Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is 'the real world' beyond the classroom, it is also about good teaching — wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.

10.4324/9780203816011

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Citations (126)

Curricular outdoor learning in Scotland

Routledge eBooks (2015)

Beth Christie Pete Higgins Robbie Nicol

Historically, milestones such as the 1944 Education Act and 1945 Education Act encouraged the use of the outdoors and the development of appropriate 'camps', and aided the widespread development of outdoor education across Scotland in the 1960s and 1970s. The significance of Scotland's contribution to the international agenda stems from the position that outdoor learning and learning for sustainability hold within and across the country's educational and political systems. Outdoor learning is commonly used within Scotland as it reflects the way in which it is seen as an approach to learning and embedded within mainstream schooling. The philosophical shift has important implications for the identity of the teaching profession and for the provision of outdoor learning. While there has been a shift from using the term 'outdoor education' towards 'outdoor learning', both terms will be used interchangeably as we see no significant difference between them. Curriculum for excellence offers increased flexibility for cross-curricular work, and affords greater scope for teachers.

10.4324/9781315768465-14

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Citations (1)

Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape

Higher Education Research & Development (2023)

Velda McCune Jenny Scoles Sharon Boyd Andy Cross Pete Higgins

Policy makers increasingly call on higher education to prepare learners for challenges such as global health emergencies or ecological crises. These can be understood as ‘wicked problems’, which are unbounded, complex and resist simplistic definition. Wicked problems involve stakeholders with incompatible value positions and attempted solutions can result in unforeseen outcomes. How academics stay committed to teaching about such challenging topics – despite the many difficulties of contemporary higher education – is an under-researched area. In this study, we interviewed academics who were deeply engaged with teaching about wicked problems. We drew on the concepts of landscapes of practice, boundary work and academic identities to make sense of the teachers’ persistence and practices in this space. We conclude with advice for policy makers on how to support academics in this work.

Wicked problem

Value (mathematics)

10.1080/07294360.2023.2215181

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Citations (1)

What future/s for outdoor and environmental education in a world that has contended with COVID-19? (vol 23, pg 1, 2020)

Journal of Outdoor and Environmental Education (2020)

John Quay Tonia Gray Glyn Thomas Sandy Allen-Craig Morten Asfeldt

Sociology of Education

Curriculum studies

2019-20 coronavirus outbreak

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