1 Introduction
1. The term 'learning outside the classroom'
encompasses a range of provision, including:
- activities within a school's
or college's own buildings, grounds or immediate area;
- participation in drama productions,
concerts and other special events;
- involvement in clubs, musical
groups and sporting activities held during break-times and before
or after the school day;
- educational visits organised
within the school day; and
- residential visits that take
place during the school week, a weekend or holiday.[1]
2. In 2005 the Committee's predecessor, the Education
and Skills Committee, published its Report Education Outside
the Classroom.[2] The
Report noted the benefits of learning outside the classroom in
terms of supporting pupils' academic attainment and their development
of 'soft' skills and social skills, especially for 'hard to reach'
children and young people. Provision of learning outside the classroom
was found to be "extremely patchy", while the evidence
revealed a widespread perception that there was a high degree
of risk involved in offering such opportunities. Cumbersome bureaucracy
and issues of funding, time and resources were also found to lessen
schools' commitment to providing opportunities for learning outside
the classroom.
3. In response to that Report, the Department
has put in place a number of initiatives. In 2006 the Department
published a manifesto for learning outside the classroom. This
provides a 'shared vision' and statement of common intent for
relevant organisations and practitioners. The overarching
objective of the Manifesto is that "every young person should
experience the world beyond the classroom as an essential part
of learning and personal development, whatever their age, ability
or circumstances".[3]
There are now 1,920 signatories to the Manifesto, including schools,
local authorities, museums and outdoor centres. In 2008 the Department
launched the 'Quality Badge' scheme, through which providers of
learning outside the classroom opportunities can gain accreditation
to show the quality of their provision and their sound management
of health and safety. The scheme is intended to help schools identify
appropriate organisations to work with by providing one easily
recognisable and trusted badge for all types of learning outside
the classroom providers. In 2009, the Department established the
independent Council for Learning Outside the Classroom, which
is charged with taking forward the Manifesto and the Quality Badge
scheme. The Council has since published its action plan for 2009-11.[4]
The Council's remit covers 10 areas: adventurous education; arts
and creativity; built environment; expeditions; farming and countryside;
heritage; natural environment; sacred space; school grounds; and
study, sports and cultural tours. The Department has also commissioned
online training and guidance related to the Manifesto, called
Out and About. This is available to schools, youth clubs
and early years settings to help them plan and implement learning
outside the classroom. The Department is currently drawing up
revised guidance on health and safety. It has also supported learning
outside the classroom through the London Challenge initiative
and at subject level.[5]
4. Despite all of this activity, questions have
been raised as to the adequacy and effectiveness of the Department's
approach to supporting learning outside the classroom. A number
of stakeholders remain sceptical about the prospects for such
learning opportunities to be embedded across schools and about
the longer-term viability of the Council and Quality Badge scheme.
5. In order to assess the progress made since
2005, we held an evidence session to hear from these stakeholders
and others. We took evidence from the Council for Learning Outside
the Classroom, the Countryside Alliance, the Field Studies Council,
the Royal Society for the Protection of Birds, and Sir Mike Tomlinson
in his capacity as Chair of the National Science Learning Centre
and Trustee of the Farming and Countryside Education body. We
also took evidence from some of the teacher unions. Several other
organisations submitted written evidence for the session, which
helped us with this Report. A full list of those who gave oral
evidence and who submitted written evidence is provided at the
end of this Report.
1 Ofsted, Learning outside the classroom: how far should
you go?, October 2008. Back
2
Education and Skills Committee, Second Report of Session 2004-05,
Education Outside the Classroom, HC 120 Back
3
DCSF, Learning Outside the Classroom Manifesto, 2006. Back
4
Council for Learning Outside the Classroom, Forward Plan 2009-11,
March 2009. Back
5
For example, the New Views residential courses funded as part
of the London Challenge initiative, the Action Plan for Geography,
and the work of the national and regional Science Learning Centres.
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