| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Outdoor Education Curriculum 2 |
| Unit ID: | OEEDU3600 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (Equivalent) (OEEDU3500) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
In this unit pre-service teachers will develop their critical thinking skills when considering the content, assessment and teaching strategies pertaining to outdoor education. This includes the use of information and communication technologies (ICT) to enhance student learning and engagement. Emphasis will be placed upon VCE Outdoor Environmental Studies (OES) and the development of units of work in response to the study design. Students will learn how teachers structure their VCE courses, including the emphasis on external examination programs in the VCE OES study. |
| 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. | Analyse content, teaching strategies and assessment in Outdoor Education |
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| K2. | Review contemporary curriculum policies and guidelines relevant to teaching and assessing of Outdoor Education in secondary schooling, especially for VCE Outdoor and Environmental Studies. |
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| K3. | Appraise a range of resources and tools, including ICT, and how they may be drawn upon to engage students in Outdoor Education |
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| K4. | Recognise the need for documentation of the impact and effectiveness of teaching upon learners in Outdoor Education. |
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| K5. | Justify the need for ongoing personal professional development activities in Outdoor Education |
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| K6. | Identify how literacy and numeracy skills can be developed among students in Outdoor Education |
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| Skills: |
| S1. | Use curriculum, assessment and reporting knowledge in designing units of work in VCE Outdoor Environmental Education. |
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| S2. | Use appropriate theoretical frameworks and policy documents to produce effective and engaging learning experiences which cater for a range of learners in senior secondary. |
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| S3. | Articulate and justify planning, teaching and assessment practices. |
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| S4. | Analyse 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. | Research, gather and analyse professional development opportunities to make informed judgments about teaching in Outdoor Education |
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| S7. | Demonstrate critical, creative, reflective and practical understandings relating to 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. | Plan and present a unit of work Outdoor Education with links to curriculum policy and explanations about how students achieve learning intentions. |
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| A2. | Collaboratively prepare, deliver and report on assessment and evaluation strategies in Outdoor Education. |
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| A3. | Research and present a report based on a critical investigation of professional development in Outdoor Education. |
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| Unit Content: |
Topics may include:
1. Senior outdoor education curriculum documentation - design, planning and implementation.
2. Assessment and evaluation in Outdoor Education.
3. Effective teaching and learning strategies in Outdoor Education.
4. Professional development and critical reflection in Outdoor 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. | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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, K6, S1, S2, S3, S4, S6, S7, A1, A3 | Develop a curriculum planner including an assessment task map, a sequence of learning tasks including outdoor experiences based on a selected outdoor environment for a unit of VCE OES. | Curriculum Planning Task | 40-60% | | 2. | K1, K2, K3, K4, S3, S5, S8 | Develop a series of formative assessment tasks and school-assessed coursework tasks for outcome 1 or 2, from either unit 3 or 4 VCE OES or equivalent, including a marking scheme, sample responses and evidence of moderation. | Assessment Development Task | 40-60% | | 3. | K1, K5, S1, A1, A2 | Active participation in outdoor fieldwork. | Participation | S/U |
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