This modules aims to develop learners technical skills in a minimum of two adventure sports. Learners will develop knowledge and understanding of the principles and practices of outdoor recreation, including the organisation involved in running programmes of adventure activities. Learners will also be encouraged to integrate learning from core modules on the BA in Outdoor Education in order to facilitate a learning experience which provides a holistic view of Outdoor Education.

1. Have developed technical, leadership and instructional skills in a selection of outdoor activities specified in the syllabus.
2. Demonstrate knowledge of the principles and practice of outdoor recreation, including the organisation involved in running programmes of adventure activities.
3. Recognise the varying roles of the instructor in terms of teaching, mentoring, safety and leadership.
4. Competence in establishing clear goals on improving proficiency and instructional ability in a range of adventure sports.
5. Be able to recognise different instructional styles and different learning styles and rates, both personally and within peer groups.
6. Demonstarte competence in the use of VHF radios, EPIRB, SART and Flares.

This module introduces students to bogland habitats, freshwater ecosystems, common Irish animals and the post glacial colonisation of Ireland by flora and fauna. The module will seek to foster a greater interest and deeper connection with nature that the students can subsequently share with others.

1. Design and deliver environmental interpretation content that will enhance outdoor education programmes

2. Describe of the maincomponents that have interacted to form the Irish landscape

3. Recognise and explain the key features associated with Irish freshwater and bogland habitats

4. Identify common Irish animals

5. Organise and conduct basic ecological surveys of two different habitats

6. Give examples of the main conservation issues relevant to Irish habitats

The modules introduce students to Irish trees, woodlands, seashores and environmental protection. The module will seek to foster a greater interest and deeper connection with nature that the students can subsequently share with others.

1. Design and deliver environmental interpretation content that will enhance outdoor education programmes

2. Recognise and explain the key features associated with Irish rocky seashoresand woodlands

3. Organise and conduct basic ecological surveys of two different habitats

4. Describethe rationale for environmental protection and the variety ofapproachesinvolved in environmental protection

The module is aimed at professionals managing, supervising and teaching people in an outdoor or activity focused environment. These professional require a deep appreciation of health, safety and well-being for those in their care. Carrying out dynamic and written risk assessments in play activities and adventure sports in addition to analysis of case studies of accidents and incidents in activities form a core part of the module. A basic introduction to Irish law, especially Health and Safety regulation provides a framework for the module. The regulation of adventure activities both nationally and internationally is considered as well as Children First 2015 and Child Care (Preschool Regulations) 2016. The psychology of risk taking in addition to the societal and personal benefits of risk taking are debated.

1. Identify and prioritise the legislation, safety requirements and regulations associated with supervisingactivities, outdoors and indoors.

2. Assess and manage risk associated with outdoor activities

3. Manage risk-rich environments to support childrens well-being, play and resilience

4. Design andimplement a child protection policy

5. Work professionallywith a proactive approach to safety in the outdoors and indoors

This module provides a practical knowledge of leadership and facilitation skills, by examining the interpersonal roles contained within the process of working with diverse group. Students will have to match theory with practise as they develop their own skills and knowledge of working with groups and teams effectively.

1. Identify a range of leadership styles and demonstrate these in a range of group facilitation contexts
2. Evaluate the group processes involved in a range of group contexts
3. Demonstrate the capacity to enhance learning for participants through facilitating guided reflection
4. Demonstrate a critical understanding of the how the outdoor environment can enhance learning and development for young children.
5. Critically appraise the key concepts required for planning, designing and leading an outdoor education programme

A high level of skill in emergency techniques is required of the teacher/instructor in Outdoor Environments. This module aims to develop practical skills based on sound theoretical principles in the following areas; Aquatics, First Aid, Water safety and Land Rescue techniques and procedures.

1. Demonstrate competence in swimming ability.

2. Demonstrate practical skills in water safety and rescue.
3. Demonstrate competent first aid, with specific reference to accidents and emergencies in outdoor activities.

4. Describe the organisation and operation of Rescue Services in Ireland.
5. Discuss the basic techniques involved in Mountain Rescue and the role of volunteers in these organisations.
6. Dicsuss the theoritical and practical aspects of Emergency Procedures

The work experience module provides learners with the necessary skills, training and knowledge in advance of finding work experience in the Outdoor Education sector. While engaging in work experience, learners will explore and build on their professional formation and identity as an Outdoor Educator.

1. Identify specific goals for work experience related to profession formation in Outdoor Education.

2. Understand and critically appraise which learning from other modules / learning experiences may be relevant to the work environment.

3. Critically evaluate overall performance during work experience in light of previously stated goals, personal goals and career aspirations.
4. Develop technical, personal and professional skills commensurate with the course objectives and the learners own goals for work experience.
5. Utilise reflective practice. Reflective practice involves recognising ways in which theory and practice are linked and ways in which general principles offered by theory can be adopted and fitted to specific circumstances in outdoor education practice.

The changing nature of rurality and the opportunities and challenges in rural development are explored in this module. It explores different theories of development and their application at multiple geographical scales and in the context of contemporary concerns around inequality, sustainability, food and energy security. The course also explores the changing socio-demographic composition of the rural, globalisation and rural socio-economic change, influential rural policies such as the Common Agricultural Policy, rural livelihoods, conservation, conflicting rural land-uses, rural community development and governance. Theories and concepts are illustrated through numerous case studies in Irish and international settings.

1. Explainand discussthe impacts of globalisation as it relates to social, economic and environmental processes in rural areas.

2. Assess the role of environmental change in rural restructuring and its implications for community, economy, space and place

3. Discussthe impacts ofcontemporary approaches to ruraldevelopment on rural environment, society, space, economy

4. Describe and assess different theories of development and their application to the rural

5. Apply theoretical principles of rural community development to case study examples
6. Discuss the conflicts of interest that can occur between rural landuses andassess their impacts

This module will provide students with an opportunity to develop leadership and instructorship skills and understanding in a focussed number of activities, that will facilitate them to operate autonomously as leaders. Practical training in the outdoor and adventure activities will be supplemented with reflective analysis of personal goals to enhance the effectiveness of this module and to build the habit of reflective learning. This module includes theoretical input for one hour a week to enhance understanding of leading in the outdoors.

1. Have acquired a knowledge and understanding of the principles and practice of outdoor adventure leadership

2. Have the confidence and ability to instruct and organise a focussed range of adventure sports.

3. Have achieved the equivalent of National Governing Boy Award Standards of instruction in at least two adventure activities

4. Appreciate the importance of preparation and attitude in designing and facilitating programmes for those with special needs and to be informed by best practice in inclusive education

5. Have gained experience that will assist in making judgements regarding the location of activities, the risks involved and the abilities of themselves and others.

6. Analyse their own learning through reflective journaling and use the strategies of goal setting to enhance their learning progress.

7. Write an effective Literature Review while deploying research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.

The provides an introduction to formation of the Irish archaeological landscape and its main features, from the Mesolithic to the early 1900s. Through field trips and personal experiences, learners will be encouraged to develop a sense of connection to the rich and varied cultural landscape of Ireland. Fieldtrips to local sites in Mayo will assist in developing a curiosity in the development of a cultural landscape and perhaps creating a sense of connection with place and tradition. Visits to relevant field sites will allow the student to gain first-hand, practical experiences which will assist the students in landscape interpretation when delivering outdoor learning experiences.

1. Explain how humans haveimpacted on the Irish culturallandscape form Mesolithic times to Anglo-Norman times.

2. Recognise and differentiate the most prominent characteristics and features of each archaeological period

3. Interpret the archaeological landscape for themselves and for others as part of an outdoor learning experience

4. Identify the uniqueness and variety of the Irish cultural landscape and appreciatehow the changing nature of human society are reflected by the surviving monuments and human landscapes

The focus of the module will be on an introduction to ecological principles supported by associated fieldwork practicals. There will also be an examination of approaches to environmental education. It will provide practical skills and the know how required to undertake selected ecological field methods. The student will demonstrate an appreciation of the complexities of some important environmental debates and the way in which ecological knowledge is used to address problems such as climate change, water pollution, over-exploitation of biological resources and invasive species. Throughout the module theoretical learning will be illustrated by case studies and supported with field activities. The module also hopes to foster empathy with the natural world and create a deeper awareness of both our interdependence and interconnection with our environment.

1. Describe the complex relationships and factors that create ecosystems

2. Explain the operation of ecological processes and generate supporting theoretical models

3. Design simple surveys and interpret fieldwork data

4. Select suitable approaches to environmental education

5. Applyecological knowledge to a range of environmental challenges faced by society

This is a Level 7 Module. It is designed to develop learners' understanding of the psychological principles involved in human development.

1. Understand the issues and factors that influence development, motivation and learning
2. Understand human behaviour in the social context of adventure education groups.
3. Demonstrate a knowledge of the theories and processes of human development from birth to adulthood.

This Module has two emphasis. The first emphasis in this module traces the development of outdoor education from its traces in Outward Bound to its more modern and international manifestations. The second emphasis in this module is an introduction to the skills of teaching and outdoor education pedagogical practice. Throughout this module skills of teaching are introduced, practised, evaluated and reviewed and then applied in a Service Learning Project/s and through Micro-teaching.

1. Critically analyse the assumptions that underpinfoundational philosophies of education and critically assess their educational processes and outcomes.

2. Appraise the historical foundations and development of outdoor education in an international and national context and judge their relevance to contemporary outdoor education practice

3. Recognize, categorise and describe different teaching skills and interventions and offer assessments of their value in different learning situations.
4. Practice andevaluate the practical skills of teaching in a safe encouraging forum and learn to enhance these skills through discussion, tutor and peer feedback and reflective writing.

A very high level of skill in emergency techniques, risk assessment and management is required of the teacher/instructor in Outdoor Environments. This module aims to develop practical skills based on sound theoretical principles in the following areas; Aquatics, endurance swimming, water rescue skills and CPR/EAR/AED procedures.

1. Demonstrate proficiency in endurance swimming.
2. Demonstrate a high level of competence in swimming strokes and aquatics skills.

3. Demonstrate a high level of skill and theoriticalknowledgein Basic Life Support.
4. Carry out a risk assessment on an open body of water and complete a Normal Operating Procedure and Emergency Action Plan relevant to outdoor pursuitinthis area; demonstrating comprehensive knowledge of open water hazards and risk management practises.

5. Demonstrate application of the rescue principles in a diversity of rescue scenarios and articulate asound rational for the approach taken in each scenario. An ability to prioritise personal safety must be demonstratedthroughout the rescue scenarios.

6. Demonstrate knowledge of the literature of water safety,open water survival techniquesand Basic Life Support.

The module will introduce learners to the myriad of factors that are leading to the environmental degradation of the planet and present a case for taking action as individual initiative and through collective action. The module promotes Acting for Sustainability as advocated by the European sustainability competence framework – 'GreenComp'.

It will present learners with a wide range of evidenced based positive practical actions that the learner can take at an individual and local community level to mitigate against global problems such as climate change and biodiversity loss. The module will examine case studies of successful local community and youth programmes that have led to positive behaviour change with regard to environmental action. It will discuss communication strategies that help promote a pro sustainability message at a local level such as within the student body, family and workplace. The module will identify barriers to positive behaviour change with regard to environmental action. The module will promote informed ways to think, plan and act with empathy, responsibility, and care for our planet and for public health.

1. Examine the key environmental threats that face humanity.

2. Evaluate the effect of lifestyle and consumerism on planetary health.

3. Discuss the environmental, social and political impacts of the climate crisis.

4. Critique the impact of movements and organisations working for climate justice.

5. Design mechanisms that may influence and encourage people at home, at work and in their community to live more sustainably.

6. Critique the role of the Sustainable Development Goals (SDGs) for Outdoor Education.

This module examines the global ecological crisis and draws on contemporary geographical scholarship to evaluate approaches to sustainable landuse change and ecological restoration. Key concepts in environmental geography such as socio-ecological systems and ecosystem services are explored in addition to their implications for environmental governance. Case studies from across the world are used to illustrate theories and concepts in practice.

1. Analyse threats tobiodiversity and ecosystems from human activity

2. Discuss the co-benefits and conflictsthat can arise in land-use change andrestoration

3. Analyse key issues in governance of nature and biodiversity at different spatial scales

4. Apply a socio-ecological lens to evaluate approaches to restoration of nature

This module develops the student's ability in harnessing the potential of new developments in the field of digital mapping. It develops the understanding and skills required for the creation and presentation of digital maps. It also deals with the creation of video and sound for their integration into multimedia applications.

1. Demonstrate an understanding of the basic characteristics of spatial data

2. Have developed basic cartographic knowledge and skills

3. Have gained experience and confidence in the use of web mapping software tools

4. Have enhanced their creative capabilities through the design and implementation of a multimedia presentation

This module investigates the potential for sustainable tourism in a variety of landscapes and destinations.The viability of tourism for remote, fragile and rural destinations is examined in the context of contemporary developments including the climate emergency, over tourism and flight shaming. The module explores practical aspects of sustainable tourism management using both domestic and international case studies,

Learners will develop a critical awareness of the ways in which individual tourism sites, destinations and planning organisations must respond to contemporary opportunities and challenges for sustainable tourism.

1. Discuss key sustainable tourism concepts and contemporary issuesrelevant to the demand for and supply of sustainable tourism.

2. Analyse the positive and negative impacts of tourism.

3. Evaluate visitor management strategies in a variety of geographical contexts and visitation levels.

4. Investigate and evaluate destination management techniques.

5. Debate the case for tourism in fragile and under developed locations

This module provides an opportunity for the learner to conduct an independent piece of research. Developing the capacity to devise and complete a sustained piece of research and independent writing is one of the defining features of a graduate of the Outdoor Education honours programme and is of particular relevance and importance in the context of Irish Outdoor Education where the field is practice rich and research poor. Learners participating in a designated stream on the BA (Hons) programme will align their research area with this stream, e.g. Geography or Therapeutic focus.

1. Demonstrate both a broad and in-depth knowledge of their chosen area, building appropriately on the work completed during earlier years of the outdoor education programme.
2. Articulate a knowledge and understanding of contemporary issues and critical concepts in outdoor education research
3. Evaluate a range of data collection instruments with reference to issues such as the reliability and validity of the data and the feasibility of use.
4. Deploy bibliographic skills, including citation of sources and consistent use of conventions in the presentation of scholarly work
5. Deploy research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.
6. Show competence in the planning and execution of an extended piece of writing, presenting information and argument in a critical and cogent manner.
7. Present persuasive written and oral arguments concerning his or her own research and the work of other authors.
8. Organise working time and keep to deadlines while demonstrating the ability to operate independently and responsibly, in the production of a sustained piece of critical writing.

This module provides an opportunity for the learner to develop a Literature Review of their chosen research area. This endeavour will require a critical assessment and evaluation of sources. This Literature Review should evolve into a description of the literature relevant to their particular field or topic. The main purpose of the Literature Review in the context of the BA (Hons) in Outdoor Education is to summarise, synthesis and analyse the main arguments and ideas in their chosen field within the broad outdoor education field. Learners participating in a designated stream on the BA (Hons) programme will align their research area with this stream, e.g. Geography or Therapeutic focus.

1. Show both a broad and in-depth knowledge of their chosen area of research, building appropriately on the work completed during earlier years of their programme of study.
2. Deploy research skills, including reading; drafting, re-writing and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.
3. Plan and execute an extended piece of writing.
4. Operate independently and responsibly, and take a positive and active role in his/her/their learning, in the service of the production of a sustained piece of critical writing.

This module will provide the learner with an understanding of the role experience plays in learning. The major contributories to experiential learning theory will be examined. Opportunities will be provided for learners to design, facilitate and evaluate experiential programmes. The role that the emotions, multiple intelligences and learning preferences play in experiential learning are critiqued.

1. Critique the premise, theoretical foundation and lineage of experiential learning

2. Appraise the holistic nature of experiential learning with particular reference to the emotions.

3. Devise experiential learning interventions and evaluatetheir effectiveness in a broad range of contexts

4. Practice the facilitation ofexperiential learningin a safe and supportive forum and learning to enhance these skills through discussion, tutor and peer feedback and reflective writing.

5. Critically appraise the ethical implication of their practice, make sound personal judgements and understand existing codes of practice.

This module seeks to provide the student with the knowledge, skill and competence to plan expeditions that provide a context for personal and social development and for connection to place.

1. To consider philosophical and sociological frameworks to critique expedition practice.

2. Create rich learning experiences through thoughtful use of experiential programme design in an expedition context.

3. Demonstrate theskills and understanding needed tofacilitate an educational expedition while learning to enhance these skills through discussion, tutor and peer feedback, and reflective writing.

4. Engage in different expedition formats such as micro-expeditions, place based approaches and solo experiences and appraisetheir impact personally andon learners more generally.

5. Consider the consequence of expedition practice for the environments in which they work and have an understanding of sustainability within this context.

Education for sustainability

The environmental management and sustainability module briefly explores current legislation and policy frameworks for managing our environment in Ireland. Emerging policies / trends and movements underway elsewhere are also critically examined with a view to potential adaptation or implementation in an Irish / European perspective. Current narratives around the suitability / unsuitability of metrics such as GDP, GNI, GPI, are discussed and alternatives are appraised. Alternative and emerging narratives around the SDGs which are critical of existing policies and practise regarding ODA and other sustainability issues and how these may reduce or accelerate environmental degradation particularly in the context of outdoor recreation are also considered. Engagement within the module utilises a place-based education (PBE) approach for engagement. How PBE this may foster and promote pro-environmental behaviours is examined. Cognisance of new and emerging National policy and strategy changes will be addressed due to the rapidly evolving nature of the field. The role of the proposed National Outdoor Recreation strategy will provide infinite possibilities for exploring sustainability and management issues for outdoor recreation.

1. Understand how outdoor recreation and adventure tourism fit into the strategic sectors for National Development, Outdoor Recreation andSustainable Development in Ireland

2. Conceptualise ecological sustainability as the basis of other aspects of sustainability

3. Know how to engage with the policy-makers, the planning system and the other main policy instruments that underpin environmental management as it relates to the outdoor and historical / heritage sectors.

4. Apply the skills of practical scientific enquiry to an environmental issue at local and regional level.

5. Evaluate International Environmental Policy, its relevance as a driving force for Irish Environmental Policy, and its effectiveness in
achieving sustainable environmental management.

6. Critically evaluate approaches to teaching environmental education.

7. Critique the main aspects of policy and practice for Outdoor Recreation and the implications for environmental management.

8. Evaluate the benefit and effectiveness of nature conservation and environmental protection in Irish Landscape Management.

9. Appreciate the moral dimensions to resource use and environmental degradation, and the influence of political ideology on
development models

10. Be able to inform debate on appropriate development and its significance and consequence for ecological and societal health

This module aims to prepare learners to plan, organise, deliver and evaluate schemes of work to meet the learning outcomes of the relevant Physical Education Adventure Activities Curriculums either at Junior Level, Senior Level or the Leaving Certificate Applied programme. The literature supporting sound coaching practises and development modules for long term sports participation will also be explored. Such knowledge is applicable to a range of situations in outdoor education, health related fitness and adventure activities participant development structures.

1. Demonstrate a knowledge of the research literature that underpins good coaching practices.
2. Demonstrate an ability to apply sound theoretical principals in the design, delivery and evaluation of a scheme of workfor a relevant Physical Educationadventure activities curriculum, or similar piece of work for example,’Sport For Life’ programme.

3. Display and ability to work with others in task-orientated groups, participating and interacting in the group in a productive manner for him/herself and for the group as a whole.
4. Demonstrate advanced skills in sports coaching practices and an ability to apply feedback from tutor, peer and programme participants to enhance personal coaching practices.
5. Explore wheretheir role as an adventure sports coach fits into the wider context of Lifelong Involvement in Sport and Physical Activity.

This module provides a detailed introduction to sociology with a particular reference to its application in Outdoor Education settings and practice. A particular concern is that the OE leader will be able to apply sociological insight to their practice and to their understanding of the world. The themes and content of the module reflects this concern.

1. Demonstrate a comprehensive foundational understanding of the discipline of sociology its concepts, classical theorists and methodologies.

2. Demonstrate a clear understanding of the historical and theoretical development of sociology

3. Evidence how their role as outdoor educators is informed by the theoretical and practical insights offered by sociology.

4. Articulate in a sociologically informed manner an overview of debate on selected current topics such as technology, gender, prejudice, deviance, environment.

This objective of this module is to provide the student with a basic theoretical and practical understanding of spatial data management through the use of Geographical Information Systems.

Learning is supported through the use of demographic, environmental, historical and archaeological data at global, regional and local scales.

1. Demonstrate their understanding of the concepts that underpin Geographical Information Systems

2. Use GIS software to examine data sourced from historical, environmental and cultural sectors

3. Import, visualise, create, edit and query vector data

4. Create maps using established design principles

This module covers contemporary theory in human geography and its application to global uneven development, geopolitics and global migration.

1. Discuss contemporary theory in human geography with reference toinequality, geopolitics and migration

2. Demonstrate critical understanding of the roots to and persistence of global inequality and uneven development

3. Discuss significant geopolitical events and how they shape the world

4. Evaluate patterns and impacts of global migration

This module studies representations of Ireland in text, image and cartography during the early modern period. These representations, of a country and its peoples, are studied in different historical contexts from the Tudor period onwards. Students will develop a critical understanding of Irish identities as projections of different value systems.

1. Analyse artistic and literary representations of Irish people and settings in the early modern period.

2. Trace the historical evolution of representations and stereotyping in early modern Ireland.

3. Display a critical understanding of Irish identitywithin a context of wider relationships.

4. Identify and analyse relevant historical sources concerning Ireland, its land and/or people in the early modern period.