Module 7 Early Years Planning for learning outside the classroom Training for those working with children and young people every day Delegate resource book
M7 Session 1: The benefits of learning outside the classroom for the Early Years By the end of this session, you will: be aware of how powerful learning outside the classroom can be in raising standards of achievement have reflected on your own beliefs around how children learn best, and considered them in relation to other people s thinking have identified at least ten key benefits for taking children outside the classroom. You will do this by: discussing the skills, knowledge and attributes that learning outside the classroom can help develop exchanging views and prioritising your beliefs around learning considering and matching the benefits of learning outside the classroom as listed on the LOtC website. We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. This is not only about what we learn but importantly how and where we learn. Learning Outside the Classroom Manifesto, 2006 How do young children learn? What are your key principles, having discussed with other delegates? Write them into the boxes below. Module 7. 2 of 23 Crown copyright 2009
M7 How can learning outside the classroom raise the achievement of children and young people? What are the benefits of doing learning outside the classroom? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Module 7. 3 of 23 Crown copyright 2009
M7 Session 2: The learning experience: from big picture to current provision By the end of this session, you will have: a greater awareness of the Early Learning Goals carried out a preliminary audit of your current provision for learning outside the classroom considered what different spaces are open to you in developing more learning outside the classroom provision considered the effectiveness of activities against the ease of running them. You will do this by: matching Early Learning Goals to your current provision using a matrix to consider what other learning outside the classroom activities you could do, and where you could do them mapping out possible learning outside the classroom activities onto an X/Y graph of Ease vs. Effectiveness. Module 7. 4 of 23 Crown copyright 2009
M7 Six Early Learning Goals 1. Personal, social and emotional development Educational programme Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others, respect for others, social skills and a positive disposition to learn. Providers must ensure support for children s emotional well-being to help them to know themselves and what they can do. Early Learning Goals By the end of the Early Years Foundation Stage (EYFS), children should: continue to be interested, excited and motivated to learn be confident to try new activities, initiate ideas and speak in a familiar group maintain attention, concentrate, and sit quietly when appropriate respond to significant experiences, showing a range of feelings when appropriate have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others have a developing respect for their own culture and beliefs and those of other people form good relationships with adults and peers work as part of a group or class, taking turns and sharing fairly, understanding that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously understand what is right, what is wrong and why consider the consequences of their words and actions for themselves and others dress and undress independently and manage their own personal hygiene select and use activities and resources independently understand that people have different needs, views, cultures and beliefs, that need to be treated with respect understand that they can expect others to treat their needs, views, cultures and beliefs with respect. Module 7. 5 of 23 Crown copyright 2009
M7 2. Communication, language and literacy Educational programme Children s learning and competence in communicating, speaking and listening, being read to, and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so. Early Learning Goals By the end of the EYFS, children should: interact with others, negotiating plans and activities and taking turns in conversation enjoy listening to and using spoken and written language, and readily turn to it in their play and learning sustain attentive listening, responding to what they have heard with relevant comments, questions or actions listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems extend their vocabulary, exploring the meanings and sounds of new words speak clearly and audibly with confidence and control and show awareness of the listener use language to imagine and recreate roles and experiences use talk to organise, sequence and clarify thinking, ideas, feelings and events hear and say sounds in words in the order in which they occur link sounds to letters, naming and sounding the letters of the alphabet use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words explore and experiment with sounds, words and texts retell narratives in the correct sequence, drawing on language patterns of stories read a range of familiar and common words and simple sentences independently know that print carries meaning and, in English, is read from left to right and top to bottom show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how attempt writing for different purposes, using features of different forms such as lists, stories and instructions write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. Module 7. 6 of 23 Crown copyright 2009
M7 3. Problem solving, reasoning and numeracy Educational programme Children must be supported in developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use. Early Learning Goals By the end of the EYFS, children should: say and use number names in order in familiar contexts count reliably up to ten everyday objects recognise numerals 1 to 9 use developing mathematical ideas and methods to solve practical problems in practical activities and discussion, begin to use the vocabulary involved in adding and subtracting use language such as more or less to compare two numbers find one more or one less than a number from one to ten begin to relate addition to combining two groups of objects and subtraction to taking away use language such as greater, smaller, heavier or lighter to compare quantities talk about, recognise and recreate simple patterns use language such as circle or bigger to describe the shape and size of solids and flat shapes use everyday words to describe position. Module 7. 7 of 23 Crown copyright 2009
M7 4. Knowledge and understanding of the world Educational programme Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely, encounter creatures, people, plants and objects in their natural environments and in real-life situations, undertake practical experiments, and work with a range of materials. Early Learning Goals By the end of the EYFS, children should: investigate objects and materials by using all of their senses as appropriate find out about, and identify, some features of living things, objects and events they observe look closely at similarities, differences, patterns and change ask questions about why things happen and how things work build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary select the tools and techniques they need to shape, assemble and join materials they are using find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning find out about past and present events in their own lives, and in those of their families and other people they know observe, find out about and identify features in the place they live and the natural world find out about their environment, and talk about those features they like and dislike begin to know about their own cultures and beliefs and those of other people. Module 7. 8 of 23 Crown copyright 2009
M7 5. Physical development Educational programme The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. Early Learning Goals By the end of the EYFS, children should: move with confidence, imagination and in safety move with control and coordination travel around, under, over and through balancing and climbing equipment show awareness of space, of themselves and of others recognise the importance of keeping healthy, and those things which contribute to this recognise the changes that happen to their bodies when they are active use a range of small and large equipment handle tools, objects, construction and malleable materials safely and with increasing control. Module 7. 9 of 23 Crown copyright 2009
M7 6. Creative development Educational programme Children s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. Early Learning Goals By the end of the EYFS, children should: respond in a variety of ways to what they see, hear, smell, touch and feel express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments explore colour, texture, shape, form and space in two or three dimensions recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music use their imagination in art and design, music, dance, imaginative and role play and stories. Module 7. 10 of 23 Crown copyright 2009
M7 Audit of the physical environment What happens now? What s the existing provision? What experiences do the children have? How well does it work for us? How effective is it, how do we know? What holds us back? For example: H&S, time, space, finance, staffing, inclination e... What could we do to improve it? How could we improve it? Time spent by children outside each day/week Access for 0 3 year olds compared to older children Planned and balanced experiences, both indoor and outdoor Wide range of resources for all children outdoors Module 7. 11 of 23 Crown copyright 2009
M7 Audit of the physical environment What happens now? What s the existing provision? What experiences do the children have? How well does it work for us? How effective is it, how do we know? What holds us back? For example: H&S, time, space, finance, staffing, inclination... What could we do to improve it? How could we improve it? Safe and secure storage outdoors Secure and attractive site boundary Special area for toddlers and babies Seating and quiet areas outside Module 7. 12 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Audit of the physical environment What happens now? What s the existing provision? What experiences do the children have? How well does it work for us? How effective is it, how do we know? What holds us back? For example: H&S, time, space, finance, staffing, inclination... What could we do to improve it? How could we improve it? Making the most of green/planted areas Adequate shade and shelter Opportunities for children to take manageable risks and experience challenge Module 7. 13 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Action plan for improving outdoor space Action Resources needed Who When by What can you do easily and quickly to make the space more effective? What is an achievable medium-term goal for your setting? What would be a good longterm goal? Module 7. 14 of 23 Crown copyright 2009
Effectiveness Learning Outside the Classroom Council for Learning Outside the Classroom M7 Session 3: Ease of organisation versus Effectiveness in learning Plot your activities from the previous exercise onto the following matrix. Consider each activity for ease of organisation and for the amount of benefit it will bring to learning. If it is extremely simple to organise (= high ease) and will have a significant effect on children s learning, you will place it somewhere in the box on the top right. Activities that are hard to organise (= low ease) but have a significant effect on learning will go in the top left. Activities which are easily organised but have little effect on learning will go in the bottom right box, and those which are hard to organise and have little effect go in the bottom left box. High Low Low Ease High Module 7. 15 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Session 3: Maximising the learning experience through planning By the end of this session you will: be aware of some of the practicalities of learning outside the classroom, including an assessment of risk versus benefits be in a position to plan a learning experience outside the classroom that maximises children s learning. You will do this by: engaging in an activity that considers risks and benefits of different learning outside the classroom activities planning learning outside the classroom activities in the light of the learning from this module and the previous one. Risks versus Benefits Plot the activities you have written above onto the Risks vs. Benefits matrix. Has this made you reconsider your choices from the previous training session? Module 7. 16 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 What reasonable precautions should be taken when undertaking any learning outside the classroom? 1 2 3 4 5 6 7 8 9 10 Module 7. 17 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Planning checklist Following the planning task sorting activity, write your final agreed priority checklist from the Triangle 6 grid: 1 2 3 4 5 6 Record any others below that you also feel need some consideration: 1 2 3 4 5 Module 7. 18 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Planning learning outside the classroom experiences Using the ideas from the previous activities, begin to design three learning outside the classroom experiences for the children you teach. Whether the ideas given today have inspired you to visit a different location to those in the example or to stay on school grounds, that s fine. The key is that this is a learning outside the classroom experience that you could organise for the children you teach. LOtC experience 1 LOtC experience 2 LOtC experience 3 Module 7. 19 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Now take one of these ideas and expand your planning to include learning outcomes, ensuring that the activities draw out the learning outcomes. Module 7. 20 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Session 4: Policy and practice By the end of this session, you will be able to: be able to assess a variety of different follow-up activities for effective learning be able to assess different problem scenarios know the key elements of what should be in an LOtC policy. You will do this by: working in groups to consider which follow-up activities are more effective for which learning outside the classroom experiences producing one or more follow-up activities for your curriculum area / age group sharing your thoughts and ideas looking at real-life situations and discussing what could be done differently. Following up learning outside the classroom activities Look back at your learning outside the classroom experience on page 20. Now think of how you could really maximise the learning of the children who took part (and possibly those who did not) by following it up. Design a really valuable follow-up activity, or note here several that you could use. Keep the learning outcomes clear and consider how you will assess whether they have been achieved. Module 7. 21 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 What could or should be in an LOtC Policy? An agreed vision, objectives and action plan, which reflect a commitment that all children and young people will experience learning outside the classroom regardless of their circumstances or ability Reference to and coherence with other school/setting policies A statement of support from the Senior Management Team and Governing Body Description of strategies for establishing learning outside the classroom experiences as frequent, progressive and embedded within the curriculum Management issues (e.g. staffing, development and deployment, timetabling) Reviewing and monitoring procedures, including a timescale for review The responsibilities of specific staff, children and young people, and parents/carers Procedures approval, consent from / notification to / information for parents and carers, risk management) For further details and support, go to the LOtC website section on Developing your LOtC Policy. Module 7. 22 of 23 Crown copyright 2009
Learning Outside the Classroom Council for Learning Outside the Classroom M7 Useful website addresses The following are website addresses that give further information about learning outside the classroom and samples of activities that other schools have run. Some may require payment. Website address Subject Age range Description www.lotc.org.uk All Learning Outside the Classroom website www.ltl.org.uk All Programmes available for all ages to make the most of schools outdoor spaces for play and learning www.forestschools.com/index.php All Projects for schools in woodlands www.foe.co.uk From homepage navigate to: Learning/ Educators/ Case Studies/ Pebble Brook Primary Growing food on an allotment adjacent to school Module 7. Early Years: Planning for learning outside the classroom 23 of 23 Crown copyright 2009