Rosie Hancock teaches at Brayton CE Primary School, she has been a primary school teacher since 2011 after qualifying at Leeds Trinity University College. Rosie is one of 50 teachers to win £1,000 for their schools as a result of their entry in the Rolls-Royce Science Prize. In this article she outlines her entry for the prize and the effect it has had on her school.
I have always had a keen interest in getting children into the outdoors to enhance their learning. I have seen from first-hand experience the ‘wow’ moments that children can encounter while the doors are open. So I jumped at the chance of attending a course entitled, ‘Science in the Outdoor Classroom,’ at the National Science Learning Centre.
At the end of the first residential period of the course, I was bursting with ideas on how I could improve my own pedagogy, and how I could disseminate the information and skills I had been given throughout my school. My proposed plan had an overarching objective of increasing teaching staff’s confidence and enthusiasm for outdoor learning. This would enable children to regularly access learning outdoors and inspire them to develop a love of learning.
Developing the cross curricular impact of outdoor learning
I was hoping to achieve this through focused CPD sessions for all staff, developing a system in which practitioners share, evidence and evaluate examples of good practise of outdoor learning. This will culminate in all staff planning an ‘Outdoor Learning’ week in the Summer Term. During this time exciting cross-curricular activities will be planned and delivered by all teaching staff to have a direct impact on the children’s positive attitude towards learning.
I also thought it would be beneficial to use outdoor learning to have an impact on children’s skills in other areas, such as:
- independent learning,
- investigative skills
- questioning
Developing community cohesion
It was proposed that the children in Key Stage 2 (KS2) would be involved in creating and maintaining challenge areas around the school grounds, which could be accessed throughout focussed lesson time, and also playtimes and lunchtimes. By winning the Rolls-Royce Science Prize £1000 Special Merit Award, equipment will be able to be ordered to resource these areas.
In order to do this successfully, the extensive school grounds would need a routine of maintenance. To accomplish this, and to have a positive impact on community cohesion, it was proposed that the school would sporadically hold ‘Environment Days’. This would involve parents, children, staff and governors working together on a weekend to clear the school grounds, in particular, the wildlife area. Coffee and cake would be provided in return for an hour’s hard graft!
Finally, the course coincided with the school’s need to extend outdoor provision areas for KS1. While currently very successful in EYFS, there was a desire for this provision to continue into Year 1 and Year 2. The plan proposed for research to be undertaken in schools with current successful outdoor learning areas, culminating in a plan to develop and enhance the provision areas in our school.
Managing outdoor learning
The research will also be supported by the £1000 Special Merit Award. It will not only provide resources for these areas, but allow myself, as the Outdoor Learning Leader, time to visit other schools to ensure that our new outdoor provision areas have a maximum impact on children’s learning. This would hopefully impact directly on children’s attainment as they have access to focussed learning opportunities, allowing them to use and apply skills learnt in the classroom.
An Outdoor Learning Steering Committee was set up in the school to manage the action plan. This Committee consisted of many different stakeholders in the school, all of whom would bring a variety of experience and knowledge to the group, such as a Foundation Stage Leader who had experience of good practise in outdoor provision areas, a Governor who specialised in ICT and our Science Leader to develop this action plan in line with the Science Curriculum. By using a Steering Committee from all areas of the school, the action plan would be embedded quickly into the ethos of our school.
The Rolls-Royce Science Prize is an annual awards programme that helps teachers implement science and mathematics teaching ideas in their schools and colleges. The awards programme is open to all schools and colleges in the UK.