FLINDERS UNIVERSITY

SCHOOL OF EDUCATION

TOPIC: HLPE 3532

INTRODUCTION to
OUTDOOR EDUCATION
TOPIC OUTLINE

SEMESTER 2, 2015
TOPIC COORDINATOR:
RUSSELL BROWN

FLINDERSUNIVERSITY
SCHOOLOFEDUCATIONPHYSICALEDUCATIONSTUDIES
TOPIC:HLPE3532INTRODUCTIONtoOUTDOOREDUCATION
Semester2,2015
Co-ordinator:

Russell Brown (Ph 82013389-w; <russell.brown@flinders.edu.au>)

TeachingStaff:

WallyOlenichOutdoorEducationlectures,classroomtutor,fieldtriptutor,field
tripsupervisor(0417808169;Walter.Olenich@flinders.edu.au)
DaveRawsonFieldtriptutor<david.rawson@flinders.edu.au>

Preamble:

One of the roles teachers (especially those who have a background in physical
education)andoutdooreducatorsareincreasinglyexpectedtoplayinschoolsand
the community is that of planner, organiser and leader of camps and outdoor
educationprograms. Manyschoolsandcommunitygroupshaveestablishedtheir
ownpoliciesinvolvingextensiveoutdooreducationexperiences. Theconduct of
theseexperiencesvariesfromthestandingcamptolivingforaperiodoftimein
tentsinenvironmentsasdiverseassnow,semiarid,aquaticandmountainous.An
essentialelementthereforeofthisOutdoorEducationtopicisexperienceinseveral
camping situations where, not only the fundamentals of camping administration,
knowledge and skills are covered but also, how an integrated educational
programmecanbedeveloped.

Outcomes:

Atthecompletionofthistopicyoushould:
1. havedevelopedyourownphilosophyrelatedtooutdooreducation;
2. be versed with and practised in the organisational aspects of conducting an
educationalcampingexperience;
3. haveanappreciationandunderstandingofthecontributionofoutdooreducation
inthedevelopmentandconductofanintegratededucationalprogramme;
4. havedevelopedpersonalcamping,bushwalking,andoutdoorrecreationalskills
toalevelwhereyouwouldbeawareoftheissuesandaspectsinvolvedintaking
asupportiveorleadershiproleonacamp;
5. beawareofthesafetyproceduresandlegalimplicationsinoutdooreducation
experiences.

Content:

Aspectstobecoveredinclude
philosophy
programming
planningandorganisation
safetyandlegalissues
campingskills
skillsinbushwalkingandinitiativeactivities
lowimpactliving
involvementinaschoolcamp
introductiontorockclimbing,mountainbikeriding,canoeing,
environmentalrestorationandorienteering.

Teachingmethods:

Therewillbethreeexperientialcamps/bushwalksthatyouwillberequiredtoattend,
two of which will be coordinated bythe Topic's teaching staff; the third isthe
Woodcroft College Year 9 Quest Grampians camp (refer to the OE Student
Handbookfordetails).Therewillalsobe4hoursperweekforthefirst9weeksof
the semester planning and reviewing the camps, developing personal skills, and
takinglectures.

Assessment:

Refer to individual component outlines, the Statement of Assessment Methods

(Appendix A) and the Requirements for Written Work (Appendix D) for specific due
dates andconditionsofassessment.Youcanexpecttoundertakeformalassignment
work equivalent to 4500 words of written material (refer to Assessment Related
IssuesAppendixC).

Studentworkload:

AccordingtotheSchoolofEducationsStudentWorkloadstatement(seeAppendixB)
studentsareexpectedtoundertake9hoursofstudenteffortperweek(ie162hoursforthe
semester)forthistopic,whichincludesbothformalclassesandindividualstudytime,to
achieveanaveragegrade.

ContactHours:

38hourstotalforlectures/seminars/workshops(refertoHLPE3532StudentHandbook)
108hourstotalfor3camps(refertoHLPE3532StudentHandbook)

NonContactHours:

16hourstotalforassignmentwork.

TextBook:

Froude,CandPolley,S(2011)OutdoorEducation:Foundationsforsecondaryandtertiaryeducation.
2ndEdn,Impact,Perth.

KeyReferences

Bushwalking and Mountaincraft Leadership Board (2005) Bushwalking and ski tour leadership.
BMLTAB,Melbourne.

Department of Education, Training & Employment (DETE), (2001) Camps and Excursions:
guidelinesforschools&preschools.RevisedOctober,2001:healthandsafetyguidelinesforcamps,
excursionsandrelatedsportingandrecreationalactivities.
Internetsite:Online,accessed25June,2015;URL:
<http://www.decs.sa.gov.au/docs/documents/1/CampsandExcursionsGuide.doc>

OtherReferences

Additionalinformationpertinenttotheareatobeexperiencedwillbeprovidedthroughoutthecourse.

Submissionandreturnofassignments

Before submitting your assignments, it is important to check that you have:

included your name as a footer on each page;

numbered the pages;

Keep a copy of your assignment.

Component handouts will specify details of assessment requirements submissions will be required either via
FLO or hard copy:
FLO Submissions:

assignments need to be submitted as electronic Word compatible documents. If Microsoft Word is not used,
save documents as rich text files (.rtf);

clear directions as to how to upload assignments are available on the FLO topic website via the Help
link;

you will need to give documents a unique name before uploading.

The convention for naming of a document is:
Topic codeYour nameAssignment number.doc

You will be able to view your grades and receive feedback via the Gradebook on FLO, as well as your overall
grade for the topic. However, please note that topic grades are not finalised until they are entered into your
Student Services record at the end of the semester.

General assistance with this can be found at: http://www.flinders.edu.au/library/flo/flo_home.cfm

Hard Copy Submissions:

Assignment Cover Sheet a copy of the School of Education sheet is available from the assignment
desk outside the School of Education Office (Rm 4.67, Education Buildings), and from the web page:
<http://www.flinders.edu.au/ehl/education/student-information/student-information_home.cfm> - note
in particular information on the sheet related to academic standards. The assignment cover sheet
must be completed and stapled to the front of the assignment which should be A4 size and not in a
plastic sleeve.

Assignment Submission assignments can be submitted during office hours via the hallway chute
outside the School Office, or posted by the due date to:
Russell Brown, School of Education, Flinders University, GPO Box 2100, Adelaide SA 5001.

Assignment Return - will be advised by your lecturer in class and/or on FLO.

Flinders Learning Online (FLO)

How to access FLO:

https://flo.flinders.edu.au/
For further information contact the FLO Student Help Desk:

<http://www.flinders.edu.au/library/flo/>

AppendixA

FlindersUniversity
STATEMENTOFASSESSMENTMETHODS2015
Students' attention is drawn to the Student Related Policies and Procedures Manual 2015
(http://www.flinders.edu.au/ppmanual/student.html),whichoutlinestheUniversitysAssessmentPolicy.
Topicnumberandtitle:..HLPE3532:INTRODUCTIONtoOUTDOOREDUCATION.............................................
Dateonwhichthisstatementwashandedtostudents:.......... August1st,2015..........................................
Durationoftopic(Semester1or2,FullYear):..Semester2...................................................................
AcademicOrganisationalUnit(s)responsiblefortopic(Department/School):.....EDUCATION...............
A/TopicCoordinator:..RUSSELLBROWN...........................................................................
ContactnumberofTopicCoordinator:82013389

Expectedstudentworkload*(http:/www.flinders.edu.au/ppmanual/student/SecC_expected.htm):162totalhours(contact&noncontact)
*Indicativeonlyoftheestimatedminimumtimecommitmentnecessarytoachieveanaveragegradeinthetopic.

Detailsofassessableworkinthetopic.(Optionalformsofassessment,wherepermitted,arealsodetailed):
Formatofeachformofassessable
work

Proportion
oftotal
marks

Deadlineforsubmission

A.TutorialPresentation(1000words)

10%

Weeks29,depending
ontimingof
presentation
MSBWk1
Oct27
RefertoOEhandbook
RefertoOEhandbook

B.BushwalkingPerf&Microtutorial
C.OutdoorEducationportfolio
D.QuestPerformance
E.QuestCampReport(1000words)

20%
20%
30%
20%

(refertoSCHOOL
POLICY*overleaf)

Penaltiestobeappliedif
deadlineisnotmet

Dateworkis
expectedtobe
returnedtostudents

Feedbackprovided
immediatelypost
presentation
Week9
The topic policy on
Week12
obtaining extensions for Refertoprogram
assignment work
Itisuniversitypolicy
Refertothesectionson
page2:

Late Submission of
Assignments
Penalties

thatworkbereturnedto
studentswithfeedback
priortothefollowing
assessmentitem.

Studentsshouldkeepacopyofallsubmittedassignments.
ThecriteriaforsuccessfulcompletionoftheTopicareasfollows:

agradeofpassorbetterforeachmajorassessmentcomponent(A,B,C,D&E)isrequiredforsuccessful
completionofthistopic;submissionofallassessmentassignmentsisaprerequisiteforassessment.
latesubmissions(refertothepoliciesonlatesubmissionsandextensions,onthenextpage);
allredemptionworkformissedsessionsmustbecompletedby28/11/15;astudentwithanyunredeemed
absencesafterthattimewillbedeemedtohavefailedtohavemettheminimalattendancerequirements
fortheTopic.
Attendancepolicy:
regular,punctualattendance,appropriatepreparationandfullparticipationinallsessionsareprerequisites
forcompletionoftheTopic;
whenasessionwillbeorhasbeenmissed,thestudentmustinformtheComponentlecturerviaemail,as
soonaspossible.Itisthestudent'sresponsibilitywithintheemailtorequestdetailsregardingthe
redemptionwork.AnystudentfailingtoeithernotifytheComponentlecturerinatimelymannerof
reasonsforabsences,orarrangefororsubmitredemptionworkontimewillbedeemedtohavefailedto
havemettheminimalattendancerequirementsinthetopic.
DetectionofBreachesofAcademicIntegrity:
Willelectronictextmatchingsoftwarebeused?:tobeadvised.IfYes,studentswillreceiveawrittenstatementdescribing
howthesoftwarewillbeusedandbeadvisedabouttheFlindersLearningOnline(WebCT)AcademicIntegritysite.Forinfo
ontextmatchingsee:<http://www.flinders.edu.au/ppmanual/student/textmatch.htm>.
AlignmentofAssessmentwithExpectedTopicLearningOutcomes
On completion of this topic, students will be expected to be able to:

AssessmentitemsrelatingtoeachLearningOutcome

LO1havedevelopedyourownphilosophyrelatedtooutdooreducation;

A,B,C,D&E

LO2:beversedwithandpractisedintheorganisationalaspectsofconductingan
educationalcampingexperience;

B,D&E

LO3: have an appreciation and understanding of the contribution of outdoor

education in the development and conduct of an integrated educational
programme;
LO4:havedevelopedpersonalcamping,bushwalking,andoutdoorrecreational
skillstoalevelwhereyouwouldbeawareoftheissuesandaspectsinvolved
intakingasupportiveorleadershiproleonacamp;
LO5: be aware of the safety procedures and legal implications in outdoor
educationexperiences.

A,B,C,D&E
A,B&D
A,B,C,D&E

p2
STATEMENTOFASSESSMENTMETHODS2015(contd)
AlignmentofAssessmentwithGraduateQualities(onlyincludefortopicsofferedinundergraduatecourses)
FlindersUniversitysBachelordegreeprogramsaimtoproducegraduateswho:
AssessmentitemsrelatingtoeachGraduateQuality
GQ1. Areknowledgeable
A,B,C,D&E
GQ2. Canapplytheirknowledge

A,B,C,D&E

GQ3. Communicateeffectively

A,B,C,D&E

GQ4. Canworkindependently

A,B,C,D&E

GQ5. Arecollaborative

A,B,C,D&E

GQ6. Valueethicalbehaviour

A,B,C,D&E

GQ7. Connectacrossboundaries.

A,B,C,D&E

Will scaling procedures be used in determining marks for each piece of work or for determining the final topic grade?
Assignment D: Some moderation of the final grade may occur due to the range of persons providing feedback to this report.
May assessment exercises be resubmitted after revision for re-marking? ..Yes
The circumstances under which assessment exercises may be resubmitted, the form this may take and the maximum mark
obtainable are as follows:
Late submissions are not redeemable.
Written assessment exercises can be resubmitted provided the initial attempt is deemed by the lecturer, in consultation
with the Topic Coordinator, to have been genuine. Resubmission tasks will be set by the lecturer, in consultation with the
Topic Coordinator, and will be of a form equivalent with the original task. The maximum mark obtainable, where the
initial attempt records a fail grade, is 50%; initial attempts recording a pass grade or better enable resubmitted work to
be graded on merit.
Practical assessment components are redeemable via negotiation with the lecturer, in consultation with the Topic Coordinator.
The topic policy on obtaining extensions for assignment work is as follows:
Requestsforextensionsforassignment,supplementaryorredemptionworkwillonlybeconsideredinexceptional
circumstancesandmustbeemailedtotheassignmentcoordinator(andcc'dtotheTopicCoordinator)immediatelyasthe
circumstancesemerge,andcertainlybeforethesubmissiondateforthework.
Theemail,thecontentsofwhichwillremainconfidential,mustincluderelevantsupportingdocumentationwhichcouldbe,for
example:
aletterfromamedicalpractitionerinthecaseofmedicalcircumstances;
aletterfromastudentservicescounsellor(82012117)fornonmedicalpersonalcircumstances;
apersonalletteroutliningthenatureofthepersonalcircumstances(ieanoutline,sodetailedpersonaldetailsarenot
required).
Theemailalsoneedstoestimatethetimelostasaresultofthestudentscircumstancesandtherequestednewduedate.
Withrequestsforextensionsclosetotheduedate,itwillbeexpectedthatreasonableprogresshasbeenmadeontheassignment,
relativetothetimelineprovided.Theassignmentcoordinator(inconsultationwiththeTopicCoordinatorifrequired)willreplyto
thestudentviaemail(andcc'dtotheTopicCoordinator).Studentsgrantedanextensionmuststapleacopyoftheemailfromthe
assignmentcoordinatorconfirmingtheextensiondirectlyaftertheirassignmentscoversheet.
Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be affected by
medical, compassionate or other special circumstances and who want these circumstances to be taken into consideration
in determining the mark for an assessment exercise may apply to the Topic Coordinator of the topic for special
consideration. The preferred method of application is:
Students may apply via email to the Topic Coordinator at any time during the semester for special consideration. It is
requested that students make any submissions for special consideration as soon as practicable after enrolment, and certainly
before the submission date for work for which the special consideration is sought. In most circumstances, a meeting between
the student and the Topic Coordinator will be requested to discuss the specific form of special consideration and to ensure the
student is satisfied with the measures. Students must keep a copy of email confirmation of special considerations granted.
Supplementary assessment for this topic may be approved on the following grounds:
Medical/Compassionate a student who is unable to sit or remain for the duration of the original examination due to
medical or compassionate reasons may apply for supplementary assessment. If illness or special circumstance prevents
the student from sitting or remaining for the duration of the scheduled supplementary examination, or from submitting by
the agreed deadline a supplementary assessment exercise, the student will be either: awarded a result in the topic of

Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If
illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the
student will be awarded a result in the topic of WN.
Academic a student will be granted supplementary assessment if he/she: achieves an overall result in the topic of
between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last 9 units required for
completion of a course) or the equivalent where percentage marks are not awarded; has completed all required work for
the topic; has met all attendance requirements; and obtains at least a pass level grade in any specific component of
assessment (other than an examination) for the topic where this is explicitly stated to be a formal requirement for the
successful completion of the course or topic. If illness or special circumstance prevents the student from sitting or
remaining for the duration of the scheduled supplementary assessment, the student will be either: awarded a result in the
topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative
mechanism. If illness or

p3
STATEMENTOFASSESSMENTMETHODS2014(contd)
special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will
be awarded a result in the topic of WN.
A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or
assessment methods of a topic on the basis of his/her disability may make a request to the Topic Coordinator or the Disability
Liaison Officer as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be agreed in
writing between the student and the Topic Coordinator and must be in accordance with related University policy. A student
who is
dissatisfied with the response from the Topic Coordinator may appeal in writing to the Faculty Board.
.......RussellBrown..........
SignatureofTopicCoordinator

....29.6.15..................
Date

SPJ:rh 15.11.11// RB:rb 29.6.15

AppendixB

Student Workloads in Topics Offered by the School of Education

(refer Flinders University Education and Research Policy para 2.1 )
Preamble
Each topic offered by the School of Education has a unit value. Flinders University
uses unit values (or credit points as they are sometimes termed) not only to define its
degree requirements but also to provide guidance to students on how to plan their
study time. Students should see the hours linked to unit values as an indication of
the estimated minimum work time necessary for them to achieve an average grade.
The Universitys general standard is that for each unit taken, approximately two hours of
student effort per week (including both time spent in formal classes and individual
study time, but excluding practicum) may be required over the course of the
teaching period in order to obtain an average grade. This means, for instance, that a
student who is undertaking a standard full-time load of topics totalling 18 units in a
semester might expect to have to devote at least 36 hours per week over the relevant
teaching period. Depending on the actual number of required contact hours and the
nature of the topic, this standard may vary. It should also be noted that time spent
out of class on topic requirements assumes effective use of time, that is, it is assumed
that students will be specifically undertaking tasks related to meeting topic
requirements and that this time is being used productively in reading, writing,
reflecting, discussing and otherwise pursuing activities relevant to meeting topic
objectives.
Workload in Education topics
In applying this standard to Education topics, the following important points need to
be noted:
Normally, students can expect 2 - 3 hours per week of class contact for 3 and 4.5
unit topics, and 4 - 5 hours per week for 6 unit topics at the undergraduate level.
In postgraduate level topics, class contact varies considerably depending on the
level, mode and style of teaching, but is normally no more than an average of 2
hours per week. In the case of topics in which there is individual supervision,
regular meetings between student and supervisor are expected to take place.
(See relevant Handbooks).
In some topics there are attendance requirements which need to be observed.
Such requirements are imposed for a variety of reasons: the topic may require
participation or specific practical experience, for example. In addition, students

may need to meet a specific standard for attendance as a prerequisite for being
assessed in the topic. Requirements, and penalties for non-compliance, are
spelled out in the Topic Assessment Methods form for each topic which is
provided to students during the first week of lectures.

 The average written requirement for a topic is approximately 1000 words, or

equivalent, per credit point. Thus for a 4.5 point topic, students can expect to
undertake formal assignment work equivalent to 4500 words of written material.
This standard does not cover written notes, data collection, planning or
preparatory material etc. Formal requirements normally require written
submissions to be creative, analytic, evaluative or reflective in nature, and be
appropriately footnoted and referenced.
The teaching period in the School of Education covers the whole of the
semester: that is, from the beginning of classes through to the end of the
examination period. Although classes are not held during the two week break in
the middle of the semester or during the examination period , students are
expected to be engaged in personal study during each of these weeks where
required to complete assignments. Thus, a student undertaking a standard full
time load would be expected to devote up to an average of 36 hours a week
during these weeks as well as the weeks in which classes are held. For some
practicum assignments, students may be expected to attend practicum placement
venues outside of normal semester times or teaching weeks.
During the period of practicum placements, students are expected to maintain
the same level of time commitment as for the rest of the semester, as well as to
meet the normal attendance requirements at the practicum venue. For teaching
placements, this means that students will attend, as a minimum, the hours
expected of full-time permanent staff. (Refer to Practicum Handbook for details).
In addition, students can be expected to undertake assignments during the
practicum period which have been set specifically in association with that
practicum. For Open Option 2, attendance is negotiable, although the total time
commitment should still be 36 hours per week.
The three week break in July between the semesters is not counted as part of the
teaching period of either semester. Hence students are not required to use that
time for study purposes, though they may of course choose to do so. Note that
this standard may vary for students undertaking practicum at the beginning of
semester 2 where the practicum period begins at the same time as the third
school term.
The standard set by the University is intended to indicate the estimated time
needed by a student, working effectively, to achieve an average grade. Experience
shows that an average grade in an Education topic is a bare credit (that is, a
mark at the lower end of the credit range). Some students will find that they
need to work harder to achieve such a grade. Students can also expect to have to
work harder, naturally, to achieve higher grades.

 Finally, it should be noted that the workload is expressed in terms of an average

number of hours that may need to be devoted over the course of the teaching
period. There will inevitably be peaks and troughs during that period, with
different topics requiring greater or lesser amounts of work at various times
depending on arrangement of classes, required reading and assessment exercises.

ASSESSMENTRELATEDISSUES:

AppendixC

(i) Number of Words

Studentsoftenaskhowmanywordsareexpectedforvariousassignments.Thelecturingstaffusuallyreplya
nominal1,000wordspertopicpoint. Nominalisusedbecausethetimetakentoproducea1,000word
paper involving reading, research and logical argument is obviously a considerable amount more than to
producea1,000wordlogsummarisingwhatwasseenonafieldtrip.Ifyouareunclearabouttheexpectations
ofanassignment,askthelecturertospecifytherequirements.

(ii) Definitions of Academic Integrity (from: Flinders University website: Student Related
Policies & Procedures Assessment and Teaching Academic Integrity; Online, accessed 24 June, 2015
<http://www.flinders.edu.au/ppmanual/student/SecC_b.htm>, or from: Flinders University, 2015, Student
Related Policies & Procedures Manual, pp17-18).
1

Preamble
All students and staff have an obligation to understand and respect the rules and practice of
academic integrity. It is therefore expected that students and staff will adhere to high
standards of academic integrity.

Academic Integrity
2.1 Academic integrity means that all work which is presented is produced by the student
alone, with all sources and collaboration fully acknowledged.
2.2 Any failure to meet the requirements of academic integrity in any form of academic
work will be regarded as a breach of the requirements of academic integrity and,
depending on the circumstances and the nature of the breach, consequences including
penalties may be expected to follow. Breaches of academic integrity may include
plagiarism, collusion, fabrication, falsification, double submission of work and
misconduct in examinations.
2.2.1 Plagiarism
Plagiarism is the use of another person's words or ideas as if they were one's
own. It may occur as a result of lack of understanding and/or inexperience about
the correct way to acknowledge and reference sources. It may result from poor
academic practice, which may include poor note taking, careless downloading of
material or failure to take sufficient care in meeting the required standards. It
may also occur as a deliberate misuse of the work of others with the intent to
deceive. It may include, but is not restricted to:
presenting extracts, without quotation marks and/or without appropriate
referencing, from books, articles, theses, other published or unpublished
works, films, music, choreography, working papers, seminar or conference
papers, internal reports, computer software codes, lecture notes or tapes,
numerical calculations, data or work from another student. In such cases, it
is not adequate merely to acknowledge the source. This applies to material
accessed in hard copy, electronically or in any other medium;
close paraphrasing of sentences or whole paragraphs with or without
acknowledgement by referencing of the original work;
adopting ideas or structures from a source without acknowledgment;
using source codes and data from other's work without acknowledgement;
arranging for someone else to undertake all or part of a piece of work and
presenting that work as one's own;
submitting another student's work whether or not it has been previously
submitted by that student.

2.2.2 Collusion
Collusion occurs when a student submits work as if it has been done individually
when it has been done jointly with one or more other person unless the topic
coordinator has indicated that this is acceptable for the specific piece of work in
question.
2.2.3 Other breaches of the requirements of academic integrity may include:
fabrication or falsification of data or results of laboratory, field or other
work;
submission of the same piece of work for more than one topic unless the
topic coordinator(s) have indicated that this procedure is acceptable for the
specific piece of work in question;
providing another student with the means of copying an essay or
assignment.
2.2.4 Breaches of the requirements of academic integrity in examinations
Breaches of the requirements of academic integrity may occur in the
examination process and may include, but is not restricted to:
being in possession of any material or device which contains or conveys, or
is capable of conveying, information concerning the subject matter under
examination, other than where this is permitted under the University's
Assessment Policy or by an examiner;
directly or indirectly giving assistance to any other student;
directly or indirectly accepting assistance from any other student;
permitting a student to copy from or otherwise use another student's papers;
obtaining or endeavouring to obtain, directly or indirectly, assistance during
the examination or giving or endeavouring to give, directly or indirectly,
assistance to any other student.
3

Responsibilities
3.4 Students are responsible for:

submitting original work for assessment which meets the requirements of

academic integrity;

informing themselves about the expectations of the University and relevant

discipline by utilising the information provided by the University and staff,
including the Academic Integrity Management component of the University
web site;

taking advantage of the education opportunities provided for education on

academic integrity, and seeking additional assistance if required;

adhering to any instructions given by staff about the acceptable level of

working together and how their work will be individually or jointly
assessed;

acknowledging that they are aware of, and have met the requirements of
academic integrity, by signing an appropriate statement with all assessed
work.

AppendixD
FLINDERS UNIVERSITY
OUTDOOR EDUCATION
REQUIREMENTS FOR WRITTEN WORK
A. Formatting Requirements for Written Assignments
Use the School of Education Assignment Cover Sheet (available from the School of
Education or from < http://www.flinders.edu.au/ehl/education/student-information/studentinformation_home.cfm >):

ensure that all details have been accurately completed;

note in particular information on the sheet related to academic standards;

once completed the sheet is to be stapled to the front of the assignment which
should be A4 size and not in a plastic sleeve.

All written work can be typed (preferably) or handwritten, provided your handwriting is
not difficult to read.

Use A4 paper and on one side only.

Pages should be numbered, and either stapled or assembled in a ringed binder.

Have margins all round - approximately 2 cms.

Preferably 1 spaced.

No crossing out - corrections should be inconspicuous; preferably absent.

Ensure that sentences are properly constructed, and organised into paragraphs, and that
spelling and punctuation are correct. Refer to:

Physical Education Studies, Basic Literacy in Written Assignments (please turn over).

If you need help, consult the Student Learning Centre.

Number of Words - refer to the section in Appendix C of this Outline.

Academic Integrity - refer to the section in Appendix C of this Outline.

Use, consistently, one of the standard reference systems; refer to:

Flinders University, 2015, Student Learning Centre - Academic Skills Leaflets, viewed 23
Feb

2015,

<http://www.flinders.edu.au/current-students/slc/study-resources/study-and-

writing-guides.cfm>

Outdoor Education
REQUIREMENTS FOR WRITTEN WORK (contd)
B. Basic Literacy in Written Assignments
1.

Staff in Physical Education Studies, like all University staff, expect that students written work
submitted for assessment should be substantially free of errors in spelling, punctuation,
sentence structure, grammar and paragraphing.
1.1

This proscription applies to errors arising from ignorance of the correct forms and to
errors due to lack of care.

1.2
2.

Errors refers to unarguable mistakes, not to matters of style subject to judgement.

As regards basic literacy, written work will fall into one of three categories:
2.1

Category I - Satisfactory
No errors or an occasional error

2.2

Category II - Unsatisfactory
2.21

Too many errors, but distraction of reader is minor (up to 3

different errors per page, as a guide)

2.22

Category II work will be marked, but the grade will be lowered one category
(approximately 10%). This will be noted on the assignment.

2.3

Category III - Unacceptable for assessment

2.31

Work will not be marked further if there are more than three
different errors on a page. That is, there are so many errors
that the reader is distracted. Either ignorance of the correct
forms is extreme, or there is substantial disregard for
standards of literacy.

2.32

The right to correct and resubmit Category III assignments is

not automatic. Rights of resubmission in particular topics are
set out in the Statement of Assessment Methods forms
distributed at the beginning of teaching. If granted
resubmission under this policy the highest possible grade will be P.

3.

Students who have applied for and been granted Special Consideration under the University
policy will be treated separately.

4.

Written feedback on assignments will inform students about their standard of literacy, and
appropriate remedial action will be suggested.
4.1

Students who do not understand written comments are invited to discuss difficulties with
the lecturer, by appointment.

4.2

Students who are not confident about their basic literacy may find the following books
useful:

Hay, I., Bochner, D. & Dungey, C., Making the Grade, 2nd edn; Oxford University
Press, 2002.

Fox, .M. & Wilkinson, L., English Essentials, Macmillan, 1995.

Adapted from: RB.rb: 24 June 15/ Requirements for Written Work