schools

Taking learning outdoors can transform lessons. Don’t be daunted – plan for success, follow a few key strategies and you will be inspired to take children outdoors even more.

Learning through Landscapes May 2011

Make yourself heard!• Check that outdoors the children

will be able to hear you. If, for example, the field is being mown, or there is an outdoor performance practice, will it be too noisy for you to be heard?

• Position yourself so the children have their backs to the sun when they look at you, and so your voice travels downwind.

• Avoid the tendency to call or talk too loudly to the children.

• Praise the children who are showing that they are listening to you.

Be prepared• Check the outdoor area you wish to

use will be free when you need it.

• Collect together all the extra resources you may need and check you have enough of everything.

• For written work supply clipboards and pencils (easier to write with if there is a shower) and take spares.

• Depending on where you are setting your boundaries, you may need a distinctive noise maker (such as a whistle, duck caller or small bell) to gather the children back.

• Take a phone/watch for keeping an eye on the time.

• Be prepared with extra activities outside for quick workers.

• Decide in advance who will take the equipment out and how the equipment will be collected and brought back in.

• Ensure everyone (children and adults) is prepared for all weather – sun cream and hats if it’s hot; rain coats and wellies in case of rain etc.

• Have a contingency plan in case the weather really is too bad to go out.

Learning outdoors brings teaching alive – especially for practical learners. Fresh air and natural light stimulate the brain. Noisy behaviour and making a mess is allowed. The relationship between teachers and children changes, and concepts that are abstract theories in the classroom can be brought to life. The outdoors is also a free resource with huge potential – offering many and varied teaching and learning opportunities.

Making learning outdoors a success means planning activities that are as fun, stimulating and active as possible while ensuring they are manageable and relevant. By maintaining the children’s interest and engagement in the activities they will be more likely to stay on task and less likely to become distracted by others or their surroundings.

Outdoor lessons – plan for success

Teachingand learning

outdoors

May 2011 Learning through Landscapes

There is no right way to run all outdoor activities but here are some guidelines that will help make it a success for everyone.

Before you go out 1 Organise your groups Doing this in advance will help ensure challenging children are supported either by their peers or adults. Keeping such children close to an adult will provide them with the security and support they need to remain on task and get the most out of the experience.

2 Devise a reward and sanctions system If the children are used to receiving points or merits in the classroom, this can easily be continued outdoors. Or why not ask the children to design a certificate which could be awarded to the most sensible or hard working individual or group?

3 Give clear expectations for behaviour If these rules have been negotiated with the children and reflect the normal class rules, there is a greater chance that the children will have a sense of ownership over them, understand them and follow them.

4 Share objectives and outcomes Making the purpose of the session very clear will ensure that the children see the trip outside as a learning opportunity rather than playtime.

5 Decide on procedures for toilet trips as well as taking a break, emergencies, etc. Ensure that all the children and adults are aware of these. Some schools use a band or token system to help keep track of children’s movements.

6 Explain the timetable of events Outline where you will (and will not) be going while outdoors and what you will do when you get there so the children know in advance what to expect.

Once outdoors7 Define the space the children can use For some, general instructions (for example, stay on the field) may be good enough; for others you may need to use markers such as rope lines or PE markers. If the children need to work away from the main gathering point, agree a signal for calling everyone back together.

8 Give each member of a group a specific job They could be a note-taker, photographer, collector, sketcher etc. Giving younger children a sticker stating their job title will help them feel more responsible and everyone will be clear as to their role. If other adults are available make sure they also have a clearly defined role which may involve working with a particular group or supervising a designated area.

9 Gather the children back together at regular intervals so that you can share their work, praise them, re-affirm the rules and boundaries and set new challenges. This will help to refocus the children and keep them on task.

10. When getting ready to move back inside ask the children first if they can remind you of the expectations of appropriate behaviour to ensure a calm transition.

And don’t forget... to share your workIf possible, find an opportunity to share the work you did outdoors with the rest of the school via a display or assembly. This will help to illustrate the learning that has taken place. If you can involve your more challenging children in this it will give them a greater sense of ownership and they are more likely to be highly motivated and stay on task on the next visit outdoors.

10 steps to running a great activity

‘Gather the children back at regular intervals to praise... and

set new challenges’

Top tipBe brave – the

best sessions will be those where you are

trying new things and breaking new

ground

Learning through Landscapes May 2011

Ideas galore!Every school has a range of features – boundaries, trees, tarmac, fields, open spaces, small spaces, buildings, surfaces, ponds, natural areas (even the weather!) – that offer a wealth of opportunity for learning and supporting the whole curriculum. Indeed, your outdoors, in whatever condition, provides opportunities simply not available in the classroom. And the children deserve fresh, new ideas – as do you! But where to start? Think about:

• using existing features for study. These could include natural features such as hedges, ponds and trees or man-made features such as surfaces, buildings and boundaries.

• using your grounds as a setting. Open spaces are ideal for exhibitions, performances, re-enactments and processions as well as exploring scale and speed. They also offer great opportunities for loud and messy activities including science experiments and art work.

• creating something new for your grounds. Even small spaces offer opportunities to get growing (container gardening and climbing plants), encourage wildlife (log piles, bird feeders etc), create artwork and create a storytelling area.

For our ever-expanding library of inspirational outdoor activities supporting the curriculum visit www.ltl.org.uk/resources.

Consider comfort...Keep children on task and focused outdoors by making sure they can work in comfort. This means they need to be wearing suitable clothing, have somewhere to sit when necessary, and somewhere to shelter from the sun, wind or rain.

ClothingSchools are often put off going outdoors because of the uncertain nature of the weather. Being prepared for all eventualities will prevent outdoor lessons being cancelled at short notice.

Keep plenty of appropriate clothing readily available – wellies and waterproofs for when it’s wet, sun hats and suncream for when it’s hot.

SeatingSomewhere for children to sit is always useful when teaching outdoors, whether you need room for a whole class to sit down together and listen to instructions and explanations, somewhere where written work can be done, or simply a base for children to return to.

Either use existing seating in the school grounds or if dry, an area of grass. If the ground is wet consider bringing out mats or benches to sit on.

Shade and shelterUnless you are lucky enough to have an existing outdoor classroom, awning or a tree with a large canopy, you may need to

construct temporary shelter for protection from a cold wind, rain or sunshine.

• Parasols are good for small groups; marquee style tents and gazebos are easily and safely erected and can be packed down for convenient storage.

• Fabric or plastic netting, available from garden centres and haberdashers, can be stretched over a frame between vertical posts or between walls and covered in twigs, grass, flowers, pieces of fabric.

• Trees and tall shrubs in containers thatcan be wheeled about (using, for example, a janitor’s trolley) can provide shade and shelter where it’s most needed.

FAQ How can I get my colleagues on board?A school that has a positive approach to outdoor learning provides a stream of messages to its adults and children that learning outdoors is vital and valued. This might be through curriculum opportunities, providing resources to support outdoor learning, displays celebrating outdoor activities or simply through the emphasis that is given to maintaining and/or developing the school grounds.

And if children are learning in an environment in which all the adults in the

school value the work that takes place outdoors and regard it as ‘proper’ work, they will sense this and behave appropriately. If, however, outdoor lessons are rare and undervalued by adults, the children are less likely to see its value and the likelihood of poor behaviour increases.

If you are teaching in a school that has not yet developed outdoor learning, you have the power to influence not only your class but your colleagues too. Through sharing ideas and success, you will have a positive impact on how others view the use of the outdoors as a classroom. And by making it work for you, others are sure to follow.

© This resource was originally created as part of the membership scheme from the national school grounds charity Learning through Landscapes operating in Scotland as Grounds for LearningRegistered charity no. in England and Wales 803270, in Scotland SCO38890

To find out more about membership call 01962 845811 or visit www.ltl.org.uk

May 2011 Learning through Landscapes

Further resources• Groundnotes Design and technology

in the school grounds, Outdoor maths, Exploring history in your school grounds, Teaching with trees, Exploring science in the school grounds, Environmental art, Exploring language and literacy in your school grounds, Ponds, All about boundaries, Exploring geography in your school grounds, Health and safety in the school grounds. All available to download from the member services pages of our website www.ltl.org.uk.

doesn’t have to be long-winded or onerous but you should consider:

• where you will be working. How will the boundaries be set and will the children always be visable to adults?

• whether you have sufficient supervision for the group. Could additional adults or older children help out?

• which children are most likely to need additional supervision. How can they best be catered for?

• what risks are associated with the activities? How can they be managed?

• in the case of an emergency or problem, what help will be available – and how will you get it?

For more help on assessing risk see ‘Further resources’.

Risk management

‘Thinking about the risks/benefits ...doesn’t have to be long-winded

or onerous’

Many teachers feel reluctant to make the most of the outdoors – often because of concerns about poor behaviour and worries about how to manage a class outside. Common problems raised by teachers range from ‘how can I set boundaries?’ and ‘how can I be hear and be heard?’ to ‘what if we disturb other classes?’ and ‘what if the children misbehave?’.

Managing behaviour outdoors is really no different to indoors. Creating an orderly and purposeful atmosphere is important, as is being consistent and fair with an emphasis on praise and reward to influence the children’s responses and interactions.

Before leading your class outdoors it is important to ensure that you have thought about the risk/benefits in a similar way to when you take children off-site. This

Did you know outdoor lessons...• help pupil motivation and

understanding

• encourage collaboration between children and teachers

• develop children’s interpersonal skills

• give children increased responsibility

• offer more opportunities to use different teaching and learning styles

• are generally considered more interesting, varied and relaxed

• reduce behaviour and class management problems

• increase engagement and enthusiasm for learning

• give greater pupil pride and ownership of accomplishments

• For an ever-expanding range of outdoor activity ideas see the resources section of our website www.ltl.org.uk.