1. Demonstrate knowledge and critical understanding of the key theories underpinning learning and development in the outdoors

2. Critically analyse how outdoor learning and development is influenced by policy and practice

3. Reflect on the development of skills and competencies required to effectively support outdoor learning

4. Apply underlying concepts and principles needed to assist an outdoor learning session

Assessment 1 (LO1&2): Plan an outdoor learning project to be undertaken with a group of learners taking into account relevant literature, research as well as health and safety protocols including an action plan (to include time plan and activity plan relevant to the age and stage of your learners). (1500 words)

Assessment 2 (LO3&4) Implement and evaluate the project in collaboration with colleagues. The evaluation of the project needs to include a reflection on the development of skills and competencies gained as a result of the project.

Formative assessment opportunities include:

Peer and tutor review of plans.

Student led presentations of progress in project implementation.

The purpose of this module is to develop students’ knowledge and understanding of the role, value and context of outdoor learning in children’s, young people’s and adults’ development.

The module takes a European perspective and builds understanding of key theories and research underpinning pedagogical practices across Europe with an outdoor focus. Drawing on the work of Froebel, Montessori, Steiner and Reggio Emilia it explores factors affecting development and well-being for example cultural, socio-economic and political set within the context of outdoor learning. The module develops an understanding of the interaction between policy and practice and learning and development within an outdoor learning framework. Finally, the module builds on students’ understanding of how learning in an outdoor context can support holistic development.

Content may include:

The pedagogue role in outdoor learning in Europe (varied education settings)

Outdoor practice to support education and/or wellbeing with families/adults in Europe

Linking theory to outdoor practice.

The emerging outdoor curriculum

Policy and curriculum, examining the space and place for outdoors

Cultural views and approaches to outdoor learning

Risk perception in relation to outdoor learning

The role of outdoor learning in supporting children ’s or adults’ mental health and wellbeing

Outdoor learning in the UK, trends and patterns in public, private and voluntary settings (across child and adult services

Practical sessions

This is an exciting opportunity to experience outdoor learning and understand the theory behind the growing trend of forest schools in UK. Linking theory to practice you will experience outdoor education discovering its origins and application in educational contexts today.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face to face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.

A digitally enabled approach will be used to support both virtual and face to face opportunities.

University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.


The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities


Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

Work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments



¿

Gill, T. (2014) No Fear: Growing up in a Risk Averse Society. Sage: London.

Knight, S. (2013) International perspectives on forest school: natural spaces to play and learn. Sage: London.

Sackville-Ford, M and Davenport, H. (2019) Critical Issues in Forest Schools. Sage: London.

Willimas-Siegfredson, J. (2017) Understanding the Danish Forest School Approach: Early Years Education in Practice

Where possible books will be available online through Staffordshire University library website when logged in using your university username and password.¿ If you have difficulty accessing these, please contact the¿University¿library.¿There is also an online reading list for each module on this course.¿ To access this, go to¿http://staffs.rebuslist.com/¿and then type in the module code in the search box.¿ Do not worry if this list seems excessively long.¿ You may wish to focus on texts which are most relevant to your education sector.¿ This module covers a wide range of¿texts¿and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read.¿ Remember that it is important to show you have considered views from a wide range of sources.¿ When referring to texts in your assignment, always use¿https://libguides.staffs.ac.uk/refzone¿for guidance.¿¿There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University,¿Refzone¿Harvard system is the only correct method to use.¿¿

Study skills:¿

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at¿https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.¿¿

VLE Resources¿

Your¿University¿VLE will enable you to¿have¿access¿to course materials, lecture notes, PowerPoint presentations and reading lists.¿¿Your VLE offers opportunities to engage in group work and independent learning¿by the use of¿such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿