Keeping the outdoor learning dream alive strategies to

Keeping the outdoor learning dream alive: strategies to maintain the momentum. Dave Harvey Jen Ager – jen. ager@high-hesket. cumbria. sch. uk 7 th November 2019

AIMS OF THE- SESSION - Understand the barriers to successful implementation of outdoor learning - Be aware of a range of strategies and tools to use in school to meet these challenges

Who are we?

Task:

The wide range of outdoor learning provision Residentials and expeditions Day visits Local neighbourhood School grounds

Post-it Note Activity • 1. What is currently happening in your outdoor learning world? (yellow) • 2. What problems have you encountered? (pink) What are the next steps to support/improve and keep the momentum going? What do you need/want?

Questions / thoughts?

Moving forward with Outdoor Learning • Research • Resources • Ofsted • National Curriculum • Forest School • Environmental • Health and well-being • CPD • Press

Adapted from M. Lippitt (1987) “ The Managing Complex Change Model”

Subject focus – growing and sharing Skill development – building confidence First steps – feeling comfortable Autonomy Empowerment Engagement Getting ready Opportunity TEACHER DEVELOPMENT LEARNER DEVELOPMENT Outdoor Learning and Teacher Development Model (Harvey, 2018)

Keeping the momentum. - Excite, enthuse, motivate, engage and involve staff - Staff Meetings - regularly - Themed days - In-house CPD - Parental engagement - Governor support - Audits - On-going review - Updated planning, implementation and evaluation throughout the school year - SIP

Getting staff ‘on-board’. Community of Learners

“At first people refuse to believe that a strange new thing can be done, then they begin to hope it can be done, then they see it can be done--then it is done and all the world wonders why it was not done centuries ago. ” (The Secret Garden, Frances Hodgson Burnett, 1909)

OUTDOOR LEARNING ACTION PLAN 2016 - 2017 Action: To support and improve the teaching and learning of Outdoor Learning throughout the school. Action: Outcome Key actions: Timescale: Personnel: Comments: To audit the use of outdoor areas around the school grounds to ensure CIDIO is adopted across all year groups All areas of the school grounds that can be used to enhance educational experiences and learning are being used by all year groups Audit to be completed by teachers Timetabled time for some areas if needed June 2016 JA All staff Audit conducted and shared with staff. Key questions from audit shared at staff meeting and continuity and progression discussed. To purchase new outdoor / environmental/ nature equipment to support delivery of outdoor learning Well-resourced curriculum for using the outdoors Purchase equipment and share with staff By April 2017 JA Subject Leaders Well-resourced outdoor areas. Resources shared with staff. Equipment purchased for FS and then wish lists considered and purchases made from other subject leaders. To enable each child attending Forest School sessions to have the opportunity to develop an inquisitive and positive relationship with the natural world. Some child initiated learning; • More children being outdoors regularly; • Integration with the National Curriculum; Oct 2017 JA Delivery by a trained leader (Level 3 Forest School) -5 days training Level 3 Forest School Practitioner training completed by JA. All coursework submitted. Forest School sessions conducted with Year 6. Accreditation is pending. For outdoor areas to be risk assessed and policy updated Areas audited, risk assessed and findings shared ½ day non - contact JA Dec 2016 Red – updates from Autumn term Blue – updates from Spring term Completed Green – updates from Summer term

Learning Progression Framework/Curriculum Drivers • CIDIO? • Can I Do It Outside? • Outdoor Learning • Environmental Learning • Residentials • Off-site trips • HIGH HESKET VALUES • School vision • Whole school community Outdoors Experiential Sensory Concrete expereinces Learning environment Engaging Safe Happy Friendship Kindness Community Respectful Confident Supportive Outdoor Learners Creative Fairtrade International Schools link school Tanzania British values • GLOBAL CITIZENS • Critical Literacy • Topical issues Connect Stretch Transfer • INTERDEPENDANCE • Driving questions • Mastery • Transfer of knowledge and skills

Are the following examples of outdoor learning?

ACTION PLAN 2019 - 2020 Action: Outcome: Key actions: Timescale: Personnel: Comments:

- Understand the barriers to successful implementation of outdoor learning - Be aware of a range of strategies and tools to use in school to meet these challenges

End feedback/EVALUATION

Consider: Setting – urban/rural