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

Author(s): Marchant, Emily; Todd, Charlotte; Cooksey, Roxanne; Dredge, Samuel; Jones, Hope; Reynolds, David; Stratton, Gareth; Dwyer, Russell; Lyons, Ronan; Brophy, Sinead

Date: 2019

Pages: 24 p.


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.

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