Educational Visits, Learning Outside The Classroom, Outdoor Learning, Outdoor Education, Adventure Education, Outdoor Play

Group task: Why do we organise educational visits?

What are the benefits of visits?

As a group, write them in bullet point or mind map format on flipchart paper.

Be ready to share key points with the other groups.

Core Messages

• Educational visits, Outdoor Education, Learning Outside the Classroom etc should be embedded within and across the curriculum to provide opportunities to deliver core curriculum content which can be reinforced and extended back in the classroom

Core Messages

• For all settings an holistic approach to Educational Visits or Outdoor Education will provide powerful pathways to deliver the 5 Every Child Matters Outcomes

Core Messages

• Outdoor Education can provide amongst the most memorable of experiences. It therefore can make sense to deliver key learning outcomes through these experiences.

• The ‘Heineken’ effect! : Educational visits have impact not easily achieved through other means • Clear aims are the first stage in risk management

Messages our children absorb

• Nature is in the past – it probably doesn’t count anyway • The future is in computers and electronics • The bogeyman lives in the woods

“Because if you just read stuff out of a book, it’s not really enjoyable and you don’t really remember it. But if you go there then you’ll enjoy yourself, you’ll have great fun and it’ll stick in your mind” (Secondary School student).

“

It’s noisy in the classroom and it’s hard to concentrate, sometimes I would pretend to go to the toilet just to get out, get fresh air and move my body” (Sasha, aged 8).

“I’d say that you learn mostly how to interact with different kinds of people and are open to different ideas. You learn how to cooperate well with others who share and don’t share the same opinions as you” (Teo, aged 14).

“I feel better about myself. I think that I can do more and I’m proud of myself” (Rachel, aged 13).

“Before we went on the trip . . . I didn’t really care about like people moving into houses and building stuff. But I’ve like realised like cos . . . when we saw the wildlife what would be damaged if they blitz that. And before I didn’t really care but it has changed my view” (Secondary School student).

Five areas of child development: • • • • • Cognitive Physical Social Emotional Personal

Source: DCSF

Task

A member of staff submits a visit form with vague aims. The venue is the local zoo.

In small groups discuss how you could encourage/challenge the visit leader to further develop the learning opportunities.

• • • • • Cognitive Physical Social Emotional Personal

Challenge: cognitive, physical, social, emotional, personal

Comfort Zone

The area where the most powerful learning takes place

Ten Outcomes:

• Enjoyment/Fulfilment • Confidence • Social Awareness • Activity Awareness • Activity Skills • Personal Qualities • Key Skills • Health and Fitness • Motivation for Learning • Broadened Horizons

Critical Questions

• How does the planned activity contribute to the young person’s educational development and the bigger picture?

• What are the planned learning outcomes?

• Is the evaluation criteria clear?

• How effectively will young people be able to demonstrate their learning outcomes?

Every Child Matters

(Applies across Children Services)

• Stay Safe • Be Healthy • Enjoy and Achieve • Achieve Economic Well Being • Make a Positive Contribution

Every Child Matters Be Healthy Stay Safe Enjoy And Achieve ROCHDALE MBC Make a Positive Contribution Achieve Economic Well-Being Learning Outdoors and Towards a More Sustainable Future for all Young People

     Encourage Physical Activity Build Confidence Develop emotional intelligence Encourage healthy eating Take responsibility for self &   others Foster independence Re connect with the natural  environment Through recreation (re-creation) re energise & refresh  Support emotional well being        Understand and manage risk Learn to assess risk Build self-confidence Increase self-esteem Understand others Challenge negative behaviour Respect for natural environment  Develop skills of safe movement in new environments  Residentials providing respite and space to change  Offering multi sensory experiences   Learning in new ways Experiences that complement    and reinforce other learning Develops positive attitudes Accreditation of achievement Positive participation in outdoor activities  Opportunities for review & reflection  Stimulates awe & wonder   Develops key skills Develops unique personal qualities        Achieving success Awareness of social interaction  Teamwork development Encouraging decision-making Developing problem solving skills Encourages creative thinking Developing Leadership Take responsibility for the environment  Pushing boundaries  Developing a volunteering culture  Assist reintegration of Young People at risk of exclusion   Provision for 16+ Young People Provides for a broad and balanced curriculum  Helps make sustainable lifestyle choices  Develops skills for life & work   Provision for work experience Provides volunteering opportunities  Encourages enterprise  Supports FE and career develop ment

Rochdale Metropolitan Borough Council– Educational Visits

Post 16 14 – 16 11 - 14 7-11 5 – 7 0 to 5

Audit of Outdoor Learning

On site Walking distance Involving the use of transport Involving an overnight stay Involving adventure Involving travel abroad

Ofsted Report: “Learning Outside the Classroom –How far should you go?” • Learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.

• Teachers should be able to teach in contexts other than the classroom.

(Robin Hammerton HMI 2008)

“Memorable activities led to memorable learning.”

“The place where activities happened often added to the value.”

Ofsted Report: “Learning Outside the Classroom –How far should you go?” • Some strategies e.g. numeracy and literacy are straight jackets to other experiences.

• Even when LOtC is not delivered to a high standard, it can still be a positive experience.

• Very often, the standard in ex-curricular activities is better than in lessons.

(Robin Hammerton HMI 2008)

Ofsted Report/LOtC Out and About Launch 2008 •

Our approach to education has been battery farming young people instead of free range

.

(Kevin Brennan MP) •

You can’t learn about the outside if you are on the inside

. (Mick Waters QCA) •

A week’s residential is worth a term in school

. (Tim Brighouse)

Findings of the Ofsted report

•

While schools felt they knew the value of LOtC activity, few evaluated this rigorously.

•

Classroom observations but few LOtC observations.

•

Few schools analysed value for money LOtC activity.

within

Recommendations for schools

•

Ensure curriculum planning includes well structured opportunities for all learners to engage in LOtC.

•

Ensure equal and full access for all learners to LOtC by monitoring participation and removing any barriers.

Recommendations for schools

•

Evaluate the quality of LOtC to ensure that it has maximum impact.