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: Introduction4 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