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Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Emily Marchant, Charlotte Todd, Roxanne Cooksey, Samuel Dredge, Hope Jones, David Reynolds, Gareth Stratton Orcid Logo, Russell Dwyer, Ronan Lyons Orcid Logo, Sinead Brophy Orcid Logo

PLOS ONE, Volume: 14, Issue: 5, Start page: e0212242

Swansea University Authors: Gareth Stratton Orcid Logo, Ronan Lyons Orcid Logo, Sinead Brophy Orcid Logo

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DOI (Published version): 10.1371/journal.pone.0212242

Abstract

The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future emplo...

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Published in: PLOS ONE
ISSN: 1932-6203
Published: 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa50516
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An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers&#x2019;, teachers&#x2019; and pupils&#x2019; views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9&#x2013;11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9&#x2013;11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils&#x2019; engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers&#x2019; job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. 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spelling 2021-03-18T10:15:53.9924115 v2 50516 2019-05-24 Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views 6d62b2ed126961bed81a94a2beba8a01 0000-0001-5618-0803 Gareth Stratton Gareth Stratton true false 83efcf2a9dfcf8b55586999d3d152ac6 0000-0001-5225-000X Ronan Lyons Ronan Lyons true false 84f5661b35a729f55047f9e793d8798b 0000-0001-7417-2858 Sinead Brophy Sinead Brophy true false 2019-05-24 STSC The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture. Journal Article PLOS ONE 14 5 e0212242 1932-6203 31 12 2019 2019-12-31 10.1371/journal.pone.0212242 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2021-03-18T10:15:53.9924115 2019-05-24T10:03:29.4002760 Faculty of Science and Engineering School of Engineering and Applied Sciences - Uncategorised Emily Marchant 1 Charlotte Todd 2 Roxanne Cooksey 3 Samuel Dredge 4 Hope Jones 5 David Reynolds 6 Gareth Stratton 0000-0001-5618-0803 7 Russell Dwyer 8 Ronan Lyons 0000-0001-5225-000X 9 Sinead Brophy 0000-0001-7417-2858 10 0050516-24062019142536.pdf marchant2019.pdf 2019-06-24T14:25:36.5270000 Output 10548264 application/pdf Version of Record true 2019-06-24T00:00:00.0000000 false eng
title Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
spellingShingle Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
Gareth Stratton
Ronan Lyons
Sinead Brophy
title_short Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
title_full Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
title_fullStr Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
title_full_unstemmed Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
title_sort Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views
author_id_str_mv 6d62b2ed126961bed81a94a2beba8a01
83efcf2a9dfcf8b55586999d3d152ac6
84f5661b35a729f55047f9e793d8798b
author_id_fullname_str_mv 6d62b2ed126961bed81a94a2beba8a01_***_Gareth Stratton
83efcf2a9dfcf8b55586999d3d152ac6_***_Ronan Lyons
84f5661b35a729f55047f9e793d8798b_***_Sinead Brophy
author Gareth Stratton
Ronan Lyons
Sinead Brophy
author2 Emily Marchant
Charlotte Todd
Roxanne Cooksey
Samuel Dredge
Hope Jones
David Reynolds
Gareth Stratton
Russell Dwyer
Ronan Lyons
Sinead Brophy
format Journal article
container_title PLOS ONE
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publishDate 2019
institution Swansea University
issn 1932-6203
doi_str_mv 10.1371/journal.pone.0212242
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Uncategorised{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Uncategorised
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description The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.
published_date 2019-12-31T04:00:09Z
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