E-Book Overview
Education Scotland. — 110 p. (Автор и год не указаны).
Learning outdoors is about engaging children and young people in many different ways. Practitioners frequently act as facilitators, using multi-sensory and experiential approaches. This encourages children and young people to become involved in emotional, physical, aesthetic, spiritual and cognitive experiences as part of their learning.The purpose of this resource is to provide practical, accessible and straightforward advice for teachers, childhood practitioners, youth workers and others working with children and young people on how to engage children and young people with learning outdoors.This resource introduces practitioners who are not familiar with outdoor learning to exploring ways of taking children outside. It provides a route into continuing professional development and suggestions for embedding outdoor learning as a whole-school approach. It serves to illustrate the potential of outdoor learning as an effective approach to learning and teaching within the context of Curriculum for Excellence.
E-Book Content
Outdoor Learning Practical guidance, ideas and support for teachers and practitioners in Scotland www.educationscotland.gov.uk 2 Contents Section 1: Introduction 4 Outdoor learning within the curriculum 5 The benefits of outdoor learning 7 What the research says 7 Section 2: Making connections across the curriculum 14 A whole-school approach 15 Early years outdoors 16 The health & wellbeing of children and young people 20 Sustainable development education and outdoor learning 26 Fostering creativity through learning outdoors 30 Skills for learning, skills for life and skills for work 34 Informal outdoor learning opportunities for children and young people during and beyond the school day 36 Bridging the Gap outdoors for young people 39 ICT and digital technologies 40 Interdisciplinary learning 43 Examples of interdisciplinary work 43 Section 3: Making connections to the curriculum 45 Contributions to curriculum areas 46 Developing learning through the planning process 57 Section 4: Places to learn outdoors: school and centre grounds 61 Section 5: Places to learn outdoors: using the local area and community including day visits by foot or using transport 73 Section 6: Places to learn outdoors: outdoor residential experiences 81 Outdoor Learning: PRACTICAL GUIDANCE, IDEAS AND SUPPORT Section 7: Places to learn outdoors: going abroad 89 Section 8: CPD framework and planning tools 93 An outdoor tea break 94 The taste of chocolate 95 Personal outdoor experiences 96 What the research says 97 Getting started 98 Where do we begin 99 The added value of natural materials 100 Problems and solutions 101 Review and the next steps 102 Appendix 1: Resources and web links 103 Outdoor learning research websites 103 Organisations offering award-bearing courses 104 Curriculum links 104 Developing school grounds 106 Health and safety 107 Organisations that support early years outdoor play 108 Play organisations 108 Appendix 2: Myth busting 109 The r