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Raising Achievement Through Outdoor Learning - Wells Primary

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Susan Falch-Lovesey

on 8 September 2013

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Transcript of Raising Achievement Through Outdoor Learning - Wells Primary

Raising Achievement Through Outdoor Learning: A Whole School Approach
The rich industrialist was horrified to find a fisherman lying beside his boat, with his hands folded behind his head, admiring the lake surroundings.
“Why aren’t you out fishing?” said the industrialist. “Because I have caught enough fish for the day,” said the fisherman.
”Why don’t you catch some more?”
”What would I do with them?”
”You could earn more money,” was the industrialist’s reply. “With that you could buy a new motor so your boat could go into deeper waters and catch more fish. Then you could make enough money to buy nylon nets. These would bring you more fish and more money. Soon you would have enough money to own two boats ... maybe even a fleet of boats. Then you would be a rich man like me.”

”What would I do then?” asked the fisherman.
”Then you could really enjoy life.”
”What do you think I am doing now?”
Which SKILLS and VALUES do we need to help develop in children to achieve sustainable futures?

Which SKILLS and VALUES do we need to help develop in children for their education to be considered outstanding?
Session 1: Philosophy, Values and Skills (Diamond Ranking Activity)
Session 4; Literacy In The Outdoors
and some ideas.......
Brain Break! and Tea
Fisherman Story....
to ponder

0900 - ZOOM and RE-ZOOM or WORLD FOOTPRINTS (exploring Contraction and Convergence)
0920 - Intros and Welcome.... our Programme and Objectives
0940 - S
ession 1; Philosophy, Values and Skills...
i) Fisherman story
ii) External drivers and Sustainable Development
iii) Using diamond ranking tool to explore skills and values
iv) Hart's Ladder of Participation
v) Continuity and Progression - an exploration
1015 - Session 2; Developing Teamwork, Problem Solving and Communication Skills

i) Reception/KS 1 - Stable table
ii) Solar Kettle Investigation
1100 Refreshment Break
- Session 3; Maths

i) Digital Books
ii) Pond Dipping
12.30 - Lunch
13.15 -

Session 4; Literacy In The Outdoors

i) Un-nature trail
ii) Group poem and Kennings
14.15 -

Brain Break (alfresco)
and a dip
into some wonderful activities!... appl
e cups, hazel music, string
15.00 -
Session 5; Continuity and Progression
15.40 -

Book with no words ( ISBN: 0-14-055774-1)
-detail, pattern, scale, ordering, sequencing, communication.. and lateral thinking
Starter Activities - you may have tried
one of these:
Contraction and Convergence - A. Mayer http://www.candcfoundation.com/pages/whatis.html

Also see amazing simulation called Breathing Earth http://www.breathingearth.net
“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (Brundtland (Brundtland Commission, 1987)
‘’Sustainability is about using our unlimited brain capacity instead of our limited natural resources”
(Helsinki District Councillor)
Sustainable Development....
Reducing -’ve impacts

eg. through reducing waste, energy and water use -low carbon travel options and public transport
-wise resource use
-restraint and ethics
-pollution reduction
Improving +‘ve possibilities

eg. through developing young people's links with nature
(conservation & resilience)
-improving biodiversity
-low carbon energy choices
-growing own food
Harts Ladder of Participation
*Edible bracelet
*Apple Cups
*Elder beads and wands as counting tools
*Hazel music investigation
*Knots, Logs and transporting
*String telegraph
*Rope square blindfold problem
*Pea (or apple) investigation
Session 5; Continuity and Progression
Plenary and Final
*Animal School
*Review of objectives
*Photo diary and overview of evaluation techniques
Thank you and best of luck!
Sue and Cherish

Session 2; Developing Team Work, Problem solving and Communication
Reception & Key Stage 1 - STABLE TABLE
Key Stage 2 - SOLAR KETTLE
Task: Work as a team to plan and make a 'Stable Table' that will hold a bowl of water
Task; Work as a team to organise an investigation and very short presentation into what makes the best Solar Kettle
SESSION 3; Maths In The Outdoors
Digital Books
Pond Dipping
Un-nature trail
Group Poem
Outdoor Learning & OFSTED

‘Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities
Learning outside the classroom: How far should you go?

Ofsted Report (October 2008)

Teachers provide pupils with an excellent range of interesting and inspiring activities to extend their learning.

Teaching is outstanding, for example, when teachers use the pupils’ suggestions (for ways) to assess how successful their learning has been.

A feature of the strongest teaching is the practical nature of many of the tasks. These appeal to pupils who are motivated by more practical activities, particularly boys.

For example, Year 4 pupils created a large pictogram on the playground before turning the data into bar graphs back in the classroom. Year 5 and 6 pupils learned about three-dimensional shapes by making a net for a triangular pyramid to hold the potion in the story being used as part of the ‘Under the sea’ topic. These links made the learning more enjoyable and involve all pupils in very challenging

OFSTED Oct '12- Outstanding...
Hicks Futures Thinking Model

Something you have loved
Something you would throw away
Something you will take away with you
Find out more here:

Find out more here:

Word Cloud - Find out more here

Jonathan Reed 'Lost Generation'

Cherish Case-Study

Outdoor Learning Wedge

Bloom's Taxonomy
Top Trumps

Are there any interesting trends, correlations or opportunities?
How could this be developed further?
(Thinking about the highest level of
Bloom's Taxonomy)
Full transcript