Rhedir gan School of Natural Sciences
20 Credyd neu 10 Credyd ECTS
Semester 1 a 2
Trefnydd: Ms Sian Pierce
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.
|CYFLWYNIAD GRWP||Presentation in groups||20|
Report to be submitted via Group folder in Blackboard.
Strategaeth addysgu a dysgu
|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,
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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.
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/dxx-2014.html
Rhagofynion a Chydofynion
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