Outdoor Learning: Impacts on Key Stage Two Practice

Northern Irish Educators’ Perceptions and Attitudes towards

Outdoor Learning: Impacts on Key Stage Two Practice.

Hannah Barnes

B.Ed. Primary Dissertation

4th May 2017

I

DISSERTATION DECLARATION

I hereby declare that with effect from the date on which the dissertation is deposited in the

library of Stranmillis University College, I permit the Librarian to allow the dissertation to be

copied in part or in whole without reference to me on the understanding that such authority

applies to single copies for purposes of research and private study and normal conditions of

acknowledgement are followed.

Signed: Hannah Barnes

Date: 4th May 2017

II

Northern Irish Educators’ Perceptions and Attitudes towards

Outdoor Learning: Impacts on Key Stage Two Practice.

by

Hannah Barnes

40105442

This study is submitted in part fulfilment of the requirements of the

Bachelor of Education (Hons) of the Queen’s University of Belfast.

Stranmillis University College: A college of Queen’s University Belfast

4th May 2017

III

ABSTRACT

_______________________________________________________________________

Outdoor learning is a phenomenon which has come in and out of fashion throughout the

history of education. The benefits of this pedagogy have recently been studied by Roberston

(2014), the Royal Society for the Protection of Birds (RSPB) (2010) and Rickinson et al.

(2004), amongst many others. Rarely, however, have the perceptions and attitudes towards

outdoor learning been studied in relation to Northern Ireland (NI) or specifically to Key

Stage Two (KS2) pupils. In light of this, this study sought to determine how educators in KS2

perceive outdoor learning and the value which they place on it, especially during a stage of

education which is becoming increasingly pressurised by standardised testing. Furthermore,

the study also intended to discover what other influences impact the extent of outdoor

learning in KS2.

These objectives were achieved through a mixed methodological approach composed of: (i)

semi-structured interviews of KS2 teachers (n=6) and outdoor practitioners (n=2); (ii)

questionnaires completed by trainee teachers (n=24) who have chosen KS2 as an

educational phase of specialism; and (iii) questionnaires completed by teachers of

Foundation Stage (FS) and Key Stage One (KS1) classes (n=16).

Findings from across the sets of respondents illustrate that there is reduced frequency of

outdoor learning from FS/KS1 to KS2. However, there was difficulty determining the extent

of this in KS2. Whilst none of the KS2 teachers felt this was a result of their confidence levels

or the value they place on outdoor learning, both of which are seemingly high, there was

some evidence throughout their interviews and other participants’ responses that there are

attitudinal barriers, or mind-set issues, to overcome. Instead, however, the participants

cited time-constraints and the NI Curriculum (2007) as the main reasons why outdoor

learning is not utilised more often in KS2. In fact, the curriculum is a key example of the

limited support that KS2 educators receive, and this was a general theme deduced

throughout this research.

The study concludes with recommendations for the future, including the need for additional

research into the perceptions of outdoor learning in KS2 amongst Senior Management in

primary schools and the Council for the Curriculum, Examinations and Assessment (CCEA),

and a more in-depth study of educators’ interest in the outdoors as a matter of significant

influence upon their practices. Additionally, in line with the results and support provisions

that the participants felt would be helpful, this study suggests that there must be a more

inclusive approach taken to outdoor learning during Initial Teacher Training (ITT). This has

the ability to help construct respect and knowledge of the benefits of outdoor learning in

KS2 in order to enable and encourage teachers to facilitate outdoor learning as a valued

academic pedagogy.

IV

ACKNOWLEDGMENTS

_______________________________________________________________________

The researcher would like to express her sincere appreciation to a number of people for

their help in completing this undergraduate dissertation. Firstly, this gratitude extends to

the teachers, outdoor practitioners and trainee teachers who willingly gave up their time to

participate in the study. Without their dedication, passion for education and kindness this

would not have been possible. Secondly, the researcher would like to thank Dr. Richard

Greenwood for his insight and guidance over the past months. Finally, to my family who

have been a network of support and encouragement throughout this dissertation.

V

CONTENTS

_______________________________________________________________________

Dissertation Declaration Form ………………………………………………………………….………...…..i

Title Page …………………………………………………………………………………….…………….……………ii

Abstract ……………………………………………………………………………….…………………………….….iii

Acknowledgements …………………………………………………………………………….………….………iv

Contents ………..……………………………………………………………………………………….…….….…….v

List of Figures ………………………………………………………………………………………….………….....1

List of Tables ..…………………………………………………………………………………………………………3

1.0 Chapter One: Introduction ..……………………………………………………………………….……..4

2.0 Chapter Two: Literature Review …………...………………………………………………….………6

2.1 Trends in Outdoor Learning …………………………………………………………………..6

2.2 Outdoor Learning in Northern Ireland …………………………………………………..6

2.3 Outdoor Learning within Key Stage Two ……………………………………………….7

2.4 Educators’ Perceptions, and their Influences, of Outdoor Learning ………8

2.5 Overcoming Negative Perceptions and a Lack of Practice ……………….…..10

2.6 Conclusion and Research Questions …………………………………………………….11

3.0 Chapter Three: Methodology……..……………………………………………………………………13

3.1 Data Collection ………………………………………………………………………………..….13

3.2 Sample ………………………………………………………………………………………….…….15

3.3 Data Analysis ………………………………………………………………………………….…..16

3.4 Ethical Considerations …………………………………………………………………..…...17

4.0 Chapter Four: Presentation of Results………..…………………………………………………..18

4.1 Key findings from KS2 Educators’ Interviews ………………………………………18

4.2 Key findings from Trainee Teachers’ Questionnaires ………………….……….26

4.3 Key findings from FS/KS1 Teachers’ Questionnaires …………………………….34

5.0 Chapter Five: Analysis and Discussion………………………………………………………........40

VI

5.1 To what extent is outdoor learning utilised within KS2 practices as an approach to

education? ……………………………………………………………………………………………..…40

5.2 Is the extent of outdoor learning related to educators’ perceptions of outdoor

learning in KS2? ………………………………………………………………………………..………41

5.3 What do educators regard as their influences that prevent or encourage the

utilisation of outdoor learning in KS2? ……………………………………….…………….42

5.4 How can the provision of outdoor learning in KS2 increase and/or improve?

…………………………………………………………………………………………………………………45

6.0 Chapter Six: Conclusion and Recommendations ………………………..………………….47

6.1 Key Findings …………………………………………………….……………………….……….47

6.2 Limitations …..……………………………………………………….……………………….....48

6.3 Recommendations …………………………………………….………………………………49

Reference List …………………………………………………………………………………………………….50

Appendices …………………………………………………………………………………………………………56

Appendix 1: Stranmillis University College Ethics Form ……………………………………….57

Appendix 2: Invitation to Participate in Research for Key Stage Two Teachers ……59

Appendix 3: Invitation to Participate in Research for Outdoor Practitioners .........61

Appendix 4: Interview Questions for Key Stage Two Teachers …………………….........63

Appendix 5: Interview Questions for Outdoor Practitioners …………………………..…..67

Appendix 6: Semi-structured Interview Resource ……………………………………….………72

Appendix 7: Questionnaires for BEd Primary Trainee Teachers ……………..…….……..74

Appendix 8: Questionnaires for Foundation Stage or Key Stage One Teachers ……79

Appendix 9: Transcriptions of Interviews …………………………………………………………….83

1

FIGURES

_______________________________________________________________________

Figure Number Title of Figure Page Number

1 KS2 Educators’ Amount of Teaching Experience and

Gender

18

2 The Extent to which KS2 Educators Facilitate Outdoor

Learning

19

3 KS2 Educators’ Perceptions of whether or not there is

a Difference in the Extent of Outdoor Learning in KS2

and FS/KS1

19

4 KS2 Educators’ Levels of Satisfaction of an Outdoor

Learning

20

5 KS2 Educators’ Experience and their Perceptions of

the Importance of Outdoor Learning in KS2

20

6 KS2 Educators’ Experience and Levels of Confidence in

Teaching Outdoor Learning in KS2

21

7 KS2 Educators’ Perceptions of Influences that Reduce

the Extent of Outdoor Learning

22

8 Positive Personal and Professional Influences on KS2

Educators’ Perceptions of Outdoor Learning

23

9 Negative Personal and Professional Influences on KS2

Educators’ Perceptions of Outdoor Learning

24

10 Support Strategies that KS2 Educators would benefit

from to Improve/Increase Outdoor Learning in KS2

25

11 Gender of the Participating BEd Primary Trainee

Teachers

26

12 Trainee Teachers’ Observations of the Extent of

Outdoor Learning in FS/KS1

26

13 Trainee Teachers’ Observations of the Extent of

Outdoor Learning in KS2

26

14 Trainee Teachers’ Experiences of Teaching a KS2

Outdoor Lesson

27

15 Trainee Teachers’ Levels of Satisfaction of an Outdoor

Lesson

27

16 Trainee Teachers’ Perceptions of the Importance of


28

17 Trainee Teachers’ Confidence in Various Aspects of


28

18 Trainee Teachers’ Levels of Confidence and

Satisfaction of their Training in Outdoor Learning

29

2

19 Trainee Teachers’ Perceptions of KS2 Influences that

Reduce the Extent of Outdoor Learning

29

20 Trainee Teachers’ Perceptions of the Challenges of


30

21 Trainee Teachers’ Perceptions of Influences that

Impact the Extent of Outdoor Learning in KS2

30

22 Positive Personal and Professional Influences on

Trainee Teachers’ Perceptions of Outdoor Learning

31

23 Negative Personal and Professional Influences on

Trainee Teachers’ Perceptions of Outdoor Learning

31

24 Trainee Teachers that will Occasionally or Often Teach


32

25 Support Strategies that Trainee Teachers would

benefit from to Improve and/or Increase Outdoor

Learning in KS2

32

26 Further Support Strategies that Trainee Teachers

would benefit from to Improve and/or Increase


33

27 The Key Stages in which the FS and KS1 Teachers

Currently Teach

34

28 FS and KS1 Teachers’ Amount of Teaching Experience

and Experiences of Teaching in KS2

34

29 FS and KS1 Teachers’ Levels of Satisfaction of an

Outdoor Lesson

35

30 FS and KS1 Teachers’ Perceptions of KS2 Influences

that Reduce the Extent of Outdoor Learning

36

31 FS and KS1 Teachers’ Perceptions of Other KS2

Influences that Reduce the Extent of Outdoor

Learning

36

32 FS and KS1 Teachers’ Perceptions of the Importance

of Outdoor Learning in FS/KS1 and KS2

37

33 FS and KS1 Teachers’ Perceptions of the Levels of

Support from Schools and Parents for Outdoor

Learning in KS2

37

34 Provisions within Schools that Support Outdoor

Learning

39

35 FS and KS1 Teachers’ Suggestions on how to Improve

and/or Increase Outdoor Learning in KS2

39

3

TABLES

_______________________________________________________________________

Table Number Title of Table Page Number

1 KS2 Educators’ Ranking of the Influence of Barriers to

Outdoor Learning

22

2 Reasons why Schools and Parents may or may not

Support Outdoor Learning in KS2

38

4

1.0 CHAPTER ONE: INTRODUCTION

_______________________________________________________________________

Following an influential review by Rickinson et al. (2004) of the substantial demise of

outdoor learning in English schools, the Department for Education and Skills’ (DfES) (2006)

Learning Outside the Classroom (LOtC) Manifesto called for all young people to learn and

develop by experiencing the world beyond an educational building. The benefits were clear:

increased achievement and enhanced personal and social skills for all children. Whilst this

renewed some interest in learning outdoors it also re-established schools’ role in integrating

outdoor environments with education.

Despite the criticism by Beames et al. (2012) that outdoor practitioners are not users of the

curriculum, and therefore offer little understanding of outdoor learning in education, they

are not beyond the responsibilities of the DfES’ (2006) Manifesto. For this reason, and to

address the risks of underrepresentation as recognised by Passy and Waite (2011), as cited

in Waite (2011), this study will include the perceptions of outdoor learning of both teachers

and outdoor practitioners.

Furthermore, whilst it would be relatively easy to determine the impact that the Manifesto

had on the extent of outdoor learning in each province of the United Kingdom (UK), such

statistics are rarely specific to Northern Ireland (NI). Moreover, the National Association for

Environmental Education (NAEE) (2016) argue that the studies on outdoor learning are

often specific to 11-14 year olds. Consequently, explicit insights are amiss for other age

groups such as Key Stage Two (KS2) pupils.

To some extent Rickinson et al. (2004) acknowledge these limitations, calling for UK-based

research on educators’ ideas of, and the extent of, outdoor learning. Therefore this study

aims to address the research-requirements of poor representation and limited extent by

providing critical insight from a variety of Northern Irish educators, about the pre-

adolescent age group. This will entail researching: (i) the extent of outdoor learning; (ii) how

this is impacted by educators’ perceptions and influences over outdoor learning; and (iii)

their suggestions on how to increase outdoor learning in KS2.

5

In line with the guidance provided by Bilton and Crook (2016), this study will reference

outdoor learning as an ‘umbrella term’ that encompasses all learning which takes place

outdoors.

6

2.0 CHAPTER TWO: LITERATURE REVIEW

_______________________________________________________________________

2.1 Trends in Outdoor Learning

Unfortunately the current interest in outdoor learning seems to be part of a trend, first

noticed during the 19th century (Dewey, 1896; Rice, 1888): outdoor learning builds

momentum but rather than becoming integrated into the education system is deprioritised.

Quay and Seaman (2013) cleverly propose this is as a result of an educational war between

‘pedagogy versus curriculum, constructivist versus didactic teaching and emergent versus

standardised curricula’ (p.7). However, as Beames et al. (2012) rightly declare, it is not about

indoor versus outdoor learning. Such declarations highlight a progression in attitudes

because as recently as 1987, Bruce confirmed there was a ‘bizarre assumption’ (p.55) that

indoor knowledge was more effective than that gained outdoors. This assumption was

similarly criticised by the respected theorist Dewey (1938). Nonetheless, the assumptions

prevailed (Beames et al., 2012) and Dewey’s and Bruce’s writings remained unpopular

attempts to reform education.

2.2 Outdoor Learning in Northern Ireland

According to the Education and Training Inspectorate (ETI) (2010) and General Teaching

Council for NI (2011) it is a requirement that teachers in NI provide a range of out-of-the

classroom experiences, including visits to outdoor centres. Fortunately there are various,

albeit dwindling, centres across NI, some of which even have LOtC Quality Badges.

Therefore, seemingly teachers in NI have the support of outdoor specialists.

Furthermore, Foster (as cited in Sport NI, 2014) clarifies that NI is rich in natural resources

and landscapes which have the potential to be maximised through outdoor activities.

However, such comments were promotional of NI and not focused on education. This

perhaps suggests that the support for educators using the outdoors is not yet a government

priority.

A further challenge is the deficit in NI’s evidence-base regarding outdoor learning. Louv’s

(2005) investigations imply such deficits are due to the commercial reality that lower value

is placed on outdoor activities and so finding finance for research is problematic.

7

2.3 Outdoor Learning within Key Stage Two

As a consequence of a research-deficit in NI, studies of a wider geographical area need to be

considered in relation to outdoor learning in KS2. Interestingly, there is evidence that the

extent of outdoor learning declines from Foundation Stage (FS) to KS1 (Waite, 2010) and

further again at KS2, despite DfES (2006) affirming outdoor learning as essential for all ages.

In fact, fairly recent statistics from across Scotland show that when pupils are in P1-P4 the

school grounds are used frequently by 66% of the schools surveyed (Christie et al., 2014).

However this drops to 58% during P5-P7. Whilst this may not be striking, Scottish schools

are the current leaders in UK outdoor learning.

However, perhaps more alarmingly, an online survey which has the benefit of anonymity,

found 80% of FS is spent outside, compared to less than 10% at KS2 (Morton, 2012). This

corresponds more readily with Waite’s (2010) result that 80% of KS2 pupils from 56 schools

experience the curriculum, except Physical Education, outside only a few times each term.

These sub-trends may be the result of the fact that outdoor learning is frequently described

as a necessity for early years education, rather than a necessity of all primary school

children. This is evident in Knight’s (2009) and Davies and Elliott’s (2004) work.

Other complications include greater autonomy of the curriculum in FS (Waite, 2011b), play

opportunities (PlayBoard, 2008), a wider range of resources for FS than KS2 (Beames et al.,

2012) and a government focus on the core subjects, thereby relegating outdoor ideologies

(Sedgwick, 2012) in favour of standardised testing.

In contrast, the House of Commons’ Children, Schools and Families Committee (2010) state

that learning outside-the-classroom (notably this is any practice beyond the classroom) is

strongest at KS2. However they later explain this as a burst of outdoor practices after

standardised testing, thereby reinforcing the position outlined above. Nonetheless, the

prejudice in favour of standardised tests can be disregarded upon reflection on studies

including those by the National Environmental Education and Training Foundation (2000)

which provide evidence that performances in Mathematics and Literacy improve when

outdoors. More recently, Dismore and Bailey (2005) completed a larger study of

approximately 700 KS2 pupils in England and found matching results. Despite this, the

8

Council for the Curriculum, Examinations and Assessment (CCEA) (2005) recognise that

guidance on how to achieve this is limited to FS in NI.

One exception to the limited supply of research on Northern Irish KS2 children, is a face-to-

face, three-year study of 1200 8-12 year olds (Royal Society for the Protection of Birds

(RSPB), 2013). The results show that only 25% of these KS2 children living in NI had a

connection with nature. Whilst this was the second highest rating compared to other

provinces of the UK, only 112 of the interviewees were from NI, and therefore its

conclusions may not be completely representative.

Furthermore, even the fundamental Curriculum of NI is discouraging as outdoor learning is

only promoted once in the KS1 and KS2 curriculum (CCEA, 2007). Less surprisingly it appears

under Physical Education and it is much less frequent when compared to FS requirements.

This lack of consideration, without any explanation, at an official level could perhaps be a

reason why outdoor learning apparently diminishes as pupils age. Similarly, the DfES’

Manifesto (2006) also lacks statutory status, again indicating that there is actually a lack of

support from significant educationalists and government.

2.4 Educators’ Perceptions, and their Influences, of Outdoor Learning

In addition to the previously identified influences of Literacy and Numeracy standards, and

limited government support, flexibility and resources in KS2 that may have reduced outdoor

learning, the Office for Standards in Education, Children's Services and Skills (OFSTED)

(2004) and Bilton and Crook (2016) suggest that the extent and quality of outdoor learning

depends on educators’ attitudes. Beames et al. (2012) acknowledge that unfortunately

there are few research studies of teachers’ attitudes and the consequential impact on

outdoor learning.

The importance of educators’ perceptions are detailed by Robertson (2014) as she finds

teachers’ mind-sets contribute to their actions more than any other limitation. This would

suggest that, if teachers disregard outdoor learning because of health and safety concerns,

then they are themselves a reason for reduced outdoor learning. Interestingly, McClintic

and Petty (2015) found, although through a small study, that teachers reconstruct their

knowledge and perceptions as they develop personally and professionally. This then gives

hope that even negative perceptions of outdoor learning can be reformed to benefit pupils

9

(O’Brien, 2009). This changing mind-set highlights that any study into educators’ perceptions

cannot be definitive and cannot be generalised due to the variations in people.

However, this correlates with another mind-set issue as Waite (2011b) renews Coleman’s

(1995) argument that if educators value outdoor learning enough they would adjust their

teaching accordingly. If such arguments are true they would disregard newer research that

there is little freedom for choice or beliefs in schooling (Quay and Seaman, 2013). There are

some truths to the latter argument as Knight (2009) found schools are selling their grounds

across the UK to raise funds, suggesting there are some real barriers. On the other hand, 71

of 131 of Waite’s (2010) respondents made comments that hard work and imagination can

optimise barriers regarding space. This, however, clearly requires a degree of passion for

outdoor learning, again proving the importance of perceptions. Nonetheless a more

sympathetic conclusion is that poorly devised curriculums can result in teachers

underestimating how powerful they can be (Sedgwick, 2012). This suggests that the

limitations placed on teachers are more influential than their belief systems. Elements of

this analysis are found in research by Broadhead et al. (2010).

At this point it is worth considering the barriers perceived to exist by educators. A respected

review of such information was carried out by Rickinson et al. (2004) which despite similar,

updated research, remains authoritative. They found that predominant barriers to outdoor

learning include health and safety concerns, educators’ lack of confidence outdoors,

curriculum requirements, limited time, resources and support and external changes within

and beyond the education sector. Whilst barriers may exist, care must be taken to avoid

generalising these hindrances due to their exclusivity to the people and places involved in

outdoor learning. For example, Sport NI (2014) found location, access and infrastructure to

be particularly relevant to NI. This individuality highlights the importance of the current

study.

Further influences that impact educators’ values include the perception that when teaching

outside their main role is that of keeping pupils safe (McClintic and Petty, 2015). This is

influenced by teachers’ own fears of being held accountable under a culture of litigation

(Sedgwick, 2012; Cooper, 2005). However, the Royal Society for the Prevention of Accidents

(RoSPA) (2017) provide UK-based statistics that most accidents happen indoors, between 0-

4 years of age. Therefore these are perceived risks in KS2.

10

Furthermore, confidence was also recognised by DfES (2006) as a barrier to outdoor

learning. According to O’Donnell et al. (2006) confidence and support from others are

interlinked. For instance, a lack of support from colleagues (Rea, 2008) can make it difficult

to justify outdoor learning (Beames et al., 2012). However Milchem (2011), as cited in Knight

(2011), believes it is actually more complex as the confidence and comfort levels of

educators will depend also on their training and personal exposure to the outdoors. Both

positions highlight the importance of confidence and support (Butt, 2016).

Seemingly outdoor experiences are a way of understanding and developing an appreciation

of outdoor learning. For instance, Lakin’s (2006) survey of trainee teachers found 82% were

unwilling to conduct outdoor lessons due to safety risks. However after they explored a

lesson first-hand their intentions changed to 75% in favour. This shows the positive

influence of even minimal training and experiences on educators’ attitudes towards outdoor

learning (Waite, 2010). This is a problem as Initial Teacher Training (ITT) puts forward the

idea that learning happens indoors (Beames et al., 2012). This will naturally indoctrinate

trainee teachers’ values.

2.5 Overcoming Negative Perceptions and a Lack of Practice

Evidently barriers can be perceived or real (Robertson, 2014). Hopkins (2011), as cited in

Knight (2011), believes attitudinal, or perceived, barriers are the most difficult to overcome.

Nonetheless educators are key facilitators of outdoor learning and so negative attitudes and

avoidance strategies must be overcome (Waite, 2010).

A recent report from Scotland found 75% of primary school teachers would like support for

outdoor learning through practical lesson ideas and methods of resource-sharing (Christie et

al., 2014). Helpfully these are suggestions taken directly from teachers. Nevertheless, for

this support measure to be most helpful in KS2 it requires creative use of the curriculum

(Knight, 2009) and specific connections to the ‘indoor curriculum’ (Bilton and Crook, 2016)

to overcome ignorance. However, Higgins et al. (2006) believe this would be worthless for

educators with negative perceptions of the outdoors, and so other measures are necessary.

Secondly, many researchers (RSPB, 2010; DfES, 2006; Higgins et al., 2006; Bixler et al., 2002)

and teachers (Christie et al., 2014) believe that relevant training can modify negative

attitudes, poor confidence levels and the accepted legitimisation of the benefits of outdoor

11

learning. Specific to NI, Outdoor Education Advisers' Panel (OEAP) (2012) declare

development and training as vital so that quality outdoor practice can be understood,

disseminated and fostered. This could take the form of: (i) observing good practice (Knight,

2009); (ii) building a relationship with local outdoor practitioners (Robertson, 2014); and/or

(iii) immersing educators in the outdoors (Robertson, 2014; Waite et al., 2006). However

Dyment (2005) opposes training, believing it will do little to change internal perceptions.

Perhaps then in order to update educators’ perceptions, outdoor learning should be

embedded in ITT (RSPB, 2010; DfES, 2006; Bixler et al., 2002). This is a responsibility which

OEAP (2012) believe policy-makers at all levels in NI should embrace.

Alongside these calls for government-led changes in NI is the warning, based on

international lessons and UK-based practices, that this should include the introduction of

outdoor learning into the curriculum, otherwise it will continue being marginalised (Malone

and Waite, 2016). RSPB (2010) rationalise this as a way of helping teachers ‘find time’ and

justify outdoor learning. Furthermore, if educators saw it as a curriculum requirement it

could occur more regularly, and consequently attitudes could be changed through

immersion and experience.

2.6 Conclusion and Research Questions

Evidently outdoor learning is at risk of being jeopardised once again by educators’

assumptions and perceptions of barriers. Whilst this negativity seems to be widespread in

the UK it is unclear, due to a lack of research, if this is the case in NI and in KS2 practices.

Therefore this study attempts to uncover if in NI educators’ perceptions have impacted the

extent of outdoor learning in KS2, the influences of such matters and how these hindrances

could be overcome. This required participation from a range of educators at various levels

(trainee, FS/KS1 and KS2) as well as outdoor practitioners in line with the DfES’ (2006) and

Louv’s (2005) advice that one group of people cannot close the nature divide single-

handedly.

Consequently this study attempts to determine:

1. To what extent is outdoor learning utilised within KS2 practice as an approach to

education?

12

2. Is the extent of outdoor learning related to educators’ perceptions of outdoor

learning in KS2?

3. What do educators regard as their influences that prevent or encourage the

utilisation of outdoor learning in KS2?

4. How can the provision of outdoor learning in KS2 increase and/or improve?

13

3.0 CHAPTER THREE: METHODOLOGY

_______________________________________________________________________

The aim of this study was to determine: (i) the extent to which outdoor learning occurs in

KS2; (ii) educators’ perceptions of outdoor learning; and (iii) the factors which influence

these matters.

3.1 Data Collection

Research can be underpinned by quantitative, qualitative or mixed paradigms. Denscombe

(2008) has claimed that the use of either quantitative or qualitative research is as credible as

using a mixed methods paradigm. This may be because of the time-consuming nature of a

mixed methods approach which has the potential to compromise the quality of the study

due to the reduction in sample sizes and interviewing periods (Driscoll et al., 2007). Greene

(2008), however, believes that mixed methods approaches are superior to sole paradigms.

This view is supported by Rickinson et al. (2004), who, after conducting a meta-analysis of

outdoor learning studies, were of the view that researchers should use mixed methods in

order to improve the quality of research on outdoor learning and fill research gaps. Filling

research gaps by considering such recommendations is strongly promoted by Li et al. (2012).

In light of these considerations, the methodology employed in this study was underpinned

by a mixed methods approach.

As the research questions aimed to explore perceptions towards outdoor learning, this fell

in line with Fraenkel and Wallen’s (1996) core aim of conducting qualitative studies to

question participants on their beliefs and attitudes. This characteristic was evident

predominantly throughout this study’s interviews (Appendix 4 and Appendix 5) and the

questionnaires (Appendix 7 and Appendix 8). Notably, however, due to the time-demanding

nature of this type of research, the sample size (specifically the interviewee sample) was

much smaller than the sample of participants in the quantitative research (predominantly

the questionnaires). This drawback was also observed by Opdenakker (2006). Nonetheless,

Munoz (2009) believes that qualitative research can appropriately meet the objective of

gaining indepth understanding of the decisions educators make regarding outdoor learning,

and this was a vital part of this study.

14

The interviews for this study adopted a semi-structured approach. This allowed the

interviewer to gain a deeper understanding of participants’ responses compared to that

allowed by a structured approach (Driscoll et al., 2007). In particular this approach afforded

the researcher the opportunity to ask open-ended questions and use appropriate probes

(Gray, 2004). Using this approach required a higher degree of caution compared to

structured interviews as the interviewer had to listen actively, remain non-judgemental

regardless of the responses given, and think carefully in order to avoid ambiguously-worded

questions. These considerations met the recommendations of Kajornboon (2005) and Hoyle

et al. (2002), thus motivating the participants to give full, precise and unbiased answers.

Nonetheless it is appreciated that the benefits of interviewing may have been limited as

participants were more likely to provide answers of ‘prestige bias’ (Thomas, 2013, p.208) in

the presence of an interviewer (Dillman et al., 2009). In light of this, it was felt important to

use questionnaires to provide a counterbalance to this potential bias.

Whilst research in outdoor learning up to the early 1990s was rigorously defined by

quantitative methods (Rickinson et al., 2004), preferences towards this approach are still

evident in Munoz’s (2009) work. This preference appears to be due to the greater capacity

to measure the benefits of outdoor learning, and represent them statistically as a means of

making clearer conclusions (Sarantakos, 2012). Whilst this is most applicable to the

questionnaires, the interviews also contained closed questions and scale-ratings with the

object of obtaining graphical and statistical representations of the extent of outdoor

learning and its perceived value. This was useful as the results were quantifiable and could

be objectively compared against other variables and across three samples: KS2 educators;

FS/KS1 teachers; and trainee teachers. Whilst indeed quantitative research was numerically

beneficial it could not have been used in isolation to determine the attitudes of educators

which required a more comprehensive approach (Walliman, 2014).

A key benefit of questionnaires was the anonymity which they afforded participants which

may have promoted greater honesty (Walliman, 2014). However, unlike interviews, there

was an increased likelihood of the participants misinterpreting the questions as the

researcher was not present to provide explanation if necessary (Popper, 2004). In order to

offset this concern, the researcher: (i) included personal contact details within the

questionnaire; and (ii) executed a pilot study. The inclusion of contact details allowed

15

participants the opportunity to clarify points of confusion (however this was not actually

availed of). The pilot study, as promoted by Thomas (2013), resulted in increased

consistency of the drafted questionnaires by altering: (i) their layout; (ii) the use of tick box

answers; and (iii) the use of abbreviations. It also reduced the ambiguity of at least one

question after further explanatory detail was added. A similar result was also drawn from

piloting the interview schedules.

3.2 Sample

The study involved a stratified sample, in which the parameters were broadly inclusive of

the following targets: four interviews with KS2 teachers; two interviews with outdoor

practitioners who actively teach KS2; 32 questionnaires completed by trainee teachers

specialising in KS2; and 32 questionnaires completed by FS/KS1 teachers with regard to their

perceptions of KS2 educators facilitating outdoor learning. In reality, responses to the letters

(Appendix 2 and Appendix 3) requesting an interview exceeded expectations and so a total

of eight interviews were conducted but with a smaller proportion of outdoor practitioners

(two) to KS2 teachers (six) than was originally planned. This increase may have been caused

by the fact that the consent letters and questionnaires were hand-delivered, thereby

allowing the researcher to develop a rapport with the participants.

On the other hand, the most difficult aspect of this research was finding participants willing

to complete the questionnaires, despite the fact that they were uncomplicated and that

they followed Mertens’ (2014) guidance in terms of content and conciseness in order to

appeal even to those who were not passionate about outdoor learning. Therefore the

achieved target fell short of what was expected with a 63% return rate with 24 responses

from trainee teachers and 16 responses from FS/KS1 teachers. This greatly reduced the

statistical significance of trainee and FS/KS1 teachers’ representation in the results, and

underscored the ‘poorly-represented’ label attached to trainee teachers in educational

research (O’Cathain et al., 2007). In retrospect, initially arranging a date with the teachers in

which the researcher would return to pick up completed questionnaires as opposed to

waiting for the teachers to make contact, may have led to a higher return rate.

Ideally the sample would have been evenly distributed throughout NI to determine if the

geographical location of participants had a bearing on results. However, due to similar

16

ongoing studies by other researchers, it was necessary to limit this sample to schools and

outdoor centres close to the researcher. This study therefore fell under the category of

‘convenience sampling’ which made it easier for the researcher to increase her personal

presence throughout the study. However Denscombe (2014) warns that convenience

sampling should only be a subsidiary reason, not the main reason, for choosing a sample.

Fortunately in this case this study was able to target a diverse range of Maintained,

Controlled and Integrated Primary schools within a close proximity, thereby offsetting

Denscombe’s concerns.

3.3 Data Analysis

Due to the nature of the mixed methods approach employed in the study, descriptive and

analytical analysis was used. Firstly, the researcher immersed herself in an inductive process

of reading the qualitative data in the form of transcribed interview answers and answers

from the questionnaires, thereby following a constant comparative method (Polit and Beck,

2004). These results were then re-read whilst further generating headings in the margins of

the documents and coding emerging themes. This method of categorising data meant the

researcher interpreted its content according to her perspective (Elo and Kyngas, 2008).

Nonetheless this continued under the structure of Thomas’ (2013) network analysis as the

results were organised within a table consisting of the themes, evidenced by their

occurrences within the transcripts and interviewees’ comments. Such an approach was

inspired by the research methodologies of Waite (2011) and Beames et al. (2012), whose

studies have formed a part of the researcher’s literature review. This interpretivist approach

is also endorsed by Rickinson et al. (2004), key academics in the field of outdoor learning, as

a method of understanding the complexities of social sciences and investigating outdoor

learning.

To further overcome issues which are identified by Rickinson et al. (2004), such as a lack of

critical analysis of findings, the protocol of analysing quantitative data varied from the

previous qualitative protocol. This involved inputting the results into an Excel spreadsheet.

Thomas (2013) encourages the use of bar charts as a meaningful method of highlighting

relationships, which in this case, means determining the frequency of outdoor learning as

opposed to simply quoting lists of numbers. This then required cross-referencing and

reporting of the factors that impede or promote outdoor learning along with the personal

17

information of respondents (Maynard and Waters, 2007; Rickinson et al., 2004), thereby

determining if there were potential cause and effect relationships (Kallet, 2004).

A synthesis will conclude this study for the purpose of linking the analytical findings and

descriptive findings with the literature review and as a means of answering the researcher’s

questions.

3.4 Ethical Considerations

Ethical considerations were at the forefront of this study with the purpose of ensuring that

the participants would not suffer harm (Descombe, 2014). For example, consent letters

were given to all participants to guarantee that they understood the purpose and

requirements of the study before voluntarily participating (British Educational Research

Association (BERA), 2011; Roberts, 2010).

Ethical considerations were particularly important in terms of digital recording. Whilst only

one participant expressed reservations about her voice being recorded, in each case the

device was placed within reach and participants were encouraged to pause the recording if

desired. This was a recommendation made by Oliver (2008) in order to relax the

interviewee.

Furthermore, the following confidentiality measures were implemented: (i) participants

were encouraged to avoid stating their names; and (ii) demographic information could not

betray participants’ identities (Sarantakos, 2012). Additionally, all of the data gathered was

secured in password-protected folders or under lock-and-key.

Finally, the results were not fabricated in any way, thereby maintaining the integrity of the

results (Roberts, 2010).

These precautions equated to fair and respectful treatment of participants (BERA, 2011) as

consented by Stranmillis University College (Appendix 1).

In summary, the use of a mixed methods approach through questionnaires and interviews

achieved the goal of best answering the study’s research questions (O’Leary, 2013).

18

4.0 CHAPTER FOUR: PRESENTATION OF RESULTS

_______________________________________________________________________

This chapter presents the findings from the questionnaires and interviews. Due to the

restricted word limit, results will only be discussed in relation to demographics where they

have made significant impacts.

4.1 Key findings from KS2 Educators’ Interviews

Background of Participants

Eight participants took part in an interview: six participants were KS2 teachers and two were

outdoor practitioners. Four interviewees were male and four were female. Figure 1 shows

this representation alongside the extent of their teaching experience. Three of the

interviewees had 20+ years of experience.

Experiences of Outdoor Learning

The interviewees were asked to categorise the extent to which they take a KS2 class

outdoors: often (weekly); occasionally (once a month); rarely (twice a term); or never. The

results shown in Figure 2 were not influenced by factors such as the participants’ gender or

teaching experience. Whilst four of the KS2 educators teach outdoors occasionally, two said

that they would facilitate it ‘often’ during the summer months.

19

The KS2 educators were then asked if they thought that there was a difference between the

extent of outdoor learning in KS2 and that in FS/KS1. Six participants said there was,

claiming “KS2 go outside less…”, whilst one participant remarked, “I think it’s fairly equal…”

(Figure 3).

Perceptions and Attitudes

Participants detailed an outdoor lesson that they had observed or taught. The researcher

then marked each account on a Likert scale of very negative to very positive. Figure 4 shows

that all of the educators had a positive experience.

20

On another scale, the interviewees then explained how important they felt outdoor learning

was in KS2. Whilst all those with 20+ years of teaching experience saw outdoor learning as

very important (Figure 5), those with less than five years saw it as quite important. There

therefore appears, with one exemption in the ‘11-20 years’ category, to be a correlation

between teaching experience and the value placed on outdoor learning.

The participants were then asked how confident they felt in relation to outdoor learning in

KS2. The one participant who was slightly confident (Figure 6) also felt outdoor learning was

only slightly important (Figure 5). This may be a cause and effect relationship as she may

21

disregard outdoor learning because she does not believe it is important and so she is less

confident teaching it. She also stated that her lack of confidence is because she is “used to

being indoors”.

It is unsurprising that two of the four educators who are very confident facilitating outdoor

learning, and also see it as very important in KS2, are the outdoor practitioners (since it is

where they “feel comfortable”). In this regard practice seems to engender some confidence.

Additionally, all of the participants recognised that there is potential for outdoor learning to

be more important in KS2. However there were words of caution: one educator felt that this

was completely dependent on the class, and their behaviour, whilst an outdoor practitioner

stated that teachers do see the potential for outdoor learning but they do not know where

to get the support to implement it. Moreover, it has been recognised that this ‘support

issue’ is more complicated than teachers’ awareness of where to find it, as one teacher

thought her school’s Senior Management had limited appreciation of outdoor learning.

Influences Impacting Outdoor Learning

In accordance with KS2 educators’ general belief that there is less outdoor learning in KS2

than FS/KS1, Figure 7 presents the reasons that the interviewees contributed to this. The

most popular factor surrounded curriculum issues. For example, one interviewee claimed,

“the content of the curriculum doesn’t always lend itself”. Many of the other participants

supported this opinion, with one stating that “if it was apparent…that’d be brilliant”.

22

The interviewees were also asked to rank the main barriers, as identified by Rickinson et al.

(2004), of outdoor learning in their practices. The results were averaged (Table 1).

The most influential barrier involved shortages of time, resources and support. For instance,

whilst four interviewees mentioned making use of the internet as a bank of resources, they

associated this with challenges, such as having “the time to go through them” and a limited

supply of tasks that were KS2-appropriate.

Whilst it was easy to attribute the challenges of outdoor learning under the ‘umbrella’

barriers in Table 1, it was interesting to note one outdoor practitioner’s view that a lack of

interest is also a significant barrier: “…it’s the interest. They [teachers] aren’t connected to

23

the environment”. Evidently, one teacher commented, “…if I wanted to go outdoors every

day…I could”. This highlights that the matter is not as simple as five barriers. Furthermore,

two interviewees made reference to children’s lack of interest in the outdoors stating,

“there’s too much going on indoors”. Therefore a lack of interest from both educators and

children in KS2 could be a sixth barrier.

To determine if a lack of support affected the KS2 teachers, they were asked to explain the

perceived attitudes of their colleagues and parents towards outdoor learning. In most cases

the interviewees specified that if the lessons were purposeful and contextualised then they

could not foresee any issues arising with their colleagues. However, parental approval was

less straight-forward. For example, whilst one educator felt “parents love it”, two others

claimed “parents are stuck in the past, believing outdoor learning is a FS thing” and “not

proper learning”. Whilst the interviewees did not provide any evidence or specific memories

of a parental complaint, it seems the issue of parental support is unique to KS2.

Participants were then asked to explain what has influenced their practices of outdoor

learning. Almost all of the interviewees felt their own personal preference toward the

outdoors and their experiences positively influenced them (Figure 8): comments such as “I

grew up outdoors” were common. In particular, the desire to inspire children toward

involvement in the outdoors was a common aim of the outdoor practitioners: “it’s the buzz

children get”.

24

However KS2 educators were also influenced by factors that were out of their control such

as the weather. Two interviewees also reiterated challenges of their job such as “a lack of

training…time and resources”.

Overcoming Difficulties

Figure 10 shows the support that the participants felt they would benefit from in order to

promote outdoor learning. All of the educators felt they would benefit from outdoor

training as they had never had any. An exception to this was a training course dated to a

time when the teacher taught in FS.

Other common responses referenced strategies to “spark ideas”: lesson ideas, observations

or sharing platforms. Interestingly, the six KS2 teachers had a poor to satisfactory level of

awareness of where they could go locally for ideas or guidance.

25

26

4.2 Key findings from Trainee Teachers’ Questionnaires


24 trainee teachers completed questionnaires. 66.7% (n=16) of this sample were female and

33.3% (n=8) were male (Figure 11). As the sample was secured during third year seminars,

100% (n=24) of the participants were third year trainee teachers.


Participants were asked to disclose how often they had witnessed outdoor learning in

FS/KS1 and KS2. The most popular answer on both occasions was ‘rarely’ with 45.8% in

Figure 12 and 54.2% in Figure 13. There were at least 25% of the respondents who had

never observed outdoor learning in either FS/KS1 or KS2.

27

Furthermore, participants were then asked to report on whether or not they had ever

taught outdoor learning in KS2. 50% (n=12) reported that they had whilst the other 50%

(n=12) reported having never taught it.



then marked each account on a scale of very negative to very positive. Figure 15 shows that

62.5% (n=15) of the participants were thought to have had a positive experience whilst only

one participant was thought to have had a negative experience.

To determine how important outdoor learning was to each participant they selected an

appropriate response, as illustrated in Figure 16. This figure conveys that 95.8% (n=23) of

participants saw it as very or quite important whilst the remaining participant thought it was

slightly important. There were no background factors (including their subject specialism,

28

previous teaching experiences or their confidence levels) to suggest why the participants

felt this way.

Additionally, Figure 17 breaks down how confident the participants felt in relation to five

aspects of teaching outdoors in KS2. The results show that the sample were most confident

in lesson delivery (79.2%, n=19). However the greatest uncertainty of confidence was

concerned with planning lessons (25%, n=6) and participants’ overall confidence (25%, n=6).

29


Participants were asked about their levels of satisfaction in relation to the training they had

received thus far on outdoor learning. In summary, 37.5% (n=9) felt some satisfaction, whilst

the majority felt dissatisfied (62.5%, n=15). Figure 18 illustrates this, alongside the

participants’ overall levels of confidence in teaching outdoors in KS2. Of those that were

quite confident, 33.3% (n=8) of 62.5% (n=15) were dissatisfied with their training.

Participants were then asked to explain why outdoor learning is less frequent in KS2 when

compared to FS/KS1. The most popular answers were in relation to KS2 assessments (50%,

n=12), literacy and numeracy standards (33.3%, n=8) and curriculum issues (33.3%, n=8).

30

Figure 20 shows participants’ responses to detailing the challenges of outdoor learning in

KS2. The most prevalent concerns were in relation to managing behaviour (83.3%, n=20),

weather (50%, n=12) and health and safety (33.3%, n=8).

Participants then selected their perception of the most influential factor to implementing

outdoor learning in KS2. 25% (n=6) selected training and another 25% (n=6) selected

location.

31

Participants then detailed their own personal influences. Figure 22 shows the positive

influences which include their teaching experiences (33.3%, n=8) and schooling (29.2%,

n=7).

Figure 23 shows negative influences including a lack of experiences (teaching (16.7%, n=4)

and childhood (12.5%, n=3)) and weather (12.5%, n=3).

32

To determine how these factors will impact the sample upon graduation they were asked if

they would often or occasionally teach outdoor learning. Figure 24 shows that 95.8% (n=23)

will, whilst 4.2% (n=1) will not. The participant that will not implement it had never

observed it in KS2, was uncertain about their level of confidence and was dissatisfied with

the quality of their training. Nonetheless they felt it was quite important in KS2.


Figure 25 shows the support that the participants felt they would benefit from. The most

popular answers were lesson ideas (91.7%, n=22) and observing outdoor lessons (66.7%,

n=16).

33

Five participants named other support strategies that they felt would be beneficial. These

are shown in Figure 26.

34

4.3 Key findings from FS/KS1 Teachers’ Questionnaires


16 FS/KS1 teachers completed questionnaires. All of the respondents were female. A higher

response rate was seen from KS1 teachers (62.5%, n=10) whilst 31.3% (n=5) were FS

teachers and 6.3% (n=1) taught a composite of both FS and KS1 (Figure 27).

Furthermore, the participants had a range of teaching experiences. 43.8% (n=7) had 11-20

years of experience whilst the smallest percentage (12.5%, n=2) had 5-10 years of

experience. Figure 28 also illustrates the amount of participants which had taught a KS2

class for one year or more: 62.5% (n=10) had not, whilst 37.5% (n=6) had.

35


Question six asked if the participants felt outdoor learning occurred more in FS and KS1.

100% (n=16) agreed that it did.



then marked each account on a scale of very negative to very positive. 87.5% (n=14) of the

participants were thought to have had a positive experience whilst only two participants

(12.5%) were thought to have had an adequate experience. Figure 29 shows this alongside

how these experiences have been distributed across the key stages. Whilst the FS educators

had mixed satisfaction ratings, generally the KS1 educators were ‘mostly positive’.


FS/KS1 teachers then selected the reasons, from a defined list, KS2 teachers do not take

their class outdoors. 75% (n=12) thought there was less flexibility in KS2 whilst another 75%

believed play gave FS/KS1 teachers an opportunity for outdoor learning that KS2 does not

have (Figure 30).

36

Other reasons, as provided by the participants, can be seen in Figure 31. The most popular

reason was having less adult supervision in KS2 (31.3%, n=5).

Participants were then asked how supportive they are of their KS2 colleagues implementing

outdoor learning. For a one off occasion, 100% (n=16) of the participants felt they would be

supportive. If it was to be a weekly occurrence, 93.8% (n=15) felt they would be supportive

whilst 6.3% (n=1) was unsure how they would feel.

FS and KS1 teachers were asked to rate how important outdoor learning was. Figure 32

shows that the majority of participants (75%, n=12) felt it was very important in FS/KS1. In

37

comparison, the majority of participants (75%, n=12) felt it was quite important in KS2,

whilst only 18.8% (n=3) felt it was very important.

Regardless of this, 100% (n=16) of the participants would recommend outdoor learning to a

KS2 teacher.

Additionally, FS/KS1 educators were asked would their school and the parents support the

implementation of outdoor learning in KS2. 81.3% (n=13) thought they would be supportive

whilst 18.8% (n=3) were unsure.

38

A number of participants provided suggestions as to why schools and parents may or may

not be supportive, and how this has been portrayed. Only one answer was consistently

referenced by 43.8% (n=7) of participants (Table 2).

The FS/KS1 teachers were asked to select, from a defined list, the support provisions

available in their school. Popular support provisions included a FS/KS1 outdoor policy

(31.3%, n=5) and colleagues either keen or experienced in outdoor learning (25%, n=4).

Having a KS2 outdoor policy had a 0% selection rate.

39


Finally, the FS and KS1 teachers were asked to suggest ways to improve or increase outdoor

learning in KS2. Of the overall sample, 56.3% (n=9) referenced the need to improve or

increase resources for KS2.

40

5.0 CHAPTER FIVE: ANALYSIS AND DISCUSSION

_______________________________________________________________________

This chapter analyses the results previously discussed in relation to the literature as a means

of answering the researcher’s questions.

5.1 To what extent is outdoor learning utilised within KS2 practices as an approach to

education?

From the literature, it was concluded that there can be few comparisons made in relation to

the extent of outdoor learning across the decades (Louv, 2005), in KS2 (NAEE, 2016) or in NI

due to an evidence deficit.

Nonetheless the current research reveals that in KS2, 16.7% of teachers (not inclusive of the

outdoor practitioners) facilitate outdoor learning often, 66.7% facilitate it occasionally and

16.7% rarely facilitate it. This then vastly contradicts Waite’s (2010) study which found that

80% of KS2 pupils experience the curriculum outside rarely. Interestingly, trainee teachers

have a less frequent account of the extent of outdoor learning: only 12.5% observed

outdoor learning in KS2 often or occasionally; 54.2% observed it rarely; and 33.3% had never

observed it in KS2. Although some recognition has to be made in light of trainee teachers’

limited experience in schools, these statistics may in fact be more representative due to the

larger volume of participants from this cohort and the fact that this cohort had fewer

reasons to provide answers of ‘prestige bias’ (Thomas, 2013, p.208).

However, comparisons can be made more easily across the key stages. Correlating with

previous research (Christie et al., 2014; Morton, 2012; Waite, 2010), there is an evident

deficit in the extent of outdoor learning when compared to FS/KS1. This study reveals that

statistically 91.7% of educators, from FS/KS1 and KS2, felt outdoor learning is implemented

more in FS/KS1 than KS2. In practice this equates to trainee teachers reporting that they

were 16.7% less likely to observe outdoor learning often or occasionally in KS2 compared to

FS/KS1. This is a more significant decrease than was found (8%) by Christie et al. (2014).

Therefore it is clear that outdoor learning is more plentiful in FS/KS1 than in KS2.

41

5.2 Is the extent of outdoor learning related to educators’ perceptions of outdoor learning

in KS2?

The results of this study indicate that generally there is a higher level of satisfaction

concerning outdoor lessons from KS2 educators when compared to the perceptions of both

trainee teachers (37.5% lower) and FS/KS1 educators (12.5% lower). However this may have

been swayed by the limited number of KS2 representatives in this study and the inclusion of

outdoor practitioners in this count. Nonetheless this positivity will be a significant aid in the

provision of outdoor learning in KS2.

Additionally, this study reveals that 87.5% of KS2 educators thought outdoor learning was

either very or quite important during this key stage. This was highlighted again through the

comprehensive list of benefits detailed by KS2 educators during the interviews and that

37.5% of the KS2 educators felt ‘its value’ was a key reason for their positive perception of

outdoor learning. However, an overall higher percentage (95.8%) of trainee teachers also

felt outdoor learning was either very or quite important. This therefore eliminates the

argument that the most experienced find it most important, and there is potential for a

younger generation to utilise outdoor learning.

Educators’ levels of confidence were then measured. Again, this did not appear to explain

why outdoor learning is less frequent in KS2 compared to FS/KS1 as 87.5% of KS2 educators

felt very or quite confident when faced with the task of facilitating it. This is contrary to the

work of Rickinson et al. (2004) and DfES (2006). Nonetheless there is a correlation between

the number of years of teaching experience the participant has, their perception of the

importance of outdoor learning and their degree of confidence in facilitating outdoor

learning. This is illustrated by the finding that, with only two exemptions, all those with 5+

years of experience saw outdoor learning as very important and are very confident whilst

those with less experience saw it as quite important and were quite confident. However,

this study indicates that this correlation does not necessarily impact the extent to which

teachers actually facilitate outdoor learning: the same teacher who valued outdoor learning

the least had the lowest level of confidence but utilised it occasionally.

A lack of experience of outdoor learning may account for a lower degree of confidence

amongst trainee teachers as 62.5% felt only quite confident teaching outdoors. Another 25%

of the remaining participants were unsure of how confident they would feel. This could be a

42

result of 25% of the group having never observed any outdoor learning, 50% having never

taught it in KS2 and an overwhelming (62.5%) dissatisfaction in the training they have

received during their degree, an issue highlighted by Beames et al. (2012).

Therefore despite the conclusions found across literature (Bilton and Crook, 2016; OFSTED,

2004), and by some of the participants in this study, that attitudinal barriers are the most

important influence over the practices of outdoor learning, and regardless of the varying

perceptions of outdoor learning, it seems there are few direct links between the extent of

outdoor learning in KS2 and the attitudes conveyed toward it or the confidence levels of the

teachers. This is somewhat confirmed by the finding that only 16.7% of trainee teachers

thought attitude was the most influential factor impacting the extent of outdoor learning,

thereby suggesting it is not as significant as some literature suggests.

5.3 What do educators regard as their influences that prevent or encourage the utilisation

of outdoor learning in KS2?

It therefore seems other factors must influence the extent of outdoor learning in KS2.

When KS2 educators were asked to rank the series of influencing factors found by Rickinson

et al. (2004), 87.5% placed shortages of time, resources and support as the most influential.

However, only 8.3% of trainee teachers and 12.5% of FS/KS1 teachers related this

specifically to a lack of resources, despite Beames et al. (2012) believing it was a significant

issue. On the other hand, adult supervision (which could be interpreted as a resource) was

mentioned by 31.3% of FS/KS1 teachers, 8.3% of trainee teachers and 12.5% of KS2

educators as a KS2 problem. Nonetheless, it seems the timing element of this ‘umbrella

barrier’ was the most influential: 37.5% of KS2 educators, 18.8% of FS/KS1 teachers and

8.3% of trainee teachers felt timetables were busier in KS2. This may also be a result of the

reduced flexibility that 75% of FS/KS1 teachers admit KS2 teachers have, as also previously

recorded by Waite (2011b).

Furthermore, whilst Butt (2016) strongly argues that the support of others is a significant

influence on the success of outdoor learning, the KS2 educators interviewed have had few

issues regarding negative attitudes of colleagues or Senior Management. In fact, 25% of KS2

educators saw school support as a reason for their positive perceptions of outdoor learning,

indicating that schools are in fact promoting outdoor learning.

43

In line with this, 100% of FS/KS1 teachers were supportive of an occasional outdoor lesson

in KS2. Interestingly, this support dipped when it was likely to become a weekly event,

suggesting there are some attitudinal barriers to overcome. Again, prejudice, just like the

prejudice found amongst researchers such as Knight (2009) and Davies and Elliott (2004),

became clearer when FS/KS1 teachers highlighted that they thought outdoor learning was

more important in FS/KS1 than in KS2. As Waite (2010) suggests, this may be a result of the

fear over whole-school consequences when standards and targets are not met in KS2,

suggesting that there is also an issue with the academic value educators place on outdoor

learning.

Evidently there is a difference in terms of practical support schools provide for FS/KS1 but

not for KS2 as 31.3% of the schools involved had a FS/KS1 outdoor policy whilst none of the

schools had a KS2 outdoor policy. This suggests that although KS2 teachers may feel

‘supported’ in that they are not being prevented from implementing outdoor learning, they

have not received the encouragement that other key stages have.

Furthermore, the reality of a lack of “top [government/official] down” support was

emphasised: 75% of KS2 educators (and 33.3% of trainee teachers) pointed out that CCEA

(2007) have not shown support throughout the KS2 curriculum, particularly when this is

compared to the support shown to FS. This is because the curriculum “doesn’t lend itself” to

outdoor learning, so contradicting ETI (2010) which asserts that outdoor learning should

bring the curriculum to life. Interestingly, Waite (2010) suggests that teachers may consider

the curriculum as a directive, rather than guidance to be influenced by their values. This

reiterates the importance of educators’ values, including their sub-conscious values, which

by their nature are difficult to quantify. It might also suggest that teachers use the

curriculum to vindicate their decision not to pursue an outdoor-orientated agenda.

Nonetheless, 50% of FS/KS1 teachers also believed the curriculum was a KS2 issue.

Similarly, 50% of KS2 educators rated “curriculum requirements” as the second most

significant barrier as found by Rickinson et al. (2004). This was justified as: (i) the content

“doesn’t lend itself”; (ii) it is not an apparent requirement; (iii) there is “more curriculum to

cover”; and (iv) excessive literacy and numeracy standards (37.5% of KS2 educators and

33.3% of trainee teachers). These, then, are examples of academic pressure placed on KS2

44

educators (Malone and Waite, 2016), often by the government (Sedgwick, 2012) and in this

case CCEA.

However, contrary to these results and overarching complaints that the NI Curriculum does

not allow for outdoor learning, many of the participants spoke highly of the curriculum’s

thematic units and its push for “more active learning”. In fact, 25% of KS2 educators even

mentioned it as a reason for their positive perception of outdoor learning. This study

therefore produced a conflicting result in this regard.

The current research revealed that upon ranking Rickinson et al.’s (2004) barriers, concern

about health and safety was the third most influential barrier. Whilst the results were much

lower than Lakin’s (2006) findings, a significant number (33.3%) of trainee teachers also

lacked confidence in this regard. These results fall in line with the ‘neurotic’ emphasis that

Sedgwick (2012) believes exists on safety and litigation (Cooper, 2005). This perception of

high-risk resulted in comments from two educators that it is “safe in the classroom” and

“there’s always the chance of something going wrong [outside]”. Despite a lack of

consideration of RoSPA’s (2017) statistics, highlighting that risk is minimal to KS2 pupils

outdoors, teachers also related these fears to other factors such as behaviour (83.3% of

trainee teachers perceived this as a KS2 challenge and 25% lacked confidence managing

this) and weather (25% of KS2 educators) which are less easily measured in terms of their

influence.

Nonetheless there is evidence that the perceptions of KS2 teachers, regardless of their

confidence levels, are linked to their mind-sets and the comfort of teaching indoors as one

interviewee said she was “used to being indoors”. This indicates the laziness that Waite

(2011b) believes exists and conditioning to ‘think indoors’ that Robertson (2014) writes of.

These values and comfort levels are not to be underestimated as the two outdoor

practitioners made reference to the idea that they feel most comfortable outdoors and

consequently they had the most positive perceptions of outdoor learning throughout the

study. These practitioners fit under Quay and Seaman’s (2013) description of ‘contemporary

educators’ that desire outdoor learning. Interestingly, on the other hand, one trainee

teacher and one FS/KS1 teacher suggested outdoor learning opposes KS2 tradition whilst

20.8% of trainee teachers felt KS2 teachers may see outdoor learning as less important

45

and/or effective in this key stage than any other. This is an example of the educational war

of constructivist versus didactic teaching that Quay and Seaman (2013) warn of.

Furthermore, whilst some KS2 educators clearly uphold outdoor learning as an important

practice they may lack interest in it. This was enforced by one outdoor practitioner who

stated that teachers are neither interested in nor connected with the outdoors. In line with

this, 25% of FS/KS1 teachers felt it was simply KS2 teachers’ choice not to utilise outdoor

learning.

5.4 How can the provision of outdoor learning in KS2 increase and/or improve?

Whilst the literature by Bilton and Crook (2016) and Beames et al. (2012) confirm that

barriers are sometimes out of teachers’ control, this study has made an attempt to respond

to Cree’s (2006) questions of how we can support teachers to rectify the demise of outdoor

contact (Bird, 2007).

One common theme across this study was the need for further training. This was

particularly evident in trainee teachers’ responses as an influence which they believe to be

important. Similarly, other researchers have also found this to be a significant requirement

which policy-makers must take more seriously (RSPB, 2010; DfES, 2006). Furthermore, 100%

of the KS2 educators also felt training would be beneficial as their only other sources of

information are World Around Us coordinators. Training was previously confirmed by OEAP

(2012) and RSPB (2010), amongst others, as a useful strategy to overcome a lack of

knowledge and potentially attitudinal barriers. This could partially be achieved through

opportunities to observe outdoor lessons in KS2 as desired by 62.5% of KS2 educators and

66.7% of trainee teachers.

Another popular strategy, as stated by 75% of the KS2 educators, was an online platform in

which ideas and resources could be shared. Interestingly the same result was found during a

study by Christie et al. (2014) in Scotland. It was felt that this would “inspire you” without

“having to go anywhere”. Even so, 25% still favoured a face-to-face approach.

Furthermore it is interesting that despite only one KS2 educator mentioning resources as a

barrier, 50% (and 50% of trainee teachers and 56.3% of FS/KS1 teachers) felt KS2 would

benefit from receiving further resources. Furthermore, a high percentage of trainee

46

teachers (91.7%) stated that lesson ideas would be useful. This was also identified by 50% of

KS2 educators. According to DfES (2006) this is at least in part a responsibility of outdoor

practitioners as they are a ‘key support’. In practice, this seems to be occurring as the

outdoor practitioners interviewed indicated that they are willing to provide information and

resources for teachers.

Finally, only two KS2 educators and two trainee teachers mentioned making changes to the

curriculum by reducing it and making it inclusive of outdoor learning in KS2. The limited

comment on the curriculum as a necessary change is disproportionate to the number of

complaints emphasising the curriculum as a barrier. This reveals that, unlike OEAP (2012),

teachers do not believe there is an urgent need for curriculum changes.

47

6.0 CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS

_______________________________________________________________________

This chapter summarises the study’s key findings and limitations, and outlines

recommendations for the future.

6.1 Key Findings

This study revealed that the majority of KS2 educators facilitate outdoor learning

occasionally during their practices. However, this contrasted with trainee teachers’

observations of KS2 practices: the majority rarely observed it. Therefore whilst this study

was unable to determine the extent of outdoor learning in KS2, generally KS2 educators,

FS/KS1 educators and trainee teachers are in agreement that outdoor learning is more

extensive in FS/KS1 than in KS2.

Furthermore, this study showed that there was a direct link between KS2 educators’

perceptions of outdoor learning and the years of teaching experience they have. It therefore

seems clear that in KS2, teaching experience engenders confidence and also increases the

value placed on outdoor learning. Interestingly, trainee teachers rejected the idea that

experiences of outdoor learning correlate with the value placed on it as significant

percentages had not seen (33.3%) or taught (50%) it in KS2 but 95.8% still regarded it highly.

Nonetheless, nearly all of the participants placed high value on outdoor learning, and there

does not seem to be any significant confidence issues amongst KS2 educators or trainee

teachers in relation to facilitating it. Therefore, the value and confidence that KS2 educators

described themselves as having did not explain the limited frequency of outdoor learning

that literature and trainee teachers find exists.

Interestingly, KS2 educators and all other participants were able to identify other influences

that impact the facilitation of outdoor learning in KS2. For the most part, the limited

facilitation can be blamed both on time and the NI Curriculum (2007). However it was also

clear to the researcher that a further influence related to the support KS2 educators lack

from key actors, namely government and schools’ Senior Management. This is evident in the

participants’ concerns over a curriculum which is overcrowded and lacks consideration of

outdoor learning as a pedagogy that can be academically beneficial. Furthermore, schools

are also problematic in relation to the lack of value they place on outdoor learning as

48

evidently: (i) support from FS/KS1 dipped in relation to the importance and extent outdoor

learning should occur in KS2 compared with their own key stages; and (ii) there are few

school provisions for KS2 which FS/KS1 benefit from. Therefore positive attitudes and

motivations of KS2 educators have not been nurtured by CCEA and schools in a way that

FS/KS1 educators have. Inevitably this would reduce the extent to which outdoor learning

occurs.

Furthermore, the argument by Robertson (2014) that educators’ mind-sets are the foremost

influence, in spite of ‘real barriers’ such as time, curriculum requirements and support, has

not been disregarded. This was evidently a problem amongst some KS2 educators as they

produced conflicting accounts of barriers such as the NI Curriculum and made blunt

statements such as, “…if I wanted to... I could”. This is most likely due to the ingrained

culture of indoor teaching which due to its familiarity and ease of implementation is difficult

to overcome.

Nonetheless, educators did feel training, lesson ideas and resources would be helpful

measures to enhance their practice of outdoor learning.

6.2 Limitations

Whilst this study did produce some interesting findings, the researcher recognises that it

was limited by its small scale. Ideally, the sample-size and geographical location of

participants would have extended beyond that which was possible for this study.

Furthermore, on reflection of the interviews, the researcher should have measured the

extent of KS2 educators’ interest in the outdoors. If educators do lack interest, it would alter

the light in which the findings were analysed and would perhaps enhance the argument that

mind-set and interest are foremost influences (Waite, 2011b). However, as was also

recognised previously, such influences are difficult to measure due to their indefinite

nature, and participants are unlikely to be honest about this lack of interest, and so the

study’s ultimate conclusions are unlikely to have been impacted.

Finally, due to the personal nature of the study and the study’s conflicting results, the

researcher is aware that her presence, despite being non-judgemental, may have caused

49

answers of ‘prestige bias’ (Thomas, 2013, p.208). Therefore it may have been beneficial to

ask the KS2 educators to complete a questionnaire pre-interview.

6.3 Recommendations

In light of the educators’ belief that training and a bank of ideas and resources would be

useful, the researcher is calling on universities providing ITT to develop a course which is

more inclusive of outdoor learning as a pedagogy across all educational phases. This would

help overcome the culture of indoor teaching in favour of positive mind-sets that respect

outdoor learning as a constructivist approach which is beneficial across all of the Areas of

Learning. Additionally, this change in mind-set must be reinforced through guidance for

schools, post-initial training, to ensure broader acceptance and implementation throughout

NI.

In order to enhance the study’s findings, and overcome the inability of one group to single-

handedly resolve these problems (Louv, 2005), it would be beneficial to investigate the

perceptions of educators on higher levels (Senior Management and CCEA). This should form

the basis of further study on outdoor learning in KS2.

50

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APPENDICES

_______________________________________________________________________

Appendix 1: Stranmillis University College Ethics Form

Appendix 2: Invitation to Participate in Research for Key Stage Two Teachers

Appendix 3: Invitation to Participate in Research for Outdoor Practitioners

Appendix 4: Interview Questions for Key Stage Two Teachers

Appendix 5: Interview Questions for Outdoor Practitioners

Appendix 6: Semi-structured Interview Resource

Appendix 7: Questionnaires for BEd Primary Trainee Teachers

Appendix 8: Questionnaires for Foundation Stage or Key Stage One Teachers

Appendix 9: Transcriptions of Interviews

57

APPENDIX 1: STRANMILLIS UNIVERSITY COLLEGE ETHICS FORM

_______________________________________________________________________

58

59

APPENDIX 2: INVITATION TO PARTICIPATE IN RESEARCH FOR KEY STAGE TWO TEACHERS

_______________________________________________________________________

60

Stranmillis University College

Stranmillis Road,

Belfast. BT9 5DY.

18th October 2016

Invitation to Participate in Research

Dear Gatekeeper,

My name is Hannah Barnes. I am a fourth year student at Stranmillis University College,

studying for a Bachelor of Education - Primary. As part of the requirements for my

dissertation I am undertaking a small-scale research project on professionals’ perceptions of

outdoor learning in Key Stage Two.

Within this study there are several research questions which will contribute to identifying

current attitudes amongst educators. These include:


education?

2. Is the extent of outdoor learning related to educators’ perceptions of outdoor learning

in KS2?

3. What do educators regard as their influences that prevent or encourage the utilisation



I would be immensely grateful if one Key Stage Two teacher would be willing and able to

attend an interview with myself. Please know that these interviews will be audio recorded. In

addition, I would appreciate it if two Key Stage One or Foundation Stage teachers would fill

in a short questionnaire. Two copies can be found in this envelope.

All data collected will be used within my research with utmost care and attention to ensure

complete confidentiality. The school’s and teachers’ identity will remain private as all data

will be secured under lock and key and password protected folders. If you like, a summary of

my findings can be sent to you after the completion of the study.

Please indicate your preference of participation in this study via my email address,

[email protected] by 4th November 2016.

I look forward to seeing your response and thank you in advance for your time.

Yours sincerely,

Hannah Barnes.

mailto:[email protected]

61

APPENDIX 3: INVITATION TO PARTICIPATE IN RESEARCH FOR OUTDOOR PRACTITIONERS

_______________________________________________________________________

62

Stranmillis University College

Stranmillis Road,

Belfast. BT9 5DY.

18th October 2016

Invitation to Participate in Research

Dear Reader,

My name is Hannah Barnes. I am a fourth year student at Stranmillis University College,

studying for a Bachelor of Education - Primary. As part of the requirements for my

dissertation I am undertaking a small-scale research project on professionals’ perceptions of

outdoor learning in Key Stage Two.

Within this study there are several research questions which will contribute to identifying

current attitudes amongst educators. These include:


education?

2. Is the extent of outdoor learning related to educators’ perceptions of outdoor learning

in KS2?

3. What do educators regard as their influences that prevent and encourage the utilisation



Due to your vast experience of outdoor learning with primary schools I would be immensely

grateful if one/two of your facilitators would be willing and able to attend an interview with

myself. This will take a focus on Key Stage Two education.

Please know that interviews will be audio recorded. All data collected will be used within my

research with utmost care and attention to ensure complete confidentiality. The organisation’s

and participants’ identity will remain private as all data will be secured under lock and key

and password protected folders. If you like, a summary of my findings can be sent to you

after the completion of the study.

Please indicate your preference of participation in this study via my email address,

[email protected] by 4th November 2016.

I look forward to seeing your response and thank you in advance for your time.

Yours sincerely,

Hannah Barnes.

mailto:[email protected]

63

APPENDIX 4: INTERVIEW QUESTIONS FOR KEY STAGE TWO TEACHERS

_______________________________________________________________________

64

Interview Questions for Key Stage Two Teachers

For the purpose of this interview, outdoor learning is an umbrella term to describe any

learning that takes place outside.

1. How many years of teaching experience do you have?

Prompts: Is it less than five, five to ten years or more than ten years?

Does this experience include a leadership or coordination role in your school?

2. How often do you take your Key Stage 2 (KS2) class outside as a lesson or part of a

lesson?

Prompt: Would you say this is often (weekly), occasionally (once a month), rarely

(twice a term) or never?

3. Do you think there is a difference between outdoor learning in KS2 and that in

Foundation Stage (FS) / Key Stage 1 (KS1)?

Prompts: This could be in terms of amount/ freedom/ flexibility and/or quality.

What factors uniquely increase or decrease the amount or quality of outdoor learning

in KS2?

4. Please tell me of a first-hand experience when you have taken pupils outdoors?

Prompts: Were the learning intentions met by most pupils? Where was this?

5. How important is outdoor learning in KS2?

Prompts: Is it very, quite, slightly or not at all important?

Do you think there is potential for it to be more important in KS2? Why/how?

Is it your responsibly as a teacher to ensure KS2 children learn outdoors?

6. You have been informed that you have to take your KS2 class outdoors this week.

What is your immediate reaction?

Prompt: Are you worried/scared/excited?

7. What benefits can outdoor learning bring to children and their learning?

Prompts: What are the short term benefits?

What are the long term benefits?

65

8. Please order Rickinson et al’s (2004) main barriers to outdoor learning from the most

influential factor for you at the top to the least influential barrier at the bottom.

Prompts: Why have you placed them in this order?

What else may prevent you from making the decision to take your class outdoors

more?

What do you find difficult in terms of weather/ staff/ time/ knowledge/ safety /

organisation/ guidance/ planning/ resources/ making it inclusive of all children/

making it inclusive of all subjects?

9. How confident do you feel about teaching outdoors?

Prompts: Do you feel confident, quite confident, not sure, slightly confident or not at

all confident?

Do you feel your practice is effective outdoors?

Is this different from teaching indoors? If so, why? Is this because you are out of your

comfort zone?

10. Do you feel your colleagues, particularly FS/KS1 educators would have a negative

view of your teaching if you participated in outdoor learning regularly?

Prompt: Would this impact you?

11. Are you aware of any outdoor centres, support groups, agencies or Forest Schools in

the local area?

Prompts: Do you liaise with these? If not, do you know of anywhere you could go to

seek advice and guidance on outdoor learning?

12. How supportive is your school in terms of policies, colleagues, parents and senior

staff in relation to outdoor learning in KS2?

Prompts: Is there a coordinator of outdoor learning or someone who is well informed

in this method of learning?

Does your school have an outdoor policy?

Do you think they would be more supportive of a FS/KS1 class?

Do you think your colleagues and parents have a positive attitude towards outdoor

learning?

66

13. What has influenced, positively or negatively, your practice of outdoor learning?

Prompts: Do you value it?

For example, your own childhood experiences. Were these different from children’s

experiences today? You could also comment on colleagues, the curriculum and

inspirational role models.

14. What is your opinion on the guidance and resources available, including the Northern

Ireland Curriculum on outdoor learning for KS2?

Prompts: Could you give an example of a relevant resource or document you have

used?

Are they encouraging/enough?

The curriculum has limited focus on outdoor learning in KS2. Why is this the case? Is

it a good thing?

15. Do you have any continued personal development relating to outdoor learning?

Prompts: If training came available do you think you need it? Would you go to it?

Have you observed any quality outdoor learning in the past five years? Would you

want to?

16. What further support would you benefit from in relation to outdoor learning in terms

of increasing or improving it in KS2?

Prompts: You could comment on training/ outdoor resources/ lesson ideas/ a

designated coordinator of outdoor activities/ policies/ parents/ government/

colleagues/ support from senior staff.

What changes would you like to see in outdoor learning policies or guidance?

Could you suggest a method that you would use on how to keep educators up to date

with best practices and improve their teaching of outdoor learning?

17. You previously mentioned ... as a barrier. Could you make suggestions on how to

overcome this?

18. Finally, do you have any other comments on outdoor learning in KS2?

67

APPENDIX 5: INTERVIEW QUESTIONS FOR OUTDOOR PRACTITIONERS

_______________________________________________________________________

68

Interview Questions for Outdoor Practitioners

For the purpose of this interview, outdoor learning is an umbrella term to describe any

learning that takes place outside.

1. How many years have you been working in this centre?

Prompts: Is it less than five, five to ten years or more than ten years?

What is your job role? Do you have a teaching degree?

2. When a school joins you for a day trip, how much time is spent outdoors?

Prompts: Would you say this is often (weekly), occasionally (once a month), rarely

(twice a term) or never?

Typically, does the amount of time spent outdoors differ between a Foundation Stage

(FS) / Key Stage 1 (KS1) trip and a Key Stage 2 (KS2) trip?

3. Do you believe schools positively embrace outdoor learning?

Prompts: Are schools eager for more outdoor learning? Do you would believe they

see the potential outdoor learning has to offer in KS2?

Are there variations for this need between rural and urban schools? If so, why?

Is the need for outdoor learning decreasing or increasing with time?

4. In your opinion and perhaps as a result of requests from schools do you think there is

a difference between outdoor learning in KS2 and that in FS/KS1?

Prompts: This could be in terms of teachers’ expectations/ amount/ freedom/

flexibility and/or quality.

What factors uniquely increase or decrease the amount or quality of outdoor learning

in KS2?

5. Please tell me of a recent outdoor activity that you carried out with KS2 pupils?

Prompts: This may be a good or bad experience.

Were the learning intentions met by most pupils? Where was this?

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6. How important is outdoor learning in KS2?

Prompts: Is it very, quite, slightly or not at all important?

Do you think there is potential for it to be more important in KS2? Why/how?

Who is responsible for ensuring KS2 children learn outdoors?

7. Could you describe the attitude you perceive from teachers when they bring classes

here for outdoor learning?

Prompt: Do some teachers ever come and portray a negative attitude towards being

outdoors?

8. What benefits can outdoor learning bring to children and their learning?

Prompts: What are the short term benefits?

What are the long term benefits?

Do you think teachers and schools understand and value these benefits?

A lot of the work you carry integrates children from different communities. Why do

you choose to do this outdoors? Some research such as Beames et al. (2012) argue

that this results in using nature as a fruitless backdrop? How would you respond?

9. Please order Rickinson et al’s (2004) main barriers to outdoor learning from the most

influential factor for you at the top to the least influential barrier at the bottom.

Prompts: Why have you placed them in this order?

What else may prevent you and in your opinion teachers from making the decision to

take a class outdoors more?

What do you find difficult in terms of weather/ staff/ time/ knowledge/safety /

organisation/ guidance/ planning/ resources/ making it inclusive of all children/

making it inclusive of all subjects?

10. How confident do you feel about teaching outdoors?

Prompts: Do you feel confident, quite confident, not sure, slightly confident or not at

all confident?

Do you feel your practice is effective outdoors? Is it coming under the influence of

schools’ orthodox such as meeting standards? Is this a good thing?

Is this different from teaching indoors? If so, why? Is this because you are out of your

comfort zone?

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11. Are you aware of any other outdoor centres, support groups, agencies or Forest

Schools in the local area?

Prompts: Do you liaise with these? If not, do you know of anywhere you could go to

seek advice and guidance on outdoor learning?

12. What has influenced, positively or negatively, your practice of outdoor learning?

Prompts: Do you value it?

For example, your own childhood experiences. Were these different from children’s

experiences today? You could also comment on colleagues, schooling and

inspirational role models.

13. What is your opinion on the guidance and resources available, including the Northern

Ireland Curriculum on outdoor learning for KS2?

Prompts: Could you give an example of a relevant resource or document you have

used?

Are they encouraging/enough?

The curriculum has limited focus on outdoor learning in KS2, why is this the case? Is

it a good thing?

14. Do you have any continued personal development relating to outdoor learning?

Prompts: If training came available do you think you need it? Would you go to it? In

your opinion do KS2 teachers need more training? Is this something you do/could

provide? If you do, is it successful?

Do you think it helps inspire teachers when they observe quality outdoor learning

here?

15. What further support would you and similarly schools benefit from in relation to

outdoor learning in terms of increasing or improving it in KS2?

Prompts: You could comment on training/ outdoor resources/ lesson ideas/ a

designated coordinator of outdoor activities/ policies/ parents/ government.

What changes would you like to see in outdoor learning policies or guidance?

Could you suggest a method that you would use on how to keep educators up to date

with best practices and improve their teaching on outdoor learning?

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16. You previously mentioned ... as a barrier. Could you make suggestions on how

schools and teachers could overcome this?

17. Finally, do you have any other comments on outdoor learning in KS2?

72

APPENDIX 6: SEMI-STRUCTURED INTERVIEW RESOURCE

_______________________________________________________________________

73

Fear and concern about

health and safety.

Teachers’ lack of confidence

in teaching outdoors.

School and university

curriculum requirements.

Shortages of time, resources

and support.

Wider changes within and

beyond the education sector.

74

APPENDIX 7: QUESTIONNAIRES FOR BED PRIMARY TRAINEE TEACHERS

_______________________________________________________________________

75

Questionnaires for BEd Primary Trainee Teachers

This questionnaire is in relation to Key Stage 2 (KS2) outdoor learning. For the purpose of

this research, outdoor learning is an ‘umbrella’ term for any learning that takes place outside.

Please note that all data gathered will be used for research purposes. Avoid writing your

name anywhere on this document. Responses will be treated with the strictest confidence.

1. Please circle your gender.

Male Female

2. Please circle your current year of study.

1st Year 2nd Year 3rd Year 4th Year

3. Within your degree what Area of Learning do you specialise in?

________________________________________________________________

4. How often have you witnessed outdoor learning on School Based Work in Foundation

Stage (FS) or Key Stage 1 (KS1)? Circle the most appropriate response.

Often Occasionally Rarely Never

5. How often have you witnessed outdoor learning on School Based Work in KS2?

Circle the most appropriate response.

Often Occasionally Rarely Never

6. Have you taken a group of KS2 pupils outdoors for part of a lesson while on School

Based Work? Circle the most appropriate response.

Yes No

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7. Research has shown that outdoor learning is less frequent in KS2 when compared to

FS/KS1. Why do you think this is the case?

8. Briefly describe a time when you observed or taught a class outdoors. You could

comment on whether it was successful and/or if the learning intentions were met.

9. How important is outdoor learning in KS2? Circle the most appropriate response.

Very important Quite important Slightly important Not important

10. For each row mark one response. How would you feel being involved in the following

aspects of outdoor learning in KS2:

Very

confident

Quite

confident

Not sure Slightly

confident

Not at all

confident

Planning lessons

Managing behaviour

Lesson delivery

Ensuring health and safety

Overall

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11. In general how satisfied are you with the training you have received on outdoor

learning? Circle the most appropriate response.

Very satisfied Satisfied Dissatisfied Very dissatisfied

12. When you graduate as a primary school teacher do you think you will include outdoor

learning, either often or occasionally, within your practice? Circle the most

appropriate response.

Yes No

13. What are the benefits of outdoor learning for children and teachers in KS2?

14. What are the challenges of outdoor learning for teachers in KS2?

15. In your opinion, what is the biggest influence on whether or not a teacher will

regularly include outdoor learning? Tick only one influence.

Training School and parental support

Good location Resource and idea bank

Positive attitude Personal values and experiences

Policies NI Curriculum

Other: _______________________________________________________

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16. Whether positive or negative, could you explain what has influenced your opinions of

outdoor learning in KS2?

17. In relation to outdoor learning in KS2 what further support would you benefit from?

Tick up to three of the most relevant options.

Training A Curriculum which is more inclusive

Outdoor resources Observing outdoor lessons

Lesson ideas A change in policies

18. Do you have any other suggestions on how to improve and/or increase outdoor

learning in KS2? List your ideas.

Thank-you for your time. Please return this questionnaire to the tutor.

If you have any queries please direct them to [email protected].

79

APPENDIX 8: QUESTIONNAIRES FOR FOUNDATION STAGE OR KEY STAGE ONE TEACHERS

_______________________________________________________________________

80

Questionnaires for Foundation Stage or Key Stage 1 Teachers

For the purpose of this research, outdoor learning is an ‘umbrella’ term for any learning that

takes place outside.

Please note that all data gathered will be used for research purposes. Avoid writing your

name anywhere on this document. Responses will be treated with the strictest confidence.

1. Please circle your gender.

Male Female

2. Please circle the current stage you teach.

Foundation Stage (FS) Key Stage 1 (KS1)

3. How many years have you been teaching? Circle the most appropriate response.

Less than 5 years 5-10 years 11-20 years More than 20 years

4. Have you ever taught a Key Stage 2 (KS2) class for one year or more? Circle the most


Yes No

5. Briefly describe a time when you observed or taught a class outdoors. You could

comment on whether it was successful and/or if the learning intentions were met.

6. Research has shown outdoor learning is implemented more in FS and KS1 than KS2.

Do you agree? Circle the most appropriate response.

Yes No

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7. Here are some suggestions which may influence why KS2 teachers do not take their

classes outdoors more often. Tick the statements which you believe to be most

relevant.

KS2 teachers make a personal choice not to teach this way

KS2 teachers make excuses

There is more flexibility in FS and KS1

KS2 suffers from a crowded curriculum

Assessments in KS2 hinder opportunities to teach outdoors

KS2 teachers lack outdoor-related training and resources

Play gives FS/KS1 an opportunity for outdoor learning that KS2 does not have

8. Why else could outdoor learning be less frequent in KS2 when compared to FS/KS1?

9. A KS2 teacher in your school has decided to take her class outdoors for a lesson. How

do you feel? Circle your response.

Supportive Disapproving Not sure

10. The same teacher has decided to make outdoor lessons a weekly priority in her

timetable. How do you feel? Circle your response.

Supportive Disapproving Not sure

11. How important is outdoor learning in FS/KS1? Circle the most appropriate response.


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12. How important is outdoor learning in KS2? Circle the most appropriate response.


13. Would you recommend outdoor learning to a KS2 teacher? Circle the most


Yes No

14. In your opinion and drawing on your experiences, would your school and the parents

be supportive of outdoor learning in KS2? Circle the most appropriate response.

Yes No Not sure

15. Explain your previous response.

16. Please tick all of the statements that apply. ‘My school has a …’

FS/KS1 outdoor policy KS2 outdoor policy

Whole-school outdoor policy No outdoor policy

Coordinator of outdoor activities

Staff member keen or experienced in outdoor learning

17. Do you have any other suggestions on how to improve and/or increase outdoor

learning in KS2? List your ideas.

Upon completion, please write a short email, including your name and school, as a note that

the questionnaire is ready to be collected. Please direct the email and any queries you may

have to [email protected] Thank-you for your time.

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APPENDIX 9: TRANSCRIPTIONS OF INTERVIEWS

_______________________________________________________________________

84

KS2 TEACHER’S RESPONSES (1)

_______________________________________________________________________

1. Less than five. I’m PE coordinator.

2. Rarely.

3. There probably shouldn't be a difference but there is. There is so much focus in

Foundation Stage (FS) on outdoor play. It is important for us KS2 teachers to have more of a

focus on Literacy, Numeracy and World Around Us (WAU) outdoors. They go outside more,

drastically more. I don't think they have more freedom. For example, if I wanted to go

outdoors every day and it was applicable to learning I could do that. I think KS2 teachers

have it engraved in them that their practice belongs indoors. The content of the work limits

us.

4. Mostly cross-curricular WAU topics. We went outside for a Sound Survey. The children

loved it. We linked it to numeracy. The learning intentions were met and the children

engaged. It was on the school grounds.

5. Quite. It keeps them engaged. Sometimes topic can only ever be taught outside, such as

area. It is needed in KS2.

There is more potential for it. It’s our responsibility but budgets can stop us.

6. I would be happy enough. I haven't done a lot but I think I could control the class. It would

be good to get out of the classroom.

7. It can give them a new perspective. Especially with the boys. It’s life skills. They can't look

at a worksheet all the time.

8.

Fear and concern about health and safety 4th

Teachers’ lack of confidence in teaching outdoors 5th

85

School and university curriculum requirements limiting opportunities for outdoor

learning

2nd

Shortages of time, resources and support 1st

Wider changes within and beyond the education sector. 3rd

I enjoy teaching outdoors so I don't lack confidence. Health and safety will depend on what

you're doing. It isn’t a toil to go and check if it’s safe. Planning is the biggest problem. It’s

more of a time thing than resources and support, especially when outdoor learning is maybe

the last priority. As a school we are fairly well resourced.

The weather mostly. Although we have had good experiences in the rain.

You should be able to tailor resources to suit any pupil.

9. Quite confident. You always come in from outdoor learning thinking we should do that

more often. P6 is a busy year. Children love practical work but getting into the nitty gritty

and written work takes priority.

10. No I don't see why. KS2 more traditionally may have been seen in the classroom but as

long as I can justify why we're doing it I can't see a problem.

11. Henry Brothers’ Nature Reserve. I don't know where else I would go.

12. I have never come across a problem. The videos are posted on the school website.

Colleagues are supportive and parents seem to be too.

I would go to the P2 teacher. I don't know if there is an outdoor policy.

I don't lack support but it all boils down to there being more outdoor learning in FS.

13. Positively, the children are enthusiastic. Negatively, it’s the planning and the evidence

you have to keep.

In general I would have been out a lot more as a child. We were never inside. I think that has

changed because of health and safety worries.

86

14. I intend to use the thematic unit from the Northern Ireland Curriculum for my WAU. A

lot of it involves outdoor learning. The resources and ideas are there. It’s just a matter of

implementing them. It’s our own fault for not using them. I use mostly websites. Our

previous WAU coordinator give us websites.

If I really wanted to I could do more. If you are open enough and creative, it can work with

the curriculum. Time is the problem. I spend lots of time planning, not innovative lessons

but just standard lessons, and collecting evidence. That’s the nature of the job. You can’t

physically do it.

15. Yes- WAU training to ensure we’re covering all the skills. I would definitely go to more

to learn how to adapt lessons for outdoors and get ideas. I have observed lessons through

school trips. I would like more definitely. We are starting to do that as a school- to share

good practice.

16. Training, resources and lesson ideas. This can inspire you. Probably a person who can tell

me what to do and can give suggestions which are easily incorporated into plans- that’d

definitely be a good thing. That person would find it difficult with time though. You would

have to make time for it. Parents here support us.

Sharing good practice with cluster schools face-to-face. Group forums can help you with

ideas. I think you have to be involved with the other people. the Internet isn't always looked

at.

17. [time] reduce the paperwork.

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_______________________________________________________________________

1. More than twenty years. Yes, literacy coordinator.

2. Occasionally, but weekly in the summertime.

3. Not really. Both make good use of the space to keep kids active, learning and thinking. It’s

just the tasks are at a different level in KS2. Generally there is a big difference in the amount

of time spent outdoors between FS and KS2 but in my class we go outdoors a lot more.

In this school we share the space but the lower end of the school get priority of it. The

content of the curriculum doesn't always lend itself to the outdoors. We are trying to teach

children to be more independent learners and use textbooks so outdoors isn't always

suitable.

4. For 18 to 20 years I have been doing the river topic. However, our first setting became too

expensive and so I take a classroom assistant and do it myself. Our new setting is free and

doesn't require an expensive bus. The children love it. And their learning is very cross-

curricular.

5. Very important. I think it’s my responsibility. At the end of the day we are given guidance.

It’s up to us as individual schools to plan for this.

6. Bring it on. Where is my coat? But then I love outdoors. I think that depends on your

personality. You are either an outdoor person or an indoor person. A lot of our teachers are

indoor people.

7. They are getting fit. They are working as part of a team and social skills develop.

Outdoors, the ability levels aren’t as apparent. The less able thrive in mixed ability groups

outdoors. They step up to the challenge more outdoors and try things they wouldn't

ordinarily try indoors. They take more risks. Indoors they lose confidence and zone out.

Outdoors they are more creative. And they think more independently outside the constrains

of a worksheet. It is good to move beyond the whiteboard and textbooks. Classrooms can

88

be very controlling but outdoors there is a false sense of freedom. I think children work

better when you give them freedom and trust, within reason.

8.

Fear and concern about health and safety 3rd



learning

2nd


Wider changes within and beyond the education sector. 4th

Health and safety is a consideration. I am confident. The curriculum holds me back. I could

plan fun and engaging outdoor lessons but it can't always be that. It needs to be centred on

the curriculum. Our curriculum is so wide. Therefore we don't always have time to do a

practical task. When you go outdoors, it makes it harder to have time to do written parts.

Teachers are always looking for evidence. Even children need that balance and written

records to remember. It can't all be ‘do do-y’. However if I was to use outdoor learning all

the time it wouldn’t work. Kids need to be able to sit down and concentrate. In terms of

resources fortunately I have a classroom assistant this year. You need a classroom assistant

when you go outdoors. Especially in a wide space.

In terms of writing, even the very nature of a clipboard can limit learning as they do not see

it as proper learning. That makes literacy difficult outdoors. When you take lessons outdoors

it often becomes two or three lessons which could have been one lesson indoors.

I wish children would want to be outdoors more. And when they do go out it is just so

lacking purpose. They need guidance on how to create play. They aren’t use to playing

outdoors. They hang around on phones, and at break time boys get priority of the

playground with football.

9. Quite. I would not say very confident as there is always something outdoors to catch you

out. You have to be mindful. I will always be someone expecting something you least

expect.

89

10. I don't think so. But I do think the lower end of the school think it is their domain. Maybe

they will open up their ideas.

12. The principal and WAU coordinator are supportive. As long as it has curriculum aims and

is financially viable.

Training has not been recent. The WAU coordinator has been on training but it is not

outdoor learning per se.

I don't think there is an outdoor policy in the school.

I think it’s the WAU coordinator’s job to ensure there is outdoor learning. The nursery and

FS teachers have been on training.

Our parents have high expectations of pupils and want the curriculum covered. I think

parents are stuck in the past believing outdoor learning is a FS thing.

13. My childhood would have been outdoors. I grew up in the town but I went to the

countryside for the animals and trees. I grew up outdoors. Possibly I’m a bit wild and I like

outdoors. In school we had a nature table - you brought things from the outdoors, indoors. I

have always wanted that and my own pond in the school. The Principal won't let me.

Children are too lazy and not creative enough.

The outdoors plays up to children's strengths, keeping them interested. But you need to

work on their weaknesses too.

14. I don’t think there is very much. It’s down to the teacher and her planning and

searching. You can look on Pinterest and the Internet but there isn't very much.

KS2 is all about standards. If you go all the way with outdoor learning then standards will

slip. You can start or finish lessons outdoors but it always needs to come back to the core

content.

15. No training, other than going out to outdoor centres and seeing how it was to be carried

out. I would go to training. But you can’t really get to go on courses that you're just

interested in.

90

16. It's okay having all these policies but it doesn't mean it will happen. If someone was to

hand me all the resources, and it wasn't additional, but rather fitted into my topics then

great.

The curriculum needs to be cuts.

Websites may be the best. Interested practitioners will use these.

18. I have been trying as I realise you have to meet children halfway. It can't all be bore,

bore, bore. You need to make learning fun and relatable.

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_______________________________________________________________________

1. More than twenty years. I’m Principal and Child Protection.

2. Occasionally.

3. Not particularly. They are going outside to learn about the environment. In KS2 they are

not as teacher-led and have more of an idea as to what is going on. It depends on the topic.

4. We took the pupils to the old school and interviewed the historical society. We then

made movies. All the learning intentions were met. We used our village.

5. Very. It makes the learning real and relevant to them. You can go outdoors for any Area of

Learning. It just depends on what curriculum goal you are trying to hit. The WAU

coordinator leads us in that.

6. As long as it is linked and relevant I would be okay- I wouldn’t just take them out. All my

teachers embrace it.

7. It is real and relevant. You could read it in a book or watch it on the Internet but it won't

mean as much.

8.




learning

4th


Wider changes within and beyond the education sector. 2nd

92

The outdoors doesn’t have resources that lend itself to the curriculum. You shouldn't have a

lack of confidence. You should embrace it. Health and safety is always a concern but as long

as you have checked all the risks and as long as you have enough staff with you there is

never an issue.

9. Very but there’s always the chance of something going wrong in the outdoor

environment.

10. No. They all embrace it and understand the benefits.

11. Speedwell are great, Springhill and Tullyhogue Fort excavation- we use it all. The

Internet also has a vast amount of knowledge.

12. Fully supportive. The WAU coordinator is knowledgeable and it is embedded in the WAU

policy. It is explicitly stated in the policy. Parents love it. We update them through the

website.

13. The children are always positive and enthusiastic. All the teachers are very positive here

too. They never complain about it. It’s nearly going back to how involved my school was

with the outdoor environment. There may not have been as many opportunities then.

14. I would say it’s very good. The online topic packs on the Northern Ireland Curriculum

website are used. Websites are good. I would say there is never enough of anything in

education though.

Literacy and numeracy will always be priority but WAU is often outdoors and cross-

curricular.

15. Our WAU coordinator trains us every year. As part of that she encourages outdoor

learning at least once every topic. You would always take more training. Yes- I have

observed lessons before.

93

16. There is no money in the education system for support so you have to do it yourself. You

need a good WAU coordinator. Definitely not policies, there are too many. Sharing good

practice online in cluster groups of schools is good. Fronter is good.

17. Money is always a problem if you had more that would help. We depend on free things.

Usually you have to buy into programs that come into school for outdoor learning. Expert

help would be good.

94


_______________________________________________________________________

1. Less than five years of experience and I’m Eco-coordinator.

2. Often.

3. Yes there is a huge difference. KS2 go outside less whereas FS and KS1 go outside almost

all the time. We don't have a lot of time. Time is more valuable and used for core subjects

such as literacy, numeracy and ICT. Sometimes it can be hard to plan for and get resources

to go outside. Behaviour can be another problem. Sometimes the children get

overstimulated outside. Inside they can be more focused and engaged in a quieter setting.

4. For a P6 math lesson we were looking at the measurements of a Viking ship. They didn't

realise until they went outside how big it actually was so it brought it into a real-life context.

The learning intentions were met. It was on the school grounds.

5. Quite. There is potential for it to be more important. That is not my responsibility. It’s

probably the Year Coordinator’s role. In this school we have three classes per year group

and a Head of Year so I just do what I’m told. We all plan together. There are many activities

that need to be done especially in P7. Also in P7 they have more responsibility and are in

and out of class for trips frequently. It is difficult to fit it all in.

6. No problem. The only worry would be behaviour and that is just my class this year.

Otherwise I wouldn't be worried.

7. When children are outside they are able to make connections with real life. It develops

their place in the world. They are more creative as they are free to think. It’s multi-sensory.

Also the children are more enthusiastic and engaged. They don't think it is as formal as a

class setting. It’s memorable.

95

8.




learning

2nd



I don't have a lack of confidence. In terms of health and safety it’s just the children's

behaviour and whether they can handle the lesson.

I don't find it difficult making it inclusive. You have to differentiate inside the classroom so

there is no difference doing it outdoors. In fact, it should be more inclusive outdoors.

9. I’m quite confident. My practice is more effective indoors. Inside it’s a formal setting and

they know their boundaries. Outdoors they can get carried away and not see it as a lesson.

10. No, because they know the benefits of pupils being outdoors. My KS2 colleagues may

see it differently because we have more curriculum to cover.

11. Speedwell. Peatlands Park. There is also the Fishery School. We are actually working

with them at the minute. I don't know where else I would go. Some centres have had

funding cut.

12. Our school are very supportive. If you want to go outdoors, it would be no problem. We

are encouraged to bring the children outdoors. We have lots of area such as the garden and

a place for reading. I go up there with my class in the summer months. Also the eco-school-

we have compost bins, allotments and a greenhouse. We are encouraged to use these.

The FS and KS1 coordinator is well informed. There is no outdoor coordinator or policy that I

know of.

They would probably be more supportive of FS or KS1 classes going outdoors but we still

have the support.

96

I would presume the parents of KS2 children would see it as not proper learning- that it’s

play rather than learning intentions being met.

13. Positively, I have observed other teachers outdoors because I am newly qualified and

also the training in my PGCE. Negatively, behaviour stops me. When I was in school there

weren’t opportunities to go outdoors. Children are lucky it’s built into the curriculum.

14. There are some very good resources available on all the topics. I just don't have the time

to go through them. They are mostly WAU topics. I don't think there is enough. Northern

Ireland is very focused on the core subjects and assessment. While they are trying to have

more active learning there hasn’t been a push for outdoor learning.

15. No specific training but my eco-coordinator role has helped. I have observed lessons but

I would definitely go to more.

16. The opportunity to observe others taking the lesson. Time to plan for lessons and a bank

of resources and ideas. An expert in school would be helpful. In KS2 our policies need a

more specific focus as FS benefits from such specific policies and guidance.

Email would be a way to share practice as they can't be bypassed. Or even courses.

17. [behaviour] - probably if they participated in outdoor learning more often and were

exposed to it they would get used to it and the rules. Clear behaviour expectations and

sharing learning intentions would help.

18. The children respond to it. It’s just getting time to fit it all in. The classroom doesn't have

the same impact.

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_______________________________________________________________________

1. Eleven to twenty years and numeracy coordinator.

2. Occasionally.

3. Yes. It is easier in FS and KS1 to bring learning outside. There is definitely more time in FS

and KS1. Their curriculum makes it easier to implement. It would increase in KS2 if it was

stated as a requirement of the curriculum, if it was apparent how relevant it is and all the

resources planned for you. That’d be brilliant because quite often when you're doing it

you’ve to think outside the box. Not everything lends itself easily. In FS it is so much easier-

you can literally carry play outside in the summer months.

4. Maths- looking for angles. It was harder to implement. Learning intentions were met in

the school environment.

5. Only slightly- it has to be in context. There is potential for it to be more important.

I suppose it is my responsibility. However, I would need someone to enforce it.

6. What for? What is the purpose? I would be concerned as to what I can plan that will fit in.

There is no point going outside for a gallivant.

7. It extends their learning, puts it in context if it regards science and adds a new dimension

that you can't do in a classroom.

8.




learning

2nd


98

Wider changes within and beyond the education sector. 3rd

You are pushed to get everything done in a day and that’s when you're being short and

snappy in a classroom. Generally, in the outdoors it takes longer. The resources aren’t at

hand and so planning takes much longer. Outdoors can be hard to manage as they are all in

different places. There is nothing that stipulates pupils have to be outdoors. Training and

suggestions of ideas would aid confidence. I find it difficult sometimes as a teacher to see

the wider picture and so bouncing ideas of one another can help. You would approach

health and safety like you would with anything. It is primarily time. If you are being pedantic

the weather to. Ice can be health and safety worry.

In terms of making it inclusive you would approach it like you would with any change.

9. Slightly confident. We are used to being indoors.

10. If I had a context they would be supportive. If not then they would have something to

say.

11. Speedwell is local. Peatlands Park, there's something there. You also have your outdoor

centres. We use Speedwell and have residentials at outdoor centres. When I taught FS we

liaised with other schools that were into that. In terms of KS2, I don't know.

12. It hasn't ever been raised. As long as you have learning the Principal would be okay.

Our FS teachers would be well informed. I am not aware of any outdoor policy.

I think as for colleagues in FS and KS1, as long as it has learning it would be the same.

I'm not sure what the parents would think. Unless it was freezing cold and they were

worried about their health I think it would be okay.

13. Negatively, I would say a lack of training across the key stages. Also a lack of time and

resources. I did have training last year but how you would implement that in KS2, I don't

know. If someone would do it for you and you just brought the kids it would be super.

Positively, the kids enjoy it. It would be great to use it as we have a great big area.

99

Some children are stuck in front of iPads and so it’s very different from my childhood in that

way. But that depends on where you live.

14. It is limited. As a FS teacher I did use the Outdoor Play Curriculum. Even it is very limited

to FS and nursery.

The more you progress through the school the more the focus on exams. At the end of the

day they need to be able to multiply and divide, and have the fundamentals in place before

you can do anything else. Everything is boom, boom, boom, every day in this classroom. To

take time out to do outdoor learning is an added pressure.

15. Yes but with a FS focus. Oh yeah, more training. I have only observed FS teachers in this

school. If someone was to put your topics in an outdoor context then it would be pretty self-

explanatory but it is always nice to see others. Ideas would be the fundamental part.

16. Ideas, resources and time to implement. It has to be more than just coming from a

coordinator. It has to come from the top, [government and officials], down. Policies also

need to come from the top, down.

The C2K system is an easy way to share practices. Photograph, explanations and learning

intentions –it’s handy. There is a program like this on the system.

17. Clusters of teachers of the same year group or topic work coming together to plan and

discuss ideas. I need to be made to put stuff on the system as I wouldn't be confident.

17. This has been provocative and it would be an interesting area to develop.

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_______________________________________________________________________

1. More than twenty years of teaching. I’m the Maths and English coordinator

2. Occasionally but more than once a month in the summer. I only teach three days a week

3. I think in KS2 it has to be planned more carefully as it does take a bit of thought to make

sure it is purposeful. I suppose it falls more naturally in FS. I also think it depends on the

area which the school is in. We are lucky to be here in a village where there is stacks of

stimulus. It is safe to go down the street and there are lots of opportunities. When I think of

our FS, it is easy to open the doors and extend their play outdoors just by moving the sand

or water tray. But that is not actually using the environment. Yet they are still outside rather

than being closed in a room. That is easy to do, whereas in KS2 it has to be integrated into

what they are learning. At times this can require a lot of thought.

Behaviour of the class can be a unique factor. I would happily walk my class to the shop but

if there are behavioural issues you would be looking for extra support just to open the door

and walk. However FS always requires extra support and they usually have that set of hands.

We do not.

I don't necessarily think there is more freedom.

4. Last year we had a ‘Non-Bake Off’. Pupils had to create a recipe and walk down to the

shop to buy the ingredients. The learning intentions were met. There was so much math. It

was a great experience.

Last year we did a survey on ten things we like about the area and ten things we would

change, so we walked around the village. ‘The Village’ was our WAU topic.

5. I think it is very important. It motivates children. It makes learning real.

Its potential depends on the teacher. Some teachers go outside all the time while others

find it hard to break away from worksheets. It also depends on the class.

I think you are always looking for ways to motivate and use different approaches. Yes,

absolutely, I think it is my responsibility to make sure they are motivated.

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6. I hope it’s warm enough. No, I would be excited. I like the thought of doing something

different.

7. It makes it relevant, motivates then. It is hard to listen. Nice, short breaks outside as they

are up on their feet. Doing different things splits the day up.

8.

Fear and concern about health and safety 2nd



learning

3rd



The older I get the less I worry about safety. You have to be careful you don’t relax too

much. This is hard to do. I mean when it comes to resources there aren't very many,

especially adult support in terms of classroom assistants. There are very few dangers in our

location. Ideas of how to make it relevant is my main problem. I wouldn't do something

unless I needed to. It has to be of benefit. Time is always an issue amongst all the other

things that have to be done. The environment is a rich resource and it’s free. I think there

are opportunities in the curriculum but has to be creative especially as children get older.

Not having a classroom assistant links to safety and resources. I don't see anything in the

curriculum that would stop me from doing it. I don't lack confidence. Wider changes isn't a

problem as it’s free. Weather would stop me. It can be a dilemma in a composite class. I find

it difficult to differentiate outdoors so that everyone, even in mixed ability groups, is

catered for.

9. There is certainly a benefit in outdoors but there are other things the classroom is more

effective for. It is good to have a different strategy as teachers and children can get bored.

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10. No I do not think my colleagues would. Parents may especially in P6 and P7. It has to be

balanced. When I was in school you took your books outside to do your work but it is all

different now.

11. Speedwell, but unfortunately it has to be cross-community. There are lots of places you

can buy into that do outreach work such as museums. I can't think where else I would go.

That type of shared platform like the website Pinterest would be useful. If you could just see

pictures of things people have done and didn't have to read too much. It just inspires you.

Not glossy books from CCEA- the amount of money that they spend on a book that will sit

on a shelf. Whereas an app where people have added pictures would be so much easier to

look at.

12. We don't have a policy. It is probably mentioned in the literacy and numeracy policy.

There is no one particularly knowledgeable but we all do bits. I would say the Board of

Governors would be accepting. I think if I was out every day leading up to transfer test

parents would begin to worry but I wouldn't be doing that anyway. If it was all done in

proportion there wouldn't be a problem.

13. Professionally, I taught in Belfast. There were more opportunities but the children had

more issues to manage. This is such a rural-community. The children are outdoors all the

time.

14. Is there a document on it? I haven't read anything. Other than I know learning has to be

active. And you should use varied approaches to engage children, and that just fits with

outdoor learning. I don't think the curriculum has any.

15. I’ve no CPD. It would be good to hear what others are doing to spark ideas. It would be

interesting. Yes, it’s always inspirational to see what others are doing but time is a

restriction. That is why website pictures and quick comments are good as you aren’t having

to go anywhere.

16. Ideas linked to curriculum areas, especially literacy and maths, than WAU.

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[policy} - not particularly because if there is a policy it is forced upon us, and then people get

resistant. Most teachers are good deciding if ideas are useful.

17. Sharing ideas and good practices would help with planning. The Pinterest idea- at a quick

glance, that is not tedious.

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OUTDOOR PRACTITIONER’S RESPONSES (1)

_______________________________________________________________________

1. Six years but I have twenty plus years in environmental education. My job title is

Conservation Education and Activities Officer. I manage educators here to develop

education programs and interpretative information. I do not have a teaching degree.

2. 2 - 3 hours daily. We also do outreach programmes to support schools in taking children

outdoors. A lot of that relates to Eco-Schools. We also do teacher training on how teachers

can develop the indoor curriculum outdoors. It's about getting the children outdoors for

that real life learning rather than on an iPad in those four walls. We also help schools apply

for funding. For the children it's very practical and they get to do things they wouldn't

normally get to do.

From March to June we are on site. We can take 1000 pupils per month. In March we have

500/600 children typically. September to January is usually outreach. Our annual figures are

7500 to 9000 children.

I think it’s fairly equal for us. P4, P5 and P6 are popular programmes. A lot of the work is Key

Stage 2. The amount of time actually spent outdoors is based on what the teacher wants us

to do rather than the age of the pupils. We have a Quality Assurance Badge for Outdoor

Learning. That can include any outdoor learning. We were the third in Northern Ireland to

get one. As part of that we revamped our booking systems to find out what the pupils have

already learnt and what the teachers want us to cover. That means every program is

tailored to suit the school.

Personally for me I don't like talking too much in the classroom. Children learn by doing.

Outside is where you can sow the seeds for future sustainable citizens. The head, heart and

hands need to be connected. If you forget that then you forget understanding and

emotional connection. We don't want outdoor learning to be a tick box activity.

Key Stage 3 is more information driven. Generally, we spend around half an hour in the

classroom but that will depend on the educator in charge.

The Quality Badge challenges us. Otherwise, you would get stuck in the mundane.

3. I think they do, with conditions. A lot of teachers still need the backup and support to do

outdoor learning. I'm not sure Senior Management actually understand what outdoor

105

learning is. Outdoor learning can mean a lot. I think they see the positive learning potential

but it is very difficult to do it because they do not have the confidence and skills. Also they

don’t know where to get support. There is a booklet that shows teachers all the different

types of supports, what parts of the curriculum they cover and what Key Stage they

accommodate. That is an excellent back-up document to show who supports outdoor

learning. A copy was sent to every school. It is also on the ESDF website. A lot of those

places have now been cut. Unfortunately our funding was cut or we would have an updated

version of it.

Those eco-school programmes have helped a lot. However it is voluntary work.

So yes they love it and they see the benefits but there are still issues with not knowing

where to get support and confidence. For example, I recently went to a school for some

outreach work. It is a phenomenal school with their own forest and outdoor classroom.

However when I spoke to the children they told me the teachers never take them into it. I

think that shows that all the teachers need to be engaged and want to do outdoor learning.

Then it will begin to happen. And some do. Health and safety is a concern. Risk assessments

are too much of a hassle. Yes, you can have resources galore but if teachers do not have the

confidence and want to do it then it won't happen.

I think they do see the potential in KS2. However I do think teachers are more comfortable

indoors. Nurseries are outdoors a lot more. I think that’s the difference between nurseries

and primary schools. Not being in the primary school, I don't know if there is a difference

between KS1 and KS2. There probably is. I think you're coming into assessments and

‘curriculum things’ to do.

I think it is increasing. Our levels of schools visiting here have always remained steady. Our

outreach programs increased rapidly over the past few years. I think that is because of

funding and transport costs. Transport will forever be the issue. Unless schools have a

minibus. It could cost £250!

4. Yes. The curriculum is tight in KS2 and there probably aren't as many opportunities. They

have a lot to cover. There is also a lack of skills, knowledge and awareness of support.

However, a lot of the funded, ongoing projects that we are asked to do are for KS2 pupils.

That shouldn't be the case as KS1 pupils are quite capable. The practical work is often KS2

based.

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5. Building a Bee Hotel as part of a pollination project. It was a seven week project. Firstly,

we had a whole school assembly to talk about all the features we would implement. The

second week we built our willow dome with the eco-committee. The children got muddy

and loved it. They then had to maintain it. There was a lot of learning. We engaged the

entire school but worked closely with the eco-committee.

We also do cross-community work, called Growing with Friends. They look at the signs of

Spring and what a friendship needs to grow. We look at plants and how they need to be

nurtured like a friendship. Then we look at it again later in the year and how their

friendships have developed. We also look at immigration of birds and that relates to people

that have immigrated here.

6. I think it is crucial. We have lost many of the connections with the environment. We have

become consumers that throw-away. Our planet will not support us. We have to make it

sustainable. For us, as conservationists, it is about this.

The natural environment is a way of dealing with our stresses. Our generations are growing

up without it. We used to have a nature table in school and we would have brought in stuff

from nature. We would discuss it. It was a fantastic way of bringing nature indoors. It has

probably stopped because of health and safety. We have generations of teachers who are

not educated in this area. This is why educators who are conservationists need to come into

schools. Otherwise it will only get worse. It is about survival. That is what I keep in my head.

I am potentially inspiring children, and there may only be one or two children that really

care, but they are the next generation of conservationists and consumers. That is why it is

important that children and educators do not see it as an ‘add on’, but their actual life.

Normally the WAU coordinator and eco-school coordinator take this responsibility. Senior

Management and the Board of Governors also have a role to include it in School

Development Plans. When it is in the School Development Plan it gets included and taught.

7. They really, really enjoy it. Absolutely love it. Our educators are very engaging. If the

teachers are worried initially they very quickly realise that we are professionals and become

comfortable. Sometimes we do get the educators that sit on their phone and treat this as a

free day or are afraid of the mini-beasts. Therefore we engage the teachers through

107

behaviour management, asking them not to show their fears and taking groups. You do get

the teachers who aren't interested. A lot of teachers do appreciate the benefits. The classic

feedback is of that child who is poorly behaved but who works perfectly and answers lots of

questions here.

We have had teachers come in their high heels and best clothes.

8. It's caring for the natural environment and that translates to caring for other humans. It’s

the nurturing. It’s the emotional development of connecting to the world around them. The

appreciation and respect they get for the world. That will all come together to create a well-

rounded, environmentally-aware citizen.

There is also positive pester power. They take those messages and activities home.

Outdoor learning is great for their curriculum activities and learning. They learn and discover

about the natural world.

Teachers should understand benefits as it says in the curriculum, ‘the awe and wonder of

the world’. That awe still happens to me.

There are also health benefits. Not just physical and emotional. It’s mental health.

9.


Teachers’ lack of confidence in teaching outdoors 1st


learning

3rd

Shortages of time, resources and support 2nd


I don't see health and safety as a barrier. I think teachers’ lack of confidence is a big thing.

It's not even the confidence, it's the interest. They aren't connected to the environment.

You could say they’re excuses. That’s okay. That’s their personal interests. And you're taking

teachers away from iPads and books to be in an environment in which they are alien.

The tightness on curriculum and lack of support quickly come second- unless you are the

WAU coordinator or eco-schools’ coordinator. If you're interested, you will find the time.

108

There are opportunities to integrate outdoor learning into the curriculum.

I think health and safety can be used as an excuse not to do it. We recently built a willow

dome in a primary school. The teacher had forgotten to remind the pupils to wear their

boots so the children were outside getting muddy in their school shoes. The Principal came

to me after and said I had a parent complain. My point is it only takes one complaint of

something being dangerous or a parent not wanting a child to do it to scupper plans. All our

activities are risk assessed. Very rarely do schools ask for those risk assessments.

I don't think it is difficult to make it inclusive. I think it’s very easy to make it inclusive of all

ages and needs. A lot of schools send their classes of Special Educational Needs here.

10. There is always stuff that throws you but you are always learning. As a practitioner I am

confident outdoors. It’s my natural environment and where I feel comfortable. It’s a very

unique gift to be able to talk about the environment.

It’s important that boys have a male educator and a role model that says it’s okay to care. I

have that opportunity so I feel confident but also that I have a responsibility.

I never thought about that but I think it is about getting them settled and explaining the

background of what they will do. You can't do that outside as there are too many

distractions. It is far easier to bring them inside first. Our outreach programs are different.

We have to be more structured. And also flexible to the school routines.

11. I know the entire network in this sector. However, they are looking to close down a

number of centres next year. I have been to see Forest School sessions.

12. Professionally, because we are ring-fenced by the council we have a lot of support. The

cuts in the sector actually allow us to pick up some of the slack. Our numbers went up when

a lot of centres closed down. The opportunities brought to us by eco-schools and

environmental studies in the curriculum. Negatively, we face uncertainty in terms of our

department in the council.

Personally, my spark was an A-level teacher. My geography teacher in the early 90’s. He was

talking about global warming biodiversity. All these things that got me hooked. That was the

109

start of my career. I know that the children I inspire will be doing this job in twenty years’

time.

13. We’re outside the curriculum so it's hard to know all the CCEA resources that are

available. There is a vast amount of resources available: websites, teacher packs and

practical activities galore. I would imagine there isn’t a lot of support for KS2 for outdoor

learning.

[manifesto] - that is where the Learning Outside the Classroom Quality Assurance Badge

came from. It’s all by the Learning Outside the Classroom Council which has since been cut.

It represents all of the outdoor sector. You have to re-apply for the badge every two years.

14. We get a lot of training through the council on managing risk, health and safety etc.

which is used in our programs. Through the forum we do training. CCEA came in years ago

to show us where environmental studies fits in with the revised curriculum. Absolutely,

teachers in KS2 do need training. We do touch on that training for teachers. I tried to show

the teachers what outdoor learning can bring and the fun facts. I usually show the pictures

of these nursery kids climbing over a branch with a big ditch on either side. The teachers’

faces are just like, ‘there's no chance’. I told the teachers about the manifesto.

15. Funding. And I'm not just talking about for us but for schools as well. Another huge thing

would be points for being eco-school coordinator so that their work is valued. A GCSE on

Environmental Studies would allow these issues to be taught and assessed. It would give

them recognition. Further training, structured by CCEA, on what is achievable in school

grounds. CCEA-board stamped and Department of Education approved, so then teachers

pick up on it. Unless it has that backing a lot of the time it isn't important and it’s forgotten.

You need CCEA to send them out but trying to get that is difficult.

16. If they are interested then training. Some of this has to come back to the teacher- if they

are really interested they will find out more. Teachers and leaders need to use the available

network and support. That takes passion.

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OUTDOOR PRACTITIONER’S RESPONSES (2)

_______________________________________________________________________

1. Eleven to twenty years. I am Senior Programmes Officer. I have a PGCE with Geography.

2. One third of a day. In KS1 we are outdoors more.

3. When teachers come here they do embrace outdoor learning because they tell me certain

children flourish who find it difficult being indoors. If teachers had the time they would be

eager for more. I think teachers do see the potential for KS2.

When I first came here we had so many schools booked for outdoor programmes but that

was when there was funding for environmental work. As time has went on funding has been

cut. I think if schools had the money they would come here.

4. There is a difference. In KS1 it is more hands on and we are outside more. In KS2 outdoor

work is more detailed and because it is harder we need more time in the classroom first.

That’s because when it is a KS2 class they need to do more outside and so they need

background knowledge. In KS1 I can afford to talk and guide the children as I take them

around the forest. I think it needs to be that way so children know what they are doing.

In KS2 it is a more real experience and we do more with their findings. It is more detailed.

Even in KS2 some children come here, having never been outside because of technology and

so they are not use to it. Then when the work is harder and longer they are often tired too

quickly.

5. Our team building days are intensively outdoors. We do icebreakers, bridge building on

the river, trails etc. It’s cross-community so it builds their social skills and hits lots of areas of

the curriculum. Our feedback is very positive. It’s popular.

6. It’s very important. All young people need to experience the world. They can do more in

KS2 and have more capabilities, knowledge and exploration to do it.

It’s a combination of teachers’ and parents’ responsibility. Elements of what teachers teach

needs to be outdoors.

111

7. Teachers love this outdoor environment. They are happy that it is being delivered for

them. They know it’s safe and they’re comfortable. This wouldn't be the case if teachers had

to deliver it themselves. They would be worried about safety once they take the children

out of that ‘safe room’.

Teachers are never negative but we know they wouldn't want to do it themselves.

8. They’re physically active and there are health benefits, for example, fresh air. It gets them

out and about. It is exciting and a different experience. You can't learn everything from a

book. It’s first hand learning. Some children respond to it better outdoors. It’s real. You need

it to bring the subject alive- geography without fieldwork is like science without

experiments. I think teachers understand these benefits.

Here we use the environment as it is a unique place which is neutral. This place is magical.

It’s a natural environment. Our programmes have always been designed by teachers to

learn about the world around us and the environment while bringing children together.

9.


Teachers’ lack of confidence in teaching outdoors 2nd


learning

5th



Time is the main barrier. Teachers always complain about not having time to prepare all the

resources. There is so much paperwork. That’s why we do all that for teachers here. Some

teachers don’t have the environmental background and confidence to want to do it.

Generally, children are safe in the classroom. When you go outside there are added

dangers, getting bitten, fear of the public, dogs etc. You kind of want to wrap children in

cotton wool. Anything can happen.

112

We try to include everyone the best we can. Teachers must tell us if they have a child with

physical disabilities. We have taken children around in wheelchairs.

Severe weather has only stopped us once or twice. Safety was paramount.

Unfortunately other things cram their curriculum.

10. I’m very confident. I prefer to teach outdoors than indoors. I have my geography degree.

I love it. Certain things are more effective outside- your lab is outside.

We set our own standards. Schools continue to come back to us because we hit the PDMU

and WAU targets. We tailor programmes to meet schools. I know what teachers want. The

indoor part first allows time to give pupils guidance and enhance the experience.

11. Peatlands Park but its closed due to funding. Funding is our biggest problem- the cost of

a bus to get here. There’s also the Field Studies Council in Belfast. We have partners and

collaborate with eco-schools and Lough Neagh Discovery Centre. There’s ESDF forum and

the RSPB is one of our partner.

12. I can't think of anything negative. Positive to me, it’s the buzz children get from being

outdoors. The sense of achievement and pride and you know they have enjoyed being here.

My childhood was completely different. Children do not get out as much. Teachers say the

same. They don't have the ability to want to go outside. There’s too much going on indoors.

I didn't have that. You had to go outside to do something. All children want to do is play

online and with technology.

13. I don't think there is a whole pile in the curriculum. It doesn't specify going outdoors.

There needs to be more. I use the Woodland Trust website. We also try to guide schools by

providing worksheets and units of work in a cross-curricular way. It's called Trailblazers. We

used our expertise to make this environmental pack. It’s being used as there is no planning

needed. It overcomes schools not having time, and encourages them to go outdoors. It's

online.

I haven’t heard of the Manifesto but I have heard of the Quality Assurance Badge. We’re

going to apply for that.

113

14. No. We are very busy but if it benefited us I would go on it. I think KS2 teachers would

be open to gaining knowledge but they already find it hard to fit things in. We do provide

our expertise through ideas and resources. We also do teacher training based on our

programmes and what they want. Being out here, in the environment, also inspires

teachers. The environment is there to inspire.

15. Any training on how to make things more exciting for kids and make you more

confident. But you need to want to do it and see its importance first though.

The closest thing to a coordinator is the Eco-coordinator and their pupil committee. A lot of

schools here are working towards it.

We get our feedback from schools and what they tell us about policies and new

requirements. We also go to a forum every two months to keep us up-to-date.

We always ask for teachers’ feedback to see how to improve the programmes. They are

always happy, nine times out of the ten, even just to be getting outdoors, regardless of the

programmes’ content. We also work with other organisations to check what they are doing

differently and make sure we are all thinking along the same lines.

16. Paperwork needs to be reduced. I don't know if time is an excuse. If I was in a classroom

I would do my best to get children outdoors. Without it, it will restrict children's

development. But classrooms are complicated places with lots of needs so I can see why it

isn't a priority. I don't know how that can be overcome.

17. I am very passionate about outdoor learning. I know it’s memorable and children can

thrive. People learn differently. Some children need to go outside to make the learning

come alive.

Documents

Outdoor Learning: Impacts on Key Stage Two Practice