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LEARNING OUTSIDE THE

CLASSROOM PORTFOLIO

Total word count: 3971

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Contents

Learning outside the classroom ……………………………………………………. 3

A Residential Experience ……………………………………………..……………….. 6

Planning non-classroom based learning ………………………………………. 12

Reflection ……………………………………………………………………………………. 15

Appendices …………………………………………………………………………………. 20

Model of reflection …………………………………………………………………………… 20

Lesson Plan …………………………………………………….………………………………… 21

Lesson resource sheet …………………………………………………….……………….. 26

Risk Assessment ………………………………………………………………………………. 28

Consent form …………………………………………………………………………………… 30

Lesson Plan informed by reflection ………………………………………………….. 31

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Essay: Learning outside the classroom

This essay will explore definitions for non-classroom learning and will offer discussion on learning

outside of the classroom. Learning outside of the classroom (LOtC) can be defined as a pedagogical

tool for curriculum-based learning experiences occurring outside of the ‘generic’ classroom

environment. These experiences occur in a ‘place’ that links classroom-based studies to the broader

environment and society. ‘Places’ can include: the home, the workplace, libraries, museums,

residential centres, cultural venues, community areas and other public spaces (Bekerman, Burbules

& Silberman-Keller, 2006; Department for Education and Skills, 2006; Waite, 2017). ‘Places’ for

learning are arguably not homogenous, due to their varying characteristics such as differing

environmental factors, educational purposes, attributes and opportunities. In turn, each ‘place’

should be individually utilized for learners to benefit (Kuh, 1994; Waite, 2017). Although the

synthesis above offers a definition accepted by many academics and policy-makers, it is important to

also consider that LOtC can also be seen as more ambiguous, and even described by some as a ‘Black

Box’, in which we understand the preceding and consequential aspects without understanding the

process (Neill, 2004) – however this notion could be rejected due to the questionable credibility of a

parable in comparison with academic literature.

LOtC activities, in whichever form they take, can lead to various beneficial outcomes for learners

(Waite, 2017). Firstly, LOtC addresses broader aims of education (Hetherington, 2001), offering the

opportunity for real-world learning, within a consequentialist paradigm (Moor, 1999), during which

individuals can understand the magnitudes of their education. Furthermore, individuals can further

problem-solving skills and design solutions; in turn preparing students for entering the society they

live in (Millward & Whey, 1997; Donald, 2002 in Mysliwiec, Dunbar, Shibley, 2005; Milne, 2017). This

is emphasized as key for development by Dewey (1958) who suggests the need for individuals to

experience a broader environment to allow character development and progression on morals, both

arguably essential products of learning in terms of preparing learners for their futures.

Secondly, non-classroom learning occurs in ‘places’ that can provide specific learning opportunities

that generic classrooms may not be able to offer, therefore it could be argued that learning outside

of the classroom environment offers deeper and more ‘authentic’ learning that is more relevant and

applicable to the broader world around learners (Laevers, 2000; Waite, 2010b). Moreover, LOtC in

its authenticity can improve the memorability of learning and support students to formulate

narratives of their studies. These ‘autobiographical’ memories can influence future values and

behaviour as learners enter the society and culture around them (Department for Education and

Skills, 2006; Gibson & Nicholas, 2017). This holistic development can be beneficial for learners as

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Friere (1996) suggests the need for learners to pursue a ‘fuller humanity’ in which we progressively

understand the world around us.

Although there are benefits of LOtC, it is not yet a homogenous practice across education. An

explanation could be that LOtC can be viewed as ‘marginal, recreational or supplemental’ by some

policy-makers and stakeholders (Bekerman, Burbules & Silberman-Keller, 2006). Particularly when

lack of funding can lead to less prioritization for dubbed ‘peripheral’ activities, occurring outside of

the traditional curriculum (Waite, 2009; Waite, 2010a). In addition to this, there is arguably a culture

within education for practitioner attachment to dominant practice (Waite, 2010b), meaning if LOtC

isn’t standardized it may not be adopted by all settings.

However, despite this there is still a strong justification for LOtC classroom as a valid pedagogical

tool. Particularly as negative attitudes and misunderstanding of the topic can be counteracted with

‘experiential training’ and ‘environmental-socialization understanding’ (Bixler, Floyd and Hammit,

2002).

To conclude, non-classroom learning is an adaptable and invaluable pedagogical tool that can be

used to enhance learning experiences, yet also support holistic development of learners. Despite

LOtC being viewed by some as a ‘peripheral’ or recreational activity, it can be argued that the

benefits identified offset the negative attitudes towards it, and moreover highlight the need for

training in response to this.

Word count: 654

References:

Bekerman, Z., Burbules, N.C. & Silberman-Keller, D. (2006) Learning in Places: The Informal

Education Reader. Oxford: Peter Lang Ltd

Bixler, R. D., Floyd, M. F. & Hammitt, W. E. (2002). ‘Environmental socialization: Quantitative tests of

the childhood play hypothesis’. Environment and Behaviour, 34 (6), p.795–818. Available at:

https://www.nrs.fs.fed.us/pubs/jrnl/2002/nc_2002_bixler_001.pdf (Accessed: 13.10.2018)

Department for Education and Skills (2006) Learning Outside the Classroom Manifesto. Available at:

http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf (Accessed:

11.10.2018)

Dewey, J. (1958). Democracy and Education: an Introduction to the Philosophy of Education. New

York: The Macmillan Company

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Freire, P. (1996). Pedagogy of the Oppressed 2nd edn. London: Penguin

Gibson, J. & Nicholas, J. (2017) ‘A walk down memory lane: on the relationship between

autobiographical memories and outdoor activities’, Journal of Adventure Education and Outdoor

Learning, 18 (1), p.15-25

Hetherington, S. (2001). ‘Kindergarten: Garden pedagogy from romanticism to reform’, Landscape

Journal, 20 (10), p.30–34. Doi: 10.3368/lj.20.1.30

Kuh, G.D. (1994) Student Learning Outside the Classroom: Transcending Artificial Boundaries. ASHE-

ERIC Higher Education Report No. 8. Washington: ERIC Publishing

Laevers, F. (2000). ‘Forward to the basics! Deep level learning and the experiential approach’. Early

Years, 20 (2), p.20–29. Doi: https://doi.org/10.1080/0957514000200203

Meyer, J.P. (2017) 'Four Territories of Experience: A Developmental Action Inquiry Approach to

Outdoor-Adventure Experiential Learning', Academy of Management Learning & Education, 2 (4),

p.352-363. doi: https://doi.org/10.5465/amle.2003.11901956

Milne, L. (2017). Children learning outside the classroom. In C. Benson & S. Lawson (Eds.), Teaching

Design and Technology Creatively (p. 146–158). New York: Routledge

Millward, A. & Whey, R. (1997). Facilitating play on housing estates. London: Chartered Institute of

Housing and Joseph Rowntree Foundation

Moor, J.H. (1999) ‘Just consequentialism and computing’, Ethics and Information Technology, 1 (1),

p.61-65. DOI: https://doi.org/10.1023/A:1010078828842

Mysliwiec, T., Dunbar, M.E., Shibley, I.A. (2005) Learning outside the Classroom: Practical

Suggestions for Reorganizing Courses to Promote Higher-Order Thinking. Journal of College Science

Teaching, 34 (4), p36-39. Available at:

https://search.proquest.com/openview/dc0b818f904b932f84390b00ce134028/1?pq-

origsite=gscholar&cbl=49226&login=true (Accessed: 11.10.2018)

Neill, J. (2004) The Elephant in the Black Box: A Parable About Outdoor Education. Available at:

http://www.wilderdom.com/theory/blackbox1.htm (Accessed: 13.10.2018)

Waite, S. (2009). ‘Outdoor learning for children aged 2–11: Perceived barriers, potential solutions’.

Outdoor education research and theory: critical reflections, new directions. Victoria, Australia, 15-18

April. Available at: https://www.latrobe.edu.au/education/downloads/2009_conference_waite.pdf

(Accessed: 13.10.2018)

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Waite, S. (2010a) ‘Losing our way?: declining outdoor opportunities for learning for children aged

between 2 and 11’, Journal of Adventure Education and Outdoor Learning, 10 (2), p.111- 126. Doi:

http://hdl.handle.net/10026.1/5476

Waite, S. (2010b) ‘Teaching and learning outside the classroom: personal values, alternative

pedagogies and standards’, International Journal of Primary, Elementary and Early Years Education,

39 (1), p.65-82. Doi: https://doi.org/10.1080/03004270903206141

Waite, S. (2017) Children Learning Outside the Classroom: From Birth to Eleven. London: SAGE

Publications

Essay: A Residential Experience

This essay is going to explore the practical considerations of running a residential learning

experience before discussing the educational opportunities that can be accessed by participants.

This will be followed by a personal reflection on a residential experience, in line with the previous

contents of this written piece.

From the perspective of a visit leader, there are many considerations for practitioners to be aware of

when running a learning residential, some key aspects will now be outlined. Firstly, practitioners

need to reflect on the educational purposes of the residential and what learning outcomes aim to be

covered. This reflection will support the decision on where the residential will take place and what

activities it will cover, in order to support cohorts’ holistic and individual development. It is

important that all activities are relevant to learning aims and appropriate to the needs of the

participants. These decisions will contribute to a visit plan (Lonergan & Andresen, 1988; OEAP,

2017).

Secondly, the suitability of the provider must be considered. The IOL (2018a) and OEAP (2019b)

highlight the need for quality learning to be supported by establishments maintaining high standards

– demonstrated through policies, practice statements and often accreditations. Providers can obtain

a ‘Learning Outside the Classroom Quality Badge’ to demonstrate commitment to high quality

provision. However, this accreditation is not exhaustive of all providers and practitioners should

individually assess each institution. Best practice for outdoor learning is advised and regulated by

professional bodies and panels such as: the AALA (2019), the IOL (2018b) and the OEAP (2019b);

who offer national guidance for purposeful and planned opportunities that providers may follow. It

is the responsibility of the Visit Leader to ensure that they work in collaboration with providers

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offering high standards of provision, to not only ensure high-quality learning but also maintain

health and safety needs.

Following the selection of an appropriate provider, another consideration is that of risk assessments

based on the residential activities. Education institutions’ policies and procedures will often cover

routine visits that involve no more than an ‘everyday level’ of risk. However, trips may need

additional planning and risk assessments if they are a further distance and location or entail non-

routine activities (DfE, 2018). When considering the risk of a residential educationalists must ensure

that practical steps are taken to remove hazards that can result in harm; yet, it is vital that this is not

a ‘bureaucratic back-covering’ exercise and learning opportunities must not be stifled (AALA, 2019b).

This can be achieved through carrying out a risk-benefit analysis; a process that measures risks in

line with the potential learning benefits of the activity (LtL, 2019).

Parallel with risk assessments for a residential is the need for reflection on group needs. In order to

ensure that all activities and aspects of the residential are appropriate, practitioners must have an

extensive knowledge of the participants in the learning experiences. This can be obtained through

Health and Safety forms, aiming to gather contact details, medical information, dietary requirements

and information about special needs. In turn, this information should be shared with appropriate

parties. It is also necessary to clearly inform parents/carers and the participants on what is being

provided to enable consent, in line with risk assessments. Finally, safeguarding and inclusion

considerations must be addressed in order to ensure the trip is safe and beneficial for all (Lonergan

& Andresen, 1988; OEAP, 2017; DfE, 2018; LtL, 2019).

There are clearly many considerations in running a residential however there are an array of

beneficial opportunities that can be accessed by all learners regardless of age, background and

ability, in turn justifying these considerations. Firstly, in addition to increasing levels of engagement

with learning, residential experiences can improve participants’ intra and interpersonal skills.

Effective residential learning can allow for learners to participate in ‘real-world’ experiences that

elicit management of emotions and relationships with others. More adventurous activities such as

caving or orienteering may induce students to overcome challenge or fear and anxieties – in turn this

allows for the development of emotional management, empathy towards others, and building

relationships (Sandseter & Kennair, 2011; Niehues et al, 2013; Scrutton, 2014; IOL, 2018b; OEAP,

2019a).

Second to this, residential learning experiences have also been strongly linked to improving

learners’, particularly children’s, risk-management skills. Outdoor activities offer learners’

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opportunities to challenge physical limits in line with informed decision-making regarding safety

hazards (Sandseter & Kennair, 2011; Niehues et al, 2013). Engaging with ‘risky-play’ is suggested to

support students with innate needs for risk whilst developing an understanding of how to safely

manage this. In turn this allows for emotional and physical health and developmental benefits

(Knight, 2011). Furthermore, Stephenson (2003) suggests that residential opportunities allowing for

risk support the development of children’s self-confidence disposition for learning pathways that

result in more effective risk management.

Finally, engagement with outdoor education enhances learners’ environmental perceptions and

appreciation (Bogner, 2002). Field-education is strongly linked with increasing awareness of

sustainability issues and furthered reflection on behaviour in relation to the surrounding

environment (Dunlap & Heffernan, 1975; Sia, Hungerford, & Tomera, 1985). Furthering this,

Maynard and Waters (2007) suggest that outdoor education acts as a catalyst for interest in the

environment. If appropriately nurtured by supporting adults, this can result in more caring and

positive attitudes to the wider-environment – an arguably vital aspect in retrospect of the current

climate crisis (Arezki, Bolton & Aynaoui, 2018).

It can be argued that residential experiences can sometimes provide too much risk and danger as

there have been tragic incidents and fatalities during outdoor learning activities (HSE, 2002; Ogwen

Rescue, 2019). However as demonstrated above, this argument should not deter outdoor learning as

it is proven that well-managed risky activities have a plethora of positive benefits for those who

engage with it.

I will now reflect on a personal experience of a residential learning opportunity in line with of the

above. Headings from Gibbs’ (1988) Reflective Cycle (Appendix 1) will be utilized to inform and

structure this reflection on outcomes from a recent residential opportunity.

Description

On a recent residential trip there was a caving activity that took place with a group of twelve

students and two members of staff. As a group we entered the cave and took turns leading the

group through various obstacles throughout the route. During this route there was a particularly

challenging part of the cave which entailed a crawl through a 3ft high rock tunnel containing water.

Feelings

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During the difficult crawl in the cave I felt very panicked, scared and anxious due to the cold water I

was crawling through and the enclosed nature of the space. Due to bad weather, the plan for which

cave the group was accessing had been changed and the cave was much smaller than the original

one we were supposed to explore. This aspect was unexpected as I had not realised the activity

would entail such small and claustrophobic spaces. The experience left me very shaken the majority

of the rest of the activity and feeling reluctant to engage with the rest of the experience.

Evaluation

The experience was beneficial in that my physical and mental limits were challenged, which elicited

an increase in my resilience and buoyancy. However, I believe that there was a lack of information

provided before the experience as to what it would entail. Therefore, I was not prepared for the

level of challenge that some aspects of the activity involved. This in turn could have contributed to

the negative feelings I experienced during the crawl.

Analysis

Any quality residential experience will be well planned and risk-assessed (OEAP, 2017; DfE, 2018; LtL,

2019). Thus, although I felt very scared and anxious during the cave crawl there would have been an

assessment of the danger; meaning the activity would not have taken place if this was deemed to be

too high. Moreover, risky-activities and those that induce physical and emotional challenge have

been supported by various literature to develop intrapersonal skills (Sandseter & Kennair, 2011;

Niehues et al, 2013; Scrutton, 2014; IOL, 2018b; OEAP, 2019a). This was demonstrated in my

experience as although there were negative emotions present, this was overcome through the

support of those around me and I did increase my resilience to the situation.

Conclusions

Despite the emotional distress at the time of the activity, there were obvious intrapersonal benefits

of the physical challenge. Through being more informed prior to that activity I may have been more

emotionally prepared for what was to come and in turn may have coped with the situation better.

However, with the support of those around me I was able to complete the activity and use it to

inform this reflection on residential experiences.

Action

If this situation were to arise in which I was a practitioner supporting the experience, I would

encourage learners to engage with the activity as I believe the physical and emotional outcomes,

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although challenging, can contribute to holistic development. However, as a visit leader I would seek

to ensure that learners were adequately prepared for the activity by explicitly explaining what the

experience would entail, as to ensure that the participants are physically and mentally equipped.

To summarise, there are many considerations vital to running a residential learning experience,

including: learning outcomes, a suitable location, risk assessments, learner needs, and parental

consent. However, the potential learning outcomes for students are extensive and can benefit

individuals in a variety of ways such as: improved inter/intrapersonal skills, enhanced risk-

management skills, and developed environmental appreciation. There are risks to this mode of

learning, however if well managed these can also positive contribute to an individual’s experience. A

personal reflection of a residential experience supported some of the points raised in this discussion

as I found that despite a high-level of emotional challenge, my resilience was developed. In

conclusion, residential experiences can offer vital learning opportunities that, I would argue, where

possible should be engaged with by all learners in a range of settings.

Word count: 1650

References:

Adventure Activities Licensing Authority (AALA) (2019a) Adventure activities licensing. Available at:

http://www.hse.gov.uk/aala/index.htm (Accessed: 09.02.2019)

Adventure Activities Licensing Authority (AALA) (2019b) Sensible Risk Management. Available at:

http://www.hse.gov.uk/risk/principles.htm (Accessed: 09.02.2019)

Arezki, R., Bolton, P. & Aynaoui, K.E. (2018) Coping with the Climate Crisis: Mitigation Policies and

Global Coordination. Columbia: Columbia University Press

Bogner, F.X. (2002) ‘The influence of a residential outdoor education programme to pupil’s

environmental perception’, European Journal of Psychology of Education, 17 (1), p.19-34. DOI:

https://doi.org/10.1007/BF03173202

Department for Education (DfE) (2018) Health and safety on educational visits. Available at:

https://www.gov.uk/government/publications/health-and-safety-on-educational-visits/health-and-

safety-on-educational-visits (Accessed: 09.02.2019)

Dunlap, R.E., & Heffernan, R. (1975). ‘Outdoor recreation and environmental concern: An empirical

examination’, Rural Sociology, 40 (1), p.18–30. Available at:

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https://search.proquest.com/openview/df0f45943dccaea6d978bea73aef0f8c/1?pq-

origsite=gscholar&cbl=1817355 (Accessed: 12.02.2019)

Gibbs, G. (1988) Learning by doing. London: FEU

HSE (2002) Glenridding Beck – Investigation Report. Available at:

http://www.hse.gov.uk/aala/glenridding-beck-investigation.pdf (Accessed: 09.02.2019)

Institute for Outdoor Learning (IOL) (2018a) Outdoor Learning. Available at: https://www.outdoor-

learning.org/ (Accessed: 09.02.2019)

Institute for Outdoor Learning (IOL) (2018b) What is Outdoor Learning. Available at:

https://www.outdoor-learning.org/ (Accessed: 09.02.2019)

Knight, S. (2011) Risk and adventure in early years outdoor play. London: SAGE

Learning through Landscapes (LtL) (2019) Risk Benefit Analysis. Available at:

https://www.ltl.org.uk/spaces/ltlriskbenefit.php (Accessed: 09.02.2019)

Lonergan, N. & Andresen, L.W. (1988) ‘Field Based Education: Some Theoretical ‐Considerations’, Higher Education Research & Development, 7 (1), p.63-

77. DOI: 10.1080/0729436880070106

Maynard, T. & Waters, J. (2007) ‘Learning in the outdoor environment: a missed opportunity?’ Early

Years, 27 (3), p.255-265. DOI: https://doi.org/10.1080/09575140701594400

Niehues, A., Bundy, A., Broom, A. & Tranter, P. (2015) ‘Parents’ perceptions of risk and influence on

children’s everyday activities’, Journal of Child and Family Studies, 24, p.809-820. DOI:

10.1007/s10826-013-9891-2

Ogwen Rescue (2019) Ogwen Valley Mountain Rescue CIO. Available at: https://ogwen-

rescue.org.uk/incident-details/ (Accessed: 09.02.2019)

Outdoor Education Advisers’ Panel (OEAP) (2017) Visit Leader Checklist. Available at:

https://oeapng.info/download/1100/ (Accessed: 09.02.2019)

Outdoor Education Advisers’ Panel (OEAP) (2019a) About National Guidance. Available at:

https://oeapng.info/about-national-guidance/ (Accessed: 09.02.2019)

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Outdoor Education Advisers’ Panel (OEAPb) (2019) About OEAP. Available at:

https://oeapng.info/about-ng/ (Accessed: 09.02.2019)

Sandseter, H. E. B. & Kennair, O. L. E. (2011). ‘Children’s Risky Play from an Evolutionary Perspective:

The Anti-Phobic Effects of Thrilling Experiences’, Evolutionary Psychology, 9 (2).

DOI: https://doi.org/10.1177/147470491100900212

Scrutton, R.A. (2014) ‘Outdoor adventure education for children in Scotland: quantifying the

benefits’, Journal of Adventure Education and Outdoor Learning, 15 (2), p.123-137. DOI:

https://doi.org/10.1080/14729679.2013.867813

Sia, A., Hungerford, H., & Tomera, A. (1985). ‘Selected predictors of responsible environmental

behavior’, Journal of Environmental Education, 17 (2), p.31–40. DOI:

https://doi.org/10.1080/00958964.1986.9941408

Stephenson, A. (2003). ‘Physical risk taking: dangerous or endangered?’‐ . Early Years, 23(1): 35–

43. DOI: https://doi.org/10.1080/0957514032000045573

Group work: Planning and implementing a non-classroom based learning activity

Rationale and Paperwork for lesson plan

As a group, we have chosen to plan an outdoor lesson on tree and plant identification on Park

Campus in Cheltenham (Appendix 2). This lesson entails students using a resource (Appendix 3) to

support them in identifying plant/tree life based on images and descriptions of them. The lesson also

incorporates elements of map reading and orienteering. Underpinning this lesson plan (Appendix 2)

are many considerations: the role of the practitioner, curricula links, equipment and resources,

inclusive practice, timetable of activities, lesson outcomes and links to future sessions, parental

consent (Appendix 5) and finally, an in-depth risk assessment (Appendix 4). All of which are noted to

be of high importance within Beames et al’s (2012) guidelines for successful practice. OFSTED

(2008:20) recognise that concerns about health and safety, and fears of litigation in the event of

accident or injury, can be barriers to taking young people out of the classroom and therefore

correctly planning for these occasions is key in gaining the confidence to implement the sessions and

reap the benefits.

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Despite its extensive list of considerations, learning outside the classroom has an array of benefits,

such as levels of educational enjoyment associated with learning outside the classroom (Armitage,

2001). The rationale for the lesson plan provided (Appendix 2) below takes into account these

considerations, yet also introduces further justifications alongside enjoyment, such as curricula links,

deeper levels of learning, and a multitude of support from literature.

Following the Year 4 UK Geography curriculum, children should be able to name and locate

identifying physical characteristics and key topographical features (including hills, mountains, coasts

and rivers). They should also be able to use fieldwork to observe, measure, record and present

physical features using a range of methods. Furthermore, following the Science section of the

curriculum children must identify and describe the functions of different parts of flowering plants:

roots, stem/trunk, leaves and flowers (DFE, 2013). In consideration of this, this task aims to meet the

curriculum needs listed above by allowing children to identify and explore plant/greenery features in

a set location. Appendix 2 also displays how the session may also be applicable to English, Maths and

Science lessons.

In addition to curricula links, there are deeper justifications for this lesson plan situating outside of

the conventional classroom. The first-hand experiences of learning outside the classroom can help to

make subjects more vivid and interesting for pupils and enhance their understanding (OFSTED,

2008). Further to this, the information learners take away from non-classroom learning experiences

add depth and relevance to other subjects being learnt – such as Maths, English and Art (Dillon et al,

2006; Maynard & Waters, 2007; Learning and Teaching Scotland, 2010). It is suggested that the

curiosity elicited through outdoor learning develops students’ excitement for engaging with learning,

in turn making the experience more meaningful and memorable (Learning and Teaching Scotland,

2007; OEA, 2015). Moreover, the diverse sensory experiences gained through outdoor learning, that

cannot be achieved in an indoor environment, allow for learning to be memorable and the

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development of schemas (Piaget, 1936; Rivkin, 2000). Piaget describes these schemas as the building

blocks of knowledge, crucial to a young person’s cognitive development.

This lesson (see Appendix 2) has been planned within the context of an outdoor environment as this

has many benefits for learners such as: meeting curricula requirements, providing a deeper and

more meaningful learning experiences, and inducing more active and engaging learning. In turn, it

exemplifies why the benefits to conducting this lesson outdoors as opposed to inside the generic

classroom, far outweigh the cost of the extensive considerations in doing so.

Word count: 595

References:

Beames, S., Higgins, P. and Robbie, N. (2012). Learning outside the classroom. New York: Routledge.

Department for Education (DFE) (2013) The national curriculum in England Key stages 1 and 2

framework document. Available at:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/

file/425601/PRIMARY_national_curriculum.pdf (Accessed: 02.03.2019)

Dillon, J., Rickinson, M.,Teamey, K., et al (2006) ‘The value of outdoor learning: evidence from

research in the UK and elsewhere’, School Science Review, 87 (320), p107-111. Available at:

http://www.outlab.ie/forums/documents/the_value_of_school_science_review_march_2006_8732

0_141.pdf (Accessed: 02.03.2019)

Learning and Teaching Scotland (2007) Taking learning outdoors: Partnerships for excellence.

Available at: http://www.docs.hss.ed.ac.uk/education/outdoored/taking_learning_outdoors.pdf

(Accessed: 02.03.2019)

Learning and Teaching Scotland (2010) Curriculum for excellence through Outdoor Learning.

Available at: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf (Accessed:

02.03.2019)

Maynard, T. & Waters, J. (2007) ‘Learning in the outdoor environment: a missed opportunity?’, Early

Years, 27 (3), p.255-265. DOI: https://doi.org/10.1080/09575140701594400

OFSTED (2008). Learning outside the classroom. London: OFSTED.

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Outdoor Education Australia (OEA) (2015) Rationale for Outdoor Education. Available at:

https://outdooreducationaustralia.org.au/education/rationale-for-oe/ (Accessed: 02.03.2019)

Piaget, J. (1936). Origins of intelligence in the child. London: Routledge

Rivkin, M.S. (2000) Outdoor experiences for Young Children. Available at:

http://decal.ga.gov/documents/attachments/PlayLearningAndTheBrain.pdf (Accessed: 02.03.2019)

Individual: Reflection

As a group we planned for and implemented a taster session of a lesson plan for Year 4 students

concerning tree and plant identification (see Appendix 2). The taster lesson was delivered in the

context of a ‘train the trainer’ session – in which peers were given an overview of the lesson plan

and walked through the area this would take place in. Comments gathered from those who took

part in this taster session and my individual thoughts will be collated to inform a reflection on the

activity planned – using Gibb’s Reflective Cycle (Appendix 1). This will explore what went well, areas

for development and how else the context could be exploited.

Description

As a group we delivered an overview to peers of the outdoor learning session we had planned.

Collectively we walked around the area our lesson was planned within, to give context, and talked

through the lesson plan stage by stage. The overview included: an introduction to the context of the

lesson; a snapshot of the activity timetable; links to outcomes, curriculum and future lessons; and

risk management considerations. Following this we allowed time for an open conversation to gather

reflections and comments from peers on the lesson plan.

Feelings

The lesson overview was delivered in an informal way to peers, therefore I felt relaxed and keen to

share my ideas with colleagues. I was really keen to gather insights from the group at the end of the

task as I felt that an outside perspective would give more unbiased and valuable input, to combine

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with my own thoughts. The feedback given was not disheartening, instead it was highly constructive

and very useful to inform this refection.

Evaluation

The group reflection carried out at the end of the taster session provided a plethora of insightful

comments; many of which I had considered myself. The aspects of the lesson plan identified to be

particularly effective included: thorough planning; good curriculum and classroom links; in-depth

context of lesson given; anti-discriminatory practice; strong risk assessment; differentiation of

learning outcomes and tasks; consideration of the need for a break and game between tasks; and

emphasis on sensory experiences.

My own thoughts and the group reflection also suggested some areas for improvement to be:

clearer boundaries shown on maps; sensitivity to mobility issues concerning moving around on

pebbles; limitations of the didactic aspects outside (such as difficulty hearing when it’s windy); lack

of awareness of the group taking up the paths on the route; the learning resource contained no

example, which can be challenging for children; and lastly, no discussion on learning outcomes at the

beginning of the session to focus students.

From my own thoughts and the group reflection we were also able to highlight alternative uses of

the outdoor context, such as: activating prior knowledge on the initial walk around by using eliciting

questions about what they can see; the need for awareness of changing plants/trees in seasons in

relation to the learning resource; more explicit teaching and use of maps; gathering bark rubbings,

berries and leaves to be used for a classroom display, to continue the learning; and finally, the

potential for a less structure plan that allows for more incidental learning.

The key ideas raised here will be analysed in the section below, whilst the smaller and more specific

points will be incorporated into a new lesson plan informed by this reflection (see Appendix 6 –

changes marked in red text).

Analysis

As listed above there are many perceptive points made regarding the lesson plan, some key ideas

will now be analysed. Firstly, an effective aspect of practice identified was the rich emphasis on

sensory experiences throughout the walk. This is a vital aspect of outdoor learning as multisensory

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experiences are important for children to create learning schemas to process information (Piaget,

1936; Rivkin, 2000). Furthermore, pedagogy based on direct sensory experiences entails a deeper

learning approach which encompasses authentic education (Szczepanski, Malmer, Nelson &

Dahlgren, 2006).

Alternately, a key area for improvement identified was discussing learning outcomes at the start of

the session. Cognitive processing can be categorised into differing levels of complexity (Bloom,

1956); this in turn can be translated into differentiated learning outcomes to challenge all students

to meet an appropriate learning goal. Learning outcomes are vital to practice as they not only enable

educators to specify their provision and practice to meet learner needs and goals throughout the

lesson. But this also enables learners to monitor and control their own learning in line with set goals

(Adam, 2002). Through having a clear educational goal to work towards, students are empowered to

monitor and regulate their own behaviour and learning; allowing for meaningful and personalised

experiences.

Finally, it was suggested that the highly planned structure of this lesson didn’t allow for much

incidental learning. Exploratory learning is a key underpinning characteristic of outdoor pedagogy,

which should entail freedom, autonomy and authenticity. Arguably, the necessary incidental

exploration of outdoor learning cannot be achieved through highly structured sessions, therefore to

achieve this students need more free time to investigate the environment around them (Waite,

2009). This can be achieved through offering learners more free-time to explore and investigate their

surroundings, using the resources they choose to.

Conclusion

To conclude, through delivering a taster session to peers we were able to gather insightful and

constructive feedback. Comments and a personal reflection have suggested that the interwoven

curricula links throughout the lesson plan ensured that the session was relevant to students. This

was furthered through differentiation of learning outcomes to ensure all children are learning and

achieving in line with their own goals. Areas for improvement identified included incorporating these

differentiated outcomes at the beginning of the lesson to focus pupils. Furthermore, it was

suggested that there might be a need for an environment and lesson that enables exploratory

learning – as opposed to meeting structure objectives.

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Action Plan

In carrying out this lesson in the future, I would seek to use an adapted lesson plan (Appendix 6 –

particularly changes marked in red text) that incorporates changes such as: discussing learning

objectives prior to the task; increased inclusivity for students with mobility challenges; using eliciting

to activate prior knowledge; and gathering items to create a classroom display that continues the

learning back at school. Furthermore, I would ensure that there was adequate unstructured time set

aside that was allowed for exploration to induce incidental learning – identified as a vital and

inescapable characteristic of outdoor learning.

Word count: 1072

References

Adam, S. (2002) Using Learning Outcomes: A consideration of the nature, role, application and

implications for European education of employing learning outcomes at local, national and

international levels. Available at:

http://aic.lv/bolona/Bologna/Bol_semin/Edinburgh/S_Adam_Bacgrerep_presentation.pdf

(Accessed: 06.03.2019)

Bloom, B.S. (1956) Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. 2nd Edition.

Boston: Addison-Wesley Longman Ltd

Szczepanski, A., Malmer, K., Nelson, N. & Dahlgren, L.O. (2006) Outdoor Education - Authentic

Learning in the Context of Landscape Literary education and sensory experience. Perspective of

Where, What, Why, How and When of learning environments. Interdisciplinary context and the

outdoor and indoor dilemma. Available at:

https://www.researchgate.net/publication/242190329_Outdoor_Education_-

_Authentic_Learning_in_the_Context_of_Landscape_Literary_education_and_sensory_experience_

Perspective_of_Where_What_Why_How_and_When_of_learning_environments_Interdisciplinary_c

onte (Accessed: 06.03.2019)

Piaget, J. (1936). Origins of intelligence in the child. London: Routledge

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Rivkin, M.S. (2000) Outdoor experiences for Young Children. Available at:

http://decal.ga.gov/documents/attachments/PlayLearningAndTheBrain.pdf (Accessed: 02.03.2019)

Waite, S. (2009) ‘Teaching and learning outside the classroom: personal values, alternative

pedagogies and standards’, International Journal of Primary, Elementary and Early Years Education,

39 (1), p.65-82. DOI: https://doi.org/10.1080/03004270903206141

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Appendices

Appendix 1 – Gibb’s Reflective Cycle

Gibbs, G. (1988) Learning by doing. London: FEU

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Rationale for lesson

Meets curricula needs concerning: physical geography understanding; plant classification; fieldwork skills; map reading; and listening and attention.

Provides a memorable sensory experience

Elicits deeper learning experiences – that can later be recalled

Immerses children in a different and engaging education experience

Adult Input

This is a partly adult-led activity as the teacher will introduce and set up the task for children to follow.

However once instructions have been given children will be allowed to independently carry out the exploration task.

The role of the teacher will be to supervise, offer support if needed and then where appropriate extend the activity.

Curriculum links

Definite curriculum links:

Sc4/2.1 - All Living Things

Sc4/2.1a - recognise that living things can be grouped in a variety of ways

Sc4/2.1b - explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

Ge2/1.1 - Locational Knowledge

Ge2/1.1b - name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Ge2/1.3 - Human and Physical Geography

Ge2/1.3a - describe and understand key aspects of physical geography

Ge2/1.4 Geographical Skills and Fieldwork

Ge2/1.4c use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods

Ma4/3.3 Position & Direction

Ma4/3.3a describe positions on a 2-D grid as coordinates in the first quadrant

En4/1 Spoken Language

En4/1a listen and respond appropriately to adults and their peers

En4/1b ask relevant questions to extend their understanding and knowledge

En4/1d articulate and justify answers, arguments and opinions 

En4/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

En4/1g use spoken language to develop

21

Appendix 2 – Lesson Plan

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understanding through speculating, hypothesising, imagining and exploring ideas

En4/1h speak audibly and fluently with an increasing command of Standard English

En4/1i participate in discussions, presentations, performances, roleplay/improvisations and debates

En4/1j gain, maintain and monitor the interest of the listener(s)

En4/1k consider and evaluate different viewpoints, attending to and building on the contributions of others

En4/1l select and use appropriate registers for effective communication

PE2/1.1 Sport & Games

PE2/1.1b play competitive games

Potential curriculum links:

Ma4/3.2 Properties of Shape

Ma4/3.2c identify lines of symmetry in 2-D shapes presented in different orientations

Ma4/3.1 Measurement

Ma4/3.1e read, write and convert time between analogue and digital 12 and 24-hour clocks

Ma4/2.1 Number & Place Value

Ma4/2.1g round any number to the nearest 10, 100 or 1,000

KS2 Art & design

Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Equipment and resources:

Clipboards Pencils

Description of experience/activity:

Year 4 children will be learning about plant and tree identification. The children will be put into groups and given a resource (Appendix 3) to

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Paper Copies of plant

identification resource (Appendix 3)

First Aid Kit Maps Class register

support them in identifying and exploring characteristics of plant life in the local area – this will be used to develop an understanding of plant/tree types, characteristics and frequency.

Area/location of provision:

Park Campus, University of Gloucestershire, Cheltenham.

Anti-discriminatory/Inclusive considerations:

Sticking to footpaths – this ensures the activity is accessible to students who use wheelchairs or with reduced mobility as there is no challenging terrain

One-to-one support – ratios will need to take into account additional adults needed for supporting pupils with additional needs or challenging behaviour. Additionally, if a child is unable to access the resources or tasks due to a visual or hearing impairment an additional adult will be need to support alternate access – i.e. translating to sign language or reading/describing resources.

Medication – ensure that there are several members of staff who are First Aid training and trained to deliver any specific medications such as Epi-Pens or other medications. Furthermore timetables for specific medications will be needed to integrate this into lesson timings.

Differentiated learning goals – individuals learning goals will be set for children based upon learning needs and abilities – this will link with the learning outcomes of the activity.

Additional considerations:

Toileting – whilst have accounted for toilet breaks there will need to be flexibility on timings around this. It will be made clear to children that if they need the toilet they will need to be taken by an adult to the nearest facility (the need for extra adults will be taken into account for ratios).

Ill child – similar to above extra adults will be available to support children who are unwell – i.e. contacting parents, sitting in the shade/inside, getting a drink etc.

Lesson times:

Activity/Task: Duration:

Gather in courtyard by reception - take register/head count, carry out introductions to staff, and introduce lesson plan.

5 minutes

Toileting – show everybody where the toilets are and encourage all children to use the toilet facilities before the activity.

10 minutes

Identify clear meeting point – tell all children and staff that the courtyard by reception 5 minutes

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will be a base-point to return to if you get lost; clearly point this out on the map given to each group and explain.

Route demonstration – teacher will lead the group around the route that the task will take place on. Clear boundaries will be pointed out here and risks/hazards will be discussed with the group – with the children encouraged to suggest risk management ideas. Along this walk the task will be further explained in detail and there will be opportunities for questions (En4/1).

10 minutes

Main task – children will be put into groups and plant identification resources will be distributed. In their groups the students will follow the route they were shown and use the resources to identify plant/tree types – in an allotted time which they must monitor themselves (Ma4/3.1). As they do this the groups will fill out the blank boxes on their sheets describing what they find and a tally of how many (Sc4/2.1, Ge2/1.1, Ge2/1.3, Ge2/1.4, En4/1).

Extension activity – any groups who complete activity before allotted time will be tasked with collecting leaves from each plant/tree (or drawing them if not samples on floor) (Ma4/3.2). If this task is completed students will be sent to help peers who are still on first task.

30 minutes

Regroup/break – ask if anybody needs the toilet again and offer children the chance to sit down for a brief rest and a drink/snack.

15 minutes

Outdoor games – such as outdoor story telling incorporating movement and reaction times (En4/1, PE2/1.1). This will take place before the children return to the lesson allow an opportunity for play and some physical exercise to exert some energy.

20 minutes

Extended Re-walk route – split into two groups- roughly, 12-15, allow each group to lead part of the route using co-ordinates they have identified through map reading and show plants/trees they have already identified and possibly identify new ones, furthermore highlighting what they noticed about each one. This gives chance to check children’s knowledge and allow for group discussion on what has been found. Tally notes for each tree/plant will be checked to gather a group consensus on how many of each has been found. Incorporate a simple form of orienteering, at each co-ordinate on the map there will be a letter to find, these letters can be changed to suit the school which is partaking in the activity day as it will spell the name of their school, however they will have to rearrange the letters to create the word at the end of the task (Ma4/3.3, En4/1).

30 minutes

Debrief activity – regroup in courtyard area but keep children in their set groups. Using their findings from their exploration the children will be tasked with matching the description of trees to the names of them. A2 sheets of paper will have cut outs of tree names and descriptions and the students will need to move these around to match them up (En4/1).

15 minutes

Lunch break – during this encourage children to discuss what they have found and learnt. Staff can try to extend these conversations by eliciting discussions on sustainability issues or links to other current topics the children are studying in school

30 minutes

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(En4/1).

Discussion/reflection task – groups of 4/5 discuss 3 key things they have learnt from activity day and highlight one key area they’d like to research further, feedback to group/teachers (En4/1).

10 minutes

Learning Outcomes:

All students will understand/know/be able to… Learn how to use a map to navigate a given area.

Identify trees and plants on the campus using a picture and description given in a resource.

Present their findings to the rest of the group after the activity.

Identify potential Risks/Hazards of the activity.

Most students will understand/know/be able to… Confidently use a map to independently navigate a given area.

Suggest how to manage identified Risks/Hazards.

Some students will understand/know/be able to… Identify some common British trees using just a description.

Show that they can lead a group of their peers in a set activity.

Links to future lessons: Potential tasks:

Art Use drawings and leaves from the activity to inform art projects on trees – i.e. creating 3D trees using clay or other materials (Ar2/1.2).

Maths Use information gathered on trees to develop data analysis and presentation skills – i.e. create graphs demonstrating information on the trees they found (Ma4/2.1).

English Use the information they have gathered from the experience to write a story about their experience (En4/1).

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Appendix 3 - Resource sheet

Appearance Name Comments Tally

Holly

E.g. smooth and spikey leaves with points at the end.

IIII II

Bluebell

Acacia dealbata

Lavender

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Hazel

Copper beech

Cedar

Daffodil

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Appendix 4 - Risk Assessment

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Appendix 5 – Consent Form

Dear Parents/Guardians,

On Monday 4th February 2019 the whole of year 4 will be attending a trip to the University of Gloucestershire – Park Campus. The trip entails a nature exploration walk around the campus, we will be leaving school at approximately 1:45pm and returning at 4pm. Lunch will be as usual during school time at 12:30pm and departing afterwards.

If you do want your child to participate please can you fill in the Health and Safety form attached and return to the class teacher.

However, if you do not want your child to participate, please complete the reply slip below.

Yours Sincerely

The Head Teacher

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I DO NOT permission for my child ____________________________ to participate in the nature exploration walk.

SIGNATURE (of parents/guardians) __________________________

DATE ________________

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Rationale for lesson

Meets curricula needs concerning: physical geography understanding; plant classification; fieldwork skills; map reading; and listening and attention.

Provides a memorable sensory experience

Elicits deeper learning experiences – that can later be recalled

Immerses children in a different and engaging education experience

Adult Input

This is a partly adult-led activity as the teacher will introduce and set up the task for children to follow.

However once instructions have been given children will be allowed to independently carry out the exploration task.

The role of the teacher will be to supervise, offer support if needed and then where appropriate extend the activity.

Curriculum links

Definite curriculum links:

Sc4/2.1 - All Living Things

Sc4/2.1a - recognise that living things can be grouped in a variety of ways

Sc4/2.1b - explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

Ge2/1.1 - Locational Knowledge

Ge2/1.1b - name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Ge2/1.3 - Human and Physical Geography

Ge2/1.3a - describe and understand key aspects of physical geography

Ge2/1.4 Geographical Skills and Fieldwork

Ge2/1.4c use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods

Ma4/3.3 Position & Direction

Ma4/3.3a describe positions on a 2-D grid as coordinates in the first quadrant

En4/1 Spoken Language

En4/1a listen and respond appropriately to adults and their peers

En4/1b ask relevant questions to extend their understanding and knowledge

En4/1d articulate and justify answers, arguments and opinions 

En4/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

En4/1g use spoken language to develop

31

Appendix 6 – Lesson Plan informed by reflection

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understanding through speculating, hypothesising, imagining and exploring ideas

En4/1h speak audibly and fluently with an increasing command of Standard English

En4/1i participate in discussions, presentations, performances, roleplay/improvisations and debates

En4/1j gain, maintain and monitor the interest of the listener(s)

En4/1k consider and evaluate different viewpoints, attending to and building on the contributions of others

En4/1l select and use appropriate registers for effective communication

PE2/1.1 Sport & Games

PE2/1.1b play competitive games

Potential curriculum links:

Ma4/3.2 Properties of Shape

Ma4/3.2c identify lines of symmetry in 2-D shapes presented in different orientations

Ma4/3.1 Measurement

Ma4/3.1e read, write and convert time between analogue and digital 12 and 24-hour clocks

Ma4/2.1 Number & Place Value

Ma4/2.1g round any number to the nearest 10, 100 or 1,000

KS2 Art & design

Ar2/1.2 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Equipment and resources:

Clipboards Pencils

Description of experience/activity:

Year 4 children will be learning about plant and tree identification. The children will be put into groups and given a resource (Appendix 3) to

32

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Paper Copies of plant

identification resource (Appendix 3)

First Aid Kit Maps (with clear

boundaries shown) Class register

support them in identifying and exploring characteristics of plant life in the local area – this will be used to develop an understanding of plant/tree types, characteristics and frequency.

Area/location of provision:

Park Campus, University of Gloucestershire, Cheltenham.

Anti-discriminatory/Inclusive considerations:

Sticking to footpaths – this ensures the activity is accessible to students who use wheelchairs or with reduced mobility as there is less challenging terrain. Good communication with parents regarding suitable supportive walking aids and wheelchair adaptations is also vital to ensure all children can access this activity.

One-to-one support – ratios will need to take into account additional adults needed for supporting pupils with additional needs or challenging behaviour. Additionally, if a child is unable to access the resources or tasks due to a visual or hearing impairment an additional adult will be need to support alternate access – i.e. translating to sign language or reading/describing resources.

Medication – ensure that there are several members of staff who are First Aid training and trained to deliver any specific medications such as Epi-Pens or other medications. Furthermore timetables for specific medications will be needed to integrate this into lesson timings.

Differentiated learning goals – individuals learning goals will be set for children based upon learning needs and abilities – this will link with the learning outcomes of the activity.

Additional considerations:

Toileting – whilst have accounted for toilet breaks there will need to be flexibility on timings around this. It will be made clear to children that if they need the toilet they will need to be taken by an adult to the nearest facility (the need for extra adults will be taken into account for ratios).

Ill child – similar to above extra adults will be available to support children who are unwell – i.e. contacting parents, sitting in the shade/inside, getting a drink etc.

Lesson times:

Activity/Task: Duration:

Gather in courtyard by reception - take register/head count, carry out introductions to staff, and introduce lesson plan and learning outcomes.

5 minutes

Toileting – show everybody where the toilets are and encourage all children to use the 10 minutes

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toilet facilities before the activity.

Identify clear meeting point – tell all children and staff that the courtyard by reception will be a base-point to return to if you get lost; clearly point this out on the map given to each group and explain.

5 minutes

Route demonstration – teacher will lead the group around the route that the task will take place on. Clear boundaries will be pointed out here and risks/hazards will be discussed with the group – with the children encouraged to suggest risk management ideas. It will be emphasized that children need to be aware of others when walking around the campus and where necessary walking in single-file or pairs. Along this walk the task will be further explained in detail and there will be opportunities for questions (En4/1). It is vital that key information is reiterated to children and questioning is used to check the group’s understanding of the task. This section of the lesson plan can also be used to activate prior knowledge by using eliciting questions about what the children can see, e.g. trees, plants, other aspects of nature etc..

10 minutes

Main task – children will be put into groups and plant identification resources will be distributed – these will be interchangeable with seasons to coordinate with the changes plants/trees go through throughout the year. In their groups the students will follow the route they were shown and use the resources to identify plant/tree types – in an allotted time which they must monitor themselves (Ma4/3.1). As they do this the groups will fill out the blank boxes on their sheets describing what they find and a tally of how many (Sc4/2.1, Ge2/1.1, Ge2/1.3, Ge2/1.4, En4/1).

Extension activity – any groups who complete activity before allotted time will be tasked with collecting leaves from each plant/tree (or drawing them if not samples on floor). Children will also be encouraged to gather bark rubbings, berries and leaves to be used for a classroom display, to continue the learning back in the classroom (Ma4/3.2). If this task is completed students will be sent to help peers who are still on first task

30 minutes

Regroup/break – ask if anybody needs the toilet again and offer children the chance to sit down for a brief rest and a drink/snack.

15 minutes

Outdoor games – such as outdoor story telling incorporating movement and reaction times (En4/1, PE2/1.1). This will take place before the children return to the lesson allow an opportunity for play and some physical exercise to exert some energy.

20 minutes

Extended Re-walk route – split into two groups- roughly, 12-15, allow each group to lead part of the route using co-ordinates they have identified through map reading and show plants/trees they have already identified and possibly identify new ones, furthermore highlighting what they noticed about each one. This gives chance to check children’s knowledge and allow for group discussion on what has been found. Tally notes for each tree/plant will be checked to gather a group consensus on how many of each has been found. Incorporate a simple form of orienteering, at each co-ordinate on the map there will be a letter to find, these letters can be changed to suit the school which is partaking in the activity day as it will spell the name of their school, however they will have to rearrange the letters to create the word at the end of the task (Ma4/3.3, En4/1).

30 minutes

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Debrief activity – regroup in courtyard area but keep children in their set groups. Using their findings from their exploration the children will be tasked with matching the description of trees to the names of them. A2 sheets of paper will have cut outs of tree names and descriptions and the students will need to move these around to match them up (En4/1).

15 minutes

Lunch break – during this encourage children to discuss what they have found and learnt. Staff can try to extend these conversations by eliciting discussions on sustainability issues or links to other current topics the children are studying in school (En4/1).

30 minutes

Discussion/reflection task – groups of 4/5 discuss 3 key things they have learnt from activity day and highlight one key area they’d like to research further, feedback to group/teachers (En4/1).

10 minutes

Learning Outcomes:

All students will understand/know/be able to… Learn how to use a map to navigate a given area.

Identify trees and plants on the campus using a picture and description given in a resource.

Present their findings to the rest of the group after the activity.

Identify potential Risks/Hazards of the activity.

Most students will understand/know/be able to… Confidently use a map to independently navigate a given area.

Suggest how to manage identified Risks/Hazards.

Some students will understand/know/be able to… Identify some common British trees using just a description.

Show that they can lead a group of their peers in a set activity.

Links to future lessons: Potential tasks:

Art Use drawings and leaves from the activity to inform art projects on trees – i.e. creating 3D trees using clay or other materials (Ar2/1.2).

Maths Use information gathered on trees to develop data analysis and presentation skills – i.e. create graphs

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demonstrating information on the trees they found (Ma4/2.1).

English Use the information they have gathered from the experience to write a story about their experience (En4/1).

36