Simple and Fun Science Taught Outdoors
One of my favourite parts of my job is encouraging young learners’ scientific curiosity by utilising outdoor environments and natural materials. This blog will walk you through simple, fun scientific lessons enhanced by being taught outside or using common natural materials. We’ll discover the advantages of learning science outdoors. Get ready for various kid-focused activities […]
Fun Wildlife Themed Outdoor STEM Ideas
When I first started teaching outdoor learning, I decided to take a tiny hedgehog along to my early years class as a kind of mascot. Within a few minutes, the hedgehog was given a name. Hamish the hedgehog was so popular with the class that he’s remained in my bag for the last two years. […]
Forest Schools: Offering A Fresh Approach To Learning
I am currently completing a portfolio of work to gain my Forest School Leader 3 qualification. Recently, I was lucky enough to participate in Forest School Practical Training with the outdoors group, which has a forest schools training centre based in Exmouth. The week-long course was a wonderful experience. I learned the practical skills needed […]
The Importance of Outdoor Play
Throughout my career as a teacher, I’ve mainly worked with KS2 children, but in my new role, I’ve been enjoying my KS1 and early years classes. They’ve given me the chance to observe many fantastic examples of play in the early years and KS1 departments, which has inspired me to introduce more free play opportunities […]
Making Sustainability Connections Through Outdoor Learning
“Sustainable development is about developing an understanding of the global implications of our daily actions (e.g., energy and resource use) and taking responsibility for these” (Beames et al., 2012, p. 8). There’s plenty of research that supports the view that the world is living unsustainably and that tackling this problem should be a priority […]
Linking Outdoor Learning to the Curriculum
Finding Connections Finding connections between the classroom and the outdoors may be essential for justifying teachers’ use of outdoor learning as part of their practice. It is generally accepted within primary education that interdisciplinary connected experiences can be more conducive to learning (Prince, 2018). However, teachers can often feel pressured to deliver certain curricular experiences, […]