Upload
lindsay-ipson
View
221
Download
2
Embed Size (px)
Citation preview
Educational Visits,
Learning Outside The Classroom,
Outdoor Learning,
Outdoor Education,
Adventure Education,
Outdoor Play
Group task: Why do we organise educational visits?
What are the benefits of visits?
As a group, write them in bullet point or mind map format on flipchart paper.
Be ready to share key points with the other groups.
Core Messages
• Educational visits, Outdoor Education, Learning Outside the Classroom etc should be embedded within and across the curriculum to provide opportunities to deliver core curriculum content which can be reinforced and extended back in the classroom
Core Messages
• For all settings an holistic approach to Educational Visits or Outdoor Education will provide powerful pathways to deliver the 5 Every Child Matters Outcomes
Core Messages
• Outdoor Education can provide amongst the most memorable of experiences. It therefore can make sense to deliver key learning outcomes through these experiences.
• The ‘Heineken’ effect! : Educational visits have impact not easily achieved through other means
• Clear aims are the first stage in risk management
Messages our children absorb
• Nature is in the past – it probably doesn’t count anyway
• The future is in computers and electronics
• The bogeyman lives in the woods
“Because if you just read stuff out of a book, it’s not really enjoyable and you don’t
really remember it. But if you go there then you’ll enjoy yourself, you’ll have great
fun and it’ll stick in your mind”
(Secondary School student).
“It’s noisy in the classroom and it’s hard to concentrate, sometimes I would
pretend to go to the toilet just to get out, get fresh air and move my body”
(Sasha, aged 8).
“I’d say that you learn mostly how to interact with different kinds of people and are
open to different ideas. You learn how to cooperate well with others who share and
don’t share the same opinions as you”
(Teo, aged 14).
“I feel better about myself. I think that I can do more and I’m proud of myself”
(Rachel, aged 13).
“Before we went on the trip . . . I didn’t really care about like people moving into
houses and building stuff. But I’ve like realised like cos . . . when we saw the
wildlife what would be damaged if they blitz that. And before I didn’t really care but
it has changed my view”
(Secondary School student).
Five areas of child development:
• Cognitive• Physical• Social• Emotional • Personal
Source: DCSF
Task
A member of staff submits a visit form with vague aims. The venue is the local zoo.
In small groups discuss how you could encourage/challenge the visit leader to further develop the learning opportunities.
• Cognitive• Physical• Social• Emotional • Personal
Comfort Zone
The area where the most powerful learning takes place
Challenge: cognitive, physical, social, emotional, personal
Ten Outcomes:
• Enjoyment/Fulfilment
• Confidence
• Social Awareness
• Activity Awareness
• Activity Skills
• Personal Qualities
• Key Skills
• Health and Fitness
• Motivation for Learning
• Broadened Horizons
Critical Questions
• How does the planned activity contribute to the young person’s educational development and the bigger picture?
• What are the planned learning outcomes?
• Is the evaluation criteria clear?
• How effectively will young people be able to demonstrate their learning outcomes?
Every Child Matters(Applies across Children Services)
• Stay Safe • Be Healthy• Enjoy and Achieve• Achieve Economic Well Being • Make a Positive Contribution
Encourage Physical Activity Build Confidence Develop emotional intelligence Encourage healthy eating Take responsibility for self &
others Foster independence Re connect with the natural
environment Through recreation (re-creation) re energise & refresh Support emotional well being
Understand and manage risk Learn to assess risk Build self-confidence Increase self-esteem Understand others Challenge negative behaviour Respect for natural environment Develop skills of safe movement in new environments Residentials providing respite
and space to change
Offering multi sensory experiences Learning in new ways Experiences that complement
and reinforce other learning Develops positive attitudes Accreditation of achievement Positive participation in outdoor activities Opportunities for review & reflection Stimulates awe & wonder Develops key skills Develops unique personal
qualities
Achieving success Awareness of social interaction Teamwork development Encouraging decision-making Developing problem solving
skills Encourages creative thinking Developing Leadership Take responsibility for the environment Pushing boundaries Developing a volunteering culture
Assist reintegration of Young People at risk of exclusion
Provision for 16+ Young People Provides for a broad and balanced curriculum Helps make sustainable lifestyle choices Develops skills for life & work Provision for work experience Provides volunteering opportunities Encourages enterprise Supports FE and career develop-
ment
Rochdale Metropolitan Borough Council– Educational Visits
Learning Outdoors and Towards a More Sustainable Future for all Young People
Every Child Matters
Be Healthy Stay Safe Enjoy And Achieve
Make a Positive Contribution
Achieve Economic Well-Being
Phy
sica
lly H
eal
thy
Me
ntal
ly a
nd E
mo
tiona
lly H
eal
thy
Se
xual
ly H
eal
thy
He
alth
y L
ifest
yle
s
Cho
se n
ot t
o ta
ke I
lleg
al D
rugs
Saf
e fr
om a
ccid
ent
al in
jury
and
de
ath
Saf
e fr
om m
altr
eat
me
nt, n
eg
lect
, vio
lenc
e a
nd
sexu
al e
xplo
itatio
n
Saf
e fr
om c
rime
and
ant
i so
cial
be
havi
our
in a
nd
out
of
scho
ol
Saf
e fr
om B
ully
ing
and
dis
crim
inat
ion
Hav
e s
ecu
rity,
sta
bili
ty a
nd a
re c
are
d fo
r
Re
ady
for
Sch
oo
l
Atte
nd a
nd E
njo
y S
choo
l
Ach
ieve
str
etc
hing
nat
iona
l ed
ucat
iona
l sta
n-d
ard
s at
prim
ary
scho
ol
Ach
ieve
pe
rso
nal a
nd s
oci
al d
eve
lop
me
nt a
nd
enj
oy
recr
eat
ion
Ach
ieve
Eng
age
in d
ecis
ion
mak
ing
and
sup
po
rt th
e
com
mun
ity a
nd e
nviro
nme
nt
Eng
age
in la
w a
bid
ing
bad
pos
itive
be
havi
our
in
and
out
of
scho
ol
De
velo
p p
ositi
ve r
ela
tions
hip
s an
d c
hose
no
t to
bul
ly a
nd d
iscr
imin
ate
De
velo
p s
elf
conf
ide
nce
and
suc
cess
fully
de
al
with
sig
nific
ant l
ife c
hang
es a
nd c
halle
nge
s
De
velo
p e
nte
rpris
ing
be
havi
our
Eng
age
in f
urth
er
ed
ucat
ion,
em
plo
yme
nt o
r tr
ain
ing
on
leav
ing
sch
ool
Re
ady
for
em
plo
yme
nt
Liv
e in
de
cent
ho
mes
and
com
mun
itie
s
Acc
ess
to tr
ansp
ort
and
mat
eria
l go
ods
Liv
e in
ho
use
hold
s fr
ee
fro
m lo
w in
com
e
ROCHDALE MBC
Audit of Outdoor Learning On site Walking
distance Involving the use of transport
Involving an
overnight stay
Involving adventure
Involving travel
abroad
Post 16
14 – 16
11 - 14
7-11
5 – 7
0 to 5
Ofsted Report: “Learning Outside the Classroom –How far should you go?”
• Learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.
• Teachers should be able to teach in contexts other than the classroom.
(Robin Hammerton HMI 2008)
“Memorable activities led to
memorable learning.”
“The place where activities happened
often added to the value.”
Ofsted Report: “Learning Outside the Classroom –How far should you go?”
• Some strategies e.g. numeracy and literacy are straight jackets to other experiences.
• Even when LOtC is not delivered to a high standard, it can still be a positive experience.
• Very often, the standard in ex-curricular activities is better than in lessons.
(Robin Hammerton HMI 2008)
Ofsted Report/LOtC Out and About Launch 2008
• Our approach to education has been battery farming young people instead of free range.
(Kevin Brennan MP)
• You can’t learn about the outside if you are on the inside. (Mick Waters QCA)
• A week’s residential is worth a term in school. (Tim Brighouse)
Findings of the Ofsted report
• While schools felt they knew the value of LOtC activity, few evaluated this rigorously.
• Classroom observations but few LOtC observations.
• Few schools analysed value for money within LOtC activity.
• Ensure curriculum planning includes well structured opportunities for all learners to engage in LOtC.
• Ensure equal and full access for all learners to LOtC by monitoring participation and removing any barriers.
Recommendations for schools
• Evaluate the quality of LOtC to ensure that it has maximum impact.
Recommendations for schools