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Bachelor of Outdoor Education

+ Award nomenclature

Bachelor of Outdoor Education
BOutdoorEd

+ Course Availability Modes and Locations

Bachelor of Outdoor Education (3415OE)
On Campus Albury-Wodonga

Availability is subject to change, please verify prior to enrolment.

Normal course duration

Full-time 4 years (8.0 sessions)

  • Normal course duration is the effective period of time taken to complete a course when studied Full-time (Full-time Equivalent: FTE). Students are advised to consult the Enrolment Pattern for the actual length of study. Not all courses are offered in Full-time mode.
  • This course may utilise a three session per year teaching calendar. Students should consult the Enrolment Pattern for availability of subjects in Session 3, or contact their Course Coordinator.
  • Admission criteria CSU Admission Policy

    Normal admission requirements of the University will apply, with students being admitted under the UAC and VTAC systems.

    English Language Proficiency entry requirements for non-Anglophone International students is: Academic IELTS Reading and Writing 6.5, Speaking and Listening 7.5.

    Please note that these requirements are for admission to this course, not to the teaching profession in Australia. Employment in Australian schools is conditional on more stringent English Language Proficiency requirements as outlined under professional accreditation.

    Credit CSU Credit Policy

    Students who have completed the TAFE Certificate IV in Outdoor Recreation are awarded transfer credit represented as REC01C Outdoor Recreation Credit (16 points) upon application.

    Graduation requirement

    To graduate students must satisfactorily complete 264 points.

    Course structure

    The Course Structure comprises: thirty three (33) subjects, equivalent to 264 subject points including a zero (0) point Community Professional Experience subject and a sixteen point (16) point credit package represented as REC01C Outdoor Recreation Credit for completion of a Certificate IV in Outdoor Recreation.

    Curriculum Methods
    EMH441 Curriculum Method 1: Society and Environment
    EMR441 Curriculum Method 1: Health & Physical Education & Outdoor Education
    EMR442 Curriculum Method 2: Senior Health, Physical, Outdoor and Environmental Education
    EMH442 Curriculum Method 2: Society and Environment

    Professional Experience
    EPT113 Becoming a H/PE and Outdoor Education Professional
    EPT218 Student Learning & Engagement
    EPT329 Working Within the Community
    EPT436 Transition to the Teaching Profession

    Education Studies
    ESS419 Principles of Inclusive Education
    ELN402 Literacy Strategies for Learning
    EEE314 Assessment and Reporting
    ESC407 Classroom Technology
    EEP306 Pedagogy in Diverse Classrooms
    EED308 Adolescence and Learning
    EEA202 Managing the Classroom Environment

    Teaching Specialisation Subjects
    REC167 Leadership and Communication
    PKM260 Interpretation and Environmental Education
    ENM101 People and the Environment
    REC200 Principles of Ecotourism
    BIO112 Principles of Ecology
    GEO164 Earth System Processes
    PKM354 Outdoor Recreation Design
    PKM230 Social Psychology of Risk
    PKM363 Shoreline Recreation
    GEO204 Soils and Landscapes
    REC302 Interpretive Guiding Management in Ecotourism
    PKM302 Philosophy of Outdoor Education
    GEO303 Climatology
    BIO323 River and Floodplain Ecology
    REC01C Outdoor Recreation Studies Credit (16 points) - Credited upon completion of a Certificate IV in Outdoor Recreation
    EEB106 Community Cultural Education Program (0 subject points)

    Indigenous Studies
    IKC101 Indigenous Cultures, Histories and Contemporary Realities

    Core Studies
    LIT101 Language and Text

    Key subjects
    Key Subjects are effective from Session 1, 2015:

    LIT101 Language and Text
    IKC101 Indigenous Cultures, Histories and Contemporary Realities
    EMR441 Curriculum Method 1: Health & Physical Education & Outdoor Education
    REC167 Leadership and Communication

    Enrolment pattern

    Year 1, Session 1
    REC167 Leadership and Communication
    PKM260 Interpretation and Environmental Education
    ENM101 People and the Environment
    REC01C Outdoor Recreation Credit (16 points)

    Year 1, Session 2
    REC200 Principles of Ecotourism
    BIO112 Principles of Ecology
    GEO164 Earth System Processes

    Year 1, Session 3
    EEB106 Community Cultural Education Program (zero points)
    LIT101 Language and Text

    Year 2, Session 1
    PKM354 Outdoor Recreation Design
    PKM230 Social Psychology of Risk
    PKM363 Shoreline Recreation
    GEO204 Soils and Landscapes

    Year 2, Session 2
    IKC101 Indigenous Cultures, Histories and Contemporary Realities
    REC302 Interpretive Guiding Management in Ecotourism
    PKM302 Philosophy of Outdoor Education
    GEO303 Climatology

    Year 3, Session 1
    EPT113 Becoming a H/PE and Outdoor Education Professional
    EEA202 Managing the Classroom Environment
    EMR441 Curriculum Method 1: Health & Physical Education and Outdoor Education
    BIO323 River and Floodplain Ecology

    Year 3, Session 2
    EPT218 Student Learning & Engagement
    EEP306 Pedagogy in Diverse Classrooms
    EED308 Adolescence and Learning

    Year 3, Session 3
    ESC407 Classroom Technology

    Year 4, Session 1
    EPT329 Working Within the Community
    ESS419 Principles of Inclusive Education
    ELN402 Literacy Strategies for Learning
    EMH441 Curriculum Method 1: Society and Environment

    Year 4, Session 2
    EPT436 Transition to the Teaching Profession
    EEE314 Assessment and Reporting
    EMR442 Curriculum Method 2: Senior Health, Physical, Outdoor and Environmental Education
    EMH442 Curriculum Method 2: Society and Environment

    + Residential School

    Please note that the following subjects may have a residential school component.

    BIO323 River and Floodplain Ecology
    ENM101 People and the Environment
    PKM363 Shoreline Recreation Management

    Enrolled students can find further information about CSU residential schools via the About Residential School page.

    + Workplace Learning

    Please note that the following subjects have a Workplace Learning component.

    EEB106 Community Cultural Education Program
    EPT113 Becoming a H/PE and Outdoor Education Professional
    EPT218 Student Learning & Engagement
    EPT329 Working Within The Community
    EPT436 Transition to the Teaching Profession

    Professional recognition

    This course will be submitted for accreditation with the New South Wales Board of Studies, Teaching and Educational Standards (NSW BOSTES) in April 2014 for national accreditation recognised by the Australian Institute of Teaching and School Leadership (AITSL).

    Please note that the following requirements relate to Australian Employment Requirements only. These requirements differ from both CSU Admission and CSU Graduation Requirements. As such, it is each student’s responsibility to ensure that they meet these requirements prior to seeking employment as a teacher within Australia.

    AUSTRALIAN EMPLOYMENT REQUIREMENTS – ENGLISH LANGUAGE PROFICIENCY

    Australian Institute for Teaching and School Leadership
    From 1 January 2013, AITSL introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories, as per below:

    English Language proficiency requirements from 1 January 2013

    1. An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows:


    The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.

    OR

    2. An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher, (must include a recognised initial teacher education qualification) in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America.

    New South Wales Institute of Teachers

    ACCEPTED ENGLISH LANGUAGE TESTS
    The tests and results which are accepted by the NSW Institute of Teachers are listed below.

    3.1 International English Language Testing System (IELTS)
    The IELTS test for academic purposes is an appropriate test for prospective teachers. The Institute requires that the applicant needs to attain a minimum overall score of 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing. The test is widely accepted as an international standard for English language skills. Testing and locations can be found at http://www.ielts.org/.

    3.2 Professional English Assessment for Teachers (PEAT)
    The applicant must have Band A in each of the four areas: speaking, listening, reading and writing. This test has been developed for teachers intending to teach in the NSW Department of Education and Communities (DEC). DEC requires relevant teachers to undertake the PEAT. The DEC has advised that Band A is required for teaching in government schools. It is available at the University of NSW Institute of Languages. The website is http://www.lang.unsw.edu.au/PEAT/. Only the DEC may refer teachers to undertake PEAT.

    3.3 International Second Language Proficiency Rating (ISLPR)
    The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing. This test was originally developed as the ASLPR (Australian Second Language Proficiency Rating). It was developed at Griffith University and is available in a form specifically designed to test language proficiency in the teaching context. The website is http://www.islpr.org.

    4. EXCEPTIONS
    The following applicants generally do not need to complete one of the approved language tests:
    • applicants for whom English is their first language
    • applicants who have gained the majority of their qualifications in English, in a country where English is the main language. These countries are: Australia, Canada, New Zealand, Republic of Ireland, United Kingdom (England, Scotland, Wales and Northern Ireland), Republic of South Africa and the United States of America
    • applicants who can provide evidence that they have successfully taught in English in a school in a country where English is the main language for a substantial period of time.

    5. CURRENCY OF RESULTS
    The Institute has accepted the advice of the test providers regarding the length of currency of results. Applicants who submit results from IELTS must submit results from a test taken within a period of two years of their application for provisional or conditional accreditation. Applicants who submit results from ISLPR must submit results from a test taken within a period of twelve months of their application for provisional or conditional accreditation. A successful PEAT does not lose currency.

    Contact

    For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or email inquiry@csu.edu.au

    The information contained in the 2015 CSU Handbook was accurate at the date of publication: February 2015. The University reserves the right to vary the information at any time without notice.

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