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Out-of-Classroom LearningPractical information and guidance for schools and teachers

Foreword

2 Out-of-Classroom Learning

Foreword by Barry Sheerman MP

Out-of-classroom learning makes a unique contribution to a child’seducation, and offers many variedbenefits to them, not least developing a sense of place and wonder for theworld around them. By taking part inthese experiences throughout theirtime at school, children learn lessonsthat complement those taught withinthe classroom. At the same time, theyalso have fun and get some exercise in the fresh air.

Organisations and charities involvedwith promoting out-of-classroomlearning (such as those in the RealWorld Learning Partnership detailed in this booklet) play a crucial role inthis. In addition to providing diverseopportunities for children of all agesand backgrounds, these organisationsalso raise the profile of educationoutside the classroom and increaseawareness of the benefits it offers to a variety of audiences. Indeed, suchwas the importance of the evidencegiven to my Committee by members of the partnership that a group of ushave now started a new centre in thehome of the rural poet John Clare inHelpston; to provide inspirationaleducational and environmentalexperiences in a historic setting.

The Education and Skills SelectCommittee 2005 report into EducationOutside the Classroom, found that‘outdoor learning can benefit pupils of all ages and can be successful in

a variety of settings… (it) enriches the curriculum and can improveeducational attainment.’ In response to the recommendations of that report,the Government are currently workingto raise the profile and uptake ofopportunities to participate in out-of-classroom learning, and I am lookingforward to reading the Department for Education and Skills’ Manifesto forEducation Outside the Classroom.

The Chancellor announced furthersupport to schools for activities like out-of-classroom learning in his recent Budget. From this September, an extra half a billion pounds will beprovided via the School StandardsGrant for the personalisation ofteaching. One of the suggested areasfor spending this money is developing‘study support opportunities’ such asschool trips, particularly by ensuringfree access for children from deprivedbackgrounds who might otherwisemiss out.

This booklet outlines a wide range of out-of-classroom opportunitiesavailable to all children and offers awealth of useful guidance to teachersand organisers of trips. I welcome it,and the ongoing work of the Real WorldLearning Partnership, wholeheartedly.

Barry Sheerman MPChairman of the Education & SkillsSelect Committee, May 2006

Outdoor learningcan benefit pupils of all ages and canbe successful in a

variety of settings…(it) enriches thecurriculum and

can improveeducationalattainment

Education and Skills SelectCommittee 2005

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Introduction

3Out-of-Classroom Learning

Out-of-classroom learning offersfantastic opportunities and rewards to both children and teachers alike. It provides many benefits in terms of fun, enjoyment, personaldevelopment, motivation and evenincreased subject performance. As an holistic approach to teaching andlearning, it allows young people to: � become risk aware but not riskaverse in managing their own safety� undertake meaningful exercise as a means of staying healthy andlearning more about themselves and their environment� have fun and enjoyment andachieve negotiated goals� have the opportunity to work withothers and to contribute as ‘activecitizens’ in a vast array of activities,many in their local community � develop skills and self-confidencethat can be applied later in their life.

The Real World Learning Partnershipwas formed in 2003 and consists of subject associations andorganisations who provide a widerange of outdoor learning activities.We encourage and help teachers to supplement classroom-basedteaching by getting their pupils out and about into the real world of which they are all a part.

In addition, we are bringing pressureto bear on the Government to raisethe profile of these experiences and to ensure that all young people have an entitlement to take part in learning outside the classroom. The partnership is also investing in independent research to build on good practice and supportdissemination through subjectassociations and interested parties.

Some of you run your own visits, or use our sites or centres, or areinvolved in other activities we run at your school or in your localcommunity. If that is the case, I hopethis booklet reinforces the picture of some of the activities you haveundertaken in the past (and possiblyoffers one or two new things thatmight be useful in the future).

However, if you haven’t consideredorganising any out-of-classroomlearning, or you want to do so but you are not quite sure where to start,then we believe that this publicationis just what you need – lots of usefulinformation to provide appropriateguidance and support plus ideas toinspire both you and colleagues, and your pupils!

Over the next few pages you willdiscover the unique contribution out-of-classroom learning can offer to everyone and the specialopportunity it offers to those who do not necessarily perform well in the classroom context.

The first part of the booklet has awide variety of examples of what the Real World Learning Partnershiporganisations are able to offer. Thesecond section is full of useful anduncomplicated guidance on how toorganise an activity or visit and alsowhat to look for and expect from a‘quality provider’ of out-of-classroomlearning. The last few pages list anumber of accessible references plusthe contact addresses of partners andothers you can get in touch with tofind out more information to arrangeyour activity or visit.

All Real World Learning partners arecommitted to not only promoting out-of-classroom learning but intrying to ensure access for all. Webelieve that every child does matterand that is why we are committed to helping you and your pupils towork out of the classroom, in yourlocal community, or by visiting ourreserves, properties and centres. If we can help in any way please do contact us. We would be verypleased to help!

Anthony ThomasChairmanReal World Learning Campaign

Out-of-ClassroomLearning

Foreword

page 2

Introduction

page 3

Real world, real learning,real benefits

pages 4-5

Real World LearningPartners

Subject Associations

pages 6-7

The RSPB: Living Classrooms

pages 8-9

PPGL Travel Ltd: Benefiting from Adventure

pages 10-11

Wildfowl & Wetlands Trust: The Great Pond Safari

pages 12-13

National Trust: History, people andcommunity

pages 14-15

Field Studies Council:Fantastic fieldwork

pages 16-17

The Wildliffe Trusts:Local, sustainable and inyour community

pages 18-19

Best Practice Guide

Hints and tips for teachers

pages 20-22

Quality providers

pages 23-25

Contacts

page 26

The learning that takesplace in the natural andbuilt environment can be truly inspirational.Teachers can then harnessthis to bring curriculum-based learning to life.Despite moderntechnology, sophisticatedclassroom practice andcomplicated lifestyles,there is no substitute for a child smelling, listeningto and touching thenatural world, andexperiencing our heritageand culture, hands-on.

A planned programme ofout-of-classroom learningprovides part of thefoundation for a fulfilledlife, which every childshould have access to.

Education outside theclassroom – real worldlearning – makes animportant contribution tobuilding a child’s store ofknowledge, which is basedon their own creativity and enquiry. It will build a greater depth of

understanding, based onpersonal experience, andlead to numerous taking-off points for developing a child’s own interests.

Research shows thatchildren who have beenintroduced to their localenvironment andunderstand how to lookafter it, who have apractical grasp of ourshared history, are farmore likely to develop intoactive citizenns in later life,giving and receiving morefrom their community andparticipating in democraticsociety. To many teachersthis is instinctiveknowledge, others simplyneed some practical helpto realise the potential ofthis kind of learning withintheir own school setting.

Improved achievementfor allOut-of-classroom learningis also completely sociallyinclusive. It has particularbenefits for childrengrowing up in

economically deprived or urban areas. Earlyevaluation of aGovernment initiative,‘London Challenge’,suggests that out-of-classroom experienceallows young people with learning difficulties orwho feel excluded to excelprecisely because theactivities are taking placeoutside the classroom.

In their 2004/05 annualreport, Ofsted reinforcedthe important role out-of-classroom learning can play in specificsubjects, commenting that ‘in subjects such asgeography, history and art, fieldwork and visits to museums and galleriesprovide opportunities toenrich learning and canhave a profound effect on pupils.’

The Ofsted report intooutdoor education in 2004 noted ‘outdooreducation continues to thrive where headteachers and individualenthusiasts provideleadership and a vision…They recognise theimportance of outdooreducation experiences in giving depth to thecurriculum and tostudents’ personal andsocial development.’

Fieldwork can alsoimprove long-termmemory and enableshigher-order learning,while residential trips help the development of young people’s socialskills. Accompanyingteachers also notice the improvement inrelationships betweenpupils and themselves,

Education is not something to keep in a box, even when the box isclassroom-shaped. The habit oflearning, an urge to find out more, is developed when we feel inspired.The world outside the school is richlyinspiring, constantly re-energisingwhat takes place within the classroom.It is the source of all our learning –about our history, about our culture,about our place in the natural worldand our relationships with each other.This two-way flow can be embedded inevery child’s education, entirely at easewithin any school’s ethos.


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Real world, real learning, real benefits

feeding back to improvedlearning in the classroom.

Learning how to be fit,naturallyRecent research identifieslinks between goodphysical health andunderstanding how toexperience the naturalenvironment. Wildlife-rich natural landscapes are the best places to be physically active,especially where they areclose to urban centres.Young people visitingthese to take part in easily-accessible, healthyactivities see this kind oflearning as a pleasure, not a chore. Time spent in the natural world alsopromotes a positiveoutlook on life andenhances our ability tocope with and recoverfrom stress and illness.

Giving children and youngpeople the opportunity toget out and explore theworld equips them withthe skills and enthusiasmto lead healthy lifestyles.Out-of-classroom learningalso enables teachers toshow children that healthyliving is about more thandoing sports. It can also be as simple as a walk,looking at wildlife orperhaps discovering howlocal food is grown andhow it is processed intothe meal on the table at home.

Schools and teachers playan irreplaceable role inproviding opportunities for every child to theenriching experience oflearning, playing andbeing active in the worldoutside the classroom.This booklet gives a

wealth of practical know-how, contacts and guidance to help you to make it happen in your school.

Education shouldn’t be in a box. Together, weneed to let the real worldin and encourage childrento explore it.

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I was amazed at how quickly all my Year 3 class were able to

investigate creatively scientificproblems set by the enthusiastic

field teachers. It would have takenhours using classroom resources, but they were interpreting their

surroundings more confidently thanI would ever have imagined. Thosewho struggle in class were offeringsuggestions as boldly, if not moreso, than the more able. A terrifickinaesthetic learning experience

June Simpson, Shefford Lower School, Bedfordshire

Out-of-Classroom Learning 5

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With 18,000 membersdrawn from all areas ofscience education, theAssociation for ScienceEducation (ASE) is thelargest subject association,providing a powerful forceto promote excellence inscience teaching andlearning. Through anational network ofteachers, technicians,lecturers and advisors – aswell as a team ofpermanent staff – ASEcreates conferences,online resources,publications, INSET andmany varied projects to

offer support andencouragement toeveryone involved inscience education.

ASE’s Outdoor ScienceWorking Group aims topromote and supportgood practice in out-of-classroom activity as anessential part of secondaryscience education. TheWorking Group, withrepresentatives fromacross the sciences,collects activities anddisseminates goodpractice, monitors levelsof fieldwork provision,supports teacher trainingand provides advice to ASE members. Theseare regularly updated on ASE’s website and

members’ Education inScience magazine.This work complementsthe outdoor sciencestrands for ASE’s AnnualConference and outdoorscience-themed PrimaryScience Review andSchool Science Reviewjournals in 2006.

ASE also works closelywith the Earth ScienceTeachers’ Association(ESTA) whose aim is toadvance education byencouraging andsupporting the teaching ofearth sciences at all levels,whether as a singlesubject such as geology,or as part of science orgeography or othercourses.

Real World Learning Partners

The Historical Association(HA) was founded in 1906 and membership is opento everyone. It is the‘Voice of History’,bringing together andrepresenting people whoshare an interest in, and alove for, history. The HAaims to further the study,teaching and enjoymentof history at all levels;teacher, student, amateur and professional.

The HA does this by:� Encouraging a widemembership, linkedtogether at a local levelby active branches� Creating anenvironment that

supports lifelonglearning� Providing resources,such as events, journalsand website information,that meet the evolvingneeds of people who

share an interest in history� Campaigning forhistory and representing its value to decisionmakers at local and national levels.

Subject Associations

The Association for Science Education

The HistoricalAssociation


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The Royal Geographical Society(with The Institute of BritishGeographers)

The Royal Geographical Society (with IBG)is the learned society and professional body for geography and geographers.Geographical education and fieldwork havebeen at the heart of the Society for most of its 175 years. The Society offers advice,guidance and support for geography fieldteaching:� Professional development courses onhealth, safety and risk assessment foranyone organising off-site visits – either in the UK or abroad – aimed at teachers,education visits co-ordinators (EVCs) andyouth leaders. Over 1,000 people havebenefited from this training in the past four years. For more specialist interests,there are courses and manuals on fieldwork methods� Guidance and exemplars on making thegood use of local data to inform fieldworkand linked to using GIS� Grants, awarded annually, to supportteachers in developing innovative teachingideas, including field teaching

� Expert advice from the Society’sfieldwork and expeditions team, which is a world leader in providing information,guidance, and training for teachers and students planning fieldwork andexpeditions� A searchable database of more than 300 field centres around the world� Professional accreditation, including a special strand for geography teachers, in the form of Chartered Geographer. A key element of this is commitment tocontinuing professional development,including fieldwork teaching� The Society will shortly be providing anonline one-stop shop for fieldwork teachingand local learning in geography as part ofthe programme of activities in the recentlylaunched Action Plan for Geography, ledjointly by the Society and the GA.

The Geographical Association

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The GeographicalAssociation (GA)currently has 8,000individual and groupmembers drawn mainlyfrom secondary schoolsand colleges and with a significant primaryschool membership. Its enduring mission is tofurther the learning andteaching of geography. It undertakes its workthrough ten interestgroups coordinated by an Education Committeeand a professional staffteam led by a full-timechief executive, based in Sheffield.

Fieldwork has always been a vital component,featuring strongly in the

GA’s conferences, journalsand publications. Outdoorlearning is the key featureto the GA’s annualWorldwise Challenge. The Field Studies WorkingGroup is one of the GA’s most active bodies,leading professionaldevelopment activities at the Annual Conferenceand supporting teachersthrough journal articlesand publications. The latterare often in partnershipwith the Field Studies

Council resulting in, forexample, the FieldworkFile: Managing Safe andSuccessful Fieldwork. Allmaterials can be viewed at the geography shop on the website, includingteaching materials such as A-Z Fieldwork. See alsothe Fieldwork Forum, and

the new GeographyQuality Marks whichemphasise outdoorlearning. The journalsregularly feature fieldworkand the Spring 2006 issueof Primary Geographerwas devoted entirely to the theme of outdoorlearning.

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More than 50,000 schoolchildren from across theUK now enjoy real worldlearning at an RSPBnature reserve every year.With the growing needfor everyone to take asustainable approach to local and globalenvironmental issues, the RSPB offers theopportunity for all school children to makeessential connectionswith the natural world in a stimulating and safeenvironment. Going farbeyond integrated andinnovative curriculum-linked activities, RSPBfield teaching alsoenables pupils from all backgrounds torediscover innateconnections with nature.This helps them todevelop a sense of placeand be inspired to takepersonal responsibilityfor the environment.

Out-of-classroomlearning programmes arebacked-up with a wealth

of resources from theRSPB’s wider youthactivities. The RSPB hasbeen supporting schoolsfor more than 100 yearsin bringing birds andnature to life in theclassroom. Beyond theformal setting, the RSPBhas more than 60 years’experience working with young peoplethrough its WildlifeExplorers club – one ofthe largest environmentalclubs for young people in the world.

Connecting with natureThe RSPB’s 130 trainedfield teachers encouragepupils to discover areserve’s naturalwonders. The RSPB’sstandard is to provide a ratio of one fieldteacher to every 15children for the durationof the entire visit. Thisensures that each childgets the greatest level of interaction with theenvironment and the field

teacher. The programmesinclude a range ofoptions which can betailored to teachers’individual needs –including birds and their habitats, pond-dipping, mini-beastingand sensory exploration.

For instance, at the Ribble Discovery Centrein Lancashire a uniqueand alternative option totraditional pond-dipping is ‘mud-dipping’. Children

discover the huge varietyand number of creaturesthat live in the mud of the spectacular Ribbleestuary. This helps them tounderstand why so manybirds rely on the mudflatsand how they haveadapted to feed there. The well-equipped visitorand education centre isthe ideal base from whichto explore and investigatethe vast area of mudflatsand fringing sand dunesand saltmarsh.


Living Classrooms

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The RSPB is the UK charity working tosecure a healthy environment for birdsand wildlife, helping to create a betterworld for us all. The RSPB has morethan a million members – including160,000 under the age of 18 – and more than 180 nature reserves. Led by professional RSPB educators at more than 40 locations, the RSPB fieldteaching scheme, Living Classrooms,offers an exciting range of curriculum-linked education programmes. These are designed to bring learning to lifethrough fun, safe, hands-on and thought provoking activities.

I can’t believe all those creatures live in the mud!

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In contrast, the RSPBSandwell Valley naturereserve is just a few milesfrom the middle ofBirmingham. Pupils areable to explore nature allyear round through thefirst-hand study of birds,other animals and plants.Wildlife adventure walksstimulate children to usethe senses of sight, touchand hearing. Playing foodchain and migrationgames reinforces whatchildren have learnt in a

fun way. The geographyand history of the reserveis also investigatedthrough mapping theland-use of the reserveand revealing how it ismanaged for wildlife and people.

Visiting Sandwell Valleyincreases pupils’knowledge of theenvironment throughhands-on learning andhelps them understandthe value of wildlife and

natural places. A range of excellent educationfacilities, includingteaching ponds and awell-equipped classroomwith interactive displays,supports the wholeexperience.

Wildlife for AllThe RSPB and the RoyalParks partnership, Wildlifefor All, aims to introducenew audiences toLondon’s Royal Parks to discover the wildlifethat lives in them. Theprogramme of schoolvisits is aimed at schoolsin the city with highlevels of low-incomefamilies. The sessions are offered free of chargeand schools are targetedwithin walking distance of the park; therebyensuring that no cost ispassed onto the childrenand their families.

For many children thehalf-day session is theirfirst visit to a green space and their first sight of wildlife. The‘Treemendous Trees’programme looks atplants and invertebrates,and how they providefood for animals. In‘Parky Birds’ childrenlearn about theadaptations that birdshave made to live inwater and woodlands.

The Wildlife for All teamwork with the schools to ensure that theprogrammes deliver theirindividual needs, such asidentifying and dealingwith discipline problems,providing support tochildren where English isnot a first language, andresolving access problemsfor children with physicaldisabilities.


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If education is aboutpreparing children for lifeafter school, there is anobvious advantage inintroducing them to social,psychological and physicalchallenges in the outdoorsduring their school time.Not only do residentialoutdoor activity coursesfrom PGL provide thisopportunity, they also

contribute to every strandof the Government’s‘Every Child Matters’strategy.

Be HealthyOver recent years, greatconcern has beenexpressed about thesedentary lifestyle ofmany of our children andyoung people. There is a

tendency for youngstersto put more emphasis onlooking the part thanactually participating inactivity. In addition, noteveryone enjoys the ballsports and team gameswhich comprise mostschool sports. The outdoorpursuits offered by PGL include a range of alternative activitiesthat can provide healthyexercise and activeinterest in sports requiringdifferent skills, such asorienteering, canoeing,climbing and hill walking.

Stay SafeLife is full of risks andchallenges, so societywould be failing the nextgeneration if we didn’tintroduce children to risk assessment andmanagement. The mostobvious hazards thatoutdoor pursuits presentare the activitiesthemselves. Sometimes

they may seem daunting,but the perception is oftengreater than the reality.Participation in PGL’s well-led outdoor activitycourses can teachyoungsters to recognisehazards, realise that therisks they present can be assessed, and thatcontrol measures must be implemented to bring risk down to anacceptable level beforeparticipation takes place.

Residentials also bringsocial challenges. It’s


Benefiting from Adventure


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PGL Travel Ltd operates 25 adventure and study centres throughout Britainand in France and Spain, where youngsters can benefit from a positive outdoorlearning experience. PGL’s young and enthusiastic staff work with school partyleaders to ensure that their objectives are met in a fun and friendly way, throughsocial interaction and adventure activity sessions. PGL centres are licensedwhere in-scope activities are provided and are subject to British Activity HolidayAssociation (BAHA) voluntary inspection when outside the scope of licensing.

Outdoor activityis absolutelyfantastic for

children. It’s goodfor their healthand it’s good for character

building Rt Hon Tony Blair MP, 2005

Properly managed outdoor andadventurous activities can help

participants understand riskawareness, risk assessment and risk

management and the controlmeasures that are necessary, and

thereby help to equip them to dealwith the risk inherent in life

The Advisory Committee to the Health & Safety Executive

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different for classmatesand teachers to livetogether on a 24-hourbasis rather than for just the school day andthis situation oftennecessitates controlmeasures of its own.Finally, exposure to allthese new challenges,outside a youngster’snormal comfort zone, maypose some psychologicalchallenges, which teacherswill need to address tosupport pupils as part ofthe learning curve.

Enjoy and AchieveWe all know that childrenlearn best when they are having fun. For many children the schoolresidential adventurecourse is the highlight of the school year, if nottheir whole school life. At PGL, youngsters findthat the outdoors can be ‘a level playing field’; inthat the practical skills,commitment and

confidence required toexcel can be displayed by those who may not be the high achievers inthe classroom. PGLcourses are all about

‘accentuating thepositive’ and try toensure that everyone has the chance tosucceed. By operating a ‘challenge by choice’philosophy, youngstersare allowed to determinehow far they go, so thatno one is pushed too far.

Achieve Economic WellbeingThis is really all about thetransfer of learning from

the residential experienceback to school, home andfuture life. Youngsters mayreturn with a better senseof place, respect forothers, enhanced self-

esteem and greater self-confidence. A PGLadventure activity maystrike a chord and enticethem to join a club back at home and develop ahealthy, active hobby thatwill stay with them for life.And, of course, there’s stilltime for Olympic hopefulsto develop for London in 2012.

‘Many parentscommented afterwards

that their children hadchanged as a result of the week’s experiences: a real growth in maturity,independence and co-operation’ – Royal Junior School, Hindhead,Surrey 2005.

Make a PositiveContributionLiving away from homefor the first time introducesyoungsters to the conceptsof community andcitizenship. The schoolgroup becomes acommunity in its own right and takes with it theschool’s philosophy andcode of conduct. At mostPGL centres severalschools and theircommunities cometogether into a societywhere wider citizenshiprules have to apply in the interests of all. Theseare important concepts for youngsters toappreciate in preparationfor the outside world.

To listen to your staff encouragearch-enemies to work as a team onthe sensory trail was incredible. To

watch all the children laugh, cry,shout and congratulate one another

will stay with us foreverTeacher, Southampton 2005

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WWT centres are greatplaces for children tointeract with all things wet and wild; becomingconnected to nature,opening their senses, andlearning about the watercycle and ‘waterlife’.Everything is tailored tothe National Curriculum,with special programmesavailable for GCSE, A-Level and special needs.WWT works extensivelywith teachers and othereducators to ensure thatits programmes are up-to-the-minute with NationalCurriculum developments.

The Great Pond Safari isthe Wildfowl & WetlandsTrust’s cross-curricularprogramme, designed for Key Stage 2 children,(7-11 year olds), that allows them to directlyexperience theenvironment of the UKpond. Accordingly, itincludes an out-of-classroom visit to one ofthe nine visitor centresoperated by WWT.

The design brief for the Great Pond Safaristipulated that all activityshould be child-centred,

experiential and involve a component of out-of-classroom learning. Thedesign also incorporates‘learning styles’ theory by developing a range of activities that offersomething to differentchildren. The basic idea is that children becomemembers of the PondSquad for a day and assist Ramsar the WetlandWizard in his quest to find the missing pondcreatures.

Needless to say, the ponddip is an integral part of

the day. Pond dipping hitsall of the right buttons forchild-centred fun (providedthat you can stop theadults taking over!). It really is one of those all-consuming activities.The sensory activity isdesigned to make use ofvisual and auditory skills.Children spend time in awild area and imaginewhat it would be like tolive there. They collecttheir thoughts andobservations by smalldrawings, sound mapsand by choosing words;collected by the group


The Great Pond Safari


The Wildfowl & Wetlands Trust (WWT) is the largest international wetlandconservation charity in the UK.WWT’s mission is to conserve wetlands and theirbiodiversity, as these are vitally important for the quality and maintenance of alllife. Founded in 1946 by the artist and naturalist Sir Peter Scott, WWT has ninevisitor centres around the UK, where people can get closer to wetland birds andenjoy spectacular wetland landscapes in a welcome and friendly environment.WWT has 60 years’ experience in innovative environmental, science andsustainability education for all levels, from pre-school to postgraduate.

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leader towards the end ofthe session.

The Pond Olympics is the perfect antidote for thekinaesthetic side of allchildren, with small teamsdesigning their own pondcreature. One of eachteam is dressed up, usingall sorts of props, to copewith life in the pond –eating, not being eaten,moving, breathing andattracting a mate. Thesession ends with eachgroup demonstrating theirsolutions to each problem.Lots of team work, lots ofdebate and lots of laughs.

As an organisation, WWTis dedicated to turningpeople on to wetlands andtheir biodiversity throughdirect experience. It wouldbe so easy to design a‘pond’ programme to just tick all of the boxes in the relevant NationalCurriculum documents forscience; but that isn’t theaim. WWT want to excite and inspire visual artists,writers, musicians,geographers, historians,philosophers andscientists! To achieve this,

there is no substitute forfirst-hand experience fromprimary sources.

The out-of-classroomlearning is supported by awide range of web-basedmaterials for teachers andpupils to use, both beforeand after the visit. Childrenleave WWT Centres aftertaking part in the GreatPond Safari with scientificdata from their ponddipping, descriptive words,sound maps and drawingsfrom the sensory activityand (if the teachersremembered to bringalong a camera) somegreat images of childrendressed as pond creatures.

The WWTLearn web sitecontains a scheme of workcontaining lots of ideas forfollow-up work back inschool. The predictablestuff is all included – sochildren can draw charts of their data and writestories about the visit –but so are some moreimaginative options. Aparticularly creative one is the production of anorchestral piece of musicand a dance based on life

in the pond. Children startby writing a story aboutlife in the pond and thenmove on to replace thenarrative with sounds torepresent the variouscomponents of the story.Some sounds will be fromtheir own sound maps tomake sure that the piececaptures the mood of theirvisit. Once the music hasbeen composed, childrencan then create a dance toperform the story

The Great Pond Safari wasthe first attempt by WWTto combine the creative

talents of WWT Learningstaff from all nine centres.It was a great project and has been used as amodel for WWT’s second new programme CloseEncounters (for Key Stage 1 pupils). The overallsuccess of the programmerests in the recognitionthat people respond to the environment in manydifferent ways and it isimportant to provide adiverse range of out-of-classroom activities tomaximise the chances of inspiring every childthat takes part.

Pond dipping hits all of the rightbuttons for child-centred fun – providing

you can stop the adults taking over

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Learning about thehistoric environment isabout much more thanbricks and mortar, fieldsor fell-tops. It is abouthow each generationdiscovers fresh meaningand understanding of the world around them.Helping children to makesense of the world isintegral not just to thecurriculum, but to howthey understand eachother and their localcommunity.

Learning togetherthrough the arts The National TrustSchools Arts Partnershipsuses National Trustproperties to generateexciting creative projects.Working with bothprimary and secondaryschool groups, eachpartnership consists of a professional artist,members of theproperty’s learning team

and two local schools ofcontrasting social andeconomic backgrounds.

More than 70 schoolsacross the country have taken part in theprogramme so far. Eachunique project can bestimulated by anythingfrom portraiture tohidden aspects of historyor luxuriant gardens andattendant statues. Someexamples of artworkproduced to date includebeautiful handmadebooks, tactile textiles,wall hangings andwoodland sculptures. The year-long projects are rounded off with anexhibition or performanceto which friends, familyand the local communityare invited. Many attract a good deal of interestfrom the local media and are well attended.

By involving two schoolssimultaneously, thebenefits derived from thepartnership extend far

beyond the curriculum.The artists and designersmake positive rolemodels for careers in the arts and oftendevelop lastingrelationships withindividual schools. Theopportunities forsocialising with thosefrom differentbackgrounds raise pupils’confidence and theirability to communicatewith each other. It oftenmeans there is the chancefor schools to use each

other’s resources and forstaff to share ideas.

A good example of thebenefits that a partnershipcan bring can be seen in south Gloucestershire.Over the last three yearstwo schools, one primaryand one secondary, have worked together at Dyrham Park near Bath.Utilising a wide range of creative techniquesincluding papier mache,collage and felt-makingamong others, the project


History, people and community

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The National Trust is ‘for ever, foreveryone’ and is committed to placinglearning at the heart of everything itdoes. The Trust believes that upliftingopportunities for learning anddiscovery really can lead to life-changing experiences. Each year,500,000 education visits are made toNational Trust properties. The Trust iswell placed to serve a huge variety ofcurriculum-relevant learningopportunities, because it cares forhistoric places from every era and anextensive array of landscapes acrossEngland, Wales and Northern Ireland.

participants haveexplored many differentaspects of the buildingand its contents.

Feedback from teachersdemonstrates the abilityof the project to boostparticipants’ confidenceand self-esteem as wellas developing theirknowledge and skills.

Experience shows thatpupils also develop alasting appreciation oftheir local area, turning

them into knowledgeableadvocates. Theirappreciation andenthusiasm soon spreadsto other pupils from theschool, parents, schoolstaff and governors, all ofwhom now make regularvisits to their local Trustproperty.

Learning andcommunity The National TrustGuardianship Schemehelps put theenvironment and learning

at the centre of the localcommunity. Using localNational Trust countrysidesites to help childrenunderstand and care fortheir environment, itoffers the opportunity totake part in practicalactivities that support theNational Curriculum andprojects exploring andconnecting with theirlocal area. Working withteachers and Trustwardens, this buildsawareness of, interest in,and responsibility for thenatural environment thatresonates far beyond theschool gates.

By focusing on multiplevisits to a single site,guardianship develops anongoing partnership thatprovides stimulating,practical experience ofthe great outdoors andconservation work.Research shows that thisgives the GuardianshipScheme long-termimpacts on knowledge,attitudes, behaviour, andthe decisions and choices

young people make. Thevirtually unanimous viewamong students was thatguardianship work wasfun, exciting, enjoyableand better than workingin the classroom. Itimproves attitudes to theenvironment in terms of adesire to protect the localenvironment and also inattitudes to issues suchas recycling and avoidingwaste. It helps thedevelopment of socialskills such as tolerance,caring, group awarenessand self-discipline.

The scheme is now well established in morethan 100 primary andsecondary schools acrossthe country. Headteachersreport a development of‘community spirit’ andvaluing of what is ‘intheir own back yard’ as aresult of the scheme.Schools involved in theGuardianship Schemereport an increasedwillingness of parents tocome into school forevents and meetings.

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For many students afieldwork experience is a one-off, done to fulfil a specific part of asyllabus. But it can alsobe a very effective way ofbuilding skills, knowledgeand understanding withinscience and geography,and also allows links to other subjects andwider issues such assustainability andcitizenship. Fieldwork can be a lot of fun too!

Rather than being a one-off experience, the FSC offers theopportunity for fieldworkto be an integral elementof a student’s progressthrough the Key Stages.

Being out and about givesprimary children a first-hand experience of theworld around them thatcan never be achievedthrough books, pictures or even television. Throughfield trips, children feedtheir natural curiosity anddevelop their creativity.The world around them isbrought alive. It becomesreal, active and purposeful,has dimension and scale,

and becomes the world towhich they belong.

Fieldwork at Key Stages 2 and 3 lays thefoundations for the future and can motivatestudents through anexciting and enjoyableexperience. Students can progress fromdiscovery fieldworkthrough teacher-ledenquiry to independentinvestigations.

Key Stage 4 (GCSE) is aformative period fordeveloping interests in,and enthusiasm for, allsubjects, particularlyscience and geography.Hands-on experience,including fieldwork, isvital for enthusingstudents, supporting their understanding oftheir subject and showinghow classroom learninglinks with their everydaylives, future workplacesand the world aroundthem. Not everybody can see links betweenpatterns and processes,or interdependenciesbetween people, placesand environments on

paper – but a field tripcan provide the ‘glue’that binds their subjectknowledge together.

For many students it is this active hands-onlearning outside theclassroom, which helpsput their knowledge intocontext and makes the

subject accessible to awide range of learners.This is also an importanttime for personal andsocial development, andfieldwork experiencesprovide great opportunitiesto develop students’motivation, concentration,personal responsibility,teamwork, co-operation


Fantastic fieldwork

Actually being able to see it makes it much easier to understand

KS3 London Challenge Student

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The Field Studies Council (FSC) is a pioneering educational charity committedto bringing environmental understanding to all. Established in 1943, the FSC has become internationally respected for its national network of 17 educationcentres, international outreach training projects, research programmes, and information and publication services. The FSC provides enjoyable and informative opportunities to more than 50,000 children every year todiscover, explore, be inspired by, and understand the natural environment. The FSC believes the more we know about the environment, the more we canappreciate its needs and protect its diversity and beauty for future generations.

and leadership.

Fieldwork at AS/A2 Level allows students the opportunity to reallyunderstand their subjectand see its relevance in thereal world, and it is a greatexample of education at itsbest. By experiencing realanimals and plants in

a variety of habitats,biologist can develop areal understanding ofecology and its everydayapplications, enablingthem to make synopticlinks. For geographers, theoutdoors represents thereal world ‘laboratory’ –asking questions abouthow the world works,

how it came to be (andhow it may become) ischallenging when done inthe messy, imperfect townor landscape outside.

Fieldwork can providehuge opportunities forstudents and teachersalike. Planning andorganising a successful

trip need not be daunting.A wild and wonderfulplace is always aninspiration but greatfieldwork can also occur inyour own school groundsand local community,whether it is by the studyof distribution of plants onthe school playing field orsurvey of visitors to thelocal shopping centre. As arecognised fieldworkprovider, the FSC will behappy to help you plan asafe and enjoyable visit.

We all know thatassessment andcoursework are importantthese days but don’t forgetthat fieldwork is fun! Whatstudents learn during afieldwork experience isimportant, but more oftenit is the fun, sense of place,meeting new friends andstrengthening existingrelationships that leave thebiggest impression. Manystudents will gain a realsense of achievement andmemories that can last fora lifetime.

It was almostdeafening hearing

all the penniesdropping

KS4 Teacher, HunstantonBeach, 2005

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The Wildlife Trusts have anetwork of more than 100education centres acrossthe UK and provideprofessionally supported,curriculum-linked visits ona huge variety of sites,hosting 125,000 studentsannually. Whether a site isa national nature reserveor an urban park, inland or coastal, they provideinspirational learningexperiences. First-handexploration of theimmediate, accessiblenatural world is central to all the Trusts’programmes.

This out-of-schoolprovision iscomplemented by schools’outreach initiatives;connecting to a further76,500 students each year.Many Trusts support pupils

and teaching staff indeveloping and makinguse of their own schoolgrounds and local greenspaces. Working within the core curriculum andthrough after-school clubs,maximises accessibilityand engages an extendedschool community. It alsopromotes learning in thereal world as an everyday– rather than occasional –option; making clearconnections between ourliving and lifestyle choicesand the quality of theenvironment ‘out there’.

Whether schools visit theTrusts’ sites, or throughoutreach activity to

schools, there is a widerange of programmes onoffer – always workingwith teaching staff toensure everyone’s aimsand aspirations are clearand deliverable. Theprogrammes addresscurriculum areas such as: science, history,geography, art, english,maths, personal, social & health education,sustainable developmentand citizenship. TheWildlife Trusts areconfident that they canbring learning outside ofthe classroom to life forprimary and secondarypupils of all abilities and,in many areas, for nursery

age children, sixth formstudents, higher andfurther education studentsand excluded pupils.

Long-term links withsecondary schools Funding from the HeritageLottery Fund has enabledShropshire Wildlife Trust to influence the long-term curriculum planningof a school, which hasEarl’s Hill local NatureReserve right on itsdoorstep. With a remit that includes bringingabout lasting change, this sort of project,ensuring year-on-yearexploration and recording,can deliver results that are unimaginable whengroups only make one-off visits. Working with all the science staff,differentiated schemes of

The Wildlife Trusts comprises 47 local Wildlife Trusts working inpartnership to care for all habitats and species. The Trusts’ vision of an environment rich in wildlife foreveryone is supported by their600,000 members, including 100,000junior members under the age of 16.By managing 2,250 nature reservesthroughout the UK, the Trusts ensurethat somewhere special is within easyreach of most schools. The Trusts’ 300 professional education staff andthousands of volunteers are verymuch part of their local community,and help to introduce people of allages and backgrounds to the intricacyand fragility of the natural world andinspire people to take action towardsa more sustainable future.



This project has been a positiveinstrument for changing the outdoor

experiences of our children

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work were developed to support a range ofsubject areas, includinggeography, science,sustainable developmentand citizenship, for bothKey Stage 3 and KeyStage 4.

As part of the school’sscience status, all Year 9pupils undertake thenational CREST (Creativityin Science) challenge.Small groups focus on discreet habitat areas of Earl’s Hill toresearch the relativesuccess of the currentconservation managementpractices, providing real world investigationsand enabling students to have a positive impacton the practicalconservation undertakenon site in future years.

Through their time at theschool, students developdeeper understanding and appreciation of the reserve, building asense of individual andcollective ownership and responsibility as they learn.

Outdoor learning where you liveEssex Wildlife Trust’sexpertise in delivering the curriculum outside the classroom is availablethrough a variety ofoutreach programmes. In an extensively urbancounty, projects in schools’grounds are developingaccessible green learningspaces and making long-

term connections betweenlifestyles and the livingworld. A school’s orchardproject enabled pupils tolink native local speciesand their conservation tohealthy lifestyles andlocally produced food.

Essex Wildlife Trust’sChafford Gorges NaturePark Visitor Centre, located within a housingestate, is already a keyresource for local schoolson field visits. Centre staff from the Trust areworking with four schoolsto create wildlife areas.One of these, EmersonPark Secondary School, is regenerating an area of wasteland on the

school site. Students are supported and guidedin planning and design,attaining within thegeography and sciencecurricula in particular. This model is also beingused to successfullyengage with Year 9‘refusers’ from the school on a weekly basis.

Involving teaching staffand students in thepractical creation andmaintenance of suchwildlife areas encouragesreal understanding of the issues and processesthat need to beconsidered, engenders a valuable sense ofownership and results in a habitat that can besustained and used forongoing cross curriculastudy over many years.


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Helpful hints and tips for teachers

There are many rewards ofrunning an out-of-school visit –especially where it is part of anongoing programme throughwhich pupils progressivelydevelop their knowledge, skills and confidence.

First steps� From the start, set clearlydefined objectives for the visit– this will mean that everyonegets the most out of it. Thekey to a safe and successfulvisit is good, early planning,with clear educationaloutcomes. It will help identifywhat it is that you areexpecting your pupils to gainfrom the experience andevaluate the success of theouting once it is all over� Prioritise your objectives soyou design a visit that closelymirrors your aspirations, andis appropriate to the needs andcompetence of your group� Remember to make theamount of planning andpreparation proportional tothe duration and type of theplanned activity. Planning avisit does not have to be timeconsuming, even if you are

trying something new.Fortunately, you do not have to, and indeed shouldnot, do this on your own –there is lots of help availablefrom within your school,providers of out-of-classroomopportunities, and your LocalEducation Authority (LEA).

Getting help from the start� Check out your school’spolicy early on, as you need tostick to this – and it will helpyou make the most of yourefforts. These policies will giveyou guidance on, among otherthings: supervision ratios andany qualifications required ofthe staff team; risk assessmentand safety management; andprocedures for gainingapproval for the visit� Talk to your school’sEducational Visits Co-ordinator (EVC) about your proposal. For a start, they will be able to tell youwho else on the staff hasorganised similar activities.Your EVC will also be able tomake you aware of both theschool’s policies on schoolvisits, those of your LEA, and

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How can you easily plan and organise yourown visit?

The following pages provide lots of helpfulinformation and guidance to make arranginga trip as simple as possible. As well astelling you what needs to be done andwhen, you will also find that there is helpand advice available at every stage.


The Outdoor Education Advisers’ Panel comprises nominated representatives of Chief EducationOfficers of Local Education Authorities in England, Wales or Northern Ireland. It provides a forum for sharing and developing good practice in outdoor education. The Panel works closelywith the Department for Education & Skills (DfES), English Outdoor Council, Real World LearningPartnership, and National Governing Bodies for Outdoor Activities. On behalf of the DfES, thePanel has developed and runs training courses for Educational Visits Coordinators, EducationalVisits (Group) Leaders Trainings,TOP Outdoors & PESSCL OAA trainings.

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any national guidance. If aschool does not have an EVC, then by default thisresponsibility lies with thehead teacher� LEAs also have anEducation Visits or OutdoorEducation Adviser. As well astraining and supporting EVCs,they can also advise on theLEA’s own policies and givespecific guidance� Most LEA visits policies are based on the DfES goodpractice guide: Health andSafety of Pupils on SchoolVisits (HASPEV) and itssupplements. Your EVC willhave a copy, but you can alsodownload it from the DfESTeacherNet website (seefurther information panel on page 22).

Support with finding a site� Next, begin detailedplanning into the location,duration, costs, and staffing forthe visit – HASPEV has someuseful checklists to help you dothis. At this point, it will soonbecome apparent whether youhave the resources to organisethe visit with the help of yourcolleagues, parents, and pupilswithin the school, or want tolook elsewhere for additionalsupport� There are now a significantnumber of organisations –commercial, charitable andvoluntary – who specialise in school visits. These varyfrom one-day outings to week-long residentials andmore ambitious overseasexpeditions. Make a formalagreement with them toensure that everyone is clear about their roles andresponsibilities for the visit� Many local authorities havetheir own outdoor centres –your EVC or LEA OutdoorEducation Adviser will be ableto give you some usefulcontacts

� Look at the previous pagesto get an idea about the rangeof opportunities offered bymembers of thee Real WorldLearning Partnership. There ismore information available ontheir websites (see contactinformation on page 26).

Before you leave� Once you have decided on a likely venue, do a planningpre-visit, preferably with yourcolleagues, to find out moreabout the site and its facilities.Have a clear idea of the size of group you are going toneed to manage, their age and abilities and therefore thenumber of staff and helpersyou are going to need tosupervise the visit and support any member of thegroup with special needs� Confirm that the site isappropriate to the needs ofthe group both in terms ofsafety and your teaching and learning objectives� Prepare a written riskassessment and safetymanagement plan. This is an integral part of all schoolsvisits. The pre-visit is the ideal time to check that thepaper document covers thekey points. Make it simple and proportional enough to beunderstood and implementedby everyone involved in the visit� Look at the provider’s (or your school’s own) GenericRisk Assessments. Considerhow they inform your plansand relate to the needs of your group� During the pre-visit you will also be able to startdeveloping a simple EventSpecific Risk Assessment. This covers the particularissues of your group and takesinto consideration the age,behaviour, medical and specialneeds of your pupils and alsoother staff and helpers

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Helpful hints and tips for teachers

Best Practice Guide


Further information & guidance:Department for Education & Skills

www.teachernet.gov.uk� Health and Safety of Pupils on

Education Visits (HASPEV)� HASPEV Supplements 1 to 3� Health and Safety: Responsibilities

& Powers� Group Safety at Water Margins� School Staff and Their Roles Beyond

the Classroom.

Outdoor Education Advisers’ Panel

www.oeap.info� Links to local Outdoor Education Adviser� Guidance on Sensible Risk

Management, Overseas Expeditions,and Overseas Exchanges

� Syllabus and details of Educational VisitCoordinators Training and EducationalVisit Group Leader Training

� High Quality Outdoor Education: A Guide to Recognising and AchievingHigh Quality Outdoor Education inSchools, Youth Service, Clubs andCentres.

Royal Geographical Society (with IBG)

www.rgs.org/eac� Fieldwork safety training� Workshops and resources for local

fieldwork � Advice for overseas expeditions

and fieldwork� Funding for innovative fieldwork

projects� Contact Mrs Shane Winser,

Education and Outdoor Learning (Tel: 020 7591 3030, [email protected]).

Association for Science Education� Outdoor Science Working Group;

contact Marianne Cutler

([email protected]).

Geographical Association� Field Studies Working Group;

www.geography.org.uk/fieldwork� Fieldwork Forum;

www.geography.org.uk/forums

(click on ‘Fieldwork’).

Suggested further reading� Trips & Visits Pocketbook by Jane

West (2004). Teachers’ Pocketbooks(www.teacherspocketbooks.co.uk).

Full contact details for all of the RealWorld Learning Partnershiporganisations and the wide range ofopportunities they offer can be foundat the back of this booklett.

� As the date of the trip nears, thisEvent Specific Risk Assessment canbe updated to encompass anychanges and to take into accountthe weather forecast. The riskassessment can also form the basisof your briefings to other staff andhelpers, and to pupils� The pre-visit is also time to thinkabout contingency planning – yourPlan B – and check out emergencyprocedures. Occasionally during avisit situations change; for instancedue to the weather being too bad tocarry out your original plan, amedical condition, or the groupbecoming tired� It is important staff feel able torevert to Plan B, and to be confidentto continually assess the situationon the day – known as Ongoing/Dynamic Risk Assessment.

Staff support on the day� The competence of the staffinvolved is important in ensuringthe visit is a success. Your headteacher, through the EVC, has theresponsibility to ensure that staffare competent to run the trip. This is a professional judgement basedon their qualifications, experience,personal qualities and training� Staff should have the opportunityto assist on visits and have access totraining. All staff involved with thevisit need to be fully briefed and clearabout their roles and responsibilities.In this way, everyone knows whatthey are trying to achieve and can geton with trying to get the maximumbenefit and enjoyment from the visit� Ensure that suitable staff back atschool know contact details andprocedures just in case a problemarises. They need to have all therelevant details of the group, leadersand emergency contact numbers –as well as a copy of the itinerary and details about where you are. Ifnecessary, they can then co-ordinatecontact with parents, arrangereplacement transport, and deal with any other enquiries. Often their key role is just as a reassuringsounding board that the groupleader has done what is needed.

Tips for a successful visit� Involve pupils in planning – this has huge advantages foreveryone involved. By helping plan the visit, you create emotionalownership. The visit becomes ‘ours’ and the pupils will not only be clear about what is expected of them, but also show greatercommitment and motivation.Involving pupils in producing therisk assessments and a Code ofConduct not only teaches them lifeskills, but also encourages them toengage with the visit and behavewell on it� Take advantage of the wide range of training opportunitiesfor staff involved in visits. TheOutdoor Education Advisers’ Panel offers EVC training andupdate sessions, as well as the new Group Leader Trainingsessions for those going out on visits with pupils. The OCR’s Off-Site Safety Management course, offered by the RoyalGeographical Society with IBG and a number of other centresaround the UK, enables staff to gain a formal qualification in theprocess of running visits be theylocal, residential or international� Find time to reflect on theexperience – both for your pupilsand yourself. Evaluation is not only a key part of risk assessmentbut also vital to ensure that visits are quality learningexperiences. Share what you have learned with colleagues and in particular the school’s EVC so that they can benefit from your experience.

The quality and safety of any visit isdependent on careful preparationand planning. For those teacherswilling to take up the challenges oftaking education outside theclassroom the rewards are many,and there is a huge support networkof people and organisations to helpyou do this, from short visitsexploring your local community, tomore ambitious overseas ventures.Good luck!

Quality Providers:� Communicate and work inpartnership with organisers in schoolsand other institutions to draw up a‘contract’ arrangement for each visit.This details the generic and specificlearning objectives, the expectedoutputs and outcomes, plus the range of logistical support that needs to be provided before, duringand after the visit� Aim towards Total QualityManagement including QualityAssurance. Evaluation throughmonitoring and feedback should be an integral part of the process� Reinforce that they offer a uniquebut complementary experience, not to be found in the classroom� Aspire to ‘practising what wepreach’, avoiding mixed messages and leading by example in terms ofenvironmentally sensitive workingactivities� Have charging policies that statehonestly that delivering qualityexperiences has attendant costs.

Effective LearningQuality Providers are committed toplanning & organising as they:

� Understand about learning. Learningis individual, often builds on previouslearning and experience, andfrequently occurs in a social context. A ‘good learn’ includes varyingcombinations of knowledge andunderstanding; skills; creativity,inspiration, enjoyment and fun;behavioural change and progression;attitudes and values. What you feel anddo is as important as what you know� Have a written learning policy. Multi-site organisations will have acorporate learning policy customisedto individual sites� Play to their strengths. They don’t try to do everything and are honestabout what they can and cannotprovide� Identify and aim to minimise barriersto access for different audiences (e.g. financial, mobility/transport, socio-cultural)

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Quality providersWhat makes a good provider?

The Real World Learning Partnership has identified good out-of-classroom practice by providers and users,and has produced the following guidance. As well asproviding help when organising a visit, it is also hopedthat this will be of use to parents, teacher trainers,advisers, other educators, and providers of out-of-classroom learning. Outdoor and adventure-basedlearning has additional and some different criteria whichare addressed in Working with Young People in theOutdoors from the Outdoor Education Advisers’ Panel.

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Quality providers


� Recognise that visits do not happenin isolation. There are generally pre-visit, on-site, and post-visitcomponents of a learning experience. All components need to be effectively implemented� Tailor programmes to appropriatecurricula and specifications� Encourage teachers to make free preliminary planning visitsto sites� Provide appropriate supportmaterial for pre-, on-site, and post-visit components. They work with teachers to ‘extend the visit’ as part of integrated workprogrammes� Ensure consistency throughappropriate training and continueddevelopment of all learning staff and volunteers. This includesmonitoring and appraisal against a system of professional learningstandards. Staff and volunteersshould be trained to deal withdifferent Key Stage audiences� Support and encourage in-service/education of teachers (INSET), continued professionaldevelopment and pre-service teacher training about out-of-classroom learning.

Quality Providers are also committedto delivery & evaluation as they:

� Use a diversity of approachesand methods based on a variety oflearning styles. Differentiate andprovide layered provision for differentaudiences. Emphasise child-centredapproaches based on active learning� Absolutely capitalise on theuniqueness of their site and resources.Maximise the amount of time spentout of the classroom. Going fromschool to an out-of-classroom provider should not be about goingfrom one classroom to another� Bring out the wonder of a site andencourage a sense of place� Facilitate ‘experience’ and the abilityof learners to make informed choices� Allow time and space for children toexplore and experience. Do not fill the day with conventional structuredlearning. Offer ‘light and shade’ –‘wow’ factors interspersed with spaceand time for solitude and reflection� Manage the energy of a group� Give context. Relate the day’s agreedlearning outcomes to wider issues� Evaluate – both teachers andstudents – and use the information in a cycle of continuous improvement.

Best Practice Guide

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Out-of-Classroom Learning

Effective LogisticsQuality Providers have clear policies & systems that:

� Create efficient booking systems and procedures with clear lines ofcommunication. Know exactly who the organiser or group leader is� State terms and conditions onadvance literature and/or web pages� Encourage visits during shoulderperiods – avoiding the (often) over-subscribed summer term� Highlight child safety and welfarepolicies� Provide risk assessments of the siteand all learning programmes uponrequest� Have procedures for incidentsincluding accidents and emergencies� Ensure adequate public liabilityinsurance� Are aware of, and act upon, LEA-recommended staff-student ratios fordifferent Key Stages� Ensure safe access at arrival anddeparture points� Ensure that the expectations, rolesand responsibilities of each side areclarified, including degree of contacttime and responsibility for discipline.

Quality Providers are committed tostaff development and:

� Have staff that are inducted and trained in health and safety,customer care, disability, gender and race awareness etc.� Ensure all staff and volunteers are Criminal Records Bureau (CRB)checked� Provide trained first-aiders on-site.

Quality Providers are constantlyreviewing the nature of their sites to:

� Ensure that site access conforms tothe Disability Discrimination Act (DDA)as far as possible� Ensure that site infrastructure isadequate to cover needs of visitinggroups. This includes the availability offacilities such as toilets, hand-washingfacilities, shelter from extreme weatherand storage (for lunches, bags andclothing)� Ensure quality equipment provisionand maintenance.

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Contact details

Further information

Association for Science Education www.ase.org.uk Tel: 01707 283000

College Lane, Hatfield, Hertfordshire, AL10 9AA Registered charity no 313123

Field Studies Council www.field-studies-council.orgg Tel: 01743 852100

Montford Bridge, Preston Montford, Shrewsbury, Shropshire, SY4 1HW Registered charity no 313364

Geographical Association www.geography.org.uk Tel: 0114 296 0088

160 Solly Street, Sheffield, S1 4BF Registered charity no 313129

Historical Association www.history.org.uk Tel: 020 7735 3901

59a Kennington Park Road, London, SE11 4JH Registered charity no 313133

Nationaal Trust www.nationaltrust.org.uk Tel: 0870 458 4000

Central Office, Heelis, Kemble Drive, Swindon, SN2 2NA Registered charity no 205846

Outdoor Education Advisers’ Panel www.oeap.info

PGL Travel Ltd www.ppgl.co.uk Tel: 08700 551 551

Alton Court, Penyard Lane, Ross-on-Wye, Herefordshire, HR9 5GL

Royal Geographical Society (with IBG) www.rgs.org Tel: 020 7591 3000

1 Kensington Gore, London, SW7 2AR Registered charity no 208791

The RSPB www.rspb.org.uk Tel: 01767 680551

UK Headquarteers, The Lodge, Sandy, Bedfordshire, SG19 2DL Registered charity no 207076

Wildfowl & Wetlands Trust www.wwt.org.uk Tel: 01453 891900

Slimbridge, Gloucestershire, GL2 7BT Registered charity no 1030884

The Wildlife Trusts www.wildlifetrusts.org Tel: 0870 036 7711

The Kiln, Waterside, Mather Road, Newark, Nottinghamshire, NG24 1WT Registered charity no 207238

PDF-versions of this document can also be downloaded from the partners’ websites.

For further information about the Real World Learning Partnership organisations and the wide rangeof opportunities we offer, please contact us or visits our websites:



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Substantial evidence exists to indicate that fieldwork, properly conceived,adequately planned, well taught and effectively followed up, offers learners

opportunities to develop their knowledge and skills in ways that add value totheir everyday experiences in the classroom

Rickinson et al (2004) A Review of Research on Outdoor Learning. NFER & Kings College, London

FRONT COVER PHOTO: ©Andy Hay, rspb-images.com

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Produced by the RSPB

The RSPB is the UK charity working to secure a healthy environment for birds andwildlife, helping to create a better world for us all.

The Field Studies Council (FSC) is a pioneering educational charity committed to bringingenvironmental understanding to all through first-hand experience.

The National Trust is an independent charity working to preserve and protect thecoastline, countryside and buildings of England, Wales and Northern Ireland.

PGL Travel Ltd has been at the forefront of school adventure courses for 50 years andnow operates 25 adventure and study centres throughout Britain and in France andSpain, catering for 250,000 youngsters each year.

The Wildfowl & Wetlands Trust (WWT) is a charity dedicated to conserve wetlands andtheir biodiversity worldwide.

The Wildlife Trusts is the UK’s leading voluntary organisation dedicated to all wildlife andto inspiring people about the natural world.

The Association for Science Education is the largest subject association, providing apowerful force to promote excellence in science teaching and learning.

The Geographical Association is a subject association with a mission to further theteaching of geography and to communicate the value of learning geography for all.

The Historical Association is the voice for history. It aims to further the study, teachingand enjoyment of history at all levels: teacher and student, amateur and professional.

The Outdoor Education Advisers’ Panel comprises nominated representatives of ChiefEducation Officers of Local Education Authorities in England, Wales or Northern Ireland. It provides a forum for sharing and developing good practice in outdoor education.

The Royal Geographical Society (with The Institute of British Geographers) is the learnedsociety and professional body representing geography and geographers.

These organisations form the Real World Learning Partnership– founded in 2003 to influence decision makers, support teachers,and increase participation in out-of-classroom learning.

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