Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision

MacQuarrie, Sarah

doi:10.1080/03004279.2016.1263968

Cited by 30 publications

(27 citation statements)

References 46 publications

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“…It's a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in outdoor sports and adventure activities.' School-based provision is where outdoor learning is used to support curriculum delivery and integrated into it (Fägerstam, 2014;Macquarrie, 2016;) and not as supplementary (Nicol, 2014) or seen as a privilege (Power et al, 2009). It can be integrated in all teaching and learning (Dolan, 2015) as regular rather than short term provision (Stern, Powell & Hill, 2014).…”

Section: You M a Y N O Tmentioning

confidence: 99%

“…Outdoor learning provides memorably relevant learning and authentic and contextualised opportunities to extend classroom-based learning (James & Williams, 2017;Karpinnen, 2012). There is evidence that where outdoor experiences are regarded as having inherent educational value and equivalence with classroom learning, outdoor learning can support curriculum delivery very effectively (Macquarrie, 2016;Maynard & Waters, 2007;Merewether, 2017). A regular programme as an intervention for 8-11 year olds has also been shown to improve achievement, particularly in reading (Quibbell, Charlton & Law, 2017) and mathematics (Harvey, Rankine & Jensen, 2017) adding to the evidence of the impact of residentials on attainment (Paul Hamlyn Foundation, 2015).…”

Section: School-based Outdoor Learningmentioning

confidence: 99%

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Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Prince

2018

Journal of Adventure Education and Outdoor Learning

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Section: You M a Y N O Tmentioning

confidence: 99%

Section: School-based Outdoor Learningmentioning

confidence: 99%

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Prince

2018

Journal of Adventure Education and Outdoor Learning

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“…Whilst research regarding the benefits of outdoor learning has examined cognitive, affective, interpersonal, social, physical health and behavioural impacts[11], there is a lack of research exploring the acceptability and mechanisms behind how outdoor learning can be effectively implemented on a regular basis by primary schools[34]. Furthermore, much of the literature aiming to gain the viewpoint of stakeholders has focussed solely on teachers and outdoor specialist staff [29,30,35,36], highlighting the lack of experiences cited by pupils.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2019

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

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“…In this study, teachers discussed feeling overburdened and initially viewing outdoor learning as an additional pressure. For outdoor learning to be successful, schools need to value it as a means of achieving curricular goals, not merely an add-on initiative or an activity in isolation to their teaching[22]. Indeed, research with teachers has suggested a clear focus on curriculum related benefits would encourage a higher uptake of outdoor learning[50].…”

Section: Discussionmentioning

confidence: 99%

“…Whilst research regarding the benefits of outdoor learning has examined cognitive, affective, interpersonal, social, physical health and behavioural impacts[21], there is a lack of research exploring the acceptability and mechanisms behind how outdoor learning can be effectively implemented on a regular basis by primary schools[22]. Furthermore, much of the literature aiming to gain the viewpoint of stakeholders has focussed solely on teachers and outdoor specialist staff [18, 19, 23, 24], highlighting the lack of experiences cited by pupils.…”

Section: Introductionmentioning

confidence: 99%

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

Marchant

Todd

Cooksey

et al. 2019

Preprint

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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

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Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision

Cited by 30 publications

References 46 publications

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

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

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

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