UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if he/she takes full advantage of the learning
opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and
Location of Delivery
Hugh Baird College, Bootle, Merseyside.
3. University School/Centre
School of Sport, Tourism and the Outdoors.
4. External Accreditation
N/A
5. Title of Final Award
FdA Outdoor Adventure Studies.
6. Modes of Attendance offered
Full and Part time
7. UCAS Code
N800
8. Relevant Subject
Benchmarking Group(s)
Foundation Degree qualification benchmark (2010)
http://www.qaa.ac.uk/Publications/InformationAndGuid
ance/Documents/Foundation-degreequalificationbenchmark.pdf
Hospitality, Leisure, Sport and Tourism (2008)
http://www.qaa.ac.uk/en/Publications/Documents/Subj
ect-benchmark-statement-Hospitality-leisure-sporttourism-2008.pdf
9. Other external influences
British Canoe Union, Mountain Leader Training UK
10. Date of production/revision
of this form
11. Aims of the Programme
30/4/15

To develop well rounded outdoor adventure practitioners, who have both the practical
skills and theoretical underpinning knowledge to be effective coaches, leaders and
educators within the outdoors.
 To enable students to develop a holistic understanding of the outdoors.
 To equip student with a thorough understanding of the outdoor industry
 To develop students’ abilities in selection, organisation, analysis and evaluation of
information relating to the outdoor industry.
 To provide the opportunity to gain recognised National Governing Body Awards.
 To develop structured methods of reflective practice in order to further develop
performance.
 To provide the student with the academic skills for progression to Honours level studies,
in addition to sector-related knowledge and skills
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. Review and apply the main theoretical constructs within the delivery of outdoor learning.
A2. Evaluate a broad range of cognitive skills.
A3. Develop an awareness of the moral, ethical, environmental and legal issues which
underpin best practice
A4. Explore and analyse the processes involved in the facilitation of outdoor adventure in a
variety of settings.
Teaching and Learning Methods
All modules will be delivered through a range of methods that will seek to engage, inspire
and focus students. These will include:
 Lectures
 Seminars and group discussions
 One to one tutorials
 Peer reviews through presentations
 Guest speakers from industry
 On and off site practical workshops and activities.
 Digital Learning
Assessment methods
The assessment methods include both formative and summative assessments. Formative
assessments range from quizzes, self-assessments, work sheets, observation, Q & A and
practical performance feedback to peer assessments and presentations. Summative
assessment methods include presentations, practical skills assessment, poster
presentations, video podcasts, log books, blogs, expedition and work placement portfolios.
B. Subject-specific skills
B1. Explore and critically evaluate the application of theoretical concepts to various practical
settings.
B2. Demonstrate current best practice in the participation and leading of outdoor activities.
B3. Demonstrate specialist subject knowledge and knowledge of operational practices
relevant to outdoor adventure.
B4. Demonstrate excellent communication skills within the context of outdoor adventure
participation and leadership.
B5. Demonstrate independent management, planning, research, development and
evaluation of projects.
Teaching and Learning Methods
Core subject knowledge and understanding is acquired through lectures, practical sessions,
and tutorials. There will be serial practical sessions across the year to enable students to
develop key personal, leadership and coaching skills related to outdoor adventure. These
will include visits to local and national outdoor venues. Students will have the opportunity to
work in outdoor related fields via the work based learning programme at level 4 and will be
encouraged to find employment or volunteer in order to gain industry experience. Students
will be encouraged to undertake national governing body (NGB) awards during opportunities
created using development weeks outside of the main study programme.
Assessment methods
Assessment methods will include elements such as case studies, podcasts, blogs, reports,
logbooks, essays session planning and micro teaches. Students will also be assessed for
the practical elements of the course using the NGB qualification frameworks and a skills
assessment matrix derived from this.
C. Thinking Skills
C1. Conduct, examine and make use of research from a number of sources and through
different methodologies.
C2. Demonstrate emotional intelligence and sensitivity in respect of inclusion, diversity and
equality within Outdoor Adventure settings.
C3. Use and interpret knowledge and information to solve problems in theoretical and
practical contexts.
Teaching and Learning Methods
Lateral thinking and problem-solving are key to students’ successful development across this
programme. The application of knowledge in evaluating often complex scenarios is a
consistent feature across all modules and will be increasingly significant at Level 5. Critical
analysis and the presentation of ideas and solutions to effectively target problems is a
thinking skill that is prevalent in the outdoor industry and on completion of the programme
students should be able to apply critical thinking to a variety of industry-related challenges
and assessments.
Assessment methods
At this level students should be able to demonstrate that they can competently identify a
series of tasks and highlight potential problems through the application of effective
performances and planned activities. In addition to this there will be a requirement for
essays, report and presentations required in Level 4. There will also be a piece of work will
be in the form of a research project that will competently demonstrate the breadth of aspects
delivered across the programme from Level 4 through to Level 5.
D. Other skills relevant to employability and personal development
D1. Apply the qualities and transferable skills necessary for employment and/or progression
to other qualifications by integrating technical, theoretical and practical knowledge.
D2. Apply both academic and professional reflective practice within the workplace setting.
D3. Critically reflect, evaluate and analyse work and communicate in visual, verbal and
written formats.
D4. Demonstrate an ability to manage time and meet deadlines independently through
personal development planning
Teaching and Learning Methods
Teaching and learning strategies may include lectures, practical outdoor activities sessions,
student placements or visits to outdoor providers, case studies, seminars, the ‘learning zone’
and guest speakers. Learning is student-centred and based upon a continuous personal
development plan (PDP) that is the basis of the individual’s emphasis within each module.
This Foundation Degree’s vocational focus and relevance to the needs of employers
especially local ones are one of its most distinctive features during the work based learning
placement students will be encouraged to be confident at expressing their ideas and will
seize opportunities to display their critical thinking and to contribute to both individual and
team based tasks.
Assessment methods
Assessment methods will include a personal development plan in which they will have
highlighted objectives and target for their WBL placement. A reflective log will also
accompany this. During each module the links to employability will be stressed and
opportunities taken for the formative assessment of students theoretical and practical
knowledge.
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www.hughbaird.ac.uk
Hugh Baird College
www.ucas.com
Student course handbook
www.uclan.ac.uk
13. Programme Structures*
Level
Level 5
Level 4
Module
Code
HO2700
HO2701
TL2055
HO2703
HO2704
HO2705
HO1700
HO1701
HO1702
HO1703
HO1704
H01705
Module Title
Practical Outdoor Leadership
Coaching Principles and Practices
Developing Research Skills
Psychology for Adventure Leadership
Teaching and Learning in an Outdoor
Setting
Expedition Skills
Grassroots of Outdoor Education
Understanding and Managing Risk in
the Outdoors
Practical Land-based Development
Adventure Media
Experiencing the Outdoor Industry
Practical Water-based Development
14. Awards and Credits*
Credit
rating
20
20
20
20
20
20
20
20
20
20
20
20
FdA Outdoor Adventure
Studies
Requires 240 credits
including a minimum of 120
at Level 5.
Foundation Certificate
Outdoor Adventure
Studies
Requires 120 credits at
Level 4 or above.
15. Personal Development Planning
Personal development planning is crucially embedded within the teaching, learning and
assessment of each module with emphasis throughout on its application into the real
workplace environment. Links with our industrial partners are maintained via a variety of
means to include placements, visits, case studies, teaching staff contacts and current work
relationships and industry partners such as local centres and technical advisors.
Additional practical workshop sessions and the use of mentors and peer assessment will
allow students to develop their practical skills. Study skills support sessions on a one to one
or group basis, will also be offered to develop student’s academic awareness and
application.
Professional development through national governing body courses and CPD events will
allow students to develop as an outdoor practitioner and further develop opportunities within
their chosen field. This will enable them to gain the required skills and develop a personal
development style ready for employment or further studies.
Personal development planning is the result of negotiation with the year tutor at formative
feedback stages. At summative feedback stages students reflect on how they have
responded to strengths and weaknesses previously identified.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website
for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
UK Applicants:
Except in exceptional circumstances, UK applicants must attend an interview with portfolio.
Once your application has been processed you will be sent a letter stating the date that you
are required to attend, and what will be required of you.
If it is not possible for you to attend on the date proposed, please contact us to rearrange a
date or agree alternative arrangements.
All successful candidates must have achieved the following:
 A minimum of 160 UCAS tariff points
From either


Two ‘A’ levels, at least one of which is in the area of sport
BTEC Extended Diploma in Outdoor adventure, Sport or similar.


Access qualification in a related field
Experience engaging or working in the outdoors


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In addition
All applications should normally demonstrate satisfactory performance at GCSE
level in the form of at least five passes at grade C or above to include GCSE Maths
and English, equivalent qualifications may also be considered.
Mature students may not meet the standard entry requirements but they may still be
considered for a place on the course.
Students will be required to undertake a full DBS disclosure
In lieu of a portfolio, applicants may complete a project as an alternative
demonstration of ability.
European Applicants:
European applicants may not be able to attend an interview in the UK. Once your
application has been processed, you should submit an e-portfolio, CD or DVD of your recent
work; this will be followed by a telephone interview.
International Applicants:
Additionally EU students for whom English is not your first language, will be required to
evidence an IELTS score of 6.0 or equivalent. Equivalences include:
 TOEFL Written examination score of 550 plus a test of written English (at 4)
 TOEFL Computer Equivalent score of 213 and TWE at 4
 Proficiency in English (Cambridge) at Grade C or above
17. Key sources of information about the programme
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Module
Level Code
Module Title
Programme Learning Outcomes
Core (C),
Compulsory
(COMP) or
Option (O)
Knowledge and
understanding
A1
TL2055
LEVEL 5
HO2701
HO2700
HO2703
HO2704
HO2705
HO1700
LEVEL 4
HO1701
HO1702
HO1703
HO1704
HO1705
Note:
Developing Research Skills
Coaching Principles and Practices
Practical Outdoor Leadership
Psychology for Adventure Leadership
Teaching and Learning in an Outdoor
Setting
Expedition Skills
Grassroots of Outdoor Education
Understanding and Managing Risk in
the Outdoors
Practical Land-based Development
Adventure Media
Experiencing the Outdoor Industry
Core
Core
Core
A2
A3
Subject-specific Skills
A4
B1
B2
B3
B4
x
x
x
x
Core
x
x
x
x
x
x
x
Thinking Skills
B5
C1
x
x
C2
C3
Other skills relevant to
employability and
personal development
D1
x
x
x
x
x
x
x
x
x
x
D2
D3
D4
x
x
x
x
x
Core
x
Core
Core
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Core
Core
x
x
x
x
Core
x
x
Core
Core
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Practical Water-based Development
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
x
x
x
x
x
x
x
x
x