Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Ms Sian Pierce
Overall aims and purpose
Aims: 1. To enable graduates to appreciate, acquire and demonstrate the skills(e.g. field based first aid ; orienteering and mapping) and knowledge they require to plan and undertake fieldwork, either by themselves or with groups, in the hills and mountains and lakes and coastline of the UK. 2. To understand the inter-relationships between access, recreation, conservation and environment in the hills and mountains and lakes and coastline of the UK and the legislation pertinent to these.
The focus of the course is on activities involving walking under late spring/summer/early autumn weather conditions.
It does not involve students in actually undertaking rock climbing, planned use of ropes, or excursions under winter conditions although these activities may be considered during the module in relation to impact, conflict and conservation issues
Participation in some of the module assessment activities will require you to undertake sustained periods of outdoor activities over moderate terrain. You will be required to complete a ‘health check’ form prior to participating in more strenuous activities.
The module will include the following: group management and the responsibilities of the group leader; navigation; UK legislation relating to access, recreation, conservation and environment; identifying and responding to hazards; selection and use of equipment; expedition skills. These will be based on a range of the outdoor learning environments e.g. lakes, coastline, hills and mountains.
Presentation keeps to time, slides are clear, and student is able to answer most of the questions asked by the audience. Report describes the area and activity, identifies some of the policies and legislation that control the activity, and names some potential environmental and other impacts of the activity. Essay describes the issue but provides no discussion or potential solutions. D- to D+
Presentation keeps to time, slides are clear and informative, and student is able to answer all of the questions asked by the audience. Report describes the area and activity in detail, identifies most of the policies and legislation that control the activity, and discusses several potential environmental and other impacts of the activity. Essay describes and discusses the issue, mainly based on published case studies. C- to B+
Presentation keeps to time, slides are clear, informative and imaginative, and student is able to give comprehensive answers to all of the questions asked by the audience. Report describes the area and activity in detail, identifies and discusses all of the policies and legislation that control the activity, and critically evaluates many potential environmental and other impacts of the activity. Essay discusses the issue in depth in relation to published case studies and the theoretical literature. A- to A*
Demonstrate a high level of awareness and understanding of the conceptual considerations, practical issues and relevant UK legislation relating to access, conservation, recreation and environment in the hills, mountains, rivers, lakes and coastline of the UK and applying them in practical field based activities.
Demonstrate a clear understanding of geographical scale and range of provision for experiential learning in outdoor environments and the associated initiatives for the successful promotion of such activities [GB/UK].
Demonstrate an understanding of the access issues relating to the planning and management of a community / participative event for a target group of individuals.
|GROUP PRESENTATION||Presentation in groups||40|
Report to be submitted via Group folder in Blackboard.
Teaching and Learning Strategy
|Practical classes and workshops||
18 hour First Aid workshop 18 hour Visit Leader workshop
1*8 hour field visit examining issues of access and contestation
Private and guided self-study
20 hours of lectures
7*8 hours at Outdoor Centre or practical navigation courses at Bangor University,
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Awareness of the concepts of spatial and temporal scale in understanding processes and relationships.
- Appreciation of the reciprocal nature of human-environmental relationships.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Employ appropriate social-survey methods.
- Preparation of effective maps, diagrams and visualizations.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-2014.html
Pre- and Co-requisite Modules
Courses including this module
Optional in courses:
- L700: BA Geography year 2 (BA/GEOG)
- L701: BA Geography (with International Experience) year 2 (BA/GEOGIE)
- F800: BSC Geography year 2 (BSC/GEOG)
- F802: BSc Geography (with International Experience) year 2 (BSC/GEOGIE)
- F801: MGeog Geography year 2 (MGEOG/G)
- F805: MGeog Geography with International Experience year 2 (MGEOG/GIE)