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Apprenticeship training course

Outdoor learning specialist (level 5)

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Information about Outdoor learning specialist (level 5)

Design, planning and delivery of programmes that provide learning and change using outdoor activities and experiences.

Knowledge, skills and behaviours
View knowledge, skills and behaviours

Knowledge

  • Methods to identify and analyse the wants, needs and expectations of participants, customers, and stakeholders.
  • How to use Theory of Change to design outdoor learning programmes or services that contribute to desired long-term impact, including organising and aligning intended outcomes with meaningful/realistic learning opportunities utilising outdoor activities and experiences.
  • Legislation, codes of practice, ethics and accepted good practice related to the safe delivery of learning experiences in the outdoor and indoor environments in which they work.
  • Recognised approaches to outdoor learning appropriate to their workplace including their history, pedagogy/andragogy and application when designing, planning and delivering outdoor learning programmes
  • The background and application of relevant theories of human and social development; models of psychology; and neuroscience appropriate to their work
  • The physical and emotional capacity, motivation drivers, developmental needs and rights of the population group they work with.
  • The evidence base for the effectiveness of the outdoor learning provided in their workplace and the relevant evaluation and research data.
  • The ethics, theories, legal position and methods of making and recording risk–benefit assessments for outdoor learning experiences.
  • Workplace policies and procedures relevant to leading an outdoor learning programme including the planning process, safety systems, budgetary control, and reporting
  • Approaches for motivating, supervising, coaching and mentoring staff allocated for a programme.
  • Theories and models for leading groups in the outdoors.
  • Relevant research and theory on decision making and judgement in the outdoor setting informed by approaches to reflection in-action, reflection on-action-in-context, and reflection on-action.
  • How to recognise and respond to a dynamic change in environmental, individual, or group conditions using an appropriate problem solving, recovery, rescue or emergency response
  • The benefits of instruction, teaching, coaching and mentoring approaches and their application in facilitating outdoor learning.
  • Methods to differentiate learning in order to respond to different learning preferences, group dynamics and interpersonal communication, emotional and cultural intelligences.
  • Principles of assessment as learning, rules of assessment evidence and assessment methods suitable for the range of activities and intended outcomes of the outdoor programmes delivered.
  • Feedback methods that support participants to achieve intended outcomes and development goals
  • Methods to identify and overcome barriers to equality, diversity and inclusion within programmes, the organisation and the wider sector .
  • Digital technologies to support instruction, teaching, coaching and learning in the outdoors and how they benefit self and participants.
  • The geography and ecology of landscapes in which they practice, including but not limited to local, regional and global perspectives on habitat, biodiversity, the effects of climate change, social history, and local effects such as weather and tides.
  • Methods to gather and analyse feedback and evidence data on outputs, outcomes and impacts of an outdoor learning programme.
  • Methods to build and maintain effective relationships with a wide range of participants, volunteers, stakeholders and colleagues.
  • How to positively promote the work of the organisation
  • Principles of good customer service, including the types, needs and expectations of internal and external customers and ways to manage conflict.
  • How to lead meetings, structure and deliver effective instructions, presentations, written reports.
  • Ethics and the value of reflective practice for professional development.
  • Contemporary issues and the global challenges faced by Outdoor Learning, including the role and vision of organisations such as the Institute for Outdoor Learning

Skills

  • Use questions, observations, discussions, surveys and active listening to identify the programme needs and expectations of customers, participants and stakeholders.
  • Plan a purposeful sequence of outdoor learning activities and experiences matched to an agreed Theory of Change.
  • Comply with relevant legislation and codes of practice related to the safe delivery of learning experiences in the outdoor and indoor environments in which they work.
  • Make programme design and delivery decisions based on the pedagogy/andragogy of the chosen approaches to outdoor learning used by their organisation.
  • Produce risk-benefit assessments for outdoor learning programmes.
  • Supervise, motivate and work alongside the delivery team allocated to an outdoor learning programme, taking into account available resources, participant needs, individual and organisational approach, programme budget, intended outcomes and desired long-term impact.
  • Lead differentiated outdoor learning activities and experiences to meet the needs and capabilities of individual participants within the group using appropriate resources and techniques.
  • Instruct others in how to participate in activities correctly and safely and vary the content, tempo and direction of the activities to enable all participants to contribute to and benefit from the experience.
  • Make decisions informed by data such as by observations, experience, reflection in-action (in the moment), reflection on-action-in-context (during the experience), reflection on-action (post experience) and professional judgement.
  • Deal with a dynamic change in group, equipment, or environmental conditions using an appropriate problem solving, recovery, rescue or emergency response.
  • Create the conditions for participant engagement and achievement whilst supporting equality and diversity and inclusion.
  • Use a relevant approach such as instruction, teaching, coaching and mentoring approaches to assist participants to meet the intended outcomes of a session and programme.
  • Use relevant approaches to outdoor learning; theories of human and social development; psychological models; and neuroscience to support participants to achieve the intended outcomes of a programme.
  • Use the rules of assessment evidence to determine participant progress towards intended outcomes and provide appropriate feedback in terms of its timing, frequency, content and delivery that promotes further learning.
  • Use digital technologies to support the delivery of outdoor learning sessions and enable participants to engage with technology to achieve the intended outcomes of a programme.
  • Plan and lead programmes and activities that are sustainable, minimise impact and connect participants with their environment.
  • Care for, conserve and enhance the environment in which they work.
  • Use research data and evaluation of own experience to: plan and lead evidence informed outdoor learning experiences; and communicate the value of an outdoor learning programme
  • Use data gathered on outputs, outcomes and impacts of outdoor learning programmes to quality assure programme and organisational improvements in the short, medium and longer term.
  • Engage and communicate confidently, clearly and considerately with individuals, small groups and larger groups.
  • Lead meetings, deliver presentations and write short reports .
  • Use reflective practice in their work.
  • Recognise own values, beliefs, strengths, areas of development and set future goals in line with own and the organisations objectives.

Behaviours

  • Acts in a way that builds and maintains positive relationships with colleagues, participants and stakeholders.
  • Champions the wellbeing and health and safety of participants and stakeholders.
  • Encourages participants to achieve their potential in the activity, experience or programme
  • Acts in a professional and ethical manner and portrays a positive approach to work.
  • Champions, actively respects and protects the outdoor environment in which they work
Apprenticeship category (sector)
Health and science
Qualification level
5
Equal to higher national diploma (HND)
Course duration
24 months
Maximum funding
£13,000
Maximum government funding for
apprenticeship training and assessment costs.
Job titles include
  • Senior Outdoor Instructor/Coach
  • Outdoor Programme Tutor
  • Outdoor Educator
  • Outdoor Education Teacher
  • Senior/Lead/Area Ranger
  • Outdoor Development Trainer
  • Senior Field Studies Tutor
  • Outdoor Learning Course Director

View more information about Outdoor learning specialist (level 5) from the Institute for Apprenticeships and Technical Education.