3-Prof Hawati-G1.-LOtC-Manifesto.pdf

Learning Outside the ClassroomMANIFESTO

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We believe that every young person should experiencethe world beyond the classroom as an essential part oflearning and personal development, whatever their age,ability or circumstances

Front cover image provided by Richard Revels (rspb-images.com)

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We define learning outside the classroom as:

The use of places other thanthe classroom for teaching and learning.

These, often the most memorable learningexperiences, help us to make sense of theworld around us by making links betweenfeelings and learning. They stay with us intoadulthood and affect our behaviour, lifestyleand work. They influence our values andthe decisions we make. They allow us totransfer learning experienced outside to theclassroom and vice versa.

There is only one thing morepainful than learning fromexperience and that is notlearning from experience.Archibald McLeish

All Saints C of E School performing their music with movement piece Salam Alekum at the South East Artsmark celebration event, June 2006. Photo: David McHugh. Provided by Arts Council England

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What we learn

As we are all aware, education is more than the acquisition of knowledge.Improving young peoples understanding,skills, values and personal developmentcan significantly enhance learning andachievement. Learning outside theclassroom is not an end in itself, rather, we see it as a vehicle to develop thecapacity to learn. It provides a frameworkfor learning that uses surroundings andcommunities outside the classroom. This enables young people to constructtheir own learning and live successfully in the world that surrounds them.

There is strong evidence that good qualitylearning outside the classroom adds muchvalue to classroom learning. It can lead to adeeper understanding of the concepts thatspan traditional subject boundaries andwhich are frequently difficult to teacheffectively using classroom methods alone.

It provides a context for learning in many areas: general and subject basedknowledge; thinking and problem-solvingskills; life skills such as co-operation andinterpersonal communication.

How we learn

Much has been learnt in recent years about how the brain works and the differentways in which we prefer to learn. Researchsuggests the need to re-engage learnerswith the world as they actually experienceit. This is often called experiential orauthentic learning.

In recent years teachers1 have beenexploring learning how to learn in order to raise achievement. What we see, hear,taste, touch, smell and do gives us sixmain pathways to learning. Young peopleare intensely curious and should be giventhe opportunity to explore the world around them.

The potential for learning is maximised ifwe use the powerful combination ofphysical, visual and naturalistic ways oflearning as well as our linguistic andmathematical intelligence.

It is clear that to besuccessful and meaningful,better provision needs to bemade for learning throughexperience in the worldoutside the classroom.

What is our vision for young people about?

Learning outside the classroom is about raising achievement through anorganised, powerful approach to learningin which direct experience is of primeimportance. This is not only about what we learn but importantly howand where we learn.

1 We use teachers throughout this document to denote all those that lead and support learning outside

the classroom, for example, school support staff and practitioners in many different venues.



What are the educational benefits?

By helping young people apply theirknowledge across a range of challenges,learning outside the classroom buildsbridges between theory and reality,schools2 and communities, young people and their futures. Quality learningexperiences in real situations have thecapacity to raise achievement across arange of subjects and to develop betterpersonal and social skills.

When these experiences are well planned,safely managed and personalised to meetthe needs of every child they can:

Improve academic achievement.

Provide a bridge to higher order learning.

Develop skills and independence in awidening range of environments.

Make learning more engaging andrelevant to young people.

Develop active citizens and stewards of the environment.

Nurture creativity.

Provide opportunities for informallearning through play.

Reduce behaviour problems and improve attendance.

Stimulate, inspire and improvemotivation.

Develop the ability to deal with uncertainty.

Provide challenge and the opportunity to take acceptable levels of risk.

Improve young peoples attitudes to learning.

Giving young people responsibility forachieving these outcomes helps them tolearn from their successes and failures.Learning outside the classroom providessupport for many different curriculum areas.For example, all young people have anentitlement to do fieldwork as part of theirgeographical studies. Linked to thecurriculum, these activities provide directand relevant experiences that deepen andenrich learning.

How does this fit with key education priorities?

Learning outside the classroom provides apowerful route to the Every Child Mattersoutcomes, in particular enjoying andachieving, staying safe and being healthy.Much learning outside the classroom willtake place as part of programmes thatsupport personalised learning andcomplement the strategy for young people set out in Youth Matters.

When does learning outside theclassroom take place?

It can happen at any time in the normalschool day, before and after school, duringweekends and holidays.

Where does it take place?

The simple answer is that a wide range of environments can be used anywhereoutside the classroom.

2 The term schools is used throughout this document to denote education establishments, for example,

early years settings and Pupil Referral Units.


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Some commonly used places are:

The school grounds

These areas are a rich multi-faceted,learning resource on the doorstep. They offer excellent opportunities forboth formal and informal learning andplay. School buildings can also provide a useful resource for learning aboutenergy use and waste for example.

The local environment

The locality around school harbours a wealth of opportunities within walkingdistance. Learners can develop the skills to explore their local environment. This can enrich all areas of thecurriculum, for example through land and streetscapes, sites of specialscientific interest, heritage sites, placesof worship, theatres, live music eventsand involvement through citizenshipactivities like local volunteering projects.

Places further afield

As young people mature, they are able to gain confidence in and appreciatemore distant and challengingenvironments. For example, throughvisits to urban and rural places thatcontrast with their own environment:outdoor, field study and environmentalcentres; theatre workshops and places ofworship; farms and gardens; museumsand galleries; and places that reflect theworld of commerce and technology.These can be planned into all aspects of the curriculum and, by taking learnersout of their normal environment,stimulate curiosity and imagination.

Residential places

Staying away for a few days or more is apowerful way of developing key life skills,building confidence, self esteem,communication and team working. For instance, through staying at fieldstudy, outdoor and adventure centres;involvement in cultural and arts festivals;taking part in expeditions, summercamps and sports events, and throughcultural, language and fieldwork visits abroad.

Learning through Landscapes



Who should be involved?

A recent public consultation has highlighted the value of learning outside the classroom. This Manifesto can involve everyone whosees the benefits to young people. That means Government, headteachers,governors, teachers and support staff,parents3, local authorities, community andvoluntary organisations, curriculum subjectbodies, businesses and all those agenciesthat provide external support to schools.By working together, we can help all youngpeople to benefit, especially those whosecircumstances make it more difficult forthem to participate.

What is the purpose of our vision forlearning outside the classroom?

Our shared vision is open for anyone tosign up to schools, early years settings,youth groups, clubs, local authorities andchildrens services, parents, and youngpeople, and all those that support them.

Its purpose is to:

Act as a statement of common intentthat will make better use of our individualand collective resources.

Encourage more widespread use of educational opportunities outside the classroom.

Inspire schools and those organisations that support learning outside theclassroom to provide high qualityexperiences for all young people.

Set out a shared agenda for futureactivity, which recognises that realprogress will depend on the co-operationand collaboration of all signatories.

Make it easier for more organisationsand individuals to see how they can best contribute.

Inform the development of governmentpolicy.

Call on others in the public, private,voluntary and community sectors towork in partnership with us to deliver our aims.

3 Throughout this document, the term parents is used to denote parents and carers.

Image provided by the English Outdoor Council


How can you support learning outside the classroom?

We will offer learning experiences ofagreed high quality.

We will provide all young people with a wide range of experiences outside the classroom, including extendedschool activities and one or moreresidential visits.

We will make a strong case forlearning outside the classroom, so there is widespread appreciation of the unique contribution theseexperiences make to young peoples lives.

We will improve training andprofessional developmentopportunities for schools and the wider workforce.

We will better enable schools, local authorities and other keyorganisations to manage visits safely and efficiently.

We will provide easy access to information, knowledge, expertise, guidance and resources.

We will identify ways of engagingparents, carers and the widercommunity in learning outside the classroom.

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Endorsement

To begin with, we urge you to endorse and champion the Manifesto. As signatories you recognise the value of learning outside the classroom and,through this shared statement, seek topromote these values to others. You arecommitted to working in partnership with each other to achieve thesecollective priorities and do this for thebenefit of all young people now and inthe future. Signatories to this new andpowerful vision are coming together as a national body to take forward theactions set out below.

Pledges

Whatever your interest in learningoutside the classroom, the role of thisManifesto is to make a difference. So we ask you as an individual or anorganisation to pledge your support bymaking public the actions you intend totake. The partners that have helped drawup this Manifesto have made theirintentions clear by pledging action.

See the signatories and their pledges at www.teachernet.gov.uk/learningoutsidetheclassoomThe website provides details of how you can sign up and make your own pledge.

What actions will we, as signatories, take?

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Provide all young people with a widerange of experiences outside theclassroom, throughout their education 1

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All young people should haveregular and meaningfullearning experiences, whichare focused and enjoyable.

They should have well-planned activities, which provide a continuing and progressiveprogramme from 0-19 and allow them toparticipate in ways that are appropriate to their needs.

Childrens services, early years settings and schools have a central role in planninglearning outside the classroom into theirmanagement, curriculum, teaching andlearning, extended services andprofessional development. Those thatsupport these services are key to providingthe help, expertise and resources needed.

WE WILL

Provide inspiring activities that meet theneeds of all young people, whatever theirage, ability or background.

Ensure these activities offer first hand experience of the world outside the classroom, practical and relevantlearning and progression across key stages.

Provide a range of experiences that helpdevelop key life skills, including personal,learning, enquiry and thinking skills; andthat deepen and enrich subject learning.

Image provided by the Citizenship Foundation



Make the case for learning outside the classroom, so there is widespreadunderstanding and acceptance of theunique contribution these experiencesmake to young peoples lives2

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We strongly support theeducational case for learningoutside the classroom.

If all young people were given theseopportunities we believe it would make a significant contribution to raisingachievement in national curriculumsubjects, in the five outcomes of Every Child Matters and in the expectations of Sustainable Schoolswww.teachernet.gov.uk/sustainableschools.Research reports published by a number of bodies over recent years all carry similarstrong messages about the benefits.

Better access to published research wouldmake it easier to find the evidence topersuade others of the benefits. It wouldassist policy makers in government andelsewhere in identifying where furtherresearch would be valuable.

WE WILL

Continue to develop the evidence baseto support and guide the development of learning outside the classroom and to spread best practice nationally and internationally.

Support Action Research thatencourages teaching and non-teachingstaff and all those who support youngpeople between the ages of 0-19, toexplore differing approaches.

Develop communication tools for a range of audiences to promote thebenefits of learning outside theclassroom and highlight the contributionit can make to raising achievement.



Offer learning experiences of agreed high quality3

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Quality can be the defining factor influencingparticipation in learningoutside the classroom.

Activities have to be carefully planned. Well taught, they should extend learningbefore and after the event. Just asimportant as the quality of individualactivities, is planning learning outside the classroom into the curriculum, andteaching and learning more widely so that it can provide a regular and frequent dietfrom 0-19. In this way knowledge, skillsand understanding can be progressivelybuilt up.

The quality of leadership and management,curriculum, teaching and learning, healthand safety and equality of opportunityneeds to be monitored and evaluated.Working in partnership, schools, localauthorities and those that support them will be better able to provide high qualityexperiences. Agreed quality assurance,recognised and trusted by schools, will encourage more activity outside the classroom.

WE WILL

Work together to develop andacknowledge ways of assuring quality of provision and safety requirements.

Develop quality marks to signify high standards.

Work together to provide examples of a well-planned learning outside theclassroom curriculum with built incontinuity and progression.

Develop strategies to enable localauthorities to monitor quality and impact of learning outside the classroom.

Learning through Landscapes



Improve the quality and availability oftraining and professional developmentfor schools and the wider workforce4

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Many of those working with young peoplerecognise the benefits of out-of-classroomlearning experiences as an essential part ofteaching and learning; others feel they lackthe confidence, expertise or time toprepare and deliver such activities.

We want everyone involved to recognise the value oflearning outside the classroom.

Professional development needs to be fitfor purpose and relevant to the user, takingaccount of the roles of staff in schools,early years settings, local authorities andorganisations that provide opportunitiesand resources. We strongly endorse itsinclusion in Initial Training and in ContinuingProfessional Development.

WE WILL

Support practitioners to use learningoutside the classroom confidently and capably.

Develop accessible and well publicisedopportunities that meet the needs ofteachers and others at different stages in their careers.

We will work with training institutions and the Training and DevelopmentAgency for Schools to improve thequality and availability of training.

We will work together to provide newopportunities that build on existing goodquality provision, for example, EducationVisit Co-ordinators training.

We will work with appropriateorganisations to develop subject based and accredited provision.

Image provided by Bolton Museums and Archives and John Crossland (Past below Ground)



Support schools, early years settingsand local authorities to enable them to manage visits safely and efficiently5

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We applaud the expert work in keeping millionsof young people safe outside the classroomevery year. The educational benefits shouldremain the driving force for learning outside theclassroom. However, it is recognised that thereare potential hazards in school grounds and thewider environment and that there is a need totake appropriate action to manage risk whereverit might occur.

Responsibility for pupil safety mainly rests withthe school, which should ensure that staff havereceived appropriate training and that policiesand guidance are followed. The role of the localauthority, headteacher and Education Visits Co-ordinator is central to the sensiblemanagement of any risk.

It is also vital that youngpeople learn how to managechallenge and risk forthemselves in everydaysituations, so they becomeconfident and capable adults.

WE WILL

Keep safety management practical andproportionate, which includes keeping safety-related paperwork to the necessary minimum.

Produce clear guidance for keeping youngpeople and staff safe on visits.

Work together to encourage teachers andexternal providers to show clearly and simplyhow they meet health and safety standards,and share expertise and best practice.

Encourage the use of safety badges,showing that external providers managesafety appropriately, so schools can use themwithout seeking more detailed assurances.

Image provided by the Geographical Association,Action Plan for Geography



Provide schools, early years settings,local authorities and the wider workforcewith easy access to information,guidance and resources 6

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There are many sources of information,support, guidance, and resources availablein many different places. It can be difficultfor school staff to find what they need, andto judge whether what is offered will meetthe needs of pupils. Co-ordination at localor regional level can provide an invaluableservice to schools, helps reduceduplication of effort and brings providerstogether to offer more effective support.

Some local authorities andregions are already workingstrategically to providesupport to schools and other interested parties.

There are also examples of national on-line services. Good practice is also beingspread, for example, through subjectassociations and non-governmentalorganisations. This is helping more schools to be consistent in adopting safe standards.

WE WILL

Ensure school staff and others have easyaccess to the information, guidance andresources they need to prepare lessonsand to organise and lead activities.

Encourage partnerships that build thecapacity of schools and those thatsupport them.

Image provided by REonline/The Culham Institute



Identify ways of engaging parents,carers and the wider community inlearning outside the classroom activities 7

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Parents, carers andcommunity volunteers giveessential support and withoutthem many activities wouldnot take place.

Their contribution can greatly enrich the learningexperiences of pupils and bring added value tomany activities. This applies especially to off-site visits where schools may need extra adultsto supervise the number of pupils involved.Engaging parents and others, helps develop asense of community and spreads knowledgeand understanding of the value of learningoutside the classroom.

WE WILL

Work with others to communicate thebenefits to parents and the wider communityso that there is a greater understanding of itsvalue and importance and a greaterawareness of safety standards.

Encourage parents and carers to activelysupport learning outside the classroom andto get involved in organising and runningactivities including family learning activities.

Develop guidance for the community/voluntary sector.

Aspire to involve parents and carers intraining opportunities.

John Harris (reportdigital.co.uk)


Copies of this publication can be obtained from:

DfES PublicationsPO Box 5050Sherwood ParkAnnesleyNottingham NG15 ODJTel 0845 6022260Fax 0845 6033360Please quote ref: 04232-2006DOM-EN

ISBN: 978-1-84478-861-3

Crown Copyright 2006Published by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial research, education or training purposeson the condition that the source is acknowledged. For any other use please [email protected]

PPSLS/D35/1106/53


Documents

3-Prof Hawati-G1.-LOtC-Manifesto.pdf