The reconceptualisation of outdoor education in the primary school classroom in Aotearoa New Zealand: how might we do it?

Abstract

The powerful learning that occurs outdoors has been well documented in this journal, as has an array of barriers teachers typically face in providing outdoor learning experiences. This paper draws on findings from a collaborative, practice-based research project examining the reconceptualisation of outdoor education in two Year 4 classes in a primary school in Aotearoa New Zealand. Teachers note four factors to be integral to supporting the transformation of curriculum and pedagogical practice. The first two, (Re)establishing what we stand for and a willingness to let go of control, underscore the importance of teachers’ ongoing critical analysis of their philosophies and of the impact adopting inquiry approaches had on establishing and sustaining pedagogical change. The third, local places matter points to the significance of the innovation itself of adopting place-responsive approaches to sustaining change. The final factor, a climate of support, examines the key roles that senior teachers, colleagues, and students’ families have in supporting teachers’ endeavours to transform practice.

Keywords:

• outdoor education
• primary schools
• place responsive

Acknowledgements

The collaboration and contribution of Joel, Mike, and Cole as teacher-partners in this research project is respectfully acknowledged. The support of the Faculty of Education Research and Leave Committee at the University of Waikato is also gratefully acknowledged as is the helpful feedback of reviewers.

Notes

1 The primary school in Aotearoa New Zealand covers teaching and learning for Years 1–8, which broadly translates to children aged from 5 to 12 years. In most primary school settings, a generalist classroom teacher is responsible for delivering the national curriculum. In English-medium schools, this is based around the eight learning areas in the New Zealand Curriculum (Ministry of Education 2007): English, The Arts, Health and Physical Education, Mathematics and Statistics, Learning Languages, Science, Social Sciences, and Technology.

2 The other six key areas of learning within the HPE learning area (Ministry of Education 2007, 22) are physical activity, sport studies, mental health, body care and physical safety, food and nutrition, and sexuality education. Key areas of learning are proposed to reflect contemporary health needs of students and are required to be incorportated into programmes until the end of Year 10 (Ministry of Education 1999).

3 Māori people are the tangata whenua or indigenous people of Aotearoa New Zealand.

4 This is a pseudonym for the name of the school that was agreed to by research partners. It reflect students’ interest and developing expertise at reading local weather patterns as part of preparing for outdoor education.

5 All names of teachers plus the school and reserve are pseudonyms agreed to by research partners.

6 The author and the director of the project, Dr Kirsten Petrie, ran this seminar.