1. Closing the gap beyond the classroom
Dr Tessa Stone

2. Learning outside the classroom
The use of places other than the classroom for teaching and learning
It is ‘about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about what we learn but importantly about how and where we learn’
Learning outside the classroom manifesto, DFES, 2006

3. The evidence
‘When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.’
‘Hands on activities led to improved outcomes for pupils, including better achievement, standards, motivation, personal development and behaviour’
Learning outside the classroom. How far should you go? Ofsted, 2008

4. Education Endowment Foundation Teaching & Learning Toolkit
Outdoor Adventure Learning: - outdoor experiences, such as climbing or mountaineering, survival, ropes or assault courses, or outdoor sports, such as orienteering, sailing and canoeing - Moderate impact for moderate cost based on limited evidence

5. What are the gaps? …knowledge and understanding …access to experiences
…academic success
…confidence, resilience and self-belief
…motivation and engagement

6. Lack of knowledge and understanding
1 in 4 does not know a chick is a baby chicken
1 in 5 doesn’t know pork comes from pigs
29% of 5-8 year olds think cheese comes from plants
34% think pasta comes from animals
18% think fish fingers come from chicken
Survey of 1,000 UK children aged 5-11 carried out in May 2015 on behalf of LEAF, Linking Environment and Farming
British Nutrition Foundation national pupil survey of 27,500 children, 2013

7. Lack of access to experiences
‘The generation that hasn’t heard a cow moo’ More than 1 in 3 children have not heard a sheep baa or a cow moo
The ‘home territory’ of the average 8-year old child – the area that child is allowed to travel around on their own – has shrunk by 90% in a single generation
Nothing Ventured…Balancing risks and benefits in the outdoors, Tim Gill, 2010

8. Supporting academic success
Students who had taken part in conservation action ‘performed significantly better on achievement tests’ than students who had been taught using more traditional methods
Cognitive & emotional evaluation of an amphibian conservation program for elementary school students, Randler & Kern, 2005.
Learning outside the classroom contributed significantly to raising standards…’
Learning outside the classroom. How far should you go? Ofsted, 2008

9. Supporting confidence, resilience and self-belief
The mental and physical health benefits [of learning in the natural environment] are closely linked to other impacts such as improvements in feelings of self-worth and self-efficacy Dillon
Residentials provided opportunities for those who were previously quiet in class or struggling academically to ‘shine’ Evaluation of Learning Away, York Consulting for the Paul Hamlyn Foundation, 2013

10. Supporting motivation and engagement
Environmental-based education makes other school subjects rich and relevant and gets apathetic students excited about learning.
Teachers benefit…becoming more enthusiastic about teaching and bringing innovative teaching strategies to the classroom.
Understanding the diverse benefits of learning in natural environments, Dillon, 2011.

11. What can we do?
In school – gardening, school food plan, use of outdoor spaces for teaching and learning
Community facilities – churches, mosques, parks
Day visits – farms, nature reserves, stately homes
Residential weeks

12. Issues? Health and safety & managing risk Staff interest and aptitude
Curriculum links (or not…)
Whole class vs targeting
Timetabling and time
Funding
Resources and support……..

20. A Week of Muck & Magic!