New research into the impact of school field trips on students’ aptitudes for learning, indicates that certain types of ‘character development’ intervention can positively influence the quality of key student-to-teacher and student-to-student relationships. Moreover, the research suggests that the improvement of these relationships provides a more solid foundation for the development of both desirable characteristics and academic progress.
A copy of the research report is available here.
Middleham School microadventure with Alastair Humphries.
The YHA have a new School Trips web site which provides easy access to a wide range of information on places to stay and things to do. You can also find out more about their Breaks for Kids bursary which provides funding for visits to youth hostels for those in need of financial help.
Visit: https://groups.yha.org.uk/ and https://groups.yha.org.uk/school-trips/schools-bursaries
More information available from:
Michael Sabin, Group Sales Manager, YHA England & Wales, Trevelyan House, Dimple Road, Matlock, Derbyshire, DE4 3YH. Tel: 01629 592705 Mobile: 0784 3344646 Web: www.yha.org.uk
Walk to school week for Barnsley schools takes place from Monday 15 to Friday 19 May. More information and to get involved below. More information and an application form is available here
Simon Beames, lecturer in outdoor learning at Edinburgh University, presents a framework for adventurous learning that can be used to analyse your own teaching practices.
“The trusty Oxford Concise dictionary tells us that an adventure is an ‘unusual, exciting, or daring experience’. Scholars tell us its ‘outcomes cannot be predicted to any great degree’ (Higgins, 2001) and that it involves ‘a degree of uncertainty’ (Mortlock, 1984). Perhaps, most importantly, an adventure is ‘a challenge that will demand the best of our capabilities — physically, mentally, emotionally’. As we dig deeper in to the meanings of adventure, we see how it is individually and culturally relative. People have their own subject views on what constitutes an adventure and what doesn’t.”
Read Great Adventures? here
There is some dawning awareness these days of the insanity of raising children almost entirely indoors…..
A thought provoking essay by Carol Black, writer, filmmaker and director of the documentary film Schooling the World.
Read On the Wildness of Children here
No classroom for these school children: this documentary film takes us to a forest kindergarten in Switzerland where children age 4 to 7 spend every day outside in the forest.
This is a thought-provoking film about public education in early childhood.
By U.S. director Lisa Molomot and producer Rona Richter. With animations by multimedia designer Ingeborg Dena Faber.
School’s Out: Lessons from a Forest Kindergarten (Trailer) from Otis Films on Vimeo.
A new GCSE, AS/A level Geography Fieldwork Guide has been published by Edexcel, produced in association with the Field Studies Council, the Geographical Association and the Royal Geographical Society (with IBG).
This Geography Fieldwork Guide is designed for use by teachers of GCSE and AS/A level Geography. It provides high quality support for teachers undertaking fieldwork as well as preparation for the independent investigation.
This Guide includes Department for Education requirements and support for planning and recommendations to provide a meaningful and clearly structured approach to fieldwork.
www.discoverytraining.org/first-aid-friends/The First Aid Friends Programme has been written and developed by Emma Gaskell & Sarah Moses of Discovery Training (Yorkshire) Ltd:
It provides a carefully planned developmental opportunity of learning through which children acquire knowledge and life skills in First Aid.
The programme is innovative, rich, interactive and exciting.
Its aim is to provide teachers and school staff with up to date knowledge, skills and confidence to plan a comprehensive and informative first aid programme for children that can be delivered flexibly in a variety of ways (including a series of short sessions, workshops and activities) and includes a mixture of theoretical and practical elements.
The programme focusses on three main elements:
- Keeping safe (themselves and others) by identifying risks, dangers and hazards in a range of different situations
- Developing life skills through the teaching of basic first aid
- Building confidence, resilience and positive self esteem
The programme also equips children with the skills and strategies to live a safe life and apply their learning to real life experiences.
We are offering workshop style training sessions for those who will be responsible for delivering the programme to children. The training session will allow teachers, practitioners, assistants and volunteers to learn about the programme and explore the resources and activities. It will also enable them to develop their knowledge and skills in first aid and confidence to deliver first aid sessions to others.
More detailed information, including staff training sessions, available at www.discoverytraining.org/first-aid-friends/ or contact Discovery Training via e: firstname.lastname@example.org t: 01226 730940 m: 07435964271.
A revised version of the LA’s educational visits guidelines is now available entitled “Organising Visits & Journeys: Educational Visits and Outdoor Education Standards and Guidelines ”. It is dated November 2015. This replaces the previous edition dated March 2011.
Please note the following:
- this is a revision, not a complete re-write; it contains amendments and updates only where needed;
- hard copies are not being produced, the definitive version is available on the home page of the Evolve visits system after log in; and on the intranet via the CYPF Index page, under school visits and outdoor education;
Main changes are as follows:
- contains amendments issued since last edition (March 2011);
- clear reference OEAP national guidelines;
- document divided into two main parts called Standards and Guidelines;
- Standards section now reformatted contains key principles for ease of reference (see pp. 10-21).
Please take the following action:
- ensure all managers, educational visits co-ordinators and staff involved in educational visits are aware of this revised guidance;
- replace existing hard and electronic copies held locally with this revised version.