Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

ABSTRACT

Outdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). The evidence illustrates that schools are continuing to use their playgrounds and day visits as locations for practice. Teacher expertise had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but within the physical education curriculum although Early Years Foundation Stage practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools.

KEYWORDS:

• Outdoor learning
• outdoor education
• change
• primary schools
• curriculum

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Charlotte Mason College, Ambleside, Cumbria, UK—a legacy higher education institution of the University of Cumbria.

2. University of Cumbria, UK.

3. EYFS: birth to 5 years.

4. KS1: 5–7 years.

5. KS2: 7–11 years.

6. SEN/D: Special Educational Needs/Disability.

7. Attributed quotations: (anonymous identification number, urban/suburban/rural).

8. SATs: Standard Assessment Tasks (testing at the end of KS2).

Additional information

Notes on contributors

Heather E. Prince

Heather E. Prince is Associate Professor of Outdoor and Environmental Education and Principal Lecturer in Collaborative and Experiential Learning at the University of Cumbria, UK.  She designs, develops and teaches on undergraduate and postgraduate courses in outdoor studies, and is interested in pedagogic practice of outdoor learning in schools and higher education, adventure and sustainability.  She is Co-editor of the Routledge International Handbook of Outdoor Studies and a Principal Fellow of the Higher Education Academy, UK.