LEARNING OUTSIDE THE CLASSROOM


Integrating regular learning outside the classroom into


the curriculum fits with the latest political and educational developments. Beth Gardner from the Council for Learning Outside the Classroom explains


world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” LOtC gives young people hands-on experiences


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that expand their horizons, opening their eyes to the wonders of art, heritage, adventure and the natural world. It is the use of places other than the classroom for learning and teaching, and it can happen in the school grounds, just beyond the school gates, or further afield on a residential or field trip abroad. The Council for Learning Outside the Classroom


is an independent charity set up in 2009 to ensure more young people have access to these life-changing educational experiences. We take forward the aims of the manifesto by influencing policy and practice, promoting LOtC and its benefits, and providing support to education and LOtC professionals. The election of the new government has inevitably


turned the tide in terms of education policy, with free schools, Pupil Premium and curriculum reviews likely to change the educational landscape. However, with the publication of the government and Ofsted responses to


UPPORT FOR learning outside the classroom (LOtC) has been gathering pace since the launch of the Manifesto for Learning Outside the Classroom by the secretary of state for education in 2006, which pledged that: “Every young person should experience the


Essential experiences


Getting Out: Learning outside the classroom has been endorsed by government as ‘vital’


the Education Select Committee’s report, Transforming Education Outside the Classroom, there has never been a stronger endorsement of LOtC. In its response, Ofsted quoted its own 2008 research


which concluded that LOtC contributes significantly to raising standards of education and should be an integral element of long-term curriculum planning. Referring to the revised school inspection


arrangements, which evaluate the extent to which pupils enjoy their learning and achieve well and assess the impact of a school’s external partnerships on learning, Ofsted states: “Clearly, a curriculum is only likely to have these qualities or attributes if it provides substantial opportunities for pupils to learn outside the classroom.” The government’s response to the Select


Committee’s report both acknowledged the importance of LOtC and promised to investigate the constraints on schools arising from unnecessary health and safety red tape or from teachers’ pay and conditions. Ministerial support for LOtC was further


confirmed in December 2010 during a Parliamentary debate. Children’s minister Sarah Teather said: “The government absolutely believes that outdoor learning


Supporting change Psycho babble


MYRIAD CHANGES as a result of government cuts have the potential to deeply unsettle our students and schools. Students face being forced to choose subjects for which they are not naturally talented in order to be considered successful; their courses and the curriculum are destined to be changed yet again, causing administrative problems for teachers that cannot fail to have a profound impact on studies, budgets, and the classroom dynamic. Students’ chances of going on to higher education


are increasingly limited by the proposed level of fees, and choosing another route is largely considered failure. They are being guided to choose inappropriate courses simply to get into university. Their prospects after university


have never been so grim, leading many to question lifelong dreams for future careers. They face swathes of changes to school life, with cuts affecting extra-curricular activities at a time when the same cuts may be making home lives more stressful. How can we help our students


remain optimistic, engaged and, above all, emotionally healthy? First of all, change is not all bad.


It can stimulate us, and encourage us to rethink and re-assess beliefs; it can provide the adrenaline to push us to meet challenges. What makes change a negative process is


its sheer volume and an inability to cope with it. Teenagers do not naturally have the skills required to negotiate the physical and emotional impact of stress, which can lead to problems with relationships, fatigue and depression, dependence upon “quick-fix” relaxation (alcohol and drugs), anxiety, headaches, difficulty sleeping and disaffection. Too much change is associated with feelings of instability, negative momentum, lack of control, loss of rights, inconvenience and fear. Don’t underestimate the impact on developing young minds and bodies. We can coach students to become more resilient.


Children of all ages feel most secure when they know where they stand and what is expected. It is, therefore, crucial that changes are explained well in advance. For


example, if they no longer have the option of “soft” subjects, and aren’t natural academics, what are the alternatives, both now and later on? Many young people spend most of their secondary


years with a narrow plan of action. They expect to achieve their desired outcome and are not prepared to face barriers. In fact, the changes afoot are just the first of potential barriers, and we can use them to teach kids to be flexible, focusing on problem-solving, lateral thinking, assessing options, and decision-making. In fact, the most important thing that we can do is to encourage them to make decisions and develop multiple plans. Not only does this empower them, making them more resilient, but it gives them choices. Students need to be guided to


assess the impact of change on their lives, encouraged to be honest about how they are coping, learn how to express their emotions in order to prevent symptoms of stress becoming deep-seated, and pushed to explore the options. So,


in other words, in your ideal world, what do you see yourself doing/ being? Do you have the skills to achieve this? If not, can you develop them? What hurdles could you face? How could you get round them? What is


your second-best option? Then go through the points until every student has three or more potential futures mapped out, with a clear idea of how they can be attained. This gives them choices that put them firmly in


the driver’s seat. Ask them, too, to work out the best methods for dealing with the physical effects of stress. What helps them relax? Where can they get support? Although it may seem unnecessarily pedantic and


overly protective to develop these strategies, they can help our students to achieve outside and beyond their school years, and develop the self-knowledge that will stand them in good stead emotionally. Best of all, they can ride the changes to come, safe in the knowledge that they have options and are in control. It wouldn’t hurt for all of us to do the same.


• Karen Sullivan is a bestselling author, psychologist and childcare expert. She returns in two weeks.


is vital and provides so many opportunities for young people to expand their horizons and to put learning into context, so that they can actually see what is happening and are not just learning the theory.” The minister went on to highlight the breadth of


opportunities for LOtC across curriculum areas, from learning within school grounds, experiencing music, theatre or the visual arts, to its role in understanding history and field trips in science and geography. She added: “What we need to do is to mainstream outdoor learning into the whole way that we are looking at the curriculum.” These developments are extremely encouraging.


However, there is no doubt that with schools being given the freedom to implement LOtC as they judge best, some schools will choose not to integrate it fully into the curriculum, despite the evidence that frequent, continuous and progressive LOtC is most effective in raising standards. For this reason, the Council will continue to exert


its influence to ensure that LOtC is built into both the primary and secondary curriculum, the initial teacher training curriculum, and Pupil Premium guidance, particularly given that those disadvantaged pupils who


are least likely to have access to LOtC experiences are known to be those who could benefit most. Many teachers still cite red tape and worries over


health and safety as being the most common perceived barriers to getting children out and about, despite the fact that support is available. Guidance for schools on planning, running and evaluating LOtC experiences is freely available on the Council’s website. Outdoor Education Advisors are also urging schools


to look for the Learning Outside the Classroom Quality Badge when selecting venues for visits as a practical way of gaining assurance and cutting red tape. The Quality Badge recognises providers offering good quality educational experiences and managing risk effectively. It is clear that the Council has a crucial role in


supporting schools and reducing red tape. Your mission, if you choose to accept it, is to work in partnership with us to look at practical ways to encourage frequent, continuous and progressive LOtC experiences to benefit all young people.


• Beth Gardner is chief executive of the Council for Learning Outside the Classroom.


Further information


In order to support more schools, the Council will be developing its membership scheme, LOtC networks and locally delivered events over the coming months. To be kept informed, email enquiries@lotc.org.uk or sign up to the free LOtC newsletter at www.lotc.org.uk


LOtC research


Pupils in England spend just under four per cent of their school time engaged in LOtC. At secondary level, students are most likely to engage in LOtC as part of geography (95 per cent), science and maths (90 per cent) or art and history (85 per cent), while secondary pupils are least likely to engage in LOtC as part of personal development or ICT lessons. Eight-four per cent of secondary teachers recognise that LOtC is more effective than classroom learning in making learning memorable; whereas 71 per cent say it is more effective than classroom learning in motivating and engaging young people.


FOR BETTER CHILD HEALTH SCHOOL NURSES MORE


A properly resourced school nursing service is required to help schools meet the government’s health and wellbeing objectives.


Research published in the British Journal of School Nursing (BJSN) shows that more school nurses are needed to meet these objectives and ensure school children receive the health care and support they deserve. Therefore


the BJSN has launched a campaign to increase the number of school nurses.


For more information on the campaign visit


http://moreschoolnurses.co.uk Support the campaign or send us your views at:


bjsn@markallengroup.com SecEd • February 24 2011


SCHOOL NURSES FOR BETTER CHILD HEALTH


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Photo: Supplied by TUI Education Division


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