The aims of this unit are to:
* provide skills in assisting the wider community to develop a sense of care for their environment and heritage.
* equip learners with a range of interpretation techniques using a variety of technologies.
* provide skills in devising suitable educational materials to meet the needs of diverse groups and individuals.
At the end of this unit students will be able to:
* appreciate the relevance of environmental philosophy.
* assist the wider community to develop a sense of care for their environment and heritage.
* engender interest and enthusiasm in third parties to be proactive in the promotion a culture understanding of the need for care for the wider environment.
* evaluate, select and apply a range of interpretation techniques utilising a range of suitable methods.
* devise educational materials appropriate for Lifelong Learning outcomes.
During the unit students will gain the following skills:
* developing an environmental philosophy (T,).
* gathering and processing technical information (A).
* formulating outcomes (A).
* making and defending decisions (T,A).
* gaining credibility and acceptance within communities (T,A).
* building and leading teams (T,A).
* facilitating and negotiating with industry and communities (T,A).
* demonstrating good practice (T,A).
* producing risk assessments (T).
* initiating and organising local environmental campaigns (T,A).
* calculating specifications and costs (A).
* writing reports (A).
* communicating findings to a variety of parties (A).
This unit concentrates on:
* the work of leading historical and current environmental philosophers and commentators, e.g. Richard Jefferies, Jonathan Porritt, David Bellamy, Robin Page, Richard Mabey, HRH Prince of Wales.
* the development of personal environmental philosophies that embrace community objectives.
* skills needed to assist and interact with the wider community (schools, colleges, youth groups, adults and organisations) to develop a sense of care for their environment and heritage.
* engender interest and enthusiasm in third parties, including leaders of local industry, to be proactive in the promotion of a cultural understanding of the need to evaluate and plan sympathetic strategies such as environmental protection measures, restoration policies and the generation of funds through partnership working to assist in the responsible stewardship of the wider environment.
* evaluation, selection and application of a range of interpretation techniques, e.g. audio-visual equipment, display and information boards and publications including leaflets, posters, newsletters, newspaper and magazine articles, tele-visual and radio broadcasts.
* devising appropriate educational schemes and materials, such as written plans and learning packages, examples of experiential learning including utilising toys, games and strategies appropriate for Lifelong Learning.