design a sequence of learning activities in Outdoor Education with links to curriculum policy and explanations about how students achieve learning intentions. |
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| A2. | Collaboratively prepare, deliver and evaluate Outdoor Education learning experiences which includes links to curriculum policies and pedagogical knowledge. |
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| A3. | Critically investigate an issue related to teaching and learning in Outdoor Education. |
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| Unit Content: |
Topics may Include •Outdoor education philosophical, historical and environmental foundations. •Outdoor education in the national curriculum. Policy and practice. •Outdoor education curricula and pedagogy. •Educational design and planning for learning. •Reflective practice in Outdoor Education. •Research, prepare and evaluate teaching resources. |
| 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. | N/A - Not Applicable | 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. | N/A - Not Applicable | 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, K7, S2, S3, S6, S7, A1, A3 | Develop a proposal for an outdoor education elective for years 7-10, including a learning outcome statement and a developmental rubric based on the Victorian Curriculum F-10 or equivalent. | Development of a proposal | 40-60% | | 2. | K3, K4, K5, K6, S1, S2, S3, S4, S5, S8, A1, A2 | Develop a curriculum planner with three assessment tasks and a sequence of lessons for one unit within your proposed elective, including a sample of student work based on each of your three assessment tasks. | Develop a curriculum planner | 40-60% | | 3. | K5, K6, S1, A1, A2 | Active participation in outdoor fieldwork of 3 days based on a Middle Years Outdoor Education Program. | Participation | S/U |
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