Creative Approach 5: The Outdoor Classroom

The outdoor classroom’s ethos links with the principles of scientific enquiry.  This is because when children are exploring the natural outdoor environment, they are asking questions about unfamiliar locations or objects. Children learn by the principles of taking risks, experience and trial and error. For example, with the help of an adult they may learn that wood from branches and twigs are better suited than soil and earth to build a campfire (DCELLS 2015). This therefore promotes problem solving, critical thinking, increased motor skills and physical skills, which are some of the key skills which link to the seven areas of learning in the Foundation Phase Framework. An example of outdoor learning can be seen in the video above with Seattle Waldorf School.

Magraw (2014) suggests that Forest School initiatives can help schools to link outdoor learning and the National Curriculum together, through experiential learning. This type of creative approach to education allows the explorative environment to encourage children to engage with their learning. O’Brien and Murray (2006) suggest  that taking part in imaginative and creative activities can be particularly beneficial for children who may not engage with their learning in a traditional classroom. Forest Schools provide the opportunity for learning to be child initiated, allowing children to use their creativity to build, create and take risks in a safe and controlled environment, whilst receiving all the benefits of being in an exciting outdoor learning environment.  As suggested by Forest schools education (2015), children can improve their inter-personal and intra-personal skills through a variety of independent and team building exercises such as building dens. This can help to increase their self esteem and confidence as children will be negotiating with each other to complete tasks. 

An activity which I took part in involved an outdoors alphabet scavenger hunt. We were required to work in teams to find an object or an item outside beginning with each letter of the alphabet. An exercise like this can also be used in a Primary schools setting, such as in their garden. Children in Key Stage Two can take part in an alphabet scavenger hunt. On the other hand, the children in Key Stage One can carry out a colour scavenger hunt instead, where they need to find different coloured items outside, for example a green leaf or a pink flower. Activities like this can improve linguistic abilities as children will be interacting with more competent language users.

Reference List

Magraw, L. (2014) Links between the Forest School ethos, the National Curriculum (NC) and other National Frameworks. [Online]. Available at: http://www.leics.gov.uk/links_to_the_curriculum_and_other_national_framework.pdf (Accessed: 25 April 2016).

O’Brien, L. and Murray, R. (2006) A marvellous  opportunity for children to learn: a participatory evaluation of forest school in England and Wales. Surrey: Forest Research. [Online]. Available at: http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf (Accessed: 20 April 2016).

Seattle Waldorf School (2013) Outdoor Learning at Seattle Waldorf School. [Video] Available at: https://www.youtube.com/watch?v=QVhvObbeVOw (Accessed: 21 April 2016). 

Surrey County Council (2013) Forest School in practice. [Video] Available at: https://www.youtube.com/watch?v=WnFHZLu90Go (Accessed 21 April 2016).  

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Assembly Government. Available at: http://gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/?lang=en (Accessed: 21 April 2016).