Undergraduate Course: Outdoor Learning and Primary Education (EDUA10142)

Course Outline
School	Moray House School of Education	College	College of Humanities and Social Science
Credit level (Normal year taken)	SCQF Level 10 (Year 4 Undergraduate)	Availability	Available to all students
SCQF Credits	20	ECTS Credits	10
Summary	This course covers the rationale for learning outdoors in authentic contexts as drawn from theoretical frameworks, curriculum models and policy contexts. A range of teaching contexts and approaches are modelled to exemplify the integration of indoor and outdoor learning settings. Learners will be introduced to core themes of place- and community-based education alongside Learning for Sustainability. Safety and group management in the outdoors will also be introduced, analysed and exemplified throughout the course.
Course description	* Rationales for learning outdoors * Outdoor learning and Curriculum for Excellence * Experiential learning in outdoor contexts * Place- and community-based education * Sustainability education * Safety and group management in the outdoors

Entry Requirements (not applicable to Visiting Students)
Pre-requisites		Co-requisites
Prohibited Combinations		Other requirements	Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme

Information for Visiting Students
Pre-requisites	Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme
High Demand Course?	Yes

Course Delivery Information

Academic year 2017/18, Available to all students (SV1)		Quota: 20
Course Start	Semester 1
Course Start Date	18/09/2017
Timetable	Timetable
Learning and Teaching activities (Further Info)	Total Hours: 200 ( Supervised Practical/Workshop/Studio Hours 27, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 169 )
Assessment (Further Info)	Written Exam 0 %, Coursework 75 %, Practical Exam 25 %
Additional Information (Assessment)	In order to pass this course students will be expected to: * in pairs (or individually), plan, facilitate and evaluate a minor outdoor activity (includes lesson plan and risk management plan - 1000 words equivalent); * satisfactorily complete an academic paper outlining the theoretical underpinning of the lesson (3000 words). Students should demonstrate: * the ability to reflect critically on outdoor teaching and learning in educational contexts; * an understanding of the potential for outdoor pedagogy within their professional context * ability to plan, facilitate and evaluate an outdoor learning session.
Feedback	There is an opportunity for feedback following the practical teaching session. The tutor will provide specific feedback which will inform the final theoretical written assessment. There is also an opportunity for peer feedback following the practical teaching session. This may also inform the final written assessment.
No Exam Information

Academic year 2017/18, Available to all students (SV1)		Quota: 30
Course Start	Semester 2
Course Start Date	15/01/2018
Timetable	Timetable
Learning and Teaching activities (Further Info)	Total Hours: 200 ( Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 196 )
Additional Information (Learning and Teaching)	Semester 2 is offered as part of the MSc LfS only. This is not available to undergraduate students.
Assessment (Further Info)	Written Exam 0 %, Coursework 75 %, Practical Exam 25 %
Additional Information (Assessment)	In order to pass this course students will be expected to: * in pairs (or individually), plan, facilitate and evaluate a minor outdoor activity (includes lesson plan and risk management plan - 1000 words equivalent); * satisfactorily complete an academic paper outlining the theoretical underpinning of the lesson (3000 words). Students should demonstrate: * the ability to reflect critically on outdoor teaching and learning in educational contexts; * an understanding of the potential for outdoor pedagogy within their professional context * ability to plan, facilitate and evaluate an outdoor learning session.
Feedback	There is an opportunity for feedback following the practical teaching session. The tutor will provide specific feedback which will inform the final theoretical written assessment. There is also an opportunity for peer feedback following the practical teaching session. This may also inform the final written assessment.
No Exam Information

Learning Outcomes
On completion of this course, the student will be able to: Demonstrate understanding of the broad concepts underpinning outdoor learning (Learning for Sustainability, place- and community-based education) and critically reflect on the ways in which outdoor learning can be used for various educational purposes. Justify and evaluate the ways in which curricular contexts, policy frameworks and outdoor learning may inform each other. Demonstrate an understanding of the principles of outdoor learning in authentic contexts. Create a context for learning which demonstrates a sound understanding of the safety and risk management issues related to teaching and learning with groups of young people in outdoor settings. Critically analyse educational issues relating to outdoor learning and its interdisciplinary applications.

Reading List
Baker, M. (2005). Landfullness in adventure-based programming: Promoting reconnection to the land. Journal of Experiential Education, 27(3), 267-276. Beames, S., Higgins, P. & Nicol, R. (2011). Learning outside the classroom. New York: Routledge. Beames, S., Atencio, M. & Ross, H. (2009). Taking excellence outdoors. Scottish Educational Review, 41(2), 32-45. Cooper, G. (1998). Outdoors with young people: A leader�s guide to outdoor activities, the environment and sustainability. Lyme Regis: Russell House. Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster. Higgins, P. & Nicol, R. (2008). Outdoor education. In T. Bryce & W. Humes (Eds.), Scottish education: Beyond devolution (3rd Ed) (pp. 540-545). Edinburgh: Edinburgh University Press. HSE. (2006). Five steps to risk assessment. Retrieved from www.hse.gov.uk/pubns/indg163.pdf on June 26, 2008. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall. Learning and Teaching Scotland. (2009). Curriculum for Excellence. Retrieved July 6, 2009, from http://www.curriculumforexcellencescotland.gov.uk/index.asp Learning and Teaching Scotland. (2007). Taking learning outdoors. Retrieved August 24, 2008, from http://www.ltscotland.org.uk/takinglearningoutdoors/about/nationaldocuments/partnershipforexcellence.asp Learning and Teaching Scotland. (2010). Curriculum for Excellence through outdoor learning. Retrieved April 21, 2010 from http://www.ltscotland.org.uk/outdoorlearning/curriculumforexcellence/index.asp Leonard, A. (2010). The story of stuff: How our obsession with stuff is trashing the planet, our communities, and our health - and a vision for change. London: Constable. Orr, D.W. (2004). Earth in mind: On education, environment, and the human prospect. Washington: Island Press. Scottish Executive. (2004). Health and safety on educational excursions: A good practice guide. Edinburgh: Scottish Executive. Smith, G. & Sobel, D. (2010). Place-and community-based education in schools. London: Routledge. Thorburn, M. & Allison, P. (2010). Are we ready to go outdoors now? The prospects for outdoor education during a period of curriculum renewal in Scotland. Curriculum Journal, 21(1), 97-108. Wattchow, B. & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Clayton, Victoria: Monash University.

Additional Information
Graduate Attributes and Skills	3 generic cognitive skills (e.g. evaluation, critical analysis); 4 communication, numeracy and IT skills; and 5 autonomy, accountability and working with others.
Additional Class Delivery Information	There is a mix of lectures and practical on-campus and off-site practical teaching sessions.
Keywords	outdoor learning