Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Abstract

27The relationship between child health, wellbeing and education demonstrates that healthier and 28 happier children achieve higher educational attainment. An engaging curriculum that facilitates 29 children in achieving their academic potential has strong implications for educational outcomes, 30 future employment prospects and health and wellbeing during adulthood. Outdoor learning is a 31 pedagogical approach used to enrich learning, enhance school engagement and improve pupil health 32 and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised 33 beyond the early years by education inspectorates. This requires evidence into its acceptability from 34 those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' 35 views and experiences of an outdoor learning programme within the key stage two curriculum (ages 36 9-11). We examine the process of implementation to offer case study evidence through 1:1 interviews 37 with headteachers (n=3) and teachers (n=10) and focus groups with pupils aged 9-11 (n=10) from 38 three primary schools. Interviews and focus groups were conducted at baseline and six months into 39 implementation. Schools introduced regular outdoor learning within the curriculum. This study found 40 a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in 41 pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health 42 and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing 43 work were barriers to implementation, in addition to safety concerns, resources and teacher 44 confidence. Participants supported outdoor learning as a curriculum-based programme for older 45 primary school pupils. However, embedding outdoor learning within the curriculum requires 46 education inspectorates to place higher value on this approach in achieving curricular aims, alongside 47 greater acknowledgment of the wider benefits to children which current measurements do not 48 capture. 49 50 3 51

Outdoor Education in the Perception of Polish Preschool Teachers: A Focus Group Study

“…However, financial issues related to organizing outdoor education are not unique to Polish kindergartens and schools. Similar challenges have been observed in studies conducted by other authors, for example, in South Wales (Marchant et al, 2019).…”

“…This viewpoint is supported by numerous studies that highlight the advantages of outdoor education for both children and teachers (Deschamps et al, 2022;Mann et al, 2022). Some teachers have mentioned increased job satisfaction, motivation, enjoyment, positive work atmosphere and well-being after conducting outdoor education (Fägerstam, 2014;Marchant et al, 2019).…”

“…Their statements revealed the need for more in-depth knowledge on outdoor learning topics (training, workshops) as well as the availability of materials (tools), ideas or good practices that would serve as inspiration for developing their own outdoor education methods. The question of training teachers and building their confidence is extensively discussed in the literature (Lochman, 2003;Marchant et al, 2019). Special attention is given to training that takes place not only indoors, but primarily in nature (King's College London.…”