Real World Learning Campaign:
A partnership of The Royal Society
for the Protection of Birds (RSPB), The National Trust (NT), The
Wildfowl and Wetland Trust (WWT), 3D Adventure( PGL Ltd) and the
Field Studies Council (FSC)
House of Commons Education and Skills Select Committee
Enquiry into;
'Education Outside the Classroom'
Written Memorandum
18th October 2004
Background to Real World Learning Campaign
(RWL)
The Campaign was launched by the Chief Executive
of the RSPB at the FSC's 60th anniversary conference
in conjunction with the Royal Geographical Society at the RGS
on the 10th December 2003. The partners represent a
membership of over 5 million people providing 'Out-of-Classroom
Learning' (OoCL) for over 1.25million day visitor equivalents
in both day and residential formats covering a range from outdoor
adventurous activity to urban based museum and heritage sites
plus a mix of reserves and day/residential 'environmental' centres
in suburban, agricultural and wildscape environments.
The proposition from the RWL partnership is that
there is no substitute for learning in the real world outside
the classroom for all young people, in all sectors of education.
Our combined practical experience, evaluation and research suggests
that young people of all ages derive enormous benefits from such
experiences.
'There is substantial evidence that OoCL, properly
conceived, adequately planned, well-taught and effectively followed-up
offers learners opportunities to develop their knowledge and skills
that adds value to their everyday experiences in the classroom.'
(Ref. 4,18,19).
Despite a number of innovative initiatives, the RWL
believes that as a result of a combination of factors there has
been a general decline in the number OoCL opportunities, including
fewer and shorter residential experiences. This amounts to a huge
missed opportunity for several generations of young people to
develop their creativity and curiosity to learn about the world
around them.
Summary of submission:
Despite being highly valued by teachers and students
there is strong evidence of a continuing decline in provision
of Out-of-Classroom Learning especially in secondary schools,
post-16 institutions and universities, particularly in science/biology
education.
A number of critical factors have been identified
including:
· changes
in curricula and assessment;
· profile
of outdoor education within schools and school inspection
· cost;
· health
and safety concerns, including the increased bureaucracy/form
filling associated with taking young people out of the classroom
· fear
of litigation
· perceived
lack of value of out-of-classroom learning.
The importance of each factor varies between subject,
location and age group, but all will need to be considered to
reverse the decline or even stabilise it.
The lack of out-of-classroom experiences amongst
trainee and qualified teachers is also a major area of concern
that needs to be addressed. To some degrees this is equivalent
to the Red Book species scenario - fewer numbers, increasing
age of population, low recruitment to the population, death of
species - as 'older' teachers suggest they have little confidence
that the Out-of-Classroom Learning activities they now lead will
continue with the new tranche of recruits to the teaching profession
as they lack the competence and confidence to undertake this work
despite Initial Teacher Education's (ITE) inclusion of Health
and Safety matters, including risk assessment, in their curricula.
(Ref.1).
Influences on fieldwork
1. Overall trends
a. Most schools want to undertake OoCL at the
same time of year, mainly due to 'modularisation' of courses and
the timing of SATs; a trend which is common across the whole sector.
(Ref. 2,3).
b. There has been a 25% decline in biology groups
coming to the FSC's centres over the past 20 years (Ref. 2, 3).
c. There have been increasing numbers of geographers
to centres, although these courses have also been shortening (Ref.
5).
d. The dominant Key Stage group attending National
Trust and RSPB properties is Key Stage 2. (Ref. 4a and 4b). 3D
Adventure have a similar profile with Key Stage 2 forming the
dominant group though the museum sector has identified a growing
proportion of Key Stage 3 visitors.
e. Fieldwork course have shortened in length
across all sectors; schools, post 16 institutions and higher education,
(Ref. 6).
f. There is strong evidence throughout the UK
that participants visit sites and centres that are more local
to them, and are more likely to be non-residential at all levels,
including university (Ref. 6,7).
g. There are now much tighter links to fieldwork/coursework
and assessment in science/biology and geography (Ref. 8).
h. There are now very few 11-16 year olds doing
science fieldwork, with fewer than one in 20 pupils having a residential
experience (Ref. 3).
i. The FSC trends are also repeated elsewhere
- verified through several independent surveys, which have also
shown dramatic falls in university as well as school science fieldwork
provision (numerous reports) (Ref. 2).
j. Geographical Association biennial reports
have identified a reduction in OoCL/fieldwork at the secondary
level. It is unlikely that this position will improve in the immediate
future considering the lowly position of Geography in Primary
education and the use of non-specialists at Key Stage 3. (Ref.
20, 22)
2. Financial influences
a. Costs are known to be a major influence on
present-day out-of-classroom provision, but this has also been
true in historical surveys (Ref. 3, 5, 10).
b. There is a heavy reliance on parental/guardian
contributions, even in the most disadvantaged boroughs. (Ref.
11).
c. There is some evidence that the decline in
biology fieldwork has been more pronounced in the maintained compared
to the independent sector (Ref. 12).
d. Costs are not the exclusive, or even the most
important barrier in past surveys of teachers' opinions though
recently teachers are identifying spiraling transport costs as
a barrier to half and 1 day, OoCL activities. (Ref.5).
e. There is concern within schools that financial
support targeted through measures such as free school meals excludes
a significant number of deserving pupils (Ref. 11).
f. The increasing dependence on part-time jobs
does affect fieldwork provision, particularly amongst A level
and University students (Ref. 3, 7)
3. Curriculum influences
a. The changing curriculum is a major critical
factor for teachers in prioritising whether or not to engage in
OoCl. (Ref. 5).
b. The statutory requirement to carry out fieldwork
in geography has a major positive impact on levels of fieldwork
within the subject. (Ref. 5)
c. Pre-16 geographers are ten times more likely
to undertake residential fieldwork than science students (Ref.
5).
d. Curriculum 2000 and new AS/A2 level specifications,
have had a major influence on the numbers and timing of field
courses (Ref. 3, 8)
e. A strong curricula requirement also affects
the content of Ofsted inspections as a geography inspection is
five times more likely to comment on out-of-classroom experience
compared with a science inspection. This affects the profile of
OoCL within schools; "if it isn't inspected it isn't important"
(Ref. 8, 13). Estyn have indicated that out-of-classroom learning
will from a part of future school inspections.
f. Secretary of State continues to signal his
personal support for OoCL and the residential experience plus
the DfES's Growing Schools initiative which 'aims to use the 'outdoor
classroom' as a context for learning, both within and beyond the
school grounds'. (Ref. 23).
g. Out-of-classroom experiences represented by
RWL can support teaching and learning across curriculum subjects
and are not limited to science and geography. (Ref. 25).
4. Organisation and integration of fieldwork
a. There is substantial evidence that Out-of-Classroom
Learning, properly conceived, adequately planned, well-taught
and effectively followed-up offers learners opportunities to develop
their knowledge and skills that adds value to their everyday experiences
in the classroom
i. Specifically, OoCL can have a positive influence
on long-term memory due to the memorable nature of the fieldwork
setting. Effective fieldwork experience can lead to individual
growth and improvements in social skills. More importantly, there
can be reinforcement between affective and cognitive developments
in young people, with each influencing the other and providing
a bridge to higher order learning. (Refs. 17, 18).
b. Where schools have an active policy for OoCL
there is clear evidence of access and inclusion for all and progression
in the nature of the activities from year to year and Key Stage
to Key Stage. (Ref. 9).
c. 'Outdoor education continues to thrive where
headteachers and individual enthusiasts provide leadership and
a vision that promotes a well-balanced PE curriculum and outdoors
off-site, day or residential experience as part of curricular
extension and enrichment. They recognize the importance of outdoor
education experiences in giving depth to the curriculum and to
the development of students' personal and social development.'
(Ref. 19)
d. The provision of OoCL/fieldwork is variable
within A level subjects - students' descriptions ranging from
'inspiring' to 'tedious and dull': 'just like work in the classroom'.
(Ref. 12).
e. In secondary science and geography fieldwork
there is a very strong association with techniques, skills and
coursework, and associated assessment. (Ref. 8).
f. The outdoor experience is sometimes poorly
integrated into the whole school curriculum and is often lumped
into the end-of-year 'activity' period (Refs. 14)
g. Initiatives such as the DfES/NOF Get Real
programme indicate both the benefits and the challenges of one
off residential programmes. (Ref. 25).
5. Qualification and motivation of teachers
a. Most A level Biology and Geography teachers
and students maintain that OoCL is important (Refs. 3, 5, 12).
b. Many teachers are not aware of the positive
outputs and outcomes of Out-of-Classroom Learning - improvement
in social and communications skills, increased motivation, positive
changes in the relationship between pupils and accompanying teachers
- with improved behaviour on the activity/course being transferred
to the classroom. (Ref. 14, 18).
c. Some teachers celebrate the fact that courses/out-of-classroom
activities 'had enabled us to see a great potential in inner city
kids which is often not so apparent in schools' and allow young
people with learning difficulties to excel in a non-classroom
environment. (Ref. 14).
d. There is strong evidence that many trainee
teachers are entering the profession with little previous out-of-classroom
experience: for example, nearly half of trainee biology teachers
(all with good biological sciences degrees) in one leading PGCE
course had less than 2 days fieldwork in total during their previous
school and university experience (Ref. 15).
e. An FSC survey of students/teachers ability
to recognise common plants has demonstrated that most participants
will be able to name fewer than 2 out of ten plants (Ref. 16).
f. Strengthening the amount and quality of initial
teacher training and in-service support is seen as critical in
many surveys (Ref. 2, 8).
6. Effect on teachers' workload
a. Negotiating timetable cover and paying for
supply cover, are a major barrier cited by teachers who are trying
to organise fieldwork. This appears to have become more of a problem
as courses have become increasingly modularised, thus reducing
flexibility (Ref. 2, 5, 8).
b. There is concern
that the teachers workload agreement may adversely affect the
provision of OoCL. (Ref. 24).
7. Fear of accidents (and Litigation)
a. Whilst fear of accidents is perceived as an
important influence on OoCL provision: it is of lower importance
than curriculum and cost (see above) in some recent surveys (Ref.
5, 11).
b. Within the workforce there is a perception
that accidents or incidents will result in significant media exposure
and litigation that may lead to civil or at worse, criminal, action.
This perception still remains despite the Secretary of State's
commitment to tackle the 'compensation culture' (speech to the
NASWUT at Llandudno conference) and the recent report of the Better
Regulation Task Force indicating a significant reduction in the
number of accident claims. (Ref. 21)
c. There is some evidence that LEA protocols
for delivering out-of-school visits are dissuading rather than
supporting OoCL provision. DfES, LEA and School policies have
established robust systems but they have made the organisation
more burdensome: "…….there are just too many hoops
to jump through these days!". Providing appropriate, certificated
training for Classroom Assistants could assist in the sharing
some of the administrative load.
8. How UK Provision compares with that in
other countries?
a. Until now there appears to have been no systematic
collection of data by the government or its advisers to enable
assessment or monitoring of Out-of-Classroom Learning activities
in schools and colleges in the UK. This makes historical, geographical
or subject comparisons of fieldwork provision within the UK, or
comparisons with other countries, not feasible (Ref. 2).
b. In the past, several states and countries
have attempted to implement what they interpreted as the UK model
of OoCL provision.
i. 1960/70s - FSC advice to the Toronto Education
Board to establish an entitlement for Out-of-Classroom Learning
for Primary and Secondary students. Creation of an Urban Centre
in Toronto and the Shelburne Outdoor Education Centre in the wildscape
of Ontario plus support, teacher advisers/mentors for schools
undertaking local out-of-classroom activities.
ii. 1996/2002 British Council supported FSC to
provide advice and support for CSOD, Slovenia, a government supported
organisation providing OoCL for all in a residential contexts.
The initial 4 Centres have now been extended to over 20 with a
widening of the initial sports/outdoor adventurous activity provision
into the historical and environmental areas.
iii. Provision within the EU varies from country
to country with different countries having different emphases:
e.g. The Forest School initiative is used by many Danish Nursery/Early
Years learners with children exploring and learning woodland context
for part of each day or week throughout the school year. (In
the UK this approach to Out-of-Classroom Learning is being piloted
in Sheffield and Derby with training provision for childcare and
nursery staff. The approach has relevance to others ages and sectors
of the student population with real benefits for adolescents with
emotional behavioural problems through its emphasis on 'hands
on' activities. (Ref. 9)
Anthony Thomas, Andy Simpson and Sarah Northey on
behalf of the Real World Learning
13.10.04
References
1. Personal communication. (2004) Teachers leading
groups at FSC and 3D Adventure Centres during RWL MP visits to
Centres.
2. Barker, S., Slingsby, D. and Tilling, S. (2002).
Teaching Biology outside the classroom: is it heading for extinction?
Field Studies Council Occasional Publication, Shrewsbury.
3. Lock, R. and Tilling, S. (2002). Ecology fieldwork
in 16 to 19 biology. School Science Review 84
(307): 79-88.
4. a. FDS International. (2003). Teachers Needs
and Wants: research for the National Trust:
b. Education
Updates paper to RSPB Council
5. Tilling, S. (2004). Fieldwork in UK secondary
schools: influences and provision. Journal of Biological Education
38: 54-58.
6. Internal FSC data.
7. Smith, D. (2004). The University field trip:
where is it heading? Journal of Biological Education (in press).
8. Field Studies Council/British Ecological Society
(2004). Creating the right balance: delivering fieldwork for
effective 16-19 ecology teaching. Field Studies Council Occasional
Publication, Shrewsbury.
9. FSC Magazine, Summer. (2004) Case studies
from the FSC 60th Anniversary Conference and the launch
of the DEMOS/Green Alliance 'A Child's Place'.
10. Fido, H.S. and Gayford, C.G. (1982). Fieldwork
and the biology teacher: a survey in secondary schools in England
and Wales. Journal of Biological Education 16: 27- 32.
11. Field Studies Council/DfES (2004). Unpublished
surveys of London Challenge schools. Available from FSC.
12. Stagg, P. et al. (2004). Life Study:
Biology A level in the 21st century. Wellcome Trust.
13. Croft, P. and Thomas, A. (2004). Reviews
of Ofsted inspections in selected boroughs. FSC internal report.
Available from FSC.
14. Amos, R and Reiss, M. (2004). Evaluation
of London Challenge residential courses. Unpublished survey, available
from FSC.
15. Harrison, C. (2004). Pers. Comm. Unpublished
survey of Kings College PGCE students.
16. Bebbington, A. (2004). Wild flower survey.
Journal of Biological Education (in press).
17. Nundy, S. (2001). Raising achievement
through the environment: a case for fieldwork and field centres.
National Association of Field Studies Officers.
18. Rickinson, M. et al. (2004). A
review of research on outdoor learning. National Foundation
for Educational Research/Kings College. FSC Occasional Publication.
19. HMCI. (2004). Outdoor education: Aspects
of good practice.
20. GA Secondary School Committee report to Education
Committee. (2001). Review of Geographical teaching.
21. Better Regulation Task Force. (2004). Better
routes to Redress.
22. HMI Geography. (2004). Position of Geography
in the Primary School: presentation to Primary Geography Co-ordinators
Conference.
23. DfES. (2003). Growing Schools.
24. Conservative Party Conference: RSPB RWL Fringe.
(2004). Pers.Comm - contribution from the NUT member of the
panel.
25. The National Trust. (2004). Learning Audit
26. NOF. (2004) Get REAL pilot programme summer
2003: evaluation..
Contact details (for unpublished reports): A.D.Thomas,
Field Studies Council, Preston Montford, Montford Bridge, Shrewsbury,
SY4 1 HW. adt@field-studies-council.org
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