Memorandum submitted by SkillsActive
BACKGROUND INFORMATION
ABOUT SKILLSACTIVE
1. SkillsActive is an employer led organisation
recognised and licensed by Government as the Sector Skills Council
for Active Leisure and Learning. We have been charged with leading
the skills and productivity drive within the Sport and Recreation,
Health and Fitness, Playwork, The Outdoors and the Caravan Industries.
2. We are working with and for the Sector
to:
— Advise Government and influence decision
makers.
— Promote the image of the Sector to
the public.
— Ensure the quality of training and
qualifications.
— Help people find the jobs and training
they need.
— Help the industry attract and retain
the right staff.
— Attract funding to meet employers
training needs.
3. SkillsActive is a registered charity
and a membership organisation for employers and voluntary organisations
in our Sector. We receive funding for our core functions from
the Sector Skills Development Agency, as a result of being licensed
by Government.
4. We work in close partnership with the
Department for Education and Skills, the Department for Culture,
Media and Sport, the Devolved Administrations and the Home Country
Sport Councils to deliver our programme of activities. SkillsActive's
work is directed by the Board of Trustees, which meets every two
months.
5. SkillsActive works with employers to
set National Standards for training and qualifications in the
Sport and Recreation, Health and Fitness, Playwork, The Outdoors
and the Caravan Industries.
6. SkillsActive also provides a secretariat,
jointly with the CCPR, to the Adventure Activities Industry Advisory
Committee (AAIAC), which is an industry reference committee on
safety issues and provides an advisory role to the Adventure Activities
Licensing Authority (AALA).
THE VALUE
OF OUT
OF CLASSROOM
LEARNING
7. As the Sector Skills Council for the
Active Leisure and Learning Sector, SkillsActive develops the
training and offers the expertise to make out of classroom learning
programmes work. It is our role to ensure enough skilled professionals
exist in the public, private and voluntary workforce by ensuring
that the supply of funding provision for training and qualifications
reflects the demands made by business.
8. Play, Sport and Outdoor Activity are
key components to the balanced development of young people. SkillsActive
fully support the recent Ofsted report on Outdoor Education and
believes there is real educational value in out of classroom learning
which cannot be replicated or achieved in the classroom. Informal,
kinaesthetic and experiential learning develop essential skills
for life, making an important contribution to physical, personal
and social development.
9. Similarly, such out of classroom learning
can be a tool for engaging children and young people who for whatever
reason do not respond to education in a classroom setting. The
Department for Education and Skills initiative "Playing for
Success" is one such scheme which demonstrates the value
of the out of class room experience. Playing for Success has established
out of school hours study support centres at football clubs and
other sports grounds. The environment and medium of football,
rugby and other sports is used as a motivational tool to help
raise literacy, numeracy and ICT standards amongst Key Stage 2
and 3 pupils who are de-motivated and struggling with study.
10. Such initiatives work, but they should
not only be employed in a remedial capacity. Out of classroom
learning should be used as a motivational tool throughout the
curriculum to encourage greater engagement from all pupils.
11. It must also be realised that, contingent
on geographical and socio-economic factors, not all children have
equal access or opportunity to partake in outdoor learning in
their lives. It is therefore essential that the opportunity to
participate in out of classroom learning is delivered through
the school system, so that all children, regardless of their background,
can access the valuable learning experiences out of classroom
education can offer.
12. SkillsActive believe that out of classroom
education should be an integral part of the extended schools concept
but not just confined to extra curricula activities. It should
include curriculum time allocation for residential experiences,
and day and part day trips. Schemes such as the Duke of Edinburgh's
Award Scheme, and the activities of the Scouts and Guides should
be included within the concept of the extended school.
COSTS AND
FUNDING OF
OUTDOOR ACTIVITIES
13. Cost is a major barrier to young people's
access to outdoor education. According to SkillsActive members
in the Outdoor Sector, the message from schools and colleges is
that the outdoor residential courses they offer are ideal, but
not easily afforded. If all young people are to have equal access
to participation in outdoor learning measures must be taken by
Government to ensure that all schools and all pupils can afford
the valuable experience they can offer.
14. SkillsActive therefore calls for funding
provision to be given to enable all young people to have access
to an outdoor residential experience, in addition to other out
of classroom learning experiences.
15. It should be noted that the Ofsted report
only looked at LEA run outdoor centres. These centres are in the
minority in terms of numbers of participants, in addition they
usually operate in a privileged financial environment with at
least support for capital resources and often have heavily subsidised
direct costs.
16. Other out of school activities such
as sports clubs and after school clubs rely heavily on volunteers
and teachers working after hours to run them. It is important
that enough subsidised or free courses for volunteers exist so
that there are enough properly trained volunteers available and
willing to supervise such out of school learning.
THE PLACE
OF OUTDOOR
LEARNING WITHIN
THE CURRICULUM
17. SkillsActive believes there is real
educational value in out of classroom learning which cannot be
replicated or achieved in the classroom. Informal, kinaesthetic
and experiential learning develop essential skills for life, making
an important contribution to physical, personal and social development.
18. One of our members, the British Canoe
Union (BCU), reports that children are frequently unable to judge
distance such as the width of a river, or assess the speed of
a moving object. Whilst these issues are swiftly addressed by
instructors it emphasises the importance of education outside
the classroom.
19. Similarly, such out of classroom learning
can be a tool for engaging children and young people who for whatever
reason do not respond to education in a classroom setting. The
Department for Education and Skills initiative "Playing for
Success", in partnership with professional sport, is one
such scheme which demonstrates the value of different learning
formats and the value of linking with sport. The scheme has established
out of school hours study support centres at football clubs and
other sports' grounds which use the environment and medium of
football, rugby and other sports as motivational tools, and focus
on raising literacy, numeracy and ICT standards amongst Key Stage
2 and 3 pupils who are struggling a little and often demotivated.
Such initiatives work, but they should not only be employed in
a remedial capacity. Out of classroom learning should be used
as a motivational tool throughout the curriculum to encourage
greater engagement from all pupils.
20. It must also be realised that, contingent
on geographical and socio-economic factors, not all children have
equal access or opportunity to partake in outdoor learning in
their lives. That is why it is essential that the opportunity
to participate in out of classroom learning is delivered through
the school system, to ensure that all children, regardless of
their background, can access the valuable learning experiences
out of class room education can offer.
21. SkillsActive believe that out of classroom
education should be an integral part of the extended schools concept
but not just confined to extra curricula activities. It should
include curriculum time allocation for residential experiences,
and day and part day trips. Schemes such as the Duke of Edinburgh,
and the activities of the Scouts and Guides should be included
within the concept of the extended school.
22. Currently better performing schools
are integrating outdoor personal development into the curriculum,
whilst lower performing schools are not. It is unfair that some
pupils should have access to the valuable experiences outdoor
learning can offer and SkillsActive recommend that best practice
should be replicated across all schools.
EXTERNAL ASSESSMENT
OF PROVISION
23. It is essential that any external assessment
is sensitive to the particular field of out of classroom learning.
SkillsActive have been working with Ofsted inspectors to develop
a specialised training programme for Play to help them understand
the nature of Playwork so they are better able to carry out fair
assessments in this equally specialised field.
24. The Adventure Activities Licensing Authority
(AALA) already licences adventure activities in a number of outdoor
education establishments.
25. SkillsActive should be authorised to
establish a training programme for Ofsted Inspectors to ensure
that the concept of specialist training which has so benefited
the Play sector is replicated within the Outdoor Learning Sector
provided by LEAs.
ORGANISATION AND
INTEGRATION WITHIN
EXISTING SCHOOL
STRUCTURES
26. SkillsActive acknowledges the importance
of the role of School Sport Co-ordinators and Educational Visits
Co-ordinators. Both have a role to play in extending the opportunity
for out of classroom learning. These Co-ordinators should also
be responsible for ensuring access to specialised training and
qualifications for teaching staff so that each school has the
capacity to offer a full range of out door learning opportunities.
They could also play a role in motivating staff in schools and
ensuring they have the right support in the form of insurance
and additional training to assist with school trips.
QUALIFICATION AND
MOTIVATION OF
TEACHERS AND
THE EFFECT
ON TEACHER
WORKLOAD
27. SkillsActive do not perceive a lack
of motivation as a major deterrent to teachers participating in
out of school learning, although teacher workload may have an
effect. The main barrier to teachers participating in outdoor
learning is a genuine fear of litigation. This fear is one which,
as mentioned in the recent Ofsted report, is largely unfounded,
and yet it is one which is exacerbated by the messages given out
in the media and by certain teaching unions. Many of the concerns
teachers hold about litigation can be overcome with proper support
and training.
28. Teachers should have access to whatever
training they feel necessary to enable them to participate in
or oversee out of classroom learning. This could be anything from
a teacher volunteering to help coach the school rugby team having
access to a refereeing course, to a geography teacher completing
a mountain leadership course so they feel confident in supervising
physical geography field trips. SkillsActive also supports the
CCPR's call for a minimum of 30 hours dedicated to physical education
within initial teacher training for primary teachers.
29. The National Governing Bodies (NGBs)
of sport should be encouraged to provide courses specially aimed
at teachers assisting skilled professionals in the outdoor learning
sector on school trips. A good example of where this is happening
is with the British Canoe Union (BCU). The BCU has developed tailored
courses in "Bell Boats" for teachers helping on school
trips. A PE teacher does not need to be a level four canoe coach
to assist with an outdoor learning week at a residential activity
centre—skilled professionals will be on hand at the centre
to provide this support. A confident and informed teacher is well
placed to imbue a healthy perspective towards risk in their class.
Greater availability of such courses would enable and motivate
teachers to become involved in such activities. The added advantage
is that teachers who are able to participate in this way then
have the insight to follow up the learning experience with the
pupils in the classroom.
30. The SkillsActive role is to work with
the industry outside of school to ensure that enough skilled professionals
exist with appropriate qualifications in Playwork, Outdoor Activity
and Coaching to facilitate this. However, we would be happy to
extend this role to work with the Sector to develop training specifically
for teachers to work alongside specialists.
THE FEAR
OF ACCIDENTS
AND THE
POSSIBILITY OF
LITIGATION
31. Risk is an essential element of many
outdoor education experiences. Indeed, managing risk and learning
about how to behave outside of the school environment are essential
life skills which young people must be given the opportunity to
learn for themselves. Although to completely eliminate risk would
be to dilute the experience of out of classroom learning, risk
can be calculated and managed with the right training. A confident
and competent teacher with the proper training and qualifications
should have no reason to fear participating in out of school learning.
32. The level of anxiety associated with
out of classroom education is not proportional to the risk. Teachers
need to be reassured that if they have been trained and have attained
the necessary qualifications the likelihood of an accident occurring
is greatly reduced. The message needs to be given that the benefits
of learning opportunities out of school far outweigh the possibility
of an accident occurring. This message will be much more palatable
for teachers if they have the support of the school in obtaining
the necessary qualifications.
33. SkillsActive would offer to work closely
with Unions and NGBs to ensure the insurance cover offered by
teaching unions and NGBs can include and cover teachers volunteering
in out of class room learning. Affordable and appropriate insurance
must be linked to and reflect training and qualifications.
CONCLUSIONS AND
RECOMMENDATIONS
34. SkillsActive calls for ring fenced funding
provision to be given to enable all young people to have access
to an out of classroom residential experience, in addition to
other out of school learning experiences.
35. It is important that enough subsidised
or free courses for teachers and volunteers exist so that there
are enough properly trained teachers and volunteers available
and willing to supervise in out of classroom learning activities.
36. SkillsActive supports the CCPR's call
for a minimum of 30 hours dedicated to physical education within
initial teacher training for primary teachers.
37. SkillsActive should be authorised to
establish a training programme for Ofsted Inspectors to ensure
that the concept of specialist training which has so benefited
the Play sector is replicated within the Outdoor Learning Sector
provided by LEAs.
38. SkillsActive would be happy to extend
its role to work with the Sector to develop training specifically
for teachers to work alongside specialists in out of classroom
learning and encourages National Governing Bodies to follow the
example set by the British Canoe Union in this respect.
October 2004
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