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Abstract Background Education can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. Methods The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. Discussion The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained. Trial registration Registered with ClinicalTrials.gov (ID NCT05237674 ) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents’ Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2).

Background: Education can create better opportunities for health, and vice versa. Using a so-called 'add-in' approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils' wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA 'add-in' approach involves integrating PA into teachers' curricular obligations without being an extra burden as opposed to an 'add-on' approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. Methods: The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. Discussion: The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained. Trial registration: Registered with ClinicalTrials.gov (ID NCT05237674) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents' Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2). [ABSTRACT FROM AUTHOR]

Now more than ever, school gardens can contribute to primary education, as a foundation for integrated learning and a resource for children's wellbeing and health. The primary aim of this study was to build a picture of the many ways school gardens are used and valued in Irish primary schools. A qualitative approach, incorporating site visits and interviews with key drivers of school garden programmes, enabled a detailed and colourful picture to emerge. Schools use their gardens in a variety of imaginative ways to encourage children's development. Key factors drive garden success, and enable schools to meet and overcome associated challenges. Teachers value their school gardens because they provide an arena for learning, space for pastoral care, a focus for school and community involvement and a source of pleasure for the school community. Insights from this study may prove useful to teachers, education professionals and policymakers internationally. [ABSTRACT FROM AUTHOR]

Background:The value of natural environments for developing children's self-identity and social skills has been known for some time, and more recently the potential of nature-specific (i.e., excluding built environments) outdoor learning for achieving academic outcomes has been explored. Connecting children with natural spaces has been shown to benefit their physical and mental health; however, the utility of nature-specific outdoor environments as a setting for curricular and non-curricular learning has yet to be clearly established. Our aim was to undertake a narrative synthesis of international evidence of nature-specific outdoor learning and its benefits for personal and social development, wellbeing and academic progress.MethodsThis systematic review searched publications between 2000 and 2020 in nine academic databases for evidence of socio-emotional and academic benefits of nature-specific outdoor learning in school-aged educational settings, using concise search criteria registered with PROSPERO. The total search results of 17,886 records were initially screened by title, and then two reviewers made blind reviews of the title and abstract of 1,019 records.Results147 original research studies meeting the criteria were identified. Learning settings ranged across outdoor adventure education, school gardens, field trips, and traditional school subjects taught in natural environments. Study characteristics were summarized, and risk-of-bias tools assessed quality of research as generally moderate, although with a wide range. The reported benefits of learning in natural outdoor settings include: increased student engagement and ownership of their learning, some evidence of academic improvement, development of social and collaborative skills, and improved self-concept factors.ConclusionsNature-specific outdoor learning has measurable socio-emotional, academic and wellbeing benefits, and should be incorporated into every child's school experience with reference to their local context. Teacher pre-service and in-service education needs to include a focus on how natural settings can be used effectively for learning. Further research is needed to clarify the conditions under which specific forms of outdoor learning are most efficacious for various target outcomes. It is recommended that future studies measuring outdoor learning adopt established methodologies to improve the quality of research in this field.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=153171.

This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors' professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disadvantage; highlighting the advantages of effective school-community partnership, leading to a recognition of the importance of learning outside the classroom for enhancing children's experience of Religious Education. A model of successful learning outside the classroom was developed, centring on the importance of spaces for encountering the lived experience of religion, asking challenging questions, and sharing learning objectives. The benefits of this approach for children from disadvantaged backgrounds are explored. Feedback from teachers, children, places of worship and SACREs was fed into the reflective process to arrive at a series of opportunities, weaknesses and training needs for effective field visits and visiting speakers. The paper concludes by setting out a model for an online portal to enable schools and education officers from places of worship to connect effectively with one another to enhance primary Religious Education. [ABSTRACT FROM AUTHOR]

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours. [ABSTRACT FROM AUTHOR]

Research highlights that children across the UK access the outdoors less than previous generations, often at levels below that prescribed by the United Nations as a basic level of outdoor access for prisoners. School staff and parents are intrinsic partners in facilitating children's access to the outdoors and the associated learning opportunities it presents. There exists however a complex set of relationships and perceptions governing the dynamics of these relationships and the resultant access to opportunities presented by learning outdoors. This paper aims to explore these perceptions by examining data collected through a combination of questionnaires and interviews with parents and teachers. The results indicate a significant disconnect in parent and teacher perceptions related to the purpose and opportunities for learning outdoors. These findings have a range of important implications for early childhood educators, parents and others looking to promote the outdoors as a learning environment across the foundation stage. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers' understanding and classroom implementation of inquiry. Evolution of teachers' practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms. [ABSTRACT FROM AUTHOR]

The paper notices that faith-practitioners' involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners' involvement as a learning strategy can address authentic representation of religions as a learning principle. Empirical data for the paper is drawn from four qualitative interviews with faith-practitioners from different Christian denominations about their preferred representations of Christianity during secular RE study-visits to their churches. The paper finds that faith-practitioners' preferred representations can be categorised as insider-institutional (denominational) and insider-personal. Together, these types of representation can complement authenticity in the representation of religions in RE because they offer particular, rather than generalised, accounts of religious traditions. [ABSTRACT FROM AUTHOR]

Abstract Background Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children’s physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an ‘intention to treat’ (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a ‘per protocol’ (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours.

The growing consensus concerning the value of educational spaces outside the classroom has given stimulus in England to the Learning Outside the Classroom initiative - a government-sponsored programme aimed at increasing opportunities for experiential education - and to the National Exemplar Framework for Religious Education for 3- to 19-year-olds in Wales, which encourages learners to ask and to reflect on a series of ‘fundamental questions’. The present study seeks to examine the impact that this approach to education has on participating learners, drawing on the written responses of 310 7- to 11-year-old cathedral visitors from 14 primary schools from across North Wales. Among the conclusions that emerge from analysis of these data is that educational activities of this kind do have an immediate and profound impact on the young people who take part, giving support to the idea that enabling further cathedral engagement in education is desirable for its effectiveness in providing young learners with unique opportunities for spiritual and religious reflection. [ABSTRACT FROM AUTHOR]

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum. [ABSTRACT FROM PUBLISHER]

Over the last decade, a plethora of research has been undertaken into learning outside the classroom and its resultant benefits on pupils [Dillon, J., M. Rickinson, K. Teamey, M. Morris, M. Y. Choi, D. Sanders, and P. Benefield. 2006. “The Value of Outdoor Learning: Evidence from Research in the UK and Elsewhere.”School Science Review87 (320): 107–111; Peacock, A. 2006.Changing Minds: The Lasting Impact of School Trips. University of Exeter; Malone, K. 2008.Every Experience Matters. Farming and Countryside Education; Waite, S. 2011.Children Learning Outside the Classroom from Birth to Eleven. London: Sage; Beames, S., P. Higgins, and R. Nicol. 2012.Learning Outside the Classroom: Theory Guidelines and Practice. Abingdon: Routledge). Despite this wealth of research very little has been conducted into residential field trips. The research carried out in this study focuses specifically on exploring the residential experience of a group of 10- and 11-year-old children from a junior school in the UK who participated in a one-week residential field trip to Normandy, France, staying in a Chateau and undertaking both cultural and historical activities. The findings reveal what children can gain from participating in such an experience. [ABSTRACT FROM AUTHOR]

Background: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not.Methods: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week.Results: On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls.Conclusions: For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six.Trial Registration: The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014. [ABSTRACT FROM AUTHOR]

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings. [ABSTRACT FROM AUTHOR]

In this article, we consider the term ‘assessment’, its relationship to ‘evaluation’ and the implications for outdoor learning in the light of changing educational policy on assessment in England. A small-scale empirical study of how assessment was practised by two primary teachers on a residential trip and two further cases in practice are used to examine how emphases in assessment are shaped by contexts. Finally, we reflect on how conceptual frameworks that integrate planning, pedagogy and assessment might support assessment and evaluation practice in outdoor learning in a new era of apparent ‘freedom’ for teachers. [ABSTRACT FROM PUBLISHER]

The rapid increase use of information technologies throughout educational institutions is changing the way teachers and students learn, work, and establish collaboration. The learning cycle is an ongoing process that is designed to improve the quality of, as well as collaboration among learners. Recent announcements from top Universities to turn to new forms of educational delivery called “MOOCs” (Massive Open Online Courses), have not only captured the interest of academics and students in higher education, but also the interest of students and teachers in the K-12 environment, in home schooling, or outside the classroom in general. With MOOCs, the teaching method is moving from the traditional transfer learning model where the teacher serves as the repository and transmitter of knowledge to the flipped classroom model where the learner interacts with other students, peers, and has flexible access to all information and resources around him before coming to the classroom. With the huge amount of online educational material this has become a useful and beneficial method in teaching. Speaking at the Association of Community College Trustees’ leadership meeting in Seattle, October 2013 (gatesfoundation.org), Bill Gates said “The value of MOOCs comes when you use them to create hybrids that are the best of both worlds. Rather than having the instructor lectures during class and then send the students home with assignments, many instructors are now using MOOCs to flip the classroom ”. He also added “I’d be the first to say this is a period of experimentation, but we’ll learn much faster if people jump in and engage”. Hester Tinti-KaneVice President of Marketing and Social Media Strategy, Pearson ( Seaman & Tinti-Kane (2013) ), said “The more we know about effective uses of technologies for teaching and learning, the faster we can adopt these new practices, facilitate their proliferation across higher education, and increase student success”. These massive open online courses which have global reach, unlimited participation, and open access over the internet via a combination of social networking and video podcasts is attracting a huge variety of students of different ages, nationalities, backgrounds, abilities, interests, etc. It’s all based on connection where you have the ability to learn, interact, and collaborate not only locally and globally but also universally from anywhere and at any time. With MOOCs providers in the USA (Coursera, edX, Udacity), Europe (FUN, Iversity), UK (FutureLearn), Middle East (Rwaq, Edraak), or in Australia (Open2study) students can work on learning content outside of the classroom, at their own pace, and practice the application of what they learned in class. While some educators consider MOOCs as the future of higher education, others said they represent the beginning of education downfall. According to many surveys, it has been found that faculty members are not rejecting technology, in fact most of them believe in the ability of technology to bring transformative change to education but at the same time they feel that commercial considerations, rather than pedagogical considerations are driving the phenomenon of MOOCs. The objective of this study is to provide insights into recent developments of MOOCs and how they can be incorporated into high school curriculum. While it’s too soon to say if MOOCs represent a substitution to traditional courses, they certainly bring a transformative change to our actual education in general and to the way our academic institutions are working. For high school for example MOOCs could be used as blended-learning approach particularly in math and science. In higher education there is a lot of excitement about MOOCs and universities are still working hard on how to use them and what impact they could have on the value of a degree. A survey has been conducted to understand how students perceive learning outside the classroom through social media, online courses, school website, and private tutoring. 310 students have been surveyed during their end of the year exams at Global International School, an international school licensed by the Saudi Arabian Ministry of Education and open to all expatriates in the Jeddah community, and accredited by the International Accreditation body “Advanced” ( http://www.advanc-ed.org/ ). On the question “ Learning outside the Classroom has a Positive Impact on my Education ” 44.52% said they strongly agree with the statement and 51.61% said they agree while 2.58% neither agree nor disagree. [ABSTRACT FROM AUTHOR]

The article discusses the 2014 National Insect Week (NIW), sponsored by the British Royal Entomological Society, and offers suggestions for how British primary science classes can take part in NIW activities. Topics discussed include the use of outdoor education in the study of insects, tree tapping activities classes can take part in, and the creation of insect habitats on school grounds. Information on why the study of insects is important to science education is also provided.

The article discusses the Kolumbus-Kids project in Germany, which selects gifted learners from 9 to 12 years old to study biology at universities. Topics include the roles of accelerated learning and enrichment of subject matter in the program, the nature of intellectual giftedness, and activities in biology and chemistry in the program.

Learning outside the classroom help students interpret their society, nature, and the world through concrete experiences. Although learning outside the classroom is usually used for environmental education, it is very important for the social studies course which aims to train students as active members of a democratic society. The purpose of this study is to understand social studies teachers' views on learning outside the classroom regarding the social studies course. 15 social studies teachers from low, middle, and high socio-economic levels schools in Eskişehir participated in this qualitative study. The data of the study were obtained from semi- structured interviews and analyzed using descriptive analysis. According to findings of the study, the social studies teachers believed that content of the social studies course was suitable for learning outside the classroom. History and geography topics, local administrations, environmental issues, cooperation, and professions were mentioned as the main subjects for learning outside the classroom. Outside learning activities were exemplified as organizing trips in and out of province, and going to the cinema, interviewing with experts and resource people, or inviting them to the school. Teachers experienced problems about time and students' behaviors as well as economic problems, and bureaucratic obstacles regarding outdoor learning. [ABSTRACT FROM AUTHOR]

The article shares tips on how primary education teachers can teach about bees. Working on a bee project is the best way for children to get involved with bees in school. Activities involving live bees should include some risk assessment. Beekeeping in school needs planning and commitment. A collaboration with beekeepers is recommended.

The article shares tips on how science teachers can plan class trips to any outdoor locations. Learning outside the classroom is said to be an effective tool for the delivery of science curriculum. When planning on a class trip, teachers are encouraged to link their trip with activities back at school. Teachers should also carefully select resources during the trip in order to focus on children's activities.

This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3–11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age phase they were training to teach. The analysis is based on a cohort evaluation of the placement (170 students). Data were collected in two ways: through students’ written reflections and their identification of the standards required for Qualified Teacher Status that they experienced. This approach was selected owing to the strong expectations by the UK Government to meet set criteria to qualify as a teacher. There is one direct reference in the standards to learning outside the classroom, but it was found that the students considered they had benefited from the alternative placement by offering opportunities for their professional and personal development in many more areas. The research study found that these areas included learning from other experts, working with colleagues, gaining confidence to teach, experiencing other cultural settings, working with children in informal settings, the importance of personalising learning and, in some cases, experiencing second language teaching. [ABSTRACT FROM AUTHOR]

The ways in which gardening has been interpreted by schools in western societies have changed over the past 150 years. The intended purpose of school gardening with children (aged 5–14) and the pedagogies which teachers have adopted has varied depending on social, cultural and political expectations. This paper argues that a reconceptualised version of school gardening could promote inclusive education in the UK so that it supports new pedagogical approaches to learning while seeking to fulfil international commitments that protect the environment and disseminate ecological understanding. The potential for children to develop ecological and place-based knowledge, competence to take action, skills relevant to environmental engagement and a value-system that may shape their future priorities are examined in this paper. A curriculum framework is suggested that promotes school gardening along with an understanding of the environment locally, nationally and globally. An exemplar is provided based on growing a bean crop, which puts school gardens in a pivotal position to aid the development of skills among children. The exemplar can be modified for any age group and to take account of local resources. Potential research to advance gardening and inclusive environmental and sustainable development education is suggested. [ABSTRACT FROM AUTHOR]

The article presents Saint Peter's Primary School and Honiton Primary School's experience in raising chickens in their primary schools. The children are described to have been excited in seeing and caring for the hens. The death of a chicken and the egg laying are cited to have provided the children lessons in death as part of life and where food comes from. The children are presented to have learned responsibilities such as the feeding and cleaning of the hens, and proper hygiene.

The article reports on a recent survey of 334 settings in a county in the South West of England and five case studies exploring current practice and aspirations for learning outdoors for children between the ages of 2 to 11. Practitioners' aspirations for outdoor learning appear to go beyond providing fresh air and 'letting off steam' and include alternative pedagogies and enrichment for the curriculum. This paper critically evaluates the implications of personal values associated with the outdoors including freedom and fun; ownership and autonomy; authenticity; love of rich sensory environment and physicality for pedagogical practice. Yet, barriers to the full exploitation of the potential of outdoor learning remain and some of the tensions reported between personal values and the drive for improving standards continues in the UK are examined. [ABSTRACT FROM AUTHOR]

Museums can provide unique learning experiences linked directly to a national curriculum for all pupils ranging from early years to post-16 education. How can teachers capitalise on the varying learning styles offered by these institutions, and what assistance can museums offer in teaching difficult concepts? The Manchester Museum has the longest running programme of educational engagement activities of any public institution in the UK. It delivers a high standard of varied learning programmes across all ages and actively contributes to Widening Participation and Access Agendas. Workshops dealing with issues such as surrealism, democracy, racism and debates on human remains in museums have all been successfully incorporated into our educational offer. This interactive session will focus on how teachers can utilise museum collections as a resource for teaching. Identifying how museums can support learning and enhance topics within any curriculum it will demonstrate that museums can cater for every student, regardless of age or ability. Methods of learning outside the classroom will be explored, experiences disseminated and techniques for teachers to apply in their local cultural institutions will be shared. Participants will come away with an understanding of how such issues can be approached using spaces outside the classroom, such as Museums, and how those topics can be addressed in a non-confrontational yet educational manner. [ABSTRACT FROM AUTHOR]

The article presents the authors suggestions of mobile applications (apps) for the iPad tablet computer that can enhance outdoor learning for children. She presents tips for selecting apps, including discussions of free apps, purchasing an app at the right time, and privacy settings, and she discusses apps such as Clinometer HD, Decibel 10th, and LightMeter. INSET: APPS FOR OUTDOOR LEARNING.

The article focuses on community resources used by the Green Lane Primary and Nursery School in Worcester Park, England to provide realistic science experiences for students. Topics include assistance from the Parent Teacher Association (PTA), support received from local businesses such as the aerospace company BAE Systems and construction toy company K'Nex, and the benefits of class trips. A list of websites in presented, including BAE Systems, located at www.baesystemseducationprogramme.com.