There’s only so much children can discover whilst stuck in the classroom. Outside, there are allotments to plant, beaches to comb, and castles to conquer, say Russell Grigg and Helen Lewis...
The word ‘learn’ comes from an old German phrase, which meant to ‘follow along a track.’ So where do children learn? Everywhere!
Children love splashing in puddles, pond dipping, making sand castles, creating hideaways, digging and planting, feeding chickens, exploring castles and other ruins, and generally ‘mucking about’ outdoors. They have done so for centuries.
Traditionally, such playful activities usually stood in contrast to more formal education in schools. But outdoor learning is currently very much on the political agenda, despite fears such as increased traffic, risk assessment and the threat of child abduction. This is partly in response to concerns over child obesity levels and the sedentary lifestyles led by many children, who are seen to be preoccupied with television, video and computer games. But it is also because research highlights the all-round benefits of children being outside. Bodies such as the Council for Learning Outside the Classroom (lotc.org.uk) show how children develop language, creative, social and personal skills, learn about their heritage and environments and how to solve problems in real-life contexts.
This series of three articles suggests ways of promoting children’s learning through a rich variety of spaces and places. These include galleries, museums and libraries, many of which now offer interactive and stimulating activities for children. The articles, arranged in an A-Z format, aim to signpost a few of the learning tracks that children and adults can pursue.
Why bother?
Children learn much by growing their own fruit and veg. They appreciate the relationship between what’s on their plates and where it comes from. The allotment opens up research possibilities, such as finding out about the challenges faced in developing countries and how the way in which children lead their lives affects others around the world.
For teachers, allotments are an ideal resource around which to plan lessons. Children can learn about living things, the seasons, measurements, shape and scale. They can acquire new vocabulary, read and write for a purpose, plan, design and evaluate. They learn to work as a team, to appreciate nature and keep fit. Developing an allotment can also create purposeful links with the community.
Resource ideas
You can save money and develop children’s understanding of sustainability by growing plants in a variety of containers such as tyres, plastic bottles, cardboard tubes and egg boxes.
Tips for success
Explore the web
Why bother?
Beaches are among the most popular attractions for many families. Young children can write their names and simple words in the sand, make footprints, study patterns, sizes and shapes of shells, count waves (How often do they have to wait for a large one? Is there a pattern?), and build sand castles, tunnels and other sculptures. They can choose and use simple equipment such as sieves, magnifying glasses and containers when looking for crabs and other creatures. Pebbles can be sorted, counted and painted.
Children learn about caring for their environment by participating in a beach tidy-up. Teachers can discuss the blue flag awards and the characteristics of award-winning beaches. Explore the growth of Victorian seaside resorts and see what has changed by looking through seaside postcards from yesteryear. Geographical processes, such as erosion, can be discussed. Seaside music can be created, for instance by making shell chimes. Simple model boats can be created using recycled materials, with children competing in boat races across rock pools to see what floats and what sinks - how could they make their boat go faster?
Resource ideas
environment by participating in a beach tidy-up. Teachers can discuss the blue flag awards and the characteristics of award-winning beaches. Explore the growth of Victorian seaside resorts and see what has changed by looking through seaside postcards from yesteryear. Geographical processes, such as erosion, can be discussed. Seaside music can be created, for instance by making shell chimes. Simple model boats can be created using recycled materials, with children competing in boat races across rock pools to see what floats and what sinks - how could they make their boat go faster?
Tips for success
Why bother?
Castles are an essential part of our rich heritage and ideal for improving children’s enquiry skills. Pupils’ chronological awareness can be developed by setting up an interactive timeline (pegs and string or a computer program) of key events associated with the castle, such as a
royal visit.
On the day of the visit, set orientation activities so that children gain a feel for the site. For instance, they could take photos of castle features or list adjectives to describe their first impressions of the site. Pose questions for groups to investigate, such as ‘What can you discover about…?’ or ‘Can you find evidence for… ?’ Develop mapping skills by providing an outline plan of the castle, on which children find and mark different rooms such as the kitchen, great hall and bakery. Ask small groups to use simple drama techniques such as freeze-frames to represent medieval activities, such as chopping in the kitchen or prayer in the chapel. The rest of the class can guess the rooms they were looking at based on the actions.
Follow-up activities can include mapping the location of castles in the county, comparing castles and making a frieze, montage or television programme of the visit.
Resource ideas
There are many resources on castles including films, books, artists’ drawings, posters and replica artefacts. Among the most informative are those produced by English Heritage, Cadw (cadw.wales.gov.uk) and other official bodies responsible for the upkeep of
castles.
Tips for success
Why bother?
Children of all ages enjoy den building. Dens provide a safe, secure space in which to play, and building them promotes creativity, communication and collaboration. A den can become a cave, a castle or a car. Children develop problem-solving skills and resourcefulness as they explore ways to construct their den. Investigating different shelters offers the opportunity to consider the types of homes in which people live - in different cultures and throughout history. ICT can be used to provide a purposeful record of each step of the construction, enabling evaluation and reflection. Literacy can be promoted in a variety of ways – for instance, children can become estate agents - advertising their den through oral, pictorial or
written methods.
Resource ideas
Dens can be built inside or outdoors, on all surfaces. They can be quick and simple to make or involve sustained periods of shared thinking. Dens don’t have to be life size. Making mini-dens for small world scenarios such as fairy and pixie houses can encourage imaginative play and storytelling, as well as developing fine motor skills. Dens can be made from a wide range of materials – for example, if it snows, bricks can be made by packing wet snow into plastic containers.
Tips for success
Why bother?
A visit to a farm is an enjoyable, multi-sensory experience for children. Farms allow them to gain an understanding of where food comes from. For many, the visit may be the first time they have stroked a sheep, appreciated the size and smell of a cow, sat on a tractor or turned a butter churn. First-hand experience offers the opportunity to make close observations and record information. Young children can go on a ‘senses’ walk – what can they hear, see, smell? Data can be collected in a number of ways, including using ICT. Investigate seasons, life cycles, food chains and habitats. Older children can consider how farming has shaped the countryside. They can be encouraged to think about sustainability, animal welfare and farming in developing countries. Different points of view regarding issues such as free-range methods can be explored.
Resource ideas
Make collages using grasses, seeds and other items found in farm environments. Make rubbings, sketches, paintings, or use natural materials to make large scale art. Footprints can be explored, looking at size, shape and pattern. Wellington boots can be used as planters, blank canvases or in throwing competitions! Children can role-play ‘on the farm’, vets surgeries or farm shops. Discussion about healthy eating can be promoted. Design, create, package and market new farm products.
Tips for success
Why bother?
Environmental change over recent decades has meant that education for a sustainable future has become a priority for school systems around the world. In the UK, various organisations run different types of environmental or eco centres, such as the Wildlife Trusts, the National Grid and the Field Studies Council. Most of these centres include woodland, grassland, large ponds and wildlife gardens, within which children can learn about renewable energy, composting and recycling. Environmental centres support teachers in delivering ‘Learning outside the Classroom’ particularly in science, geography and history, through providing pupils with practical experience of the natural and built environments. Many centres offer curriculum-linked themes; for instance, Bishops Wood Centre in Worcestershire has a school programme featuring Tree Trails and Tree Tales, Resourceful Romans and Water
for Life.
Resource ideas
Check online for a wide range of resources. For instance, the Field Studies Council provide foldout charts exploring colour, seeds, fruit, bugs and hedgerows in the environment. Centres provide equipment for pond-dipping, woodland walks and other activities.
Tips for success
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