Biodynamic Ecology as Educational Practice

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

M (FHEQ Level 7)

Graded or Non Graded:

Graded

Version Valid From:

2024-09-01

Module Leader:

Berni Courts

Version Number

2024.02

Learning Methods

Supervised Time in Studio/Workshop

Lecture

Guided Independent Study

Synopsis

Agriculture touches every aspect of our lives. In this module you will have an opportunity to explore how agriculture can be employed with educational and therapeutic intent. Agriculture provides the raw materials for crafts and food. The production of these raw materials creates opportunities for an extended repertoire of developmental experiences for learners with special educational needs.

In this module you will experience how biodynamic ecology (Field 3) sets out to forge relationships between universe, Earth and people, and how the principles, theories and practices of biodynamic ecology are integral to PSTE. You will have the opportunity to compare PSTE with the approach of other providers and to reflect deeply on your experience of the module.

During this module you will experience a range of practical skills and continue with making items of service.

Learning Strategy

The approach to Learning, Teaching and Assessment within the module is underpinned by the following principles: Learning is an on-going reflective and reflexive process, informed by theory, practice and research, taking place in a community of practice.Approaches to reflection both practical and theoretical will be integrated into the module with… For more content click the Read More button below.

The approach to Learning, Teaching and Assessment within the module is underpinned by the following principles:

Learning is an on-going reflective and reflexive process, informed by theory, practice and research, taking place in a community of practice.
Approaches to reflection both practical and theoretical will be integrated into the module with participants encouraged to identify reflexive moments of transformation.
Participants take responsibility for their personal and professional development through active engagement with the module content and assessment requirements.
Participants will be encouraged to work collaboratively and demonstrate leadership of self and others.
Active, participant-centred, inquiry-based and practical approaches to learning are foregrounded.
The faculty role-models a critical, reflexive, inquiring and professional approach.
The content and delivery of the module is informed by practice, theory, research, current policy and inspection frameworks.
The module integrates support to enable all participants to access learning and develop their academic capability.
All learning, teaching and assessment is designed to be inclusive and will enable all participants to access the module content and learning.

Outline Syllabus

The module examines: Agriculture and horticulture in educational and therapeutic settingsThe principles, theories and practices of biodynamic ecologyBiodynamic ecology as educational practiceThe pedagogic relevance of:- the farm organism- minerals- plants- animal- compost- cosmos- human nutritionThe pedagogic opportunities of a biodynamic farm to address the barriers to learningThe philosophical context of… For more content click the Read More button below.

The module examines:

Agriculture and horticulture in educational and therapeutic settings
The principles, theories and practices of biodynamic ecology
Biodynamic ecology as educational practice
The pedagogic relevance of:
- the farm organism
- minerals
- plants
- animal
- compost
- cosmos
- human nutrition
The pedagogic opportunities of a biodynamic farm to address the barriers to learning
The philosophical context of biodynamic ecology as educational practice
The contemporary social, political, economic and ecological contexts of biodynamic ecology as educational and therapeutic practice.

The module aims to:

Provide an opportunity for you to experience biodynamic ecology as educational and therapeutic practice.
Enable you to identify how the biodynamic farm can help to address key barriers to learning.
Provide an opportunity for you to compare and contrast educational and therapeutic provisions in land and nature-based settings.
Enable you to locate biodynamic ecology as educational and therapeutic practice within the relevant philosophical and contemporary contexts.
Support the development of your academic practice.
Encourage and support critical engagement and reflection on:
- The relationship between biodynamic ecology and the other Fields of Practice.
- How your learning in this module might inform your own role and/or context.

Learning Outcomes

On successful completion of this module students will

Critically evaluate the principles, theories, and practices of biodynamic ecology for their educational and therapeutic potential.

Critically compare the educational and therapeutic practices of biodynamic ecology with those of other providers in agricultural settings.

Reflect critically on the contribution of biodynamic ecology as educational practice to the Seven Fields of Practice in PSTE.

Review academic literature to support evaluation and critique.

Use relevant academic literature to construct critical, evaluative and reflective submissions.

Use correct academic conventions to communicate conclusions clearly to specialist and non-specialist audiences.

Formative Assessment

Assessment 1: Written draft

Description:Formative assessment will take the form of draft submissions for the summative portfolio typically comprising: written plans, reflections, comparisons, analyses, presentations outline or actual. Exact requirements will be provided in detail in the Assessment Brief for this module which can be found in the Module Handbook. You can expect to receive formative feedback, to inform your summative submission, in writing via the VLE or orally.

Individual or Group:Individual

Summative Assessment

Assessment 1: Portfolio

Description:You are to submit a portfolio of evidence that demonstrates your developing knowledge, skills and understanding of the theories and practices of Biodynamic Ecology as Educational Practice and approaches to inquiry that you have experienced in the module.

Assessment Weight:100

Assessment Length:4000 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO4, MLO5, MLO6

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

Knowledge of: AC1 How the key principles, theories, and practices of biodynamic ecology provide educational and therapeutic opportunities for SEN learners. Understanding through: AC2 Critical evaluation of Practical Skills curricula for a SEN learner. Academic and Research Skills: AC3 Summary of three texts selected from a search for module relevant… For more content click the Read More button below.

Knowledge of:

AC1 How the key principles, theories, and practices of biodynamic ecology provide educational and therapeutic opportunities for SEN learners.

Understanding through:

AC2 Critical evaluation of Practical Skills curricula for a SEN learner.

Academic and Research Skills:

AC3 Summary of three texts selected from a search for module relevant literature.

AC4 Sound use of academic conventions for presentation of work.

AC5 Sound use of relevant academic literature to support evaluation and reflection.

Professional Skills:

AC6 Critical reflection on your experience of this module and the first year.

Course and Module Catalogue