|Module Title||INTERPRETATION AND ENVIRONMENTAL EDUCATION|
|Co-ordinator||Mr Ian Keirle|
|Assessment||Exam||1.5 Hours Outcomes Assessed: 3, 4. Practical (am) followed by examination (pm)||50%|
|Assignment||Outcomes Assessed: 1, 2. Interpretation assignment||50%|
Sensitive use of the countryside depends upon increasing public understanding, and awareness of issues, through interpretation and education. Good practice in the development of high-class interpretation is considered and a range of interpretive techniques, including first- and third-person interpretation and written and interactive media will be appraised. The role of environmental education within the education system and its provision by countryside organisations will be examined, as will the history and structure of the National Curriculum. The variety of approaches to education at different levels will be evaluated, including the concept of "Earth Education".
Demonstrate an understanding of interpretation and the methods available for interpretive provision.
a. An understanding of the purposes of interpretation and information provision is demonstrated.
b. An understanding of the media available for interpretation and information provision is demonstrated.
c. An ability to write interpretive text is demonstrated.
d. An ability to design an interpretive item is demonstrated.;
Purposes: Education, understanding, behaviour, attitudes.
Media: One selected from: first person, third person, audio visual, static displays, interactive, leaflets.
Text: Topics, themes, stories, level, English.
Design: Typeface, graphic design, paper, style.
Plan interpretation and information provision.
a. An understanding of the interpretive planning process is demonstrated.
b. An understanding of topics, themes and stories is demonstrated.
c. An understanding of interpretive objectives is demonstrated.
d. The methods available to evaluate interpretation are evaluated.
Interpretive plans: objectives, themes, target audiences, evaluation.
Topics, themes and stories
Evaluation: formative evaluation, front end analysis, summative evaluation.
Interpretive objectives: education, behavioural, emotional
An understanding of the role, method of delivery and issues associated with the delivery of environmental education is understood.
a. The aims of environmental education are appreciated.
b. The basic structure of the National Curriculum is understood.
c. The components of well planned environmental education activities are understood.
d. Health and safety issues, and legal responsibilities when working out of doors with young people are understood.
Aims: Development of environmental ethic
National curriculum - Key stages, programmes of study, attainment targets, statements of attainment, core subjects, cross-curricular themes.
Educational visit planning - logistical planning, school requirements, information to parents, pre-visit preparatory work, production of resources, follow-up work, assessment.
Health and Safety - legal requirements and obligations, equipment, insurance.
Different educational approaches and techniques for working with young people in the countryside are appreciated.
a. The variety of teaching styles and techniques applicable to different situations is appreciated.
b. A knowledge of the variety of educational resources available for environmental education is demonstrated.
Styles and techniques - teaching from the front, facilitating , experiential learning, earth education.
Resources to include - written materials, videos, slides, IT, sites, support staff