Outdoor Education Curriculum 2

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2024/20

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 through the application of structuring learning and assessment for senior outdoor education curriculum. PSTs explore the use of information and communication technologies (ICTs) along with other resources to enhance student learning and maximise engagement in learning. They explore the policy framework for VCE Outdoor Environmental Studies and senior curriculum documents and research approaches to assessment within these systems.

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:

Learning Outcomes:

On successful completion of the course the students are expected to be able to:

Knowledge:

K1.	Analyse content, teaching strategies and assessment in Outdoor Education

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.

K3.	Appraise a range of resources and tools, including ICT, and how they may be drawn upon to engage students in Outdoor Education

K4.	Recognise the need for documentation of the impact and effectiveness of teaching upon learners in Outdoor Education.

K5.	Justify the need for ongoing personal professional development activities in Outdoor Education

K6.	Identify how literacy and numeracy skills can be developed among students in Outdoor Education

Skills:

S1.	Use curriculum, assessment and reporting knowledge in designing units of work in VCE Outdoor Environmental Education.

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.

S3.	Articulate and justify planning, teaching and assessment practices.

S4.	Analyse a variety of technologies to enhance learning

S5.	Communicate effectively with peers and professionals in Outdoor Education.

S6.	Research, gather and analyse professional development opportunities to make informed judgments about teaching in Outdoor Education

S7.	Demonstrate critical, creative, reflective and practical understandings relating to teaching Outdoor Education.

S8.	Apply literacy and numeracy strategies in the outdoor education teaching area.

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.

A2.	Collaboratively prepare, deliver and report on assessment and evaluation strategies in Outdoor Education.

A3.	Research and present a report based on a critical investigation of professional development in Outdoor Education.

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:

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K3, K4, S2, S5, S7, A1, APST 1.5, 2.1, 2.2, 3.2, 3.3	Design, teach and evaluate a lesson in the outdoors with a significant focus on a senior curriculum document and the application of relevant pedagogical approaches.	Teaching Task	20-30%
2.	K1, K2, K3, K5, S1, S2, S3, S4, S8, A1, APST 1.5, 2.1, 2.2, 2.3, 3.3, 3.4	Develop a unit plan based on relevant resources, policy documents and theoretical understandings for a unit of senior outdoor curriculum including the design of relevant field based learning tasks.	Curriculum Task – Unit Planning	30-40%
3.	K1, K2, K4, K6, S1, S3, S6, S8, A2, A3, APST 2.3, 2.5, 5.1, 6.2, 6.4	Research and develop an assessment task including a marking criterion, sample response and rationale for usage based on relevant literature and professional development.	Research Task – Assessment in Senior Curriculum	30-40%
4.	K1, S1, A1, A2, APST 2.2, 3.2.	Active participation in outdoor fieldwork.	Participation	S/N

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.	Yes	Advanced
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Advanced
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Advanced
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Advanced
		2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.	Yes	Advanced
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Advanced
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Advanced
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Advanced
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Advanced
Professional Engagement
	6. Engage in professional learning
		6.2 Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers.	Yes	Advanced
		6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.	Yes	Advanced