Foundation Stage ages 3-5

Learning and play in school grounds /

local visits

KS1-KS2

Ages 5-11

Learning through the National Curriculum

Extended. Schools and study support

‘School Journey’

KS2

Age 11-19

Learning through NC and post 16

Extended Schools

/Study Support

Residential trips

abroad/ UK

Other activities for teenagers not school

initiated

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Every Child MattersEvery Child Matters

• The five outcomes for every child are:The five outcomes for every child are:– Be safeBe safe– Be healthyBe healthy– Enjoy and achieve through learningEnjoy and achieve through learning– Contribute to the communityContribute to the community– Achieve economic well beingAchieve economic well being

• Education outside the Classroom contributes to the 2Education outside the Classroom contributes to the 2ndnd, 3, 3rdrd and 4 and 4thth outcomes, through encouraging an active lifestyle, enriching and outcomes, through encouraging an active lifestyle, enriching and broadening learning experiences, encouraging volunteeringbroadening learning experiences, encouraging volunteering

• It also contributes indirectly to the first, by helping develop It also contributes indirectly to the first, by helping develop independence and the ability to make wise choices; and to the fifth, independence and the ability to make wise choices; and to the fifth, by promoting higher self esteem, self confidence and a positive by promoting higher self esteem, self confidence and a positive approach to learningapproach to learning

• New Children’s Trusts involving schools in local partnerships. New Children’s Trusts involving schools in local partnerships.

Foundation stage ages 3-5Foundation stage ages 3-5Developing Knowledge & Understanding of the world; Creative Developing Knowledge & Understanding of the world; Creative DevelopmentDevelopment

• Activities based on first hand experience that encourage exploring, Activities based on first hand experience that encourage exploring, observation, problem solving, prediction critical thinking, decision observation, problem solving, prediction critical thinking, decision making and discussionmaking and discussion

• An environment with a wide range of activities indoors and outdoors An environment with a wide range of activities indoors and outdoors that stimulate children’s interest and curiosity; and that children can that stimulate children’s interest and curiosity; and that children can respond to using a wide range of sensesrespond to using a wide range of senses

• Examples include:Examples include:– Finding caterpillars and drawing themFinding caterpillars and drawing them– See photographs of features in the local area and look out for them on See photographs of features in the local area and look out for them on

walkswalks– Looking at road signs and asking what they meanLooking at road signs and asking what they mean– Talking about different sizes & shapes of buildings on the way to the shopsTalking about different sizes & shapes of buildings on the way to the shops– Dancing through leaves on a windy dayDancing through leaves on a windy day– Watching ladybirds outside, making wings from red paper and pretending Watching ladybirds outside, making wings from red paper and pretending

to be a ladybirdto be a ladybird– Looking for clues at the local museum and finding out about different Looking for clues at the local museum and finding out about different

costumescostumes

Key Stages 1 & 2Key Stages 1 & 2Ages 5-11Ages 5-11• National Curriculum – using the world outside the classroom as a National Curriculum – using the world outside the classroom as a

resource for learningresource for learning

• Examples include:Examples include:– Exploring the natural and built environment through field work Exploring the natural and built environment through field work

in school grounds and the local area (e.g. parks, woodland, in school grounds and the local area (e.g. parks, woodland, coasts, streetscapes, places of worship) – geography, science, coasts, streetscapes, places of worship) – geography, science, history, REhistory, RE

– Understanding where food comes from through visits to farms Understanding where food comes from through visits to farms and allotments; growing fruit, herbs & vegetables in the school and allotments; growing fruit, herbs & vegetables in the school grounds – geography, citizenship, food technologygrounds – geography, citizenship, food technology

– Understanding art and culture from around the world through Understanding art and culture from around the world through paintings & artefacts at museums/galleries – art & design, paintings & artefacts at museums/galleries – art & design, design & technology, creativity, global citizenshipdesign & technology, creativity, global citizenship

Extended Schools & Study Extended Schools & Study Support – all Key StagesSupport – all Key Stages• Extended schools commitment – Extended schools commitment – • Study support links activities outside school hours Study support links activities outside school hours

to achievement, for example Playing for Success, to achievement, for example Playing for Success, using football to raise standards in literacy and using football to raise standards in literacy and numeracynumeracy

• Many schools offer a variety of clubs after school Many schools offer a variety of clubs after school – either directly linked to the curriculum (e.g. – either directly linked to the curriculum (e.g. science, music, drama, gymnastics); special science, music, drama, gymnastics); special interest (e.g. cooking, gardening, archaeology)interest (e.g. cooking, gardening, archaeology)

• For older pupils, many also participate in For older pupils, many also participate in community volunteering, sporting competitions community volunteering, sporting competitions and award schemes such as Duke of Edinburghand award schemes such as Duke of Edinburgh

Key Stages 1 & 2Key Stages 1 & 2The School JourneyThe School Journey

• Traditionally pupils at the end of year 6 Traditionally pupils at the end of year 6 spend several days on a residential spend several days on a residential experienceexperience

• 86% of primaries offer this to their pupils 86% of primaries offer this to their pupils according to DfES survey of 900 schools in according to DfES survey of 900 schools in 20042004

• Most popular are outdoor activities – building Most popular are outdoor activities – building teamwork, self esteem and problem solving teamwork, self esteem and problem solving skills, as well as promoting independence skills, as well as promoting independence

Youth MattersYouth Matters• Improved outcomes - being healthy, staying safe, enjoying Improved outcomes - being healthy, staying safe, enjoying

and achieving, making a positive contribution, and achieving and achieving, making a positive contribution, and achieving economic well-being - for economic well-being - for allall young people – but with a young people – but with a particular focus on young people who are disadvantaged.particular focus on young people who are disadvantaged.

• We want young people to have:We want young people to have:• more things to do and places to go in their local area – and more more things to do and places to go in their local area – and more

choice and influence over what is available;choice and influence over what is available;• more opportunities to volunteer and to make a contribution to their more opportunities to volunteer and to make a contribution to their

local community, building on the work of the Russell Commission;local community, building on the work of the Russell Commission;• better information, advice and guidance about issues that matter to better information, advice and guidance about issues that matter to

them, delivered in the way they want to receive it;them, delivered in the way they want to receive it;• better support when they need extra help to deal with problems.better support when they need extra help to deal with problems.

• National standards for the activities that should be available National standards for the activities that should be available for young people including sport, organised activities, and for young people including sport, organised activities, and volunteering. volunteering.

• Children’s Trusts drawing together activity – directory of local Children’s Trusts drawing together activity – directory of local activityactivity

Key Stages 3 & 4; post 16Key Stages 3 & 4; post 16Ages 11-19Ages 11-19

• Learning through the National Curriculum, Learning through the National Curriculum, for example:for example:– Geography and science field studyGeography and science field study– Art & Design/Design & technology visits to Art & Design/Design & technology visits to

museums, galleries, industrial sitesmuseums, galleries, industrial sites– Music/Drama visits to concerts & theatresMusic/Drama visits to concerts & theatres– History/RE visits to heritage sites/places of History/RE visits to heritage sites/places of

worshipworship– Sporting competitions & festivals; outdoor & Sporting competitions & festivals; outdoor &

adventurous activity as part of PE/sportadventurous activity as part of PE/sport

Residential visits – UK & Residential visits – UK & AbroadAbroad• 99% of secondary schools offer residential 99% of secondary schools offer residential

visits to their pupils; generally they offer a visits to their pupils; generally they offer a wider range of more frequent opportunities wider range of more frequent opportunities than primary schools – averaging 5 a yearthan primary schools – averaging 5 a year

• Outdoor education was again the most popular Outdoor education was again the most popular

• More than half also offer study trips, cultural More than half also offer study trips, cultural visits abroad & in the UK, foreign language visits abroad & in the UK, foreign language exchanges and sports tours in the UK & abroadexchanges and sports tours in the UK & abroad