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ECHE310 – Play-based Curriculum: Discovery and Creativity in Outdoor Environments

2017 – S1 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit convenor, lecturer and tutor
Helen Little
Contact via via iLearn dialogue
X5B235
Monday 2pm - 4pm or by appointment
Credit points Credit points
3
Prerequisites Prerequisites
(39cp at 100 level or above) including ECH113
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit examines the role of outdoor environments in providing opportunities for young children to engage in discovery and creative play and physical activity. The unit builds on students’ foundational understanding of play-based pedagogies to enhance their capacity to recognise, evaluate and design play-based environments and experiences that promote learning for children from birth to school age. The unit explores inter-relationships between affordances in the outdoor environment, children’s play behaviours and their learning, with a particular emphasis on relationship-based learning, scientific inquiry, problem-solving and physical activity. The unit requires students to engage critically with a range of relevant contemporary issues which have the potential to impact on children’s opportunities for learning and development. Students also consider issues of inclusive practice for children with different educational and developmental capabilities and with different social and cultural backgrounds.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Articulate an understanding of the major theoretical developments in outdoor learning environments
  2. Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  3. Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  4. Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  5. Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  6. Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  7. Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

General Assessment Information

PLEASE REFER TO INFORMATION ON iLEARN FOR FURTHER DETAILS OF ASSESSMENT TASKS AND MARKING CRITERIA

All assessment tasks for this unit are submitted online.

Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format for submission.
  • It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Assignment cover sheets are NOT required for this unit.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

When preparing your assignments, it is essential that:

  • Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
  • Marks will be deducted if you submit your assessment late (refer to the ‘Assignment extensions and late penalties’ section below for more details);
  • If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.

Final Submissions

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:

https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set. 

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

  • Please notify the unit coordinator of your intention to request an extension (via Dialogue in iLearn), however, an extension will only be granted on receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
  • Emails are not appropriate means of extension requests.
  • It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension

 Academic Honesty

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) 6th referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) or online APA guides.

The following guide can be purchased from the Co-op Bookshop. This is a required text: 

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.

 

 

Assessment Tasks

Name Weighting Hurdle Due
Assignment 1 20% 21 March (Week 4)
Assignment 2 30% 3 May 2017 (Week 8)
Assignment 3 50% 12 June 2017

Assignment 1

Due: 21 March (Week 4)
Weighting: 20%

Professional reflection based on your personal experience of outdoor environments as a child. In this reflection, you will consider at least two contemporary issues (with reference to relevant literature) impacting on children’s outdoor play in relation to your own experiences. 


This Assessment Task relates to the following Learning Outcomes:
  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments

Assignment 2

Due: 3 May 2017 (Week 8)
Weighting: 30%

EC education for sustainability and science learning in the outdoor environment. Literature review and planning for science learning.  


This Assessment Task relates to the following Learning Outcomes:
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assignment 3

Due: 12 June 2017
Weighting: 50%

Planning for outdoor learning: Students design an outdoor learning spaces for infants, toddlers & preschool aged children and provide a justification for their choice of learning spaces, resources, and physical elements within the environment and a discussion of the learning potential in terms of affordances for physical activity, risk-taking, exploration/discovery, engagement with nature as well as issues of inclusion and catering for children of diverse abilities, backgrounds or interests and health and safety considerations. Students select one key area in the outdoor environment and identify one relevant EYLF outcome and describe the kinds of engagement and involvement that would indicate to you that this outcome is being realised by the children  and identify and justify the role that would be played by the educator in order to intentionally promote children’s learning related to this Outcome.  

 


This Assessment Task relates to the following Learning Outcomes:
  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Delivery and Resources

Students in this unit should read this unit guide carefully at the start of semester.  It contains important information about the unit.  If anything in it is unclear, please consult the Unit Coordinator.

Relevant Documents

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:

  • Unit Readings,
  • Assessment details and marking criteria

Electronic Communication

During semester time, staff may contact students using the following ways:

  • Dialogue function on iLearn
  • Official MQ Student Email Address

It is the student’s responsibility to check all electronic communication on a regular weekly basis.

Learning and Teaching Methods

The unit is offered in both internal and external mode. Content in this unit will be delivered using a combination of live and pre-recorded lectures, required readings, individual study tasks and weekly tutorials (on campus days for external students).

The timetable for internal students is as follows:

Lecture: Monday 9am (E4B308 - 6 Eastern Rd)

Tutorial: Monday 10 - 11.30am. (E4B308 - 6 Eastern Rd) Note: tutorials will commence in Week 1

Compulsory on campus days for external students will be held on Thursday 27 and Friday 28 April. 

Unit Expectations 

  • In order to be eligible for a passing grade, students must meet the following attendance requirements:
    • Internal students: Attend weekly tutorials – punctuality is expected.
    • External Students: Attend all on-campus sessions – punctuality is expected.
  • Students are required to contribute to all online and tutorials tasks
  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen to weekly lectures before completing tasks and attending tutorials
  • All assessment tasks must be submitted

Required Readings:

Week 1: Historical, contemporary approaches and Theoretical Approaches

Tovey, H. (2014). Outdoor play and the early years tradition. In T. Maynard & J. Waters (Eds), Exploring outdoor play in the early years (Chapter, 1, pp. 16-28). Maidenhead: Open University Press.

Sandseter, E.B.H., Little, H. & Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education & Outdoor Learning, 12(3), 167-182. doi: 10.1080/14729679.2012.699800

Week 2: Contemporary issues

Waller, T., Sandseter, E.B.H., Wyver, S., Ärlemalm‐Hagsérd, E., & Maynard, T. (2010). The dynamics of early childhood spaces: opportunities for outdoor play? European Early Childhood Education Research Journal, 18(4), 437-443. doi: 10.1080/1350293X.2010.525917

Week 3: Regulatory context of outdoor learning environments

Australian Children’s Education & Care Quality Authority [ACECQA]. (2011). Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

Australian Government Department of Education, Employment, and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Cummins, E & Reedy, A. (2015). Getting the balance right. Risk management for play. Melbourne: Play Australia. (Part B, excerpts)

Week 4: Natural playspaces

Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Australian Journal of Outdoor Education, 15(2), 24-35.

Week 5: Playing outside; Outdoor environments for infants and toddlers

Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33-40.

Huggins, V., & Wickett, K. (2011). Crawling and toddling in the outdoors: very young children’s learning. In S. Waite (Ed), Children learning outside the classroom. From birth to eleven (Chapter 2, pp. 20-34). London: Sage.

Bilton, H., Bento, G., & Dias, G. (2017). Becoming safe through taking risks (Ch. 4). Taking the first steps outside: Under threes learning and developing in the natural environment. Milton Park, Abingdon, UK: Routledge. 

Week 6: Thinking outdoors

Petriwskyj, A. (2013). Science. In D. Pendergast & S. Garvis (Eds), Teaching early years: curriculum, pedagogy and assessment (Chapter 7, pp. 107-124). Sydney: Allen & Unwin.

Luken, E., Carr, V., & Brown, R. (2011). Playscapes: Designs for play, exploration and science inquiry. Children, Youth and Environments, 21(2), 325-337. http://www.jstor.org/stable/10.7721/chilyoutenvi.21.2.0325

Week 7: Sustainable practice and environmental responsibility

Elliott, S. (2014). Sustainability and the Early Years Learning Framework (Chapter 3). Sydney: Pademelon Press.  

Week 8: Creative play

Drown, K., & Christensen, K. (2014). Dramatic play affordances of natural and manufactured outdoor settings for preschool-aged children. Children, Youth and Environments, 24(2), 53-77. http://www.jstor.org/stable/10.7721/chilyoutenvi.24.2.0053 

Week 9: Physically active play

Archer, C., & Siraj, I. (2015). Encouraging physical development through movement play (Chapter 3). London: Sage.

Week 10: Managing risk in play

Cummins, E & Reedy, A. (2015). Getting the balance right. Risk management for play. Melbourne: Play Australia. (Part A, excerpts)

Week 11: Environments beyond the gate

Elliott, S., & Chancellor, B. (2014). From forest preschool to Bush Kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39(4), 45-53.

Week 12: Supporting participation and inclusion

Ärlemalm‐Hagsér, E. (2010). Gender choreography and micro-structures - early childhood professionals' understanding of gender roles and gender patterns in outdoor play and learning. European Early Childhood Education Research Journal, 18(4), 515-525.

Lofdahl, A. (2010). Who gets to play? Peer groups, power and play in early childhood settings. In L. Brooker & S Edwards (Eds.) Engaging play (Chapter 9, pp.-122- 135). Maidenhead, UK: Open University Press.

Week 13: Relationships based learning and teaching

Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal , 23(2), 264-276.

 

 

Unit Schedule

ECHE310 Lecture Schedule 2017

 

 

Week

Topic

Topic

Lecturer

Reading

Module 1:

Approaches to outdoor learning

 

 

 

1

 

27 Feb

1

Historical, contemporary and theoretical approaches to outdoor learning environments

Helen Little

 

Tovey (2014) Sandseter, Little, & Wyver (2012)

2

 

6 Mar

 

2

Contemporary issues

 

Helen Little

 

Waller, T., et al. (2010).

3

 

The regulatory context of outdoor learning environments

(Note: this lecture is pre-recorded)

 

Helen Little

 

EYLF & NQS

 

Cummins & Reedy (2015)

Module 2: Outdoor environments as pedagogical spaces

 

3

 

13 Mar

4

Planning effective outdoor environments

 

Helen Little

 

 

4

20 Mar

5

Natural playspaces

 

 

Helen Little

 

Dowdell, Gray, & Malone (2011).

5

 

27 Mar

6

Playing outside

 

Helen Little

 

Little & Wyver (2008)

7

Outdoor environments for infants and toddlers

(Note: this lecture is pre-recorded)

 

Sheila Degotardi

 

Huggins, & Wickett (2011)

8

Outdoor environments for pre-schoolers

(Note: this lecture is pre-recorded)

 

Luke Touhill

 

 

6

 

3 Apr

9

Thinking outdoors

 

Janet Robertson

Petriwskyj (2013)

 

Luken, Carr & Brown (2011)

7

 

10 Apr

10

Sustainable practice and environmental responsibility

 

Helen Little

Elliott (2014)

8

 

1 May

11

Creative play

 

Helen Little

 

Drown & Christensen (2014)

9

 

8 May

12

Physically active play

 

Helen Little

Archer & Siraj (2015)

 

10

 

15 May

13

Managing risk in play

 

Helen Little

 

Cummins & Reedy (2015)

11

 

22 May

14

Environments beyond the gate

 

Helen Little

 

Elliott & Chancellor (2014)

Module 3:

Relationships-based learning

12

 

29 May

15

Who can play? Supporting participation and inclusion

 

Helen Little

 

Ärlemalm‐Hagsér (2010)

Lofdahl (2010)

13

 

5 June

16

Relationships based learning and teaching

 

Helen Little

Waters & Bateman (2015)

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 2
  • Assignment 3

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 2
  • Assignment 3

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 1
  • Assignment 2
  • Assignment 3

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments

Assessment task

  • Assignment 2

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 1
  • Assignment 2
  • Assignment 3

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 1
  • Assignment 2
  • Assignment 3

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Consider social, cultural and educational diversity when planning for and evaluating outdoor learning environments for children aged birth to five years.

Assessment tasks

  • Assignment 2
  • Assignment 3

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework

Assessment tasks

  • Assignment 2
  • Assignment 3

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Articulate an understanding of the major theoretical developments in outdoor learning environments
  • Critically reflect on relevant contemporary societal issues and how these may impact on children’s learning opportunities.
  • Draw on contemporary theoretical and curriculum approaches to critically evaluate outdoor environments
  • Design rich, integrated and inclusive outdoor play experiences for children aged birth to five
  • Understand how outdoor environments can foster holistic learning outcomes as specified in the Early Years Learning Framework
  • Articulate a range of intentional teaching strategies which can enhance children’s learning in outdoor environments

Assessment tasks

  • Assignment 1
  • Assignment 2
  • Assignment 3

Changes since First Published

Date Description
24/02/2017 Update of disruption to studies link
10/02/2017 Change of due date for Assignment 2