In many cases, the
journey begins with one enthusiastic teacher
Schools often cite risk, curriculum
and time as the reasons why they are hesitant to take more learning out of the classroom, but if you dig down – and we hear this daily – the fundamental barrier is a lack of confi dence, not knowing how or where to begin. It can feel unfamiliar and like yet another thing to do. Supporting teachers to build their confi dence transforms outcomes; it enables them to determine where and how learning occurs best. If a school wants to get started
or to develop their practice, we are here to help. We have worked with teachers to develop and test different Learning Beyond pathways of support. As school budgets are tight, external funding from PTAs can help schools access these resources, extend their curriculum and deliver better outcomes for all year groups. Schools can even choose to apply for the Bronze, Silver and Gold LOtC Mark to recognise their progress.
Many schools are doing more than
they realise. By helping them map what they are already doing, we can assist them in identifying new opportunities, especially within their grounds and local area. This process invariably starts with small steps close to home, perhaps ten-minute activities as part of a lesson, and gradually builds up. In many cases, the journey begins with one enthusiastic teacher. If you can identify that teacher – perhaps someone already running a forest club – that’s an excellent starting point. The Learning Beyond pathways support them to gain the backing of other teachers, senior leaders and governors, and to help build learning beyond the classroom into everyday
teaching practice across the school.
Any new approach requires schools to
communicate with families about what is being done and why it matters, in order to build support and engagement. Parents play an essential role. Schools can help by communicating their programme of visits in advance – especially those that incur costs – to eliminate surprises. They can provide payment plans and kit lists. Including the PTA means they are more likely to help with funding equipment, transport and kit, as well as providing extra support to run activities and assist on visits. There are so many benefi ts to
learning beyond the classroom and the most wonderful aspect is that it is available to everyone. All a school needs to do is open the door and take the fi rst step.
More information from the Council for Learning Outside the Classroom
● Find free starter guides and Learning Beyond support:
lotc.org.uk/ educators/taking- learning-beyond
● Read more research: lotc.
org.uk/educators/resources- research-and-funding/ evidence-and-research
THE PROVIDER ‘Learning outside the classroom can change lives’
Dawn Thomas is lead instructor at Nature Days, a fi eld studies provision that supports schools to embed outdoor learning through fi eld trips and training. When a group of pupils get off the bus, their teacher will often point to a child and say: ‘You need to watch that one.’ Yet on our fi eld trips, I rarely notice any issues. I led a trip recently with a class who were full of life. We went for a 7km walk and did some activities. At lunch, one boy sat writing. His teacher told me she couldn’t get him to do anything in class; he wouldn’t sit still, let alone write. – and here they weren’t supposed to be writing, they were meant to be eating! Pupils who struggle the most in the classroom often show their strengths in
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an environment that allows them to focus. On the other hand, those who enjoy a classroom setting can fi nd it more of a challenge. They can calculate the area of a square on paper, but they can’t work out how to apply that to a fi eld. Working outside gives them the skills they need in the real world.
Building skills The end result of the activities I run is
not always a piece of written work, it might be something the children have made. Through that, they generate other skills, such as communication and cooperation. The focus is less on the end product. When they look back on their experience – perhaps building a shelter
they felt wasn’t very good – they often come to realise that they have achieved more than they initially thought.
Increased motivation Studies reveal that when pupils engage
in learning in natural settings, their willingness to attend class increases. Research also shows that if pupils have an immersive, multi-sensory experience, they are much more likely to remember what they learnt. On a fi eld trip, we are moving all the time, so when we pause for an activity, pupils engage immediately. Even those who begin the day reluctant to get their shoes or hands dirty often change their minds once they realise how worthwhile the experience is.
IMAGES: GRIMGRAM; NADYA USTYUZHANTSEVA; LUBUSHKA; SER_IGOR; VERONIKA OLIINYK; SEAMARTINI; KRUGLI; ONYXPRJ/
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