Unit 9:
Outdoors & Adventurous Expeditions
Workbook
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This completed workbook is to be submitted for assessment on the following date:
ORIGINALITY STATEMENT:
The contents of this workbook have been produced by me individually or with team members & is a true reflection of the activities undertaken as part of this unit.
Name: Signed:
INTRODUCTION
Outdoor and adventurous expeditions are used by most of the Uniformed Public Services; particularly the Armed Forces, to develop the skills and values essential for effective teamwork. They provide opportunities for individuals and organisations to understand how they perform in difficult and arduous conditions.
This workbook serves as a record of activities, development of skills, reflection, future plans and also includes witness statements to be completed by tutors or lecturers. Careful completion of this workbook in relation to the activities carried out will provide evidence to support the learning outcomes for the module. It should be completed with your own work and you may include photos and diagrams as you feel appropriate. You should complete the workbook electronically and will need to ask staff and tutors to complete witness statements for the relevant sections. It is best to complete sections as you work your way through the module and build a portfolio as you go along; while things are fresh in your mind.
You will need to submit a hard copy of your workbook by the submission deadline relevant for your group.
Learning Outcomes for this Module: 1. Know the types of expedition 2. Be able to plan expeditions 3. Be able to undertake expeditions 4. Be able to review their planning and undertaking of expeditions
The marking criteria (P1, M1, D1, etc.) relevant for each section of the workbook are clearly indicated and a table is included at the back of this workbook for you to refer to.
If you have any questions about completing this workbook
PLEASE ASK YOUR TUTOR!
SECTION 1
DIFFERENT TYPES OF EXPEDITIONS
P1: Describe four different types of expedition.
Within your description you must include the form, duration, location and aim and objectives of the expedition.
EXPEDITION 1
EXPEDITION 2
EXPEDITION 3
EXPEDITION 4
M1: Compare & contrast four different types of expedition.
From the research you have gathered to complete P1, now go on to write a comparison of the four expeditions that you have described. To do this you need to look at the similarities and differences. (You may wish to use a table format.) Important aspects such as finance, purpose, and participants must be compared.
SECTION 2
PLANNING EXPEDITIONS
ONE-DAY EXPEDITION
P2: Plan a one-day expedition, with tutor support.
M2: Independently plan a one-day expedition.
To help with the planning of your one-day expedition and to show evidence of planning, fill in the sections below.
Location – Why have we chosen this location and choice of activity?
Aims and objectives – Why are you doing the expedition and what will you achieve?
Permissions – Consider the logistics from the college and local authorities’ point of view. Are you allowed to be there? Consider the Countryside code and the CROW Act 2000. Who gives required permissions?
Logistics – Consider: Your group - size of group (is it appropriate?), names of your group, do you know their strengths, weaknesses and are there any medical issues you need to know about? Transport – getting to the start and back from the finish, transport support during expedition.
Food – Think about what food and drink you need to take on your expedition. Consider the nutritional value of what you are going to take as well as the enjoyment it will provide. What food rations will you need?
Breakfast:
Lunch:
Snacks:
Drink:
Rations:
Dinner:
Equipment – What do you need to take? Consider: personal equipment, safety equipment and group equipment. Do you know how it works?
Finance – Identify cost areas: food, transport, fuel, planning for emergencies.
Health and safety – Signing out procedure via college. What will you have to consider while doing a dynamic risk assessment?
Weather – What is the forecast showing for the date you will be on your expedition?
Route card – Complete an in depth route card for your expedition. You must include escape routes and known hazards. Attach your route card as an appendix.
MULTI-DAY EXPEDITION
P3: Plan a multi-day expedition, with tutor support.
M3: Independently plan a multi-day expedition.
To help with the planning of your multi-day expedition and to show evidence of planning, fill in the sections below.
Location – Why have we chosen this location and choice of activity?
Aims and objectives – Why are you doing the expedition and what will you achieve?
Permissions – Consider the logistics from the college and local authorities’ point of view. Are you allowed to be there? Consider the Countryside code and the CROW Act 2000. Who gives required permissions?
Logistics – Consider: Your group - size of group (is it appropriate?), names of your group, do you know their strengths, weaknesses and are there any medical issues you need to know about? Transport – getting to the start and back from the finish, transport support during expedition. Accommodation – why have you chosen the area you have? Does anything need to be booked or do you need permission?
Food – Think about what food and drink you need to take on your expedition. Consider the nutritional value of what you are going to take as well as the enjoyment it will provide. What food rations will you need?
Day 1 -
Breakfast:
Lunch:
Dinner:
Snacks:
Drink:
Rations:
Day 2 -
Breakfast:
Lunch:
Dinner:
Snacks:
Drink:
Rations:
Day 3 -
Breakfast:
Lunch:
Dinner:
Snacks:
Drink:
Rations:
Equipment – What do you need to take? Consider: personal equipment, safety equipment and group equipment. Do you know how it works?
Finance – Identify cost areas: food, transport, fuel, accommodation, planning for emergencies.
Health and safety – Signing out procedure via college. What will you have to consider while doing a dynamic risk assessment?
Weather – What is the forecast showing for the dates you will be on your expedition?
Route card – Complete an in depth route card for your expedition. You must include escape routes and known hazards. Attach your route card as an appendix.
SECTION 3
PRACTICAL ASSESSMENT
P4: Undertake two different expeditions demonstrating appropriate skills and techniques, with tutor support.
M4: Independently undertake two different expeditions, demonstrating appropriate skills and techniques.
D1: Undertake two different expeditions, demonstrating advanced expedition skills and techniques.
You must take part in the two expeditions that you have planned. You will be continually assessed in a range of different areas that will match either the pass, merit or distinction criteria for the practical aspect overall.
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|Tutor witness statement: |
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|You have undertaken two different expeditions and have demonstrated the skills and techniques appropriate to the level of the following |
|criteria: |
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|Pass (P4) Merit (M4) Distinction (D1) |
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|Please see the attached tutor practical assessment checklist, for the individual areas that you were/ were not competent in. |
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|Tutor name: Tutor signature: |
|Date: |
SECTION 4
REVIEW OF EXPEDITIONS
P5: Carry out a review of the planning and undertaking of expeditions, identifying strengths and areas for improvement.
Now that you have planned and undertook your two expeditions, you must now review them. This process is important to allow you to be able to reflect, learn from it and hopefully build on and improve your performance next time. You need to think about both your groups and your personal strengths and areas for improvement.
Fill in the tables below with as much detail as possible – make sure you give a reason or example for the areas you identify.
ONE-DAY EXPEDITION
|Group strengths during the planning process |Group areas for improvement during the planning process |
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|Personal strengths during the planning process |Personal areas for improvement during the planning process |
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|Group strengths while undertaking the expedition |Group areas for improvement while undertaking the expedition |
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|Personal strengths while undertaking the expedition |Personal areas for improvement while undertaking the expedition |
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MULTI-DAY EXPEDITION
|Group strengths during the planning process |Group areas for improvement during the planning process |
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|Personal strengths during the planning process |Personal areas for improvement during the planning process |
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|Group strengths while undertaking the expedition |Group areas for improvement while undertaking the expedition |
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|Personal strengths while undertaking the expedition |Personal areas for improvement while undertaking the expedition |
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P6: Produce a personal development plan based on identified strengths and areas for improvement.
Using the areas for improvement you have identified within your reviews for P5, you now need to produce a personal development plan to ensure you improve for future expeditions. This will allow you to reflect on the areas where something needed to be improved and think about what you could do/ put in place to make sure next time around there is a marked improvement.
Fill in the table below with as much detail as possible – make sure your ideas are realistic.
|Area for improvement |What are you going to do to improve? |
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M5: Explain identified strengths and areas for improvement and relate them to suggestions made in personal development plan.
Produce a written piece of work below that explains the reasons behind the strengths and areas for improvement you identified within your reviews. Relate this back to the suggestions you made in your personal development plan, by explaining how they are relevant and link in.
D2: Justify suggestions made in personal development plan.
Thinking about the suggestions you have made in your personal development plan for how to improve on your areas for improvement; you must now go on to justify them.
Consider asking yourself: Why have you suggested it? How is it going to allow you to improve? Is it realistic? If it did not work, could there be something else you could try? Overall do you believe it would allow you to make the marked improvements you are hoping for?
GRADING CRITERIA
|P1 describe four different |M1 compare and contrast four different types | |
|types of expedition |of expedition | |
|P2 plan a one-day expedition, with tutor |M2 independently plan a one-day expedition | |
|support | | |
|P3 plan a multi-day expedition, with tutor |M3 independently plan a multi-day expedition | |
|support | | |
|P4 undertake two different |M4 independently undertake two different |D1 undertake two different |
|expeditions demonstrating |expeditions, demonstrating appropriate |expeditions, demonstrating advanced |
|appropriate skills and |skills and techniques |expedition skills and techniques |
|techniques, with tutor | | |
|support | | |
|P5 carry out a review of the planning and |M5 explain identified strengths and areas for|D2 justify suggestions made in personal |
|undertaking of expeditions, identifying |improvement and relate them to suggestions |development plan |
|strengths and areas for |made in personal development plan | |
|improvement | | |
|P6 produce a personal development plan based | | |
|on identified strengths and areas for | | |
|improvement | | |
Definitions of terms used in assessment:
Compare: This means to look at the similarities and differences between two or more objects or theories.
Describe: This means to say what something is like; it is a factual account of how something is or how it appears.
Explain: Provide details and give reasons and/or evidence to clearly support the argument you are making.
Review: Reconsider and examine an experience or performance.
IF YOU HAVE ANY QUESTIONS MAKE SURE YOU ASK! 