Outdoor learning is full of wonder, excitement, and real-world context. But when it comes to gathering evidence of learning, many educators hit a snag. “How do I prove they learned something without a worksheet?” Indeed, many school policies still have a strong reliance on written evidence in lessons.
Let’s be honest, there’s comfort in paper. A finished sheet of ticks and answers feels like proof, and worksheets are not inherently bad. They have a time and place, even outdoors. Often, outside learning looks different. It’s messy, it’s movement based, it can sometimes be very wet (well we are in Scotland after all!). It’s often collaborative or creative. Trying to capture that in a worksheet can sometimes feel like forcing something wild into a box.
So what do we do instead?
This blog explores the why behind moving beyond worksheets, the alternatives that work outdoors and how to make it all manageable and meaningful, especially in line with Scotland’s Assessment is for Learning approach.
Why You Might Choose Not to Use Worksheets Outdoors
Let’s start by acknowledging this clearly. Worksheets are OK. If they support your objective, if children enjoy them, if they capture learning, go for it. I will use worksheets outside when the lesson calls for them.
But outdoor worksheets come with challenges.
- Logistical issues. Wind, rain, mud and no flat surfaces are not worksheet friendly. But, if it is a worksheet I could use time and again, I can consider whether it is worth laminating with matt laminating sheets. You can write in pencil on these and erase to use again. For a one off, I would beg you not to waste time and resources laminating.
- Reduced engagement. The second clipboards and pencils come out some children disengage, especially those who thrive in movement, discussion or exploration. Those reluctant writers, those with dyslexia and so much more can thrive when no writing is required.
- Surface-level learning. Worksheets often focus on recall or short responses. Outdoor learning thrives on depth, observing, investigating, trying and reflecting. It can be hard to show these things on a simple worksheet, but a journal might.
- Access and inclusion. Not all learners express themselves well through writing. Outdoors can be a leveller, worksheets can reintroduce barriers.
So while they have their place, they’re not always the best tool for the job especially outside.
Understanding Assessment Outdoors
Before jumping into alternatives let’s revisit what assessment is for.
Scotland’s Assessment is for Learning (AifL) approach is built on three principles.
- Assessment should support learning.
- Learners should be actively involved in the process.
- Assessment should be planned, purposeful and informed by evidence from a variety of sources.
In outdoor learning, this means.
- Gathering evidence from the real activity, not just a follow-up task.
- Involving children in reviewing what they did, what they learned and what they might do differently.
- Focusing on skills, understanding, and progression not just right or wrong answers.
It’s not about ticking boxes it’s about recognising growth.
What Can Be Used Instead of Worksheets?
There are plenty of ways to gather rich, meaningful evidence outdoors. Many also offer a more holistic view of the learner. Here are some alternatives that work well in the wild.
1. Floorbooks and Group Reflections
- Children contribute to a large book (photos, quotes, drawings, mind maps). I will often call this our playground or woodland book and remind the children that while we want to care for it, it can get muddy and wet. Little Monkey Nurseries make great use of these in their Forest Sessions and I really enjoy using them with primary and secondary aged children, I even use them in some adult groups!
- Practitioners scribe discussions, capture thoughts and annotate observations if the learners can find it tricky.
- Excellent for tracking progression over time and encouraging children’s voice.
Tip: Bring the floorbook outside or gather reflections back indoors after the session. Encourage children to revisit past pages and make connections.
2. Photographs and Annotated Images
- Snapshots of learning in action.
- Use annotations to explain what’s happening and link to CfE experiences and outcomes.
- Add to learning journals, displays, or digital portfolios.
Tip: Use voice dictation or post-it notes to capture immediate thoughts before they are lost. On a wall display this can be done with the use of QR codes.
3. Video Clips and Voice Notes
- Short videos or voice recordings capture language, teamwork, process and reflection.
- Great for things like storytelling, drama, collaborative problem-solving or explanation.
Tip: Let children film and narrate their own learning, this boosts engagement and ownership. Again, QR codes can help others access these and explore the learning.
4. Natural Mark-Making, chalk and Drawing
- Use sticks in mud or sand, chalk on paving or leaves on a tarp to create diagrams, shapes or drawings. We can also use chalk outside. Yesterday we were out in the rain using chalk to draw shapes that were halved and quartered. The chalk show so vibrantly on wet ground. We also had a moment where a child made an error and could show them using their feet as a rubber, which they loved.
- Photograph for later reflection or to share with families.
Tip: Pair with questioning. “Tell me what you’ve drawn,” or “What were you showing with this pattern?”
5. Observation and Scribed Quotes
- One of the most powerful forms of assessment.
- Listen closely to what children say, do, and ask.
- Record direct quotes or brief anecdotal notes with context.
Tip: Use sticky labels or index cards to jot quick observations, then add to records later. Or, I will often use an electronic device to do so as it is handy.
6. Peer and Self-Assessment
- Encourage children to evaluate their own or others’ work.
- Use simple prompts: “What went well?”, “What was tricky?”, “What would you change?”
Tip: Use symbols like thumbs-up, smiley faces or coloured stones for younger children.
7. Product-Based Evidence
- Think den structures, trails they’ve mapped, art they’ve created or patterns they’ve found.
- These physical outputs are rich in learning, document them through photos and reflection.
Tip: Ask children to explain their creations. Their words are often more revealing than the object itself.
8. Journaling or Diaries (For Older Learners)
Tip: Not every entry has to be long or perfect. Use prompts like “Today I noticed…” or “One thing I learned is…”
Making It Manageable
Outdoor learning is already a busy environment, so how do you practically gather evidence without disrupting the flow?
- Be selective. You don’t need evidence from every child, every time. Focus on a few per session and rotate.
- Have tools ready. Use clipboards with template sheets, sticky notes or voice apps for quick capture.
- Plan for reflection. Build time into your session for group reflection or review. This helps both children and staff process the learning.
- Make it visible. Share what you have collected in displays, newsletters or with families. This builds value and visibility for outdoor learning.
What About Reporting and Planning?
All of this evidence can feed into planning and reporting, just like indoor learning. You are still covering CfE outcomes, and often more deeply.
- Science through nature investigations
- Health and Wellbeing through risk, teamwork, and resilience
- Literacy through storytelling, vocabulary, and expressive language
- Numeracy through measuring, estimating, and exploring patterns
The key is to map backwards. Start with your learning intention, then decide what kind of evidence would show success. You don’t need a written product, sometimes a conversation and a photo are more than enough.
Worksheets Are Tools, Not Proof
Let’s come back to the beginning.
Worksheets are not the enemy. They are just one tool in a much wider kit. But in outdoor learning, we have the chance to capture children’s thinking, creativity and collaboration in ways a worksheet never could.
Assessment is not about control. It’s about understanding where a child is and helping them move forward.
So whether you are in a nursery, forest area, a primary school playground or the wilds of a local park, know this.
✅ You can gather evidence outdoors.
✅ You don’t need to bring the inside out.
✅ And you definitely don’t need to sacrifice joy for paperwork.
Want to Explore More?
- You can read more about Scotland’s Assessment is for Learning approach here.
- For templates, ideas and examples of outdoor assessment tools, check out our Membership.
- And if you are looking to upskill your team in outdoor assessment strategies, we would love to help. Get in touch with us at www.loveoutdoorlearning.com.
