Placement

'This placement experience has been more than I could have hoped for! ... The experiences I have been lucky to have over the last year and a half whilst on the PGDE have been mind-blowing and life-changing.'
—Postgraduate Diploma student 2008-9

Rationale

All three Outdoor Education pathways (OE, OESE, & PSOE) focus on extending professional competence. Therefore, for programme members to develop appropriately there must be a significant element of direct involvement in teaching and leading outdoors. In order to achieve this and to facilitate direct experience of the outdoor education sector, course members will undertake a four-week professional placement during the winter months.

By working under the guidance of established outdoor teachers, programme members will broaden their experience of approaches to teaching outdoors. They will also gain insights into the work of unfamiliar establishments and have the opportunity to work with a range of outdoor establishments such as outdoor education centres, management training agencies, inner city projects, special needs organisations, country parks, and environmental agencies.

The placement will take place at a stage in the course when much theoretical and practical groundwork has been covered and the students should be ready to make a useful contribution to the agencies they choose to work with. Programme members should have completed at least half of both the practical and academic courses before they begin their placement.

All postgraduate diploma students will be required to complete a successful placement and the following are the criteria by which this will be assessed.

Learning Outcomes

On completion of the course students will:

show competency in technical skills at the levels required by the agency;
operate in a safe manner both personally and with students/clients throughout;
demonstrate competence in teaching/leading or facilitating of groups in a variety of situations and activities;
show a practical awareness of environmental issues and an ability to impart, this awareness to others in their care;
have reviewed their work on a weekly basis with the agency and tried to implement any improvements in following weeks.

Teaching, Learning & Assessment Strategies

The approach to teaching and learning will be a matter for discussion between the Outdoor Education staff and the agency tutors. Normally and apprenticeship model will be employed with the student being expected to learn agency systems and approaches and to take responsibility for teaching as requested by the agency staff. These staff play a crucial role in giving feedback and monitoring progress. Outdoor Education section staff will liase with the agency throughout the placement and normally make at least one visit to monitor progress. Upon return the student will be expected to make a presentation to the rest of the group on their experiences of the placement.

Indicative Content

This will vary between agencies, but course members will be expected to:

teach/coach/instruct or facilitate groups in a professional manner within the remit of personal qualifications and experience and the requirements of the agency;
be introduced to the demands of and problems encountered by teachers/coaches/instructors or facilitators in a work setting;
where possible, plan, prepare, deliver and review a suitable sequence or programme of activities in the agency setting.

Assessment

Reports will be prepared by both the agency tutor and a visiting member of the university outdoor education staff. Placement reviews will be held soon after returning to University. During these, course members will be expected to make a presentation describing their experience to all fellow course members and outdoor education staff. The following are the more specific competencies upon which the assessment will be based.

Competencies relating to the teaching/coaching/instruction/facilitation in an outdoor setting:

demonstrate a commitment to and enthusiasm for a career in the outdoor profession;
demonstrate a sound knowledge of and practical skills in the outdoor area appropriate to the agency allowing stimulating and challenging activities to take place;
show awareness of the physical and emotional safety of each of the group participants and a demonstration for this in adapting activities to suit many needs;
demonstrate a wider environment knowledge and suitable strategies for involving students/clients in the sustainable future of the countryside;
effective communication with students/clients and other staff from the agency;
show ability to motivate and sustain interest in the groups for whom the student has responsibility, by setting expectations and a pace of work which make appropriate demands on students/client groups;
employ a range of teaching/coaching instruction/facilitation strategies as appropriate;
demonstrate a reliable and responsible work ethic (punctuality, dress and behaviour to other staff and students/clients);
work well as part of the agency team and yet take responsibility for sound individual decision making where appropriate;
self evaluate the quality of teaching etc with a view to being a reflective practitioner throughout their working career, setting and achieving targets for professional development;
respond appropriately to issues of gender, social class, religious differences etc by applying principles and practice to promote positive behaviour, including moral and spiritual well being of students/clients;
encourage students/clients to take initiatives and become responsible for their own learning;
show awareness and understanding of the theory associated with the impact of residential and direct experiences out-of-doors on the personal and social development of young people and other participants.

Credit Rating

No credit weighting