Introduction
The Step Outside project, spearheaded by Dr. Emma Whewell, Karen Woolley, Dr. Tanya Richardson, Jodanna Clanfield, and Helen Tiplady, aimed to integrate outdoor learning into the curriculum for education students at Northampton University. Partnering with Teach Outdoors, the project developed a blended training course to prepare future educators to effectively utilise outdoor environments in their professional practice.
The Need for Outdoor Learning
Numerous studies have documented the benefits of outdoor learning, including improvements in physical development, creativity, language, and social skills. Despite this, a significant number of UK practitioners feel that their outdoor spaces are inadequate for children’s developmental needs. Additionally, many educators lack the confidence to take learning outdoors, citing limited time and resources.
Project Objectives
The primary goal of the Step Outside project was to enhance the learning and teaching of education students by understanding and harnessing the benefits of outdoor learning. Specific objectives included:
- Evaluating the effectiveness of the outdoor learning training package.
- Assessing the confidence and skills of education students to implement outdoor learning.
- Making recommendations for future practices in outdoor education.
- Raising awareness of Sustainable Development Goals (SDGs) and integrating them into outdoor learning practices.
Project Implementation
The project timeline included initial surveys and focus groups, followed by online tutorials and a half-day Learning Outdoors training session. Education students then applied their new skills during their placements and participated in a post-training survey and focus group.
Findings and Student Feedback
The initial focus group revealed key themes such as the importance of nature and forest schools, pedagogy, curriculum integration, well-being, and the challenges faced. Students shared their experiences, emphasising the interactive nature of outdoor learning and the challenges of managing groups outside. A recurring theme was the need for confidence and knowledge to effectively deliver outdoor lessons.
Students highlighted the benefits of hands-on, outdoor activities. For example, one student noted, “We took the children outside to walk around the school grounds to find living things, and we found that it was more interactive for them.”
However, confidence remained a significant barrier. As one student expressed, “My main concern would just be having the confidence to deliver a session by myself.”
Conclusion
The findings underscored the need for projects like Step Outside. Students were initially hesitant about taking learning outdoors but enjoyed the training and found it highly beneficial. Having tried outdoor teaching once, they were more likely to do it again. The project also led to the creation of a new forest school site and outdoor learning space at UON, which will be integrated into education courses and available for community use.
Future Directions
The positive impact of the Step Outside project suggests that continued support and training are essential for embedding outdoor learning into educational practice. By fostering confidence and providing practical skills, we can ensure that future educators are well-equipped to harness the benefits of nature in their teaching.
