PROGRAMME SPECIFICATION. Educational aims of the programme. Bachelor of Science with Honours in Outdoor Education. Teaching institution

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1 PROGRAMME SPECIFICATION Bachelor of Science with Honours in Outdoor Education Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Liverpool John Moores University LJMU X9F8 X900 Full-Time: 3 Years All LJMU programmes are delivered and assessed in English Subject benchmark statement Hospitality, Leisure, Sport and Tourism (QAA 2008) Earth Sciences, Environmental Sciences and Environmental Studies QAA Benchmark Statements (QAA 2014) Education Studies (QAA 2015) Programme accredited by Description of accreditation Validated target and alternative exit awards Bachelor of Science with Honours in Outdoor Education Diploma of Higher Education in Outdoor Education Certificate of Higher Education in Outdoor Education Programme Leader Julie Money Educational aims of the programme General Programme Aims: this Outdoor Education programme will provide a stimulating, dynamic, informed and student centred experience which aims to: Offer a challenging, high quality, flexible and experiential student learning process that gives the opportunity to learn through the integration of theory, research and practice. Meet students' needs and develop their potential and personal growth, by covering the main approaches to Outdoor Education in a safe academically rigorous way that is physically, psychologically, intellectually and spiritually challenging. Draw on a wide range of intellectual resources, theoretical perspectives and several academic disciplines to illuminate understanding of Outdoor Education - its history, development and the context within which it takes place. Develop students' understanding of their impact on the local, regional and global environment so that they may develop their own values and judgements which are supportable and sustainable and gives them an understanding of the exploitation of physical and biological resources in the context of sustainability. Give students a solid and safe grounding in a range of outdoor leadership skills, including outdoor pursuits, leadership and coaching. Provide students with knowledge and critical awareness of a range of Outdoor Education initiatives and practice and their underpinning philosophical and theoretical principles, including experiential learning, development training, environmental education, cross curricular approaches in education, and therapeutic approaches. Provide students with a sound broad based knowledge and understanding of the philosophical, psychological, physiological, geographical, scientific and environmental understanding required by Outdoor Educationalists or intending teachers, leaders or instructors. Promote in students a range of qualities and transferable skills to prepare them for further study and/or graduate employment. These will include the development of key intra-personal and inter-personal skills and awareness of range of key related professional issues as applied to Outdoor Education. Provide students with opportunities that enable progression onto a range of professional career pathways in teacher training and other related professional routes. Develop fieldwork investigatory skills and the observational and recording skills needed to undertake enquiry in geographical and environmental themes. Develop a high level of critical awareness and understanding of a range of Outdoor Education practices and to be able to evaluate the effectiveness and appropriateness of approaches in practice.

2 Evaluate the extent to which human activity may be a causative agent in selected examples of perceived local and global environmental problems. Develop a high level of critical awareness and understanding of environmental issues and the ability to evaluate the impact of their personal lifestyle and work patterns through ecological foot printing. Alternative Exit/ Interim Award Learning Outcomes - Certificate of Higher Education describe contemporary approaches and perspectives to Outdoor Education demonstrate knowledge and understanding of practical and theoretical aspects of Outdoor Education and related geographical and ecological principles demonstrate competence in key outdoor pursuits and understand the principles of effective risk management and outdoor leadership in these activities describe and discuss the ways in which other disciplines underpin Outdoor Education (e.g. psychology, geography, education, sociology, physical education and leisure ) demonstrate personal performance in relevant academic and graduate skills and recognise key issues in the professional practice of Outdoor Education demonstrate competence in Information, Communication Technology skills and be able to use this within Outdoor Education recognise how they develop as individuals through personal development planning, reflective practice, tutorial guidance and support (including strategies for achieving 'World of Work' certification.). Alternative Exit/ Interim Award Learning Outcomes - Diploma of Higher Education identify and analyse current environmental issues and evaluate the role of Environmental Education in response to these. plan and execute outdoor pursuits using appropriate techniques and risk management strategies. demonstrate competence in outdoor activities in extreme environments and understand the principles of effective risk management in these activities. analyse and evaluate key professional issues across in a range of Outdoor Education settings. analyse theoretical and philosophical issues in the research and delivery of Outdoor Education begin to formulate areas of specialism in the fields of Geography/Environmental Education Physical Education or Sport Coaching. recognise how they develop as individuals through personal development planning and tutorial guidance and support personal development and reflective practice strategies (including the incorporation of graduate skills and strategies for achieving 'World of Work' certification.) Target award Learning Outcomes - Bachelor of Science with Honours A student successfully completing the programme of study will have acquired subject knowledge and understanding as well as skills and other attributes. Knowledge and understanding A1. critically understand and demonstrate knowledge of Outdoor Education and Environmental Education A2. develop an understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study (e.g. the study of earth systems, ES3), drawing as appropriate from research and the professional contexts A3. demonstrate an understanding of the environment and environmental issues through both academic and professional reflective practice A4. show research and problem solving abilities by critically understanding methods of acquiring, interpreting and analysing information appropriate to Outdoor Education and Environmental Education A5. demonstrate an understanding and critical awareness of the moral, ethical, practical, environmental, economics, political and legal issues which underpin best practice (e.g. human interactions with the environment, attitudes, ES )

3 Lectures; field visits; computing workshops; seminars; dissertation tutorials. Examinations (including multiple choice questions, short answer questions, essays style questions, seen questions, examinations into which students bring prepared notes); Reports; Computer /Problem solving Log ; Reflective Log Books; Essays; Practical in Outdoor Skills; Lecturer and Peer Assessed Facilitation Skills; Seminar Presentations; Poster Presentations; Independent Dissertation. Students enrolled upon this programme are guaranteed opportunities for practising and receiving feedback about their progress in demonstrating wider graduate skills'. Skills and other attributes Intellectual Skills B1. research and assess subject specific facts, theories, paradigms, principles, policies and concepts B2. critically assess, evaluate and act upon evidence B3. critically interpret data and text B4. abstract, describe, synthesise and apply information B5. develop a reasoned argument and challenge assumptions B6. take responsibility for their own learning and continuing professional development. Lectures; field visits; practical outdoor pursuits sessions where students perform leadership roles; computing workshops; seminars; dissertation tutorials. Examinations (including multiple choice questions, short answer questions, essay style questions, seen questions, examinations into which students bring prepared notes); Reports; Seminar Presentations; Poster Presentations; Independent Dissertation. Formative assessment through the use of on-line assessment resources developed in Blackboard will be a key feature of several modules. Professional practical skills C1. Plan, design and execute practical activities using appropriate techniques and procedures C2. Undertake fieldwork and practical outdoor pursuits with due regard for safety and risk assessment C3. Plan, design, execute and communicate independent intellectual work such as reports, essays, seminars, dissertation using appropriate media, and develop fieldwork and specific data recording skills C4. Recognise and respond to moral, ethical and safety issues which directly pertain to Outdoor and Environmental Education, including relevant legislation and professional codes of conduct C5. Relate the academic study of outdoor and environmental education to issues and applications in the professional field. Lectures; field visits; practical outdoor pursuits sessions where students perform leadership roles; computing workshops; seminars; dissertation tutorials. Examinations (including multiple choice questions, short answer questions, essays style questions, seen questions, examinations into which students bring prepared notes); Reports; Reflective Log Books; Essays; Practical in Outdoor Skills; Lecturer and Peer Assessed Facilitation Skills; Seminar Presentations; Poster Presentations; Independent Dissertation; s for Governing Body Awards encouraged (e.g. MLTB, SPA, BCU). Transferable / key skills

4 D1. Communicate effectively with a wide range of individuals using a variety of means D2. Be numerate and able to use information technology appropriately D3. Have interpersonal / teamwork and problem solving skills D4. Take responsibility for personal and professional learning and development by evaluating their own academic, practical and professional performance. Transferable / key skills are incorporated in modules and are related to relevant formative and summative assessments as appropriate. Examples of strategies include: tutorials, lectures, seminars, practical and fieldwork activities, essays, problem-based learning scenarios, self-directed learning, use of research based teaching materials and methods. Examinations (including multiple choice questions, short answer questions, essays style questions, seen questions, examinations into which students bring prepared notes); Reports; Computer /Problem solving Log (based on ECDL modules); Reflective Log Books; Essays; Practical in Outdoor Skills; Lecturer and Peer Assessed Facilitation Skills; Seminar Presentations; Poster Presentations; Independent Dissertation; s for Governing Body Awards encouraged (e.g. MLTB, SPA, BCU). Programme structure - programme rules and modules Programme rules At level 5 students must choose one option module (20 from the following: 5367SSLN Geomorphic Processes and Natural Hazards; 5306SSLN Physical Education Teacher Education (1) or 5462SSLN Coaching Processes (2). The programme provides students with the opportunity of study abroad at the end of Level 5 (5369SSLN). The modules to be studied in the host institution must be agreed in advance. At level 6 students must also choose one of the following 20 credit modules: 6366SSLN Evolution of Glacial, Fluvial and Karst Landscapes; 6306SSLN Physical Education Teacher Education (2) or 6465SSLN Coaching Process (3) (a pre-requisite for each of these options is the associated level 5 module). Level 6 Potential Awards on completion Bachelor of Science with Honours Core Option Award Requirements 6361SSLN Outdoor and Adventure Education Dissertation ( SSLN Advanced Professional Practices in Outdoor Education ( SSLN Critical Perspectives in Outdoor Education ( SSLN Leadership in Outdoor Adventure 3 ( SSLN Work Related Learning 2 (10 Level SSLN Physical Education Teacher Education 2 ( SSLN Evolution of Glacial, Fluvial and Karst Landscapes ( SSLN Coaching Process 3 (20 Potential Awards on completion 100 core credits at level 6 20 option credits at level 6 Core Option Award Requirements 5361SSLN Environmental Perspectives in Outdoor Education ( SSLN Practical Skills in Adventure 2 ( SSLN Leadership in Outdoor Adventure 2: Extreme Environments ( SSLN Applied Psychological Perspectives in Outdoor Adventure ( SSLN Professional Practices in Outdoor Adventure 2 ( SSLN Work Related Learning 1 ( SSLN Physical Education Teacher Education 1 ( SSLN Geomorphic Processes and Natural Hazards ( SSLN Coaching Process 2 ( core credits at level 5 20 option credits at level 5

5 Level 4 Potential Awards on completion Core Option Award Requirements 4361SSLN Developments in Outdoor and Adventure Education ( SSLN Geographical and Ecological Perspectives in Outdoor Education 1 ( SSLN Practical Skills in Adventure 1 ( SSLN Leadership in Outdoor Adventure 1: Mountains & Rivers ( SSLN Psychology and Physiology of Outdoor Adventure ( SSLN Professional Practices in Outdoor Adventure 1 ( SSLN Geographical and Ecological Perspectives in Outdoor Education 2 ( core credits at level 4 0 option credits at level 4 Information about assessment regulations All programmes leading to LJMU awards operate within the University's Academic Framework. Opportunities for work-related learning ( location and nature of activities) Work related learning occurs across a range of modules at all levels. This includes practical based modules in developing outdoor leadership skills and competences in modules: 4363SSLN, 5362SSLN, 5363SSLN, 6364SSLN; knowledge and understanding of applied professional practice settings in modules 4363SSLN, 5365SSLN and 6362SSLN. There are two placements integrated into modules 5366SSLN and 6365SSLN. Students are expected to choose and find their own placements with the university's support. Criteria for admission A/AS Level At least three passes with a total of 260 points BTEC National Diploma Overall Grade acheiving Distinction, Merit, Merit (DMM) AVCE Vocational Advanced GCE Double Award, points Access A pass in a relevant Access course Other Irish Learning Certificate; Scottish Highers; International Baccalaureate; HND. Applicants should normally hold GCSE level passes in English and Mathematics or equivalent. Students must hold a valid DBS enhanced certificate prior to enrolment on the programme. Mature entry students who do not have formal academic qualifications but who have reached the age of 21 by the 31st December in the year of proposed entry are encouraged to apply if they can fulfill at a high level some of the other admissions criteria in terms of experience. Each application will be considered on an individual basis and each potential mature student will be interviewed. Overseas qualifications An overseas student must have equivalent academic qualifications and experience equivalent to a British student. Proficiency in English Language which may be by IELTS level 6.0 or above, or and equivalent.

6 External Quality Benchmarks All programmes leading to LJMU awards have been designed and approved in accordance with the UK Quality Code for Higher Education, including the Framework for Higher Education Qualifications in the UK (FHEQ) and subject benchmark statements where applicable. The University is subject to periodic review of its quality and standards by the Quality Assurance Agency (QAA) Published review reports are available on the QAA website at Programmes which are professionally accredited are reviewed by professional, statutory and regulatory bodies (PSRBs) and such programmes must meet the competencies/standards of those PSRBs. Support for students and their learning The University aims to provide students with access to appropriate and timely information, support and guidance to ensure that they are able to benefit fully from their time at LJMU. All students are assigned a Personal Tutor to provide academic support and when necessary signpost students to the appropriate University support services. Students are able to access a range of professional services including: Advice on practical aspects of study and how to use these opportunities to support and enhance their personal and academic development. This includes support for placements and careers guidance. Student Advice and Wellbeing Services provide students with advice, support and information, particularly in the areas of: student funding and financial matters, disability, advice and support to international students, study support, accommodation, health, wellbeing and counselling. Students studying for an LJMU award at a partner organisation will have access to local support services Methods for evaluating and improving the quality and standards of teaching and learning Student Feedback and Evaluation The University uses the results of student feedback from internal and external student surveys (such as module evaluations, the NSS and PTES), module evaluation questionnaires and meetings with student representatives to improve the quality of programmes. Staff development The quality of teaching is assured through staff review and staff development in learning, teaching and assessment. Internal Review All programmes are reviewed annually and periodically, informed by a range of data and feedback, to ensure quality and standards of programmes and to make improvements to programmes. External Examining External examiners are appointed to programmes to assess whether: the University is maintaining the threshold academic standards set for awards in accordance with the FHEQ and applicable subject benchmark statements the assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with University policies and regulations the academic standards are comparable with those in other UK higher education institutions of which external examiners have experience the achievement of students are comparable with those in other UK higher education institutions of which the external examiners have experience and to provide informative comment and recommendations on: good practice and innovation relating to learning, teaching and assessment observed by external examiners opportunities to enhance the quality of the learning opportunities provided to students Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full

7 advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, teaching, learning and assessment methods of each module can be found in module and programme guides.