Learning Across the Curriculum offers aspiring educators of all kinds the tools to incorporate outdoor learning into their teaching and curriculum planning.
Despite the increasing bodies of research and policy that highlight the educational, social, and health benefits of outdoor learning in the development of young people, many educators are not well placed to support this form of learning.
Taking a multi-disciplinary approach, Learning Across the Curriculum is designed to give you the tools with which to teach and learn across the curriculum in an outdoor context. It will provide you with an initial step towards incorporating outdoor learning into your current or future teaching career. The course does not aim to train you as an outdoor specialist, but aims to provide some understanding of the benefits, processes, and skills related to learning in the outdoors.
Through practical exercises in curriculum planning and teaching in outdoor contexts, you will have the chance to experience outdoor education in context and assess the impact on your learning. The course will involve exploring the richly-storied human and ecological landscape that is Edinburgh’s Water of Leith. Aspects of the course content are driven by students’ unfolding curiosity about the history, geography, mathematics, and science that they encounter on their journeys through Edinburgh.
In terms of educational policy, the course reflects the recommendations of Curriculum for Excellence through Outdoor Learning (Education Scotland, 2010). The ways in which theory and policy inform practice is a dominant theme of the course and reflects both in the theory and practical teaching of the course.
A variety of teaching and learning approaches will be used, including lectures, discussion seminars, workshop tasks, outdoor activities.
The course will involve exploring the richly-storied human and ecological landscape that is the city of Edinburgh. Aspects of the course content are driven by students’ unfolding curiosity about the history, geography, mathematics, and science that they encounter on their journeys through Edinburgh.
The course will culminate with student-led outdoor teaching sessions. Although the course will be taught primarily by the course organiser, other staff with outdoor learning expertise may contribute to specific sessions.
The teaching contact time is 36 hours over three weeks. This comprises practical sessions, lectures, and workshops.
Students will be expected to complete relevant readings and assignment tasks in their own study time.
Students will spend a considerable amount of time learning, exploring, and teaching outdoors in both built-up areas and green-space. Appropriate clothing and footwear is crucial.
The ways in which theory and policy inform practice is a dominant theme of the course. This is reflected in the teaching and, in particular, the three forms of assessment – all of which are inter-linked. The teaching session and the essay both require students to draw on outdoor learning literature and national / state education policy documents.
Opportunities for formative feed-forward are provided through tutorials where students can, with the course tutor and classmates, discuss their idea for their teaching session, pamphlet and assignment.
- Educational pamphlet (30%): Design and produce a 2-page educational pamphlet on one educational aspect on the Water of Leith (1000 words equivalent)
- Outdoor teaching session (30%): In pairs, plan, facilitate and evaluate a short outdoor lesson (with lesson plan and risk management plan; 1000 words equivalent)
- Essay (40%): Complete an academic paper outlining the theoretical underpinning of the lesson and a critical reflection on the teaching performance (1500 words).
An opportunity for formative feed-forward is provided through a tutorial where students can, with the course tutor and classmates, discuss their idea for their teaching session, pamphlet and assignment.
Dr Simon Beames has been a lecturer at the Moray House School of Education since 2005. After graduating from Canada’s McMaster University, he spent most of the 1990s getting teenagers lost in North America and Asia – ostensibly for their personal and social development. Simon was then lured into the ivory tower, where ever since he has conducted research on educational expeditions and learning outside the classroom -- while developing a penchant for using social theory to examine outdoor education practice. Simon created the Outdoor Journeys programme -- a cross-curricular, local outdoor learning pedagogy – and is currently working on his fourth book, which examines the relationship between adventure and education.
By completing this course, students will be able to:
- Understanding the broad concepts that underpin curricular outdoor learning
- Experience which outdoor learning can be used in education
- Assess the ways in which Curriculum for Excellence and outdoor learning may inform each other
- Explain principles of experiential learning for teaching young people in outdoor (and indoor) contexts, and those behind place and community-based education
- Show an awareness of safety issues pertinent to teaching and learning within groups of young people in outdoor settings
- Understand educational issues relating to outdoor learning and its interdisciplinary applications
- Search for, evaluate and use information to develop their knowledge and understanding
- Appreciate new ideas, methods and ways of thinking
- Take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
- Sustain intellectual interest and be academically curious
- Make effective use of oral, written, and visual means to critique, negotiate, create, and communicate understanding
- Flexible transfer their knowledge, learning, skills, and abilities from one context to another