Science Outside the Classroom

The Science Outside the Classroom Project engaged 750 learners aged 3-11 years, from the EHPS (140) , WFPS (120) ,Spain (300) , Sweden (80) and Croatia (110) and included children of differing abilities including children with Special Educational Needs and Severe Learning Difficulties. The adults participating included Senior Leaders , Subject Leaders , Teachers at all levels, Outdoor Learning Leads, Teaching Assistants and University Professors . The project deliberately focused on developing the skills of scientific enquiry outside a typical classroom with regular opportunities to experience teaching and learning in a rich and stimulating outdoor environment which can offer a wide range of benefits to young and older children. Learning Science outside the classroom offered children high quality Science teaching and learning alongside opportunities for physical activity, freedom and movement and promoting a sense of well-being. Scientific Enquiry increases children’s capacity to problem-solve and answer questions, work with independence and communicate. Effective thinking and reasoning would be nurtured alongside qualities such as resilience, determination and confidence. It would focus on the acquisition of skills and key competencies , all useful to society , while addressing underachievement in Science . The outdoor environment is a precious – yet often largely under-valued – resource when nurturing such skills. This was something the project could address. Our children were highly motivated by the experiential and hands-on opportunities SOtC afforded and the opportunities to adapt science-based lessons were seized by practitioners. . Not only did the children foster a greater appreciation and fondness for the world around them and a sense of responsibility for it too - but outdoor lessons displayed more focused and contextualised teaching and learning which made the learning and understanding the world more relevant. Training and evaluation tools were provided by the University of Northampton and school to school expertise was shared through three Transnational Meetings and four Learning/Teaching/ Training events. These included training and workshop activities( face to face and virtual ) and visits to our Partner Schools. Transnational meetings , joint training and visits enabled the exchange of good practices between partners with diverse outdoor learning possibilities and experiences and from countries with different curricula expectations and accountability. In this way, we strengthened the profile of the teaching profession , enhanced teachers professional development through collaborative and innovative practices. Intellectual Outputs included resources that can inspire teachers to put aside textbooks in order to deliver high quality learning and teaching in Science outside the confines of the classroom walls. The university led training and research added value and weight to both the resources and to the proof of project impact. The project was Inclusive and purposefully included children with varied levels of SEN in mainstream classes and children with Severe and Significant Learning Difficulties within a Specialist Unit which is part of East Hunsbury Primary School. Its practical nature and careful planning for children allowed us to cater for a range of learning styles and provide opportunities for pupils to actively engage in hands on experiences. Lesson plans were skillfully adapted to meet the diverse learning needs of all children. Levels of engagement and raised attainment was evidenced amongst all participating pupils including the disaffected and those with disabilities and learning difficulties. The Science Outside the Classroom Project (SOtC) promoted the acquisition of basic and transferable skills and key competences, while addressing under achievement in science through effective and innovative teaching. Through Scientific enquiry, children engaged in a wide range of collaborative investigative tasks, which allowed them to develop important skills to become creative, inventive and hopefully future enterprising adults in a world where the skills and knowledge of the sciences are needed across all sectors of the economy. The Project Partners communicated regularly ensuring that the project could continue throughout the pandemic . Intellectual outputs were co -created by Project Partners . A Project Website , Teaching Manual , Photobook , Pictionary and Research Paper have all been completed to the very highest standard. Faced with the obstacles of the pandemic, our focus was to ensure our resources were high quality outcomes. The Multiplier Event took place on line due to the Pandemic, but in turn this allowed us to reach 131 participants beyond the four countries involved as participants. The project resources have the potential to transform Science teaching and will be an invaluable support for other practitioners in our schools and beyond.