In the past, we have explained why we do not think a progression planner for outdoor learning is a good thing. But, that does not mean there is no progression in outdoor learning. In this blog, we explore the progression in outdoor learning from nursery to secondary and beyond.
Outdoor learning provides a journey of growth, discovery, and development that transcends the need for a rigid progression planner. While many schools are spending time writing them, I suggest we consider how our role, as educators, is to embrace the multifaceted nature of outdoor education; guiding students through experiences that foster deeper understanding, enhanced skills, and increased resilience. Progression in outdoor learning is not confined to a linear path but rather evolves organically through four key lenses: curriculum, experience, sites, and risk. In understanding and embracing these elements, we unlock the true potential of outdoor education as a transformative journey for learners of all ages and stages.
Progression Through Curriculum
Scotland’s Curriculum for Excellence (CfE) provides a robust framework for outdoor learning, emphasising holistic development and experiential education. In alignment with CfE principles, outdoor learning progression begins by introducing learners to foundational concepts and skills, gradually expanding their understanding and capabilities.
At the early stages, emphasis is placed on experiential learning and play-based activities, aligning with the CfE’s focus on active learning in the early years. This might involve activities like sensory exploration of natural materials, learning basic outdoor safety rules, and developing an appreciation for the environment.
As students progress through the CfE levels, outdoor learning becomes increasingly integrated into interdisciplinary studies. For example, in the sciences, students may explore ecological concepts through hands-on investigations in local ecosystems, aligning with CfE’s emphasis on interdisciplinary learning and the development of scientific inquiry skills. That is not to say that play is not important, play is important for all ages and stages. It just looks a little different as children get older.
In later stages, outdoor learning opportunities are designed to deepen understanding and foster leadership skills. Students might engage in conservation projects, participate in outdoor expeditions, or take on roles as mentors or guides for younger learners, aligning with CfE’s emphasis on responsible citizenship and leadership development.
Throughout this progression, the CfE’s principles of challenge and enjoyment, breadth, depth, and personalisation are woven into the outdoor learning experience. By aligning outdoor activities with CfE outcomes and benchmarks, educators ensure that students are not only developing subject-specific knowledge but also essential skills such as critical thinking, communication, and teamwork.
By leveraging Scotland’s Curriculum for Excellence, outdoor learning becomes not just a supplement to traditional classroom instruction but an integral component of a comprehensive education that nurtures the whole child.
For Curriculum Elsewhere…
While Scotland’s Curriculum for Excellence provides a comprehensive framework for outdoor learning, the principles and benefits of outdoor education resonate globally and can be adapted to fit within curriculums elsewhere.
Many education systems around the world recognise the value of outdoor learning in promoting student engagement, fostering a deeper connection with nature, and developing essential life skills. For example, in countries like Finland and New Zealand, outdoor education is integrated into national curriculums as a means of promoting holistic development and fostering environmental stewardship.
Similarly, educational initiatives such as the Forest Schools movement in the United Kingdom and outdoor education programmes in the United States emphasise hands-on learning experiences in natural settings. Regardless of the specific curriculum or educational context, the principles of outdoor learning—such as experiential learning, interdisciplinary connections, and fostering a sense of responsibility and resilience—align with broader goals of education in preparing students for success in an ever-changing world. By recognising the universal value of outdoor learning and incorporating it into curriculums worldwide, educators can provide students with rich and meaningful learning experiences that extend beyond the confines of the traditional classroom.
Progression Through Experience
In Scotland, outdoor learning is deeply ingrained in educational practices, offering students diverse and enriching experiences that foster personal and academic growth. Progression through experience is a cornerstone of this approach, designed to provide learners with a continuum of outdoor activities and challenges that align with their developmental stages and learning goals.
Beginning with the early years, students engage in sensory exploration and play-based learning in natural environments, laying the foundation for a lifelong connection with the outdoors.
As students advance through primary and secondary education, outdoor experiences become increasingly structured and tailored to specific learning outcomes. For example, students may participate in orienteering exercises to develop navigation skills, embark on residentials to experience adventure-based outdoor learning, or undertake problem-solving activities.
Each experience is carefully scaffolded to build upon previous learning, gradually increasing in complexity and difficulty to challenge students while providing opportunities for success. Importantly, debriefing sessions following outdoor activities are integral to the learning process, allowing students to reflect on their experiences, identify areas for improvement, and extract valuable lessons and insights that can be applied both inside and outside the classroom. By embracing a progression-based approach to outdoor learning, Scotland empowers students to develop essential skills, build confidence, and cultivate a deep appreciation for the natural world, enriching their educational journey and preparing them for success in an ever-changing world.
However, it’s essential to recognise that while children may experience similar elements outdoors, such as flowers, the learning derived from these experiences can vary significantly based on age and knowledge level. For instance, a nursery child may identify something that is living, while a lower primary child may identify the parts of the flower, and an upper primary child could be looking at seed dispersal—all from the experience of one flower. Their age and knowledge all play a key part here.
Progression Through Sites
In Scotland, the choice of outdoor sites plays a pivotal role in shaping the trajectory of outdoor learning experiences, facilitating diverse opportunities for exploration, discovery, and personal growth. Beginning with early years education, students are introduced to familiar and easily accessible outdoor environments, such as school grounds and local parks. These settings provide a safe and supportive space for young learners to develop confidence, curiosity, and a sense of connection with nature.
As students progress through primary and secondary education, educators expand their repertoire of outdoor sites, using community spaces to include a wide range of landscapes, each offering unique opportunities for learning and adventure. From coastal habitats teeming with marine life to rugged mountain landscapes rich in geological wonders, Scotland’s diverse terrain provides an ideal backdrop for outdoor exploration.
By exposing students to a variety of sites with different terrain, ecosystems, and challenges, educators enrich their learning experience and foster a deeper understanding of the natural world. Whether exploring nature reserves teeming with biodiversity or embarking on expeditions to remote wilderness areas, each outdoor site offers its own set of opportunities and challenges, contributing to the holistic development of learners.
Moreover, by venturing beyond familiar landscapes and stepping into the unknown, students develop resilience, adaptability, and a sense of stewardship for the environment. Thus, the thoughtful selection of outdoor sites not only enhances learning progression but also nurtures a lifelong appreciation for the beauty and complexity of Scotland’s natural landscapes.
Progression Through Risk
Embracing risk is an integral part of outdoor learning progression in Scotland, empowering students to step out of their comfort zones, take calculated risks, and learn from both successes and failures. Progression through risk involves gradually increasing the level of challenge and autonomy, ensuring that students develop resilience, judgement, and decision-making skills.
From nursery to secondary education and beyond, each stage presents unique opportunities for students to explore, learn, and grow through calculated risk-taking in outdoor environments. In nursery and early years education, the focus is on providing safe yet stimulating outdoor experiences that encourage curiosity and exploration. Activities like climbing low obstacles or exploring natural materials under close supervision allow children to develop physical skills and risk assessment abilities within a supportive environment.
As students progress into primary education, outdoor learning becomes more structured and adventurous, fostering independence and decision-making skills. Activities like bushcraft skills, orienteering, and low ropes courses offer opportunities for students to assess risks, problem-solve, and work collaboratively, building confidence and resilience. Increasingly complex loose parts challenges can also provide additional risk.
In secondary education, outdoor learning continues to play a vital role in personal and academic development. Expeditions such as hiking, camping, and kayaking trips provide real-world challenges that require careful planning, risk management, and communication. Students navigate unfamiliar terrain, adapting to change and taking responsibility for their actions, fostering a deeper appreciation for the natural world.
Beyond secondary education, outdoor learning opportunities extend into tertiary education, vocational training, and lifelong learning initiatives. Universities, colleges, and community-based organisations offer programs that combine academic study with practical fieldwork, research expeditions, and outdoor leadership training, empowering individuals to continue their outdoor learning journey throughout life.
By providing opportunities for controlled risk-taking in outdoor environments, educators create a supportive yet challenging learning environment where students can develop essential life skills. Whether conquering a fear of heights on a high ropes course or navigating a river in a canoe, each risk-taking experience pushes students to expand their comfort zones and unlock their full potential. In Scotland, outdoor learning embraces risk as a catalyst for growth, empowering students to face adversity with courage and resilience.
Progression in outdoor learning is a dynamic and multifaceted journey that encompasses various dimensions. By carefully crafting curriculum, designing enriching experiences, selecting diverse sites, and embracing calculated risk, educators can facilitate meaningful growth and development in students. Ultimately, outdoor learning isn’t just about what happens outside the classroom; it’s about nurturing a lifelong connection with nature and fostering the skills and values needed to thrive in an ever-changing world.
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