There are ideas on the next few pages that look at specific areas of the curriculum and how outdoor activities might be used in the curriculum.
You will also see some pictures of children doing the activities, so you can see them in action!
The children are from various schools throughout the East Midlands.
For research into the role of being outdoors on positive mental health for children, their learning and other related issues:
http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf
http://www.educationscotland.gov.uk/images/Children%20in%20the%20outdoors%20literature%20review_tcm4-597028.pdf
http://www.nationaltrust.org.uk/document-1355766991839/
You will also see some pictures of children doing the activities, so you can see them in action!
The children are from various schools throughout the East Midlands.
For research into the role of being outdoors on positive mental health for children, their learning and other related issues:
http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf
http://www.educationscotland.gov.uk/images/Children%20in%20the%20outdoors%20literature%20review_tcm4-597028.pdf
http://www.nationaltrust.org.uk/document-1355766991839/
A whole project based around the Vikings, using a variety of techniques and materials, mainly outdoors, using maths and literacy.
This project worked well because it built up over several weeks, and incorporated different ways of learning about the Vikings. The children had experiences that let them apply their knowledge practically. They were also doing things that they had never tried before.
Firstly, making Viking costumes with runic designs, then setting up camp in the school grounds.
Then making wattle and daub to create small lengths of willow fencing. We had estimated how many lengths would be needed to make a fenced area. The clay slip became face paint!
This project worked well because it built up over several weeks, and incorporated different ways of learning about the Vikings. The children had experiences that let them apply their knowledge practically. They were also doing things that they had never tried before.
Firstly, making Viking costumes with runic designs, then setting up camp in the school grounds.
Then making wattle and daub to create small lengths of willow fencing. We had estimated how many lengths would be needed to make a fenced area. The clay slip became face paint!
How did the Vikings live? Using different craft techniques.
Simple peg loom weaving means thinking about pattern, colour and how these relate to the way the weave builds up, the need to look at how repeats work, and how many pegs are needed to make a certain width of cloth.
Felt making: the chemistry of how the wool reacts to heat and detergent; working out how a pattern will build up; how much the shrinkage rate will affect the plan for a size of finished piece.
Simple peg loom weaving means thinking about pattern, colour and how these relate to the way the weave builds up, the need to look at how repeats work, and how many pegs are needed to make a certain width of cloth.
Felt making: the chemistry of how the wool reacts to heat and detergent; working out how a pattern will build up; how much the shrinkage rate will affect the plan for a size of finished piece.
Bringing the Vikings to life to create stories and understand why they travelled.
Fire lighting: the chemistry of making fire; how important fire is to survival.
Making Viking ships: using willow and tissue, creating large model ships to hang in class.
Stories: creating pictures with words, and making up a Viking song for the class to sing.
Fire lighting: the chemistry of making fire; how important fire is to survival.
Making Viking ships: using willow and tissue, creating large model ships to hang in class.
Stories: creating pictures with words, and making up a Viking song for the class to sing.
