2008

A Manifesto for Outdoor Education at Merrylands Primary School 

A Centre of Excellence for Outdoor Education 

“The aim of education is to impel people into value forming experiences…

to ensure the survival of these qualities:

an enterprising curiosity, and undefeatable spirit, tenacity in pursuit,

 readiness for sensible self-denial; and above all

                                                           compassion.”                                                                                                                               

Kurt Hahn 

The basis of the Merrylands Primary School ‘Centre of Excellence for Outdoor Education’ Project  (hereafter know as the ‘Project’) is three fold: pupils have the right to learn away from the confines of the classroom; if expertise is available  then they should not be denied it; encourage enthusiasm in all outdoor learning. The aims of the Project are: to develop a thirst for an understanding of the interdependence of the natural world on the Merrylands Primary School site – and beyond when the opportunities arise – with everything outdoors being not just linked to but inextricably bound up with classroom studies; develop the sport of orienteering to competition level and teach some of the foundational skills to appreciate wilderness. 

“Outdoor Education is not a subject, but an approach to education which is concerned with the overall development of young people. It is an organised approach to learning in which direct experience is of paramount importance. We are pleased that the Secretary of State accepted the potential value of outdoor education in recognising the valuable contribution it can make to the personal and social development of the pupils”   National Curriculum Physical Education Working Group cited in Hopkins 1993 

To most young people today the outdoors is a relatively alien experience; despite it being all-around, youth, by and large, scuttle into their homes without too much thought of playing ‘out’. And yet their parental generation were encouraged to ‘go out and play'. When the latter happens especially in (to adults) unstructured ‘play’ the outdoors is actually something to be taken on - still. Weather, distance, gradient, vegetation, variety, all play their part in informing’ encouraging ‘wonder’, and being a great equaliser amongst peers. Emotions, communication, events and happenings (leading to great memories) and trials all play a huge part in shaping youth - when they are allowed to. 

“There’s only one thing more painful than learning from experience, and that is not learning from experience.”                                                                                               

Archibald Mcleish 

I believe every young person should have the opportunity to travel to a new place, to discover an environment that is different to their home, and experience adventurous outdoor activities. I believe it is a right to be able to spend formative quality time in the natural world, and to able to ‘explore’ at their own level for their age. School-based outdoor education is, and will be, the start of this ‘Bill of Rights’ for pupils at Merrylands. There are many reasons why we are impelling pupils into learning in this way: 

It is good for overall pupil performance. It is a powerful tool for motivating pupils. Critical thinking skills consistently improve. Numeracy skills consistently improve. Life-science skills consistently improve. Standardised test performance improves. It supports and improves other science learning. It supports arts - language development. Under resourced pupils show increased improvement over their peers.                                                             

(Bartosh 2004, and Atman & Moore 2004) 

There are of course other reasons. We care; we recall our past connections with nature from an early age, and that impels us. We intrinsically know it makes sense to give pupils and youth in general opportunities to develop and learn away from the classroom and confines of the buildings. When I was seven years of age I croccodiled on weekly nature walks led by an enthusiastic teacher. We ambled and strolled, walked - and probably ran - some two-to-three kilometres from the school out on to the marshes and sea walls collecting whatever we found…feathers, teasels, sightings of birds, and memories. We then made large A3 display cards with everything mounted or drawn. (I found you couldn’t actually collect a rook so I had to draw one.) My mentor in secondary education led us on many and various ‘trips’ but it was his passion for getting out which was infectious. He ‘oozed’ enthusiasm, and was   very ‘Mr.Outdoors’ and thus a role model for me. Thus those that lead outdoor education, in whatever form that may take: outdoor ‘pursuits’, life-skills training, environmental education, as well as Scouting and Guiding, have a massive responsibility to be professional, influential and serious – or at least sober. The role of the teacher, instructor, guide, and mentor is a privileged one and an outline of the role has its place here:The role is wide. It is varied, and can be fraught with difficulty. It will change depending upon whom you teach and instruct. You change almost chameleon-like to adapt teaching styles to those dependent upon circumstances. We do this naturally in the classroom. We know this. However how many teachers have been trained to teach outside the classroom? We must overcome weather, distractions, physical dislike of being out amongst the pupils, incorrect clothing, and culture….even before we’ve started to develop concept formation! 

The outdoor teacher needs to be ready for the unexpected – a little more than in the classroom, inspirational to carry the lesson when uncertain novices are watching the local cat stalk a sparrow and you are running out of time, so passionate and almost ‘acting’ that they can’t help but pay attention; extra well-organised, because more often than not communication is, at best extended, at worst the other adult is 200m away. Further, when opportunities do crop up in the natural world – one has to use them – so how about the whole class watching the cat stalk the sparrow? There is some rich stimuli here for classroom based imaginative work.

In the wider context of outdoor education, teacher and instructor will be a role-model for many pupils and participants so one’s own values and behaviours should reflect the values of the organisation you represent – the professionalism that is Merrylands. Outside the school, leaders – always seen in a slightly different light by pupils – should act with personal integrity and honour commitments  and plans wherever possible; we avoid imposing our own agenda and personal needs, particularly where it is not appropriate for the needs of the individuals. As off-site leaders of pupils in what almost certainly would be an unfamiliar environment we accept responsibility for our own actions and for the psychological as well as physical safety of participants.

So for us as professionals in the next five years, what can be classed as our vision for these young people in this Project?

What we learn:

 “As we are all aware education is more than acquisition of knowledge. Improving young peoples’ understanding, skills, values, and personal development can significantly enhance learning and achievement. Learning outside the classroom is not an end in itself, rather we see it as a vehicle to develop the capacity to learn. It provides a framework for learning that uses surroundings and communities outside the classroom. This enables young people to construct their own learning and live successfully in the world that surrounds them. There is strong evidence that good quality learning outside the classroom adds much value to the classroom learning. It can lead to a deeper understanding of the concepts that span traditional subject boundaries and which are frequently difficult to teach effectively using classroom methods alone. It provides a context for learning in many areas: general and subject–based knowledge; thinking and problem-solving skills; life skills such as co-operation and interpersonal communication.” Learning Outside the Classroom p3   

Thus what I am proposing – and outlining in this Manifesto – is a Statement of Intent, a content and rationale that will I hope inspire, a programme, and – especially – a ‘call to arms’.

The ‘Centre of Excellence for Outdoor Education Project’ plans and proposes to:

1. Develop a first hand knowledge amongst the pupils of living things on-site.
2. Develop and appreciation and understanding of change, decay, seasons, and growth.
3. Teach and encourage an understanding of the values of the natural world to the planet’s survival and our health and well being.
4. Encourage exploration:- personal, local, regional, national, and international, working towards and understanding and adoption of the role of the explorer.
5. To safely allow a realisation that the outdoors per sé is not a threat. It is another classroom.
6. Use off-site locations in the locality eg Langdon Hills, and more distant locations eg Asheldham.
7. Encourage each pupil to develop their own ‘niche-enthusiasm’.
8. Equip each pupil with the skills that allows confidence to develop
9. Evangelise, cascade, and roll-out some of the programme to a cohort of like-minded schools.
10. Inspire teachers.

Fjortoft  (2204)  Touchette (2007) Taylor (2001)

B.J.Howard May 2008