FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Appendix L
Academic Quality & Standards Policy Committee
Proposed Changes to a Programme between Scheduled Reviews
Please provide the following information. Significant changes (Intermediate or Major)
require further discussion with Academic Registry and the School.
PART 1
Date of Submission
27 July 2016
1
Partner
Askham Bryan College
2
TU School
3
Programme Title
School of Social Sciences, Business and Law
FdSc Sport (Coaching & Fitness)
FdSc Sport (Adventure & Outdoor Education)
4
5
6
7
8
Date of Programme
Approval
Partner Programme Leader
20th May 2015
Billy Miller
TU School Link Tutor
Simon Hood
Date of Last Periodic
N/A
Programme Review
Please give details of any previous changes that have been made since the last
approval/review activity:
None
9
Give details of proposed changes, the rationale, and confirm whether it will
require a change to the Programme Specification (please include all module titles
and module codes/levels/credits for which changes are proposed):
Academic & Professional Skills (Level 4, 20 credits)
This module is delivered as a cross college module which is taken as a core module for
students in five different subject areas. Consultation with the academic teams across all
courses has identified an element of apathy from some of the students for both the
study skills and the ICT elements. The learning outcomes for the module remain valid
but discussions with the academic teams and student feedback from module
evaluations have highlighted that students would prefer stronger integration with other
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
modules on their course and that some elements of the ICT are too basic. It is
considered therefore, that the indicative content and the assessment are not pitched
sufficiently or strategically to provide the support that students need to achieve well in
other aspects of the course or to provide challenge to the average and higher achieving
students.
To increase engagement and productivity we are seeking to align this module more
strategically to each of the courses and address study skills needs specific to individual
courses, whilst maintaining a common core of skills development. The core content of
the module will be consistent across all cohorts, but the timing will vary to meet the
needs of the specific courses.
Elements for Change
Assessment
We are proposing to change the assessment to an electronic portfolio (Pass/Fail) and
reflective essay (100% weighted). Students and the course teams have both articulated
that the current exam does not meet the needs of the students and that an assessment
which is a ‘developmental and reflective journey’ would be preferable and more
appropriate in demonstrating academic and ICT skills, and identifying future study skills
needs. The use of an E-Portfolio is also being proposed as a means of deploying an
innovative and interactive method of assessment making use of technological advances
in the sector, the students will be required to upload to the portfolio documents to
demonstrate their digital competency including using Word, Excel, PowerPoint and the
internet. We are also proposing an essay plan and annotated bibliography as formative
assessment to ensure that students are prepared for their summative ‘reflective essay’
assessment, this will also be uploaded to the E-Portfolio.
Indicative Content
Feedback from students identified issues of pace in relation to the ICT element, with
suggestions that advanced aspects of PowerPoint, Word and internet related functions
be incorporated within the level 4 module. As such the Academic Skills team felt it
appropriate to propose to incorporate more advanced ICT operations within the module.
Analysis of examination results across courses and modules at the college has
identified that many students are not preparing or performing as well as they should in
examinations we propose to include in the indicative content exam preparation and
techniques. Finally, course managers have noted that students often struggle in
presenting reports in an appropriate manner to enable appropriate communication, so to
assist students in preparing for some of their assessments that require a report to be
produced we are proposing to include within the module some sessions on report
writing.
10
11
11.1
Date the proposed changes to come into
effect/which cohorts will be affected?
Consultation
a) Have relevant Module/Pathway
Leaders/External Partners been consulted
about the proposed change?
September 2016
YES
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
b)
c)
d)
What comments/difficulties have they
highlighted?
Any modules identified in box 9, are they
shared modules for other awards?
If YES, please list the award title(s):
Module tutors and pathway leaders
are keen on the proposed changes.
YES
Harper Adams Validated
FdSc Agriculture with Land
Management
FdSc Uplands Agriculture with
Land Management
FdSc Countryside Management
FdSc Animal Management
FdSc Equine Business and Event
Management
FdSc Equine Leisure and Event
Management
FdSc Equine Science and
Management
FdSc Equine Sports Management
FdSc Arboriculture
FdSc Horticulture
FdSc Landscape and Garden
Management
FdSc Sports Surface Management
BSc (Hons) Animal Management
and Science
(Above awards not validated by
TU)
11.2
a)
b)
11.3
11.4
12
a)
Have students been consulted about the
proposed change?
What comments/difficulties have they
highlighted?
YES
Students identified issues of pace
in relation to the ICT element, with
suggestions that advanced aspects
of Powerpoint, Word and internet
related functions be incorporated
within the level 4 module.
Is the External Examiner agreeable with the
YES
NO
proposed changes?
b) If No, please identify what
The EE has not been approached
comments/difficulties they have highlighted? about the changes
a) Is the Professional Statutory Regulatory
YES
NO
Body (PSRB) agreeable with the proposed
changes?
b) If NO, please identify what
N/A
comments/difficulties they have highlighted:
Collaborative Provision (UK and International) – not applicable for Validated
Provision
a) Are there any implications for collaborative
provision (e.g. franchise provision),
N/A
associated with the proposed change
between scheduled periodic programme
review?
b) If YES, please indicate what they are:
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
13
Resources
a) Are there any resource implications
associated with the proposed change?
b) If YES, please indicate what they are
(staffing, equipment, learning resources,
software/hardware licences, space, etc.):
c) Have relevant departments been consulted
about the identified implications (e.g. L&IS,
ITaCS)?
d) Have any changes to resources been agreed
and by whom?
NO
E-Portfolio has been purchased
already to support this development
YES
ICT at Askham Bryan College have
agreed the use of the E-Portfolio
system
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
PART 2: Minor Changes
CONFIRMATION OF STATUS:
YES
Confirm Minor Change
√
NO
08.09.2016
Date Partner notified of status
FOR ACADEMIC REGISTRY USE ONLY:
Assess level and volume of change
since approval/last review
Confirm minor change
Academic Registry agree and confirm the
modification to this one, 20 credit module as MINOR.
The proposed modification to the assessment type
and indicative content is to provide a greater degree
of challenge and embedding of academic and
professional skills development for all student
studying this module across a number of
programmes. In future it is advisable to ensure
External Examiner endorsement of changes is
received prior to the submission of the change form.
YES
Y
NO
Update Programme Documentation
Update Shared Programme
Documentation
Modules (if appropriate)
Programme Specification (if
appropriate)
Programme Catalogue (if
appropriate)
Modules (if appropriate)
Programme Specification (if
appropriate)
Programme Catalogue (if
appropriate)
Y
AR SharePoint Site
Y
AR SharePoint Site
Shared drive with amended
documents
Y
Shared drive with amended
documents
Forward To
Please identify
Link Tutor for
information
Y
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Programme Specification
Foundation Degree Sport (Adventure and Outdoor Education)
1
Awarding
Institution/Body
Teesside University [TU]
2
Teaching Institution
Askham Bryan College
3
Delivery Location(s)
[if different from TU]
Askham Bryan College York Campus
4
Programme
Externally Accredited
by (e.g. PSRB)
Award Title(s)
None
6
Teesside University
Link School
School of Social Sciences Business and Law
7
FHEQ Level
Foundation Degree Level 5
8
Bologna Cycle
Intermediate qualification within the first cycle of the
overarching FQ-EHEA
9
JACS Code and JACS
Description
10
Mode of Attendance
Full Time and Part Time
11
Relevant QAA
Subject
Benchmarking
Group(s)
Hospitality, leisure, sport and tourism. The Quality
Assurance Agency for Higher Education 2008
ISBN 978 1 84482 826 5
Benchmarks: 2.4, 3.21 to 3.26, 4.1 to 4.4, 6.16 to 6.21
12
Relevant Additional
External Reference
Points
(e.g. National
Occupational
Standards, PSB
Skills Active Foundation Degree Sector Framework for the
Active Leisure and Learning Sector.
Sports Development
Specific Framework and Coaching Specific Framework.
5
FdSc Sport (Adventure and Outdoor Education)
Skills Active National Occupational Standards: Sports
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Standards)
Coach.
Skills Active National Occupational Standards: Facilitating
the professional development of athletes and players’
UK Codes of Practice. The UK Coaching Framework: A 3-711 Action Plan
Framework for Higher Education Qualifications (FHEQ)
The practical components of the course will allow skills
development alongside relevant National Governing Body
schemes.
Example 1: The British Canoe Union Star Award
Framework will be used to train and assess skills to include
the 2 star award and 3 star kayak award. The British
Canoeing Coaching Framework will be a qualification that
students will be able to access once the prerequisites have
been met. The coaching courses will be funded by the
students.
Example 2: Land Based Sports will follow the Mountain
Training Programmes; Climbing will closely follow and
develop skills in rock climbing towards the Climbing Wall
Award, and Single Pitch Award; Hill and Mountain Skills,
towards the Hill and Moorland Leader, and Mountain
Leader Awards. The internal training will be integrated into
the course, but additional external courses will be funded by
the students.
The progress towards the skill development towards these
awards will be monitored through a personal development
logbook which will also be in line with NGB systems and
managed by the module tutor and course manager.
Fees and costs associated with these awards will not be
covered within the tuition fees.
13
Date of Approval/
Revision
14
Criteria for Admission Applicants will normally be expected to enter the
to the Programme
programme with a minimum of 120 UCAS points at A level
or equivalent, with a minimum of 5 GCSEs at grade C or
above to include English, Maths and Science.
Equivalent qualifications may be considered.
It should be noted that the course adopts the colleges safe
guarding policy and all Students will be subject to the DBS
(Disclosure and Barring Services) process
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Applications from non-traditional and/or mature learners will
be encouraged and their acceptance on the programme will
reflect their work experience and ability to adapt to Higher
Education.
Accreditation of Prior (Experiential) Learning (APEL) will
allow students the opportunity to provide industry based
evidence to count towards modules across the course
including, but not exclusive to Practice in Adventure and
Outdoor Education, Applied Expedition Skills and Work
Based Learning modules.
Students will be expected to purchase some specialist
clothing and basic equipment for use in practical situations
in order to safely study the FdSc Sport (Adventure and
Outdoor Education).
15
Educational Aims of the Programme
The overarching aim of this programme is to provide students with the necessary
skills to operate in the adventure and outdoor education sector.
The specific aims of the Sport Adventure and Outdoor Education Foundation Degree
are to:
1. Enable students to acquire the critical understanding, knowledge and practical
experience of the fundamental concepts, theories, principles and cultural
contexts of sport, adventure and outdoor Education.
2. Develop the ability to apply knowledge, and skills of adventure and outdoor
education in an employment context.
3. Understand and critically evaluate the central methods of investigation and
analysis within Adventure and Outdoor Education and the appropriateness of
their application in the work context.
General aims are for the programme which are aligned with the QAA benchmarks are
to:
1. Develop students’ critical thought, intellectual reasoning and practical
precision for application to diverse settings.
2. Prepare students for employment or honours study by equipping them with a
diverse range of skills.
3. Enable students to become increasingly independent and reflective critical
thinkers in their learning, personal development and career planning
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
16
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below.
On successful completion of the programme, the student will be able to:
Knowledge and Understanding (insert additional rows as necessary)
K1
Apply appropriate research and enquiry methods in planning, delivering and
reviewing adventurous activity, outdoor education & sporting performance
K2
Develop an evidence based practice approach in adventurous activity, outdoor
education & sporting performance
K3
Develop own adventure leadership practice incorporating an evidence based
approach within relevant legal and ethical frameworks
Cognitive/Intellectual Skills (insert additional rows as necessary)
C1
Analyse, apply and interpret data/evidence from a variety of sources
C2
C3
Employ balanced, logical and supported argument in a range of sporting
contexts
Demonstrate intellectual flexibility and openness to new ideas
C4
Identify key areas of problem in sports performance and choose appropriate
coaching tools/methods for their resolution in a considered manner
Practical/Professional Skills (insert additional rows as necessary)
P1 Operate ethically, legally and with reference to relevant environmental
considerations in situations of varying complexity and predictability requiring the
application of a wide range of techniques
P2 Act with increasing autonomy, with reduced need for supervision and direction,
within defined guidelines
P3
Manage and apply a range of practical, academic and professional skills in the
outdoor and adventure industry
P4
Demonstrate skills in critical thinking and problem-solving
Key Transferable Skills (insert additional rows as necessary)
T1 Reflect systematically on performance to further develop learning
T2
Demonstrate a realistic match between career aspirations in the adventurous
activity, outdoor education & sporting performance industry and personal
aptitudes, interests and motivations
T3
Select and use a range of communication methods appropriate to the context.
T4
Prepare and deliver presentations to an audience
T5
Apply numerical and statistical skills in more complex disciplinary contexts
T6
Use a range of specialist technology and software appropriate to the discipline
T7
Adopt a range of roles within a team and contribute to the effective working of
the team
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Key Learning & Teaching Strategy Methods
The programme will use a range of learning and teaching strategies. It has a practice
based focus underpinned by academic knowledge and understanding.
Teaching and learning methods are used to engage students in the learning
process and to support student achievement of the programme aims including:
A mixture of lectures, tutorials, seminars and practical elements will be used. The
lecture programme will impart the necessary principles and concepts and will be
supported by appropriate handouts and supporting material (e-resources, audio,
video etc.) on the College’s VLE: Moodle. For example in Anatomy and Physiology
for Sport lectures will develop the theoretical understanding of the body’s systems
and the effects of exercise. Seminars will be used to support lectures through working
on; examples, case studies, contemporary theories, work related evidence,
discussion groups and reporting sessions. In the Principles of Adventure and Outdoor
Education module seminars and discussion groups will develop core concepts from
lecture programme through using relevant case studies, practical examples derived
from experience and work based learning, and discuss contemporary issues such as
changes in legislation, research, good practice, health and safety, and environmental
issues. In Practice in Adventure and Outdoor Education skill related practical
sessions will focus on developing land and water based skills in outdoor activities in a
range of environments; canoeing and kayaking sessions will take place in
environments such as canals, rivers and lakes and develop skills to be able to safely
operate in moving water and open water environments, each session will conclude
with an opportunity to reflect on performance and future development. Laboratory
based practical sessions will be embed theoretical scientific concepts developed
during lecture sessions, for example in Anatomy and Physiology for Sport practical
sessions will be used to develop practical laboratory skills including microscopy and
dissections which will provide students with a physical understanding of anatomical
features. Students will complete 2 weeks of residential outdoor activities each year;
in the first year these will be opportunities to consolidate professional skill
development, and in the second year will focus on applying skills to expedition
focussed situations. There will be opportunity for students to develop as reflective
practitioners throughout the programme, in particular in Practice in Adventure and
Outdoor Education, and Principles of Adventure and Outdoor Education, where
reflective practice will be taught to facilitate personal development planning. For
example, in Practice in adventure and Outdoor Education, students will reflect on
their own performance during taught practical sessions and personal practice
sessions to highlights strengths and areas to improve. This module will also include a
summative personal development plan, which is underpinned by reflection. Within the
Work-Based Learning modules at level 4 and Level 5, students are encouraged to
critically reflect on their performance within the workplace and reflective journals will
be maintained relating to vocational skills development.
In addition guest speakers from local professionals as well as active use of
professional partner sports environments and visits to specialist facilities such as
local high ropes courses, white water courses, outdoor centres etc. will ensure
students can ground theoretical learning in industry practice.
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
The underpinning principle of delivery will be to encourage the development of
independent, employable learners. To achieve this, a variety of experiential learning
strategies will be used, with the emphasis being on active participation by students.
This may include (but is not limited to) problem solving, peer to peer observation and
feedback on practical activities, on-line self-directed learning activities (encouraging
the use of new technologies and platforms), work based tasks and practical sessions
where students plan and deliver their own activities.
Tutorials will provide individual support and feedback for the student individually and
in groups and will be led by both the tutor and students.
Students will be expected to apply theory into practice through work based learning
and then share those experiences in the classroom environment.
Employability will be explored through practical elements of the course, through
tutorials, seminars and visits. Assessment is linked where appropriate to
vocational/employable skills from within the adventure and outdoor education
industry.
Opportunities will exist for students to gain valuable industry experience across a
range of selected placements, for example, in outdoor education centres or local
schools. The college itself provides outdoor education residential to ~40 discrete
groups of FE students during each year. These groups could provide a significant
opportunity for students to gain real experience delivering adventurous activity and
outdoor education in a supported environment.
To support students’ early studies at Level 4, there will be an opportunity to attend a
short bridging programme delivered before the beginning of the academic year
whose aim will be to introduce students (particularly those making the direct transition
from level 3) to the nature of study in higher education. In addition the module
Academic and Professional Development is designed to develop
study/learning/library, research and digital literacy skills and includes an early
formative piece of work to assist in skills development.
The above is underpinned by staff training and development which encourages
subject expertise, relevant vocational experience and subject-specific pedagogy.
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
17
Key Assessment Strategy/Methods
The programme’s overarching aim is to use assessment to both measure student
achievement and to promote student learning and engagement. The assessment
methods are varied to support and enhance the module design and structure. The
tasks and assessment criteria are clearly outlined to the students in the module
handbooks, with tutors fully explaining the outcomes and methods to the students for
clarity. Formative assessment feedback is integral to the teaching, learning and
assessment strategy of the programme
Assessment methods used in the course are:










Portfolios
Written reports
Essays
Case studies
Observation of practical performance and leadership
Reflective development plans
Literature reviews
Presentations
Data handling
Examinations
At level 4 the assessment strategy aims to develop students’ research skills and for
them to be able to use this information to develop their knowledge and understanding
of the well-established principles of adventure and outdoor education and be able to
communicate these effectively. For example in Principles of Adventure and Outdoor
Education module students must complete a literature review which summarises key
influences that underpin adventure and outdoor education. In Anatomy and
physiology for Sport the students have to undertake an examination to provide the
opportunity for a final review of all topics covered and demonstrate their knowledge
and understanding. The reflective logbooks used for Work Based Learning and
Practice in Adventure and Outdoor Education allow students to track their progress
with work and professional skills, and to reflect on current status and plan future
progress.
At level 5 the assessment strategy aims to develop knowledge and a critical
understanding of the well-established principles of adventure and outdoor education
and be able to apply these effectively out of the field of context and in a work place
environment. Students will critically analyse information, arguments, analysis and
effectively communicate information. In Applied Expedition Skills students have to
critically appraise key aspects of case study expeditions and have to produce an
evaluation of personal performance and an evaluation of the application of core
concepts of outdoor education to their expedition. The Science and Technology in
Adventure and Outdoor Education module requires students to critically discuss how
knowledge of physiological responses related to the development of equipment.
Students are required to analyse data as part of Personal Research Project and
effectively communicate this information.
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
18
Programme Modules
Level 4
Code
Title
Academic & Professional Skills
Work-Based Learning 1
Sport as a Business
Anatomy and Physiology for Sport
Practice in Adventure and Outdoor Education
Principles of Adventure and Outdoor Education
Credits
20
20
20
20
20
20
Core/
Option
Core
Core
Core
Core
Core
Core
NonCompensatable
Core/
Option
Core
Core
Core
Core
Core
Core
NonCompensatable
Compensatable
X
X
X
X
X
X
Level 5
Code
Title
Personal Research Project
Coaching Theory and Sports Leadership
Work-Based Learning 2
Applied Expedition Skills
Science and Technology in Adventure and Outdoor Education
Sustainability in Adventure and Outdoor Education
Credits
20
20
20
20
20
20
Compensatable
X
X
X
X
X
X
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
19
Programme Structure
All modules will be taught simultaneously throughout both semesters. This mode of
study is used for all HE programmes at Askham Bryan College and student focus
groups have confirmed that it is a model which is liked by students as it enables
simultaneous skills development across all areas. All modules will be taught
simultaneously throughout both semesters. This mode of study is used for all HE
programmes at Askham Bryan College and student focus groups have confirmed
that it is a model which is liked by students as it enables simultaneous skills
development across all areas.
Module content is structured to ensure that skills acquisition is matched to student
needs at any point in the programme. The delivery of the Level 4 Academic and
Professional Development module ensures that core skills are taught early in the
programme as they underpin all modules. The Principles of Adventure and Outdoor
Education and The practices of Adventure and Outdoor Education modules are
closely linked to match theoretical underpinnings with practical
undertaking/understanding. All modules will link to work based learning where
students will be able to understand where theoretical concepts fit in a work place
environment and how work based practice can inform and enhance
theoretical/practical components of the course.
At level 5 the emphasis is on developing academic research skills, and the
application of core principles, concepts and skills. In Coaching Theory and
Leadership module the emphasis moves focus from personal skills to leadership
and coaching skills, work based learning involves reflection of the business model
roles and personal performance, Applied Expedition Skills develops the interaction
between the underpinning theoretical and practical components. The Science and
Technology in Adventure and Outdoor Education module develops the
understanding of physiology and how this this informs equipment design and
development, and the Sustainability in Adventure and Outdoor Education module
develops the understanding of the environment from The Principles of Adventure
and Outdoor Education and The practices of Adventure and Outdoor Education
modules to evaluating sustainability in context and applying these to working
practice.
Full time students will attend for two academic years, with all modules running over
the full academic year.
Part-time students will attend for three academic years and will infill into the relevant
full time modules. The part-time programme will be structured so that 4 modules (80
credits) will be studied on each year of the programme. In Year 1, all modules will
be Level 4 suite of modules. In Year 2, the remaining Level 4 modules, plus two
level 5 modules will be studied, and in Year 3, the remaining four Level 5 modules
will be studied.
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
FdSc Sport Adventure and Outdoor Education Full-Time Structure
Level 4 (Year 1)
Level 5 (Year 2)
Semester 1
Semester 2
Semester 1
Semester 2
Academic and Professional Development
Personal Research Project
(20 Credits)
(20 Credits)
Work Based Learning 1
Work Based Learning 2
(20 Credits)
(20 Credits)
Sport as a Business
Coaching Theory and Sports Leadership
(20 Credits)
(20 Credits)
Anatomy and Physiology in Sport
Science and Technology in Adventure and
(20 Credits)
Outdoor Education (20 Credits)
Practice in Adventure and Outdoor
Sustainability in Adventure and Outdoor
Education (20 Credits)
Education (20 Credits)
Principles of Adventure and Outdoor
Applied Expedition Skills
Education (20 Credits)
(20 Credits)
20
FdSc Sport Adventure and Outdoor Education Part-Time Structure
Year 1
Year 2
Year 3
Academic and Professional Work Based Learning 1
Personal Research Project
Development (Level 4)
(Level 4)
(20 Credits) (Level 5)
(20 Credits)
(20 Credits)
Anatomy and Physiology in Practice in Adventure and
Sustainability in Adventure
Sport (Level 4)
Outdoor Education (Level 4) and Outdoor Education (20
(20 Credits)
(20 Credits)
Credits) (Level 5)
Principles of Adventure and Science and Technology in
Applied Expedition Skills
Outdoor Education (Level 4) Adventure and Outdoor
(Level 5)
(20 Credits)
Education (Level 5)
(20 Credits)
(20 Credits)
Sport as a Business (Level 4) Coaching Theory and Sports Work Based Learning 2
(20 Credits)
Leadership (Level 5)
(Level 5)
(20 Credits)
(20 Credits)
Support for Students and their Learning
At Askham Bryan College we work with students at an early stage of the
programme/module, to identify differences in their previous educational
experience, their individual learning approaches and needs. This support begins
at the application stage where on HE Open days members of the Student Support
Services team are available to offer support and guidance to any prospective
student who wishes to understand more fully the support which is available to
them. Once they are enrolled on programme further advice and guidance is
available for students with recognised learning needs and where necessary
students will be supported in applying for available grants to provide
equipment/services to support these needs.
In addition to the formal processes operated by Student Support Services there
are many less formal ways in which students are supported in their learning. The
following list is not exhaustive, but gives a flavour of the many ways in which
students may receive informal support:
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
a) The Level 4 Module ‘Academic and Professional Development’ is designed
not only to develop the necessary skills which underpin study at Higher
Education, but also to identify areas where students may need further
support.
b) Teaching formats such as discussion groups encourage the participation of
all students and help identify areas where students are having difficulties.
c) Learning materials can be supplied in different formats (written, online,
audio, video podcast etc) to support key concepts/knowledge. This is
particularly important at the start of a programme/module where providing
online or hard copy notes before classes can aid comprehension and
accessibility at a time when students may be struggling with the new
demands of HE study.
In addition to the above all students are allocated a personal tutor whose role is to
support the student both academically and pastorally with a clear programme
including personal development, monitoring of progress etc. Careers guidance is
given by the College’s dedicated Careers and Progression Advisor. Staff at
Askham Bryan operate an ‘open door’ policy and the level of tutor support both at
programme and module level has been praised by students, both in the recent
student submission to QAA as part of the HER of the College in 2014 and in
student focus groups.
21
Distinctive Features







The FdSc Sport Outdoor Adventure Programme is subject to high levels of
employer engagement throughout the programme in areas of curriculum design,
development and evaluation and placements
Extremely strong teaching team in terms of a variety of industry backgrounds,
with a range of professional and academic qualifications
Excellent facilities and range of equipment including onsite climbing wall, fitness
room, sports hall and outside sports spaces.
The college is ideally situated to access a range of environments including North
Yorkshire Moors, Yorkshire Dales, Peak District National Parks, a wide range of
water environments from very sheltered water to a range of moving water
environments including the River Tees, Washburn, Ure, and Wharfe.
The college owns a wide range of climbing equipment, canoeing and kayaking
equipment, and expedition equipment
Links both internally and externally to work with a range of individuals and
groups with a variety of needs including NEETS, Entry and Pre Entry learners,
disabled and those with additional learning needs
Balanced development of academic and practical/professional skills with the
opportunity to apply and extend these in the working environment
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Stage Outcomes (Undergraduate Awards only):
Foundation Degree Sport (Adventure and Outdoor Education)
Key:
No.
K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see Section 16 programme specification]
Programme Outcome
K1
Apply appropriate research and enquiry methods in planning, delivering and
reviewing adventurous activity, outdoor education & sporting performance
K2
Develop an evidence based practice approach in adventurous activity, outdoor
education and sporting performance
K3
Develop own adventure leadership practice incorporating an evidence based
approach within relevant legal and ethical frameworks
C1
Analyse, apply and interpret data/evidence from a variety of sources
C2
Employ balanced, logical and supported argument in a range of sporting
contexts
C3
Demonstrate intellectual flexibility and openness to new ideas
C4
Identify key problem areas in sports performance and choose appropriate
coaching tools/methods for their resolution in a considered manner
P1
Operate ethically, legally and with reference to relevant environmental
considerations in situations of varying complexity and predictability requiring the
Stage/Level 4(1)
Identify, explain and apply selected research methods used
in this discipline
Identify a range of coaching and management techniques
and relate these to outdoor activity and sporting performance
Articulate own coaching practice and discuss a range of
concepts in relation to ethical and legal frameworks
Collect and consider data from a variety of sources within
defined guidelines
Discuss a range of concepts in sporting contexts and justify
reasoning
Reflect on practice and progress
Act with limited autonomy within defined guidelines
Operate ethically in defined contexts using specified
techniques
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
application of a wide range of techniques
P2
Act with increasing autonomy, with reduced need for supervision and direction,
within defined guidelines
Act with limited autonomy, under supervision or direction,
within defined guidelines
P3
Manage and apply a range of practical, academic and professional skills in the
outdoor and adventure industry
Identify a range of practical academic and professional skills
in the outdoor and adventure industry
P4
Demonstrate skills in critical thinking and problem-solving
Define problems and justify conclusions in defined contexts
T1
Reflect systematically on performance to further develop learning
Reflect on progress, practice and performance to develop
learning
T2
Demonstrate a realistic match between career aspirations in adventurous
activity, outdoor education and sporting performance industry and personal
aptitudes, interests and motivations
Identify areas of interest and motivation to develop career
aspirations and relate to career opportunities
T3
Select and use a range of communication methods appropriate to the context.
T4
Prepare, deliver and evaluate presentations to an audience.
T5
Apply numerical and statistical skills in more complex disciplinary contexts.
T6
Use a range of specialist technology and software appropriate to the discipline.
Use a range of basic IT tools to support learning
T7
Adopt a range of roles within a team and contribute to the effective working of
the team
Engage in team activities to contribute to cooperative and
effective team working
Communicate appropriately in both individual and group
contexts
Present information appropriately to an audience
Demonstrate use of numerical and statistical skills in simple
contexts of the discipline
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Appendix 2
Map of Outcomes to Modules
Stage1 Foundation Degree Sport (Adventure and Outdoor Education)
Outcome Key
Module Titles
K1
K2
K3
Academic &
Professional Skills
C1
C2
X
Work-Based
Learning 1
X
Sport as a
Business
X
Anatomy and
Physiology for
Sport
X
X
Principles of
Adventure &
Outdoor Education
X
X
Practice in
Adventure &
Outdoor Education
X
C3
C4
X
X
X
X
X
X
X
X
X
P2
P3
X
X
X
X
P4
X
X
T1
T2
X
X
X
X
X
X
X
P1
X
T3
X
X
X
T5
X
T6
X
X
X
X
X
X
X
X
X
T7
X
X
X
X
T4
X
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Stage 2 Foundation Degree Sport (Adventure and Outdoor Education)
Outcome Key
Module Titles
K1
Personal Research
Project
X
Coaching Theory
and Sports
Leadership
X
Work-Based
Learning 2
X
Sustainability in
Adventure and
Outdoor Education
X
Science &
Technology in
Adventure and
Outdoor Education
X
Applied Expedition
Skills
X
K2
K3
C1
X
X
C2
X
C3
X
C4
X
X
X
X
X
X
P3
P4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
P2
X
X
X
P1
T1
T2
T3
T4
T5
T6
T7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Assessment Chart: Foundation Degree Sports (Adventure and
Outdoor Education)
Module Titles
and Level
Formative Assessment Type and
Week of Completion
Summative Assessment Type
and Week of Submission
LEVEL 4
Academic and
Professional
Development
Formative assessment opportunities,
including an essay plan will be
provided continuously throughout the
year via Moodle (ICT skills tests) and
will help students prepare for final
summative assessments.
Group tutorials and in-class
discussions/interactive sessions will
help prepare students for written
assignment submissions
Assessment 1: Continuous with
submission week 24 A continuous EPortfolio assessment throughout the
academic year via a series of short
defined tasks allowing development of
the range of academic and
underpinning technological skills
required for HE study.
Equivalent to 2500 words
Assessment 2: Weeks 24
Written Assessment
Individual
1000 words
Work Based
Learning
Group tutorial Week 4
Formative feedback provided by
employer (placement feedback) which
will allow students to reflect on
performance and skills development in
preparation for summative
assessments.
Assessment 1: Week 5
Written Assessment
Individual
1000 words
Assessment 2: Week 25
Written assessment
Individual
2500 words
Individual tutorials Weeks 20-22
Assessment 3: Week 25
150hours work placement
Pass/Fail
Sport as a
Business
Formative individual tutorials to support
development of event plan
A portfolio will be produced comprising
of:
Assessment 1: Week 19
Written event plan to support launch of
service
Individual
1000 words
Assessment 2: Weeks 23
Individual journal of launch event
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Viva / Interview (Week 23)
Anatomy and
Physiology for
Sport
Principles of
Adventure and
Outdoor Education
Formative assessment opportunities
will be provided via Moodle in the form
of online tests and interactive
workshops (Weeks 4-20). These
formative assessments act as revisions
and recap sessions which will allow
student direct their own exam
preparation.
Assessment 1: Week 15
Practical Laboratory Report
Individual
2000 words
Formative feedback on draft literature
review: Week 7-8. This will provide
opportunities for students to reflect on
progress before the final summative
assessment.
Assessment 1: Week 11
Written Assignment
Individual
2000 words
Tutorials to assist with formative
presentation preparation: Weeks 17-18
Practice in
Adventure and
Outdoor Education
Assessment 2: Week 25
Examination 2 hours
Assessment 1: Week 22
Presentation
Individual
Reflective practice encouraged during
module
Assessment 1: Week 20
Practical skills observation
Feedback given during all practical
sessions and residential weeks
Assessment 2: Week 24
Reflective Logbook
Project proposal: Week 4. The project
proposal allows the students to gain
feedback on their initial progress on
their chosen project and provides an
opportunity for discussion and
refinement of proposed project.
Assessment 1: Week 16
Written Assignment (Statistics)
Individual
1000 words
LEVEL 5
Personal Research
Project
Formative assessment opportunities
will be provided via Moodle in the form
of online tests (statistics): Weeks 4-12
Coaching theory
and Sports
Leadership
Work Based
Learning
Assessment 2: Week 21
Written project
Individual
5000 words
Opportunities to engage in academic
discussion during sessions with tutors,
guest speakers and peers-Throughout
Assessment 1: Week 16
Written assignment
Individual
2000 words
Students will be able to reflect on
previous research through classroom
activities which provides formative
opportunities for feedback
Assessment 2: Week 23
Practical assessment (portfolio based)
Individual
2000 words
Tutorial sessions- Weeks 7, 20-22
Assessment 1: Week 9
Presentation
Group
Formative feedback provided by
employer (placement feedback) which
will allow students to reflect on
performance and skills development in
preparation for summative
assessments.
Assessment 2: Week 23
Written Assignment
Individual
2000 words
FdSc Sport (Adventure and Outdoor Education) – 07.09.16
Assessment 3: Week 25
150hours work placement
Pass/Fail
Applied
Expedition Skills
Formative feedback given during all
practical sessions and during
practice expedition
Assessment 1: Week 11
Written report
Individual
2000 words
Assessment 2: Week 24
Written (Expedition Portfolio)
Individual
2000 words
Sustainability in
Adventure and
Outdoor
Education
Opportunities to engage in
academic discussion during
sessions with tutors, guest
speakers and peers – Throughout
Engagement in academic
discussions throughout sessions
cross-referencing to summative
assessments where appropriate.
Assessment 1: Week 10
Presentation (poster)
Individual
Assessment 2: Week 25
Examination
2 hours
Practice exam questions: Weeks
20-21
Science and
Technology in
Adventure and
Outdoor
Education
Opportunities to engage in
academic discussion during
sessions with tutors, guest
speakers and peers – Throughout
Formative assessment opportunities
will be provided via group tutorials and
interactive in-class discussions
Practice exam questions: Weeks
20-21
Assessment 1: Week 13
Written report
Individual
2000 words
Assessment 2: Week 24
Examination
2 hours