By Mira Jugoo
Learning outside the classroom is not a revolutionary idea and the benefits of fresh air represent a significant part of educational theory since time immemorial. Break and lunchtime at WA are less regulated and closely associated with building soft skills and well-being. They represent the times when friendships are formed, games are created, the pressures of the classroom are relieved, and for us as teachers, the chance to have those “playground” conversations with some of our most challenging students can make a difference in the classroom. The importance of learning outside the classroom to develop the cultural capital of our students and providing out-of-school learning opportunities is well recognised today (DfE, 2015). Additionally with the widened scale of learning loss experienced by our students as a result of the Covid pandemic, and, in particular, the impact on disadvantaged pupils (46.9% of the school population at WA) who have clearly endured the most, the use of learning environments other than the classroom is more significant than ever.
Despite the positive associations of learning outside the classroom to improve pupils’ academic achievement in several subjects (Nielsen et al., 2019), the opportunity to do so is often restricted to PE sports fixtures and a few selective trips and is not fundamentally incorporated into learning contexts across the different departments. In a time of rigid curricula, significant loss of learning time over the pandemic, reduced school budget, high accountability frameworks, and a school environment in which leaders are very aware of the risk in every sense of the word, there is a justified fear that schools might deprioritise education outside the classroom.
The benefits of learning outside the classroom are invaluable to our young learners as fundamentally it improves their engagement with learning, develops their IB profile, allows them to demonstrate their HERO values, and improves their resilience, self-confidence, and well-being. Teachers also benefit from these opportunities which boost cohesion and bonding opportunities, bring a sense of belonging, and widens and develops their pedagogical skills (Waite, 2011).
Y12 IBCP Marketing Trip to investigate the ice-cream market in Chelsea
Year 9 Young Enterprise pupils budgeting for their Christmas Market stalls
Do Ofsted value outdoor learning and residential provision?
It is not only teachers and pupils who recognise the benefits of outdoor learning experiences; Ofsted has celebrated the value of outdoor learning and published examples demonstrating how schools have effectively used this.
Recent Outstanding Ofsted reports note that;
‘Extra-curricular opportunities include hiking, camping, adventure days, museum, and theatre visits. These make a profound difference to the pupils’ experience of the world and broaden their horizons. Pupils embrace all opportunities with open arms'
Preston Muslim Girls High School, January 2017
‘The curriculum includes numerous opportunities for pupils to learn beyond the school. Pupils participate in a broad range of trips which play a significant part in enriching the curriculum’
Oasis Academy Byron, June 2016
When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development (DfE, 2015). Ofsted also recommends that schools ensure that their curriculum planning includes sufficient well-structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience evaluate the quality of learning outside the classroom to ensure that it has maximum impact on learners’ achievement, personal development and wellbeing ensure equal and full access for all learners to learning outside the classroom by monitoring participation in activities by different groups of learners and removing any barriers.
Recommendations:
Given the clear benefits of outdoor learning, more needs to be done to ensure that children and young people are provided with the opportunity to leave the classroom. To improve access for every child to an experience outside it is recommended that:
- Senior Leader Teams are exposed to the benefits of the learning opportunities provided. Research suggests that when SLT members support learning outside of the classroom, a shift occurs across the rest of the school with teachers becoming more confident in holding lessons outside. This could usefully be included in programmes for aspirant senior leaders
- Alter the language used to describe outdoor and residential learning so that outdoor learning is not seen as an enrichment activity, but rather an integrated part of the curriculum with clear learning objectives and outcomes.
- Develop low cost or resource-light provision that makes best use of partnerships between schools and local businesses in the area.
- Celebrate the participation of the students following the outdoor learning activity through the academy’s website / newsletter / Twitter page and reward their behaviour
- Share the workload with other colleagues such as one member of staff could complete the Evolve form while another could draft the consent letter.
- We are very privileged to have Ms Edwards as our ECA coordinator and this is a luxury for us as teachers. Indeed it has been reassuring and practical to benefit from her expertise during the planning and preparation of visits.
And finally... have fun with the students and enjoy the bonding experience. They will not forget these opportunities provided and will always be grateful.
References:
Department for Education. (2015). Supporting the attainment of disadvantaged pupils: articulating success and good practice. Retrieved April 21, 2017 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/47 3974/DFE-RR411_Supporting_the_attainment_of_disadvantaged_pupils.pdf
Nielsen, G., Mygind, E., Bølling, M., Otte, C. R., Schneller, M. B., Schipperijn, J., Ejbye-Ernst, N., & Bentsen, P. 2016. A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils' physical activity, well-being and learning: the TEACHOUT study protocol. BMC public health, 16(1), 1117. https://doi.org/10.1186/s12889-016-3780-8
Ofsted, 2004. Outdoor education: aspects of good practice (HMI 2151), www.ofsted.gov.uk/publications/2151 .
Waite, S. 2011. Teaching and learning outside the classroom: personal values, alternative pedagogies and standards, Education 3–13, 39:1, 65-82, DOI: 10.1080/03004270903206141
Further Reading:
Behrendt, M., & Franklin, T. 2014. A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9, 235-245. http://doi.org/10.12973/ijese.2014.213a
Gardinier, L. & Colquitt‐Anderson, D. (2010). Learning abroad. New Directions for Teaching and Learning, 2010, 23-29, http://doi.org/10.1002/tl.417
Morris, M. 2019. Education Outside the Classroom:An Assessment of Activity and Practice in Schools and Local Authorities, DfES.
Ofsted, 2004. Outdoor education: aspects of good practice (HMI 2151) www.ofsted.gov.uk/publications/2151 . Learning outside the classroom manifesto (ISBN 978-1-64478-861-3), DfES, 2006;
Schauer, H., 1992. Education outside schools. Education and Computing, 8(1-2), pp.149-153.
Health and Safety Executive Outdoor Education Advisers’ Panel (OEAP); www.oeap.info
