Planning Learning Outside the Classroom experiences
Introduction
The learning outcomes you have identified should drive the other decisions you will need to make about what you do and where you do it. If these outcomes can be successfully achieved in the grounds of your school, centre or project, or within easy access in the local area (the local park, place of worship or museum for example), then it is unlikely that travelling for hours to reach a more distant venue will enhance the learning experience. However, there will be other learning outcomes that can best be met, for example, by visiting a different part of the UK, or the Anne Frank Museum in Amsterdam, or a residential outdoor education centre offering a range of adventurous activities.
Why is planning so important?
Two of the key findings of the recent Ofsted Report into learning outside the classroom were that:
- Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities.
- Too many visits considered during the survey had learning objectives which were imprecisely defined and not integrated sufficiently with activities in the classroom.
The Ofsted Report also suggests that although some schools evaluate the impact of learning outside the classroom on improving achievement, for example, many schools do not assess the effectiveness or impact of these experiences on young people.
The Report therefore recommends that schools ensure their curriculum planning includes sufficient well structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience and that schools evaluate the quality of learning outside the classroom to ensure that it has maximum impact on learners’ achievement, personal development and well-being.
Things to consider
BEFORE the activity — planning and preparation
1. Have a clear vision of what you want to achieve
2. Plan any experience carefully as part of an ongoing learning
process
3. Do you need to use an external provider?
4. Involve children and young people in the planning
DURING the activity
1. Think about appropriate learning styles
2. Decide upon the most appropriate supervision style
AFTER the activity — follow-up and evaluation
1. What follow-up and continuation activities can be pursued
when back in the classroom,centre or project?
2. How do you know whether the experience was successful
and met your learning objectives?
3. How can the learning and questions raised by the
experience or visit be shared with others?
4. Celebrate your achievements!