STEP OUTSIDE
a grassy floor, with students encouraged to construct shapes using sticks and twigs for maths, and go on wild minibeast hunts for science. So, why isn’t every school incorporating the outdoors into their lessons? The reality is that many schools will face barriers that could make introducing outdoor learning difficult. For some, space and facilities are key factors; many simply don’t have access to sprawling fields and gardens, let alone custom-built reserves. Thankfully, outdoor learning doesn’t have to demand onsite woodlands and acres of trees.
Any open space, such as a playground, offers its own set of values; insect hotels can be built on concrete, fallen logs require little to no space in order to be analysed, and wildflowers can be grown on even the smallest strips of grass. Classes can even construct indoor planters and bring the outside into the classroom, allowing children to form meaningful connections with nature without the need for large – and often costly – outdoor facilities. Naturally, a new teaching environment brings fresh challenges for teachers and
“So, why isn’t every school incorporating the outdoors into their lessons? The reality is that many schools will face barriers that make it more difficult”
32 SPRING/SUMMER 2024
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