Horizons H98 Summer 2022

ISSUE 98 SUMMER 2022

H O RIZ O N S PROFESSIONAL DEVELOPMENT IN OUTDOOR LEARNING

IN THIS ISSUE

WATCH OUT FOR MONSTERS BE ADAPTIVE, MAKE PROGRESSION HAPPEN

PUT DOWN ROOTS – BE CONNECTED MEET THE NEW IOL TEAM, THINK ABOUT COMPLEX NEEDS & GET PRACTICAL TIPS PLUS MORE

ISSN 2634-8799

Ropes Course Inspections

Technical Outdoor Solutions is the UK’s leading inspection company and is the only UK company to be accredited by both ERCA and ADIPS. We can inspect your ropes course in accordance with EN15567 with a qualified and competent inspector.

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PPE Inspection Courses

Lyon Equipment provide equipment inspection courses specifically for the Adventure Activities sector •

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•

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•

Counts towards CPD points for AMI & MTA members.

W&R@lyon.co.uk +44(0)15396 24040

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HORIZONS WRITE AN ARTICLE Content for publication is always welcome and should be emailed to the Editor. The Editor will attempt to return all unsolicited material but cannot accept responsibility for it. Please read the contributor guidelines before submitting content: click here.

COPYRIGHT of the magazine as a publication is vested in the Editor.

Copyright of articles remains with the individual authors who will receive a copy of their article. Reproduction in whole or in part is forbidden without the express permission of the Editor, who is normally happy to grant requests for educational purposes. Opinions shared in articles are not necessarily shared by the Editor, Editorial panel or IOL.

ADVERTISE ContactFionaExonatIOLforinformation:fiona@outdoor-learning.org For additional details click here.

Advertisers retain copyright for their adverts. Adverts shared in this magazine do not represent endorsement by the Editor, Editorial panel, or IOL.

JOIN OUR EDITORIAL PANEL

Having a specialist panel means we have a wealth of experience in different typesofOutdoorLearningatourfingertips.Thishelpsensurethesto wepublishareup-to-date,wellstructuredandusefultoourreade Ifyou’reinterestedinjoiningourspecialistpanel,goto: www.outdoor-learning.org/Good-Practice/Research-Resources/ Horizons-Magazine/Horizons-About-The-Panel

ISSUE CREDITS DESIGN PROOFREADING CByrne

finthepenman@outlook.com PANEL Thank you to the Horizons panel for their continued support and contributions.

Di Collins Daniel Towers SamMoore GeoffCooper IanHealey MarcusBailie Bob Larcher Suzie Dick Colin Wood Liam Scott IMAGES Front cover: main cover image has been sourced from www.pxhere.com.

Editorial images have been sourced from www.pxhere.com. Photographers retain copyright.

INSTITUTE FOR OUTDOOR LEARNING The Institute for Outdoor Learning (IOL) champions safe activities and effective learning in the outdoors. We are a professional membership institute working towards an application for a Royal Charter.

Learn about IOL and how to become a member: www.outdoor-learning.org

HORIZONS OFFICE IOL, WarwickMillBusinessCentre,WarwickBridge,Carlisle,Cumbria 8RR.T:0128564F:0128564 E:fiona@outdoor-learning.org ©201/CarmenByrneISSN2634-879

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ISSUE 98 SUMMER 2022

EDITORIAL SHARE YOUR STORIES Horizons looks to share different perspectives, ideas and good practice from across the Outdoor Learning sector.

We’re always interested in hearing about your experiences and ideas for features.

Look at our writer’s guidelines, and then have a go at writing an article: click here for details.

T

his issue focusses upon different types of connection.

Thenit’stimetothinkaboutthe Create some new connections by heading over to page 8 to connection between our practice and meet new members of the IOL team: Jo our new CEO, and the kind of expertise we need in an RichardournewBusinessandOperationsManager.Asanextra evolvingsector.Read‘Amatterof bonusyoucanalsogettoknowMattfromBluebellpage Bushcraft adaptive ( expertise’(continuingLoel’s 35 )andcatchupwiththelatest‘Insider’viewpage with 42 Calvin ).

‘Doing ( right’series)page from 27 .

There are also opportunities to think honestly about our connection Lastly, there is one disconnection to to nature, go to page 16toseehowMatt’sresearchisuncovering mention.Asmuchasit’sbeenagreat troublesome green monsters; then see where the climate crisis and four years editing Horizons,it’stimeto environmentalconcernsfeatureonreaders’ page radars 41 . from say goodbye. Like many freelancers, Next,getsome‘how-to’tipsforcreatinginsectcafesandpopI’mup alwaysjuggling10projects meadows from Paul on page37 .

(Horizons being one of them) and now it’stimetofocusonco-produced Now,considertheconnectionofparticipantstotheoutdoors arts-based by healthandwell-being reading the latest research by Dave on developing participant research adventures. autonomy and choice (a new series from page19 ).Reflectupon Adventure Education and adventuretainment with Karl (page31 ) and Thismeansthere’llbeanexcitingnew then take time to really consider how to connect with individuals with Editor at the helm for the next issue, so multipleandcomplexneeds–read‘OutdoorLearninginrestrictive please raise your brews in welcome :) settings’ page ( 24 ) and get some session ideas from Sarah in ‘Makingithappen’(from page 12).

Enjoythesummer n

EDITOR Dr Carmen Byrne Feel welcome to email any ideas for articles, suggestionsfor‘viewpoint’questionsforreadersto answer, and to share resource recommendations: horizonseditor@outdoor-learning.org

NEXT

CONTENTS> ISSUE 98 SUMMER 2022

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CONTENTS

SCANNING THE HORIZON Readers share the resources which have influencedtheirpractice.

PAGES 5 TO 7

IN THE SPOTLIGHT

HOW-TO

PUTTING DOWN ROOTS

MAKING IT HAPPEN

MeetJothenewIOLCEOandRIchard,the Ideas for learners with disability and special newBusinessandOperationsManager. educational needs.

By Sarah Seaman

PAGES 8 TO 10

PAGES 12 TO 14 NEW SERIES

PROVISION OF OUTDOOR LEARNING

PROGRESSION INTO OUTDOOR LEARNING

FirstinaseriesofarticlessharingIOL-fundedPhDresearchinsi this article focusses on progression of autonomy and choice.

By Dave Harvey

PAGES 19 TO 23 DON’T MISS

GREEN MONSTERS: TAMING OUTDOOR LEARNING

OUTDOOR LEARNING IN RESTRICTIVE SETTINGS

IOL-fundedPhDresearchfromtheCentreforGlobalEco-Innovation DeliveringOutdoorEducationwithadolescentsthroughCAMHS which looks at how people value nature. in-patientsunitsandasecurechildren’shomewithintheSou ByMattHealey

By Hampshire Outdoors – Hampshire County Council

PAGES 15 TO 18

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ISSUE 98 SUMMER 2022

PAGES 24 TO 26

MUST READ

JUMP OVER TO JAEOL Remember to check out the latest Outdoor Learning research at the Journal of Adventure Education and Outdoor Learning (JAEOL).

Click here.

DOING RIGHT

A MATTER OF ADAPTIVE EXPERTISE Continuing the series, this article looks at instructor expertise and how it depends on many moving parts.

By Loel Collins

PAGES 27 TO 30

ADVENTURE EDUCATION OR ADVENTURETAINMENT?

IN THE SPOTLIGHT

A personal view of Outdoor Adventure Education in Ireland.

By Karl Sloan

HorizonschatswithMattHarderfrom Bluebell Bushcraft.

A NATURAL APPRECIATION

PAGES 31 TO 34

PAGES 35 TO 36

NATURE NOTES

INSIDE STORIES

SOMETHING FOR SUMMER

THE INSIDER

HAVING A SAY ABOUT CLIMATE

The latest insider view from interview to Seasonalwildlifetips–includinghowtomakeapop-upmeadow. end of season.

By Paul Ritchie

By Calvin Healey

PAGES 37 TO 40

PAGE 43

Where are climate and the environment on readers’ radar? See from page 41.

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SCANNING THE

HORIZON

WELCOMING VOICES

REPORT

Resources:

1. Outdoor voices report from the Youth Hostel Association 2. Everyone’s Welcome projectpresentationbyIOL

Why they are useful:

Outdoor Voices is a beautifully presented anthology of people’sexperiencesofoutdoorspacesandactivitiesinclu ‘Outdoorsy’peopleareseenbyothers.Irecommendthisalongwi theIOLprojectpresentation Everyone’s Welcome which seeks to realise a more equal, diverse and inclusive outdoors and challenges usto‘raiseourgame’.

SEARCHING FOR KNOW-HOW

WEBSITE

Resource: infed

Together, these have given me both the inspiration and the practical directiontocreateourown‘Everyone’sWelcome–Arthog Ambassadors’projectinTelford&Wrekin…it’searlydaysbut alreadythere’sbeenincrediblefeedback.

Where to find them:

1. https:livemore. / yha.org.uk/outside-voices

Why it’s useful:

Infed is a resource bank of accessible and informed articles that relatetothewiderfieldofeducationandlearning.

If you are seeking to improve your understanding of the philosophy, ideas and theory behind aspects of Outdoor Learning this is well worth a look.

2. https:www. / outdoor-learning.org/Good-Practice/Good-Practice/ Equality-Diversity-and-Inclusion

Recommended by: Jo Barnett, IOL CEO.

Find out more about Jo’s vision for IOL from page 8 n

Where to find it:

https:/infed.org/mobi/

Recommended by: Dave Harvey

Read the first in Dave’s series of articles about the provision of Outdoor Learning from page 19 n

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IMAGES

Images have been sourced from pxhere.com except for infed. Photographers retain copyright.

RESOURCE RECOMMENDATIONS CHANGING LEARNING

BOOK

Resource:

FROM SEAWEED TO TRACKING

Adventurous learning: A pedagogy for a changing world by Simon BeamesandMikeBrown.

Download nature-based resources created

by The Conservation Volunteers (TCV): www.tcv.org.uk/ getinvolved/activityresources/

Why it’s useful:

They present a model for adventurous learning that I found very useful in my Adventure Education practice. The model consists of four elements which when used individually or combined really help to focus the learning – putting student needs at the centre of the programme planning, choice of activities and learning outcomes.

Where to find it:

Click the image below to watch how to make a small mammal tracker.

The book is available from good bookstores and more details can be found at: https://www.adventurouslearning.org/

Recommended by: Karl Sloan

Karl shares his personal view of Outdoor Adventure Education in Ireland from page 15 n

FINDING A LIGHTBULB MOMENT

BOOKS

Resources:

1. The Way to the Sea: The Forgotten Histories of the Thames Estuary by Caroline Crampton.

2. Adventure Revolution: The life-changing power of choosing challenge by Belinda Kirk

Why they are useful:

I am currently reading The Way to the Sea interspersed with the Adventure Revolution which looks at why adventure and challenge are essential forourwellbeing.Mylightbulbmoment ENJOYING EXPERTISE WEBINAR happened many years ago, after a few years already working as an instructor.

Resource: I shadowed a gentleman who ran a Forest School Association (FSA) webinars basic canoeing session in an entirely different way to how I had been Why it’s useful: delivering for years. It had nothing to There are a multitude of experts who come to present on a range of do with canoeing, but everything to topics,fromtrackingandcampfirecooking,tothepedagogical do with a holistic approach to Outdoor theories of ludic process and choice theory.

Learning. Perhaps these books will be good for your own lightbulb moment!

Where to find it:

MoredetailscanbefoundontheFSAwebsite:

Where to find them:

https:/forestschoolassociation.org/category/wednesday-webinars/

Good bookstores

Follow FSA on social media for the latest webinars or catchup via YouTube.

Recommended by:

MattHarder

Horizons puts Matt in the spotlight on page 31 n

Recommended by:

Richard Retallik, IOL Business and OperationsManager.

Go to page 10 to learn more about Richard and his new role n

GET MORE RESOURCES Turn the page for recommendations linked to mental health and specialist education provision.

ISSUE 98 SUMMER 2022

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SCANNING THE HORIZON

REFLECTING PRACTICE

STUDIES

Resources:

1. BringingnatureintoCAMHSinpatientservices:reflection implementation and integration of training into practice in International Review of PsychiatrybyDavidFrancisHunt,Mia Morgan,MichéalConnorsandCatrionaMellor(20).

2. SpecialisteducationprovisionwithinsecureCAMHSunits Ahmed – in Children and their education in secure accommodation: interdisciplinary perspectives of education, health and youth justice edited by Diahann Gallard, Katharine Evans and James Millington(2019).

Work at Height & Rescue for Adventure Activities

3. Areviewofnature-basedinterventionsformentalhealth NaturalEnglandcommissionedreports,number204,byRBraggand G Atkins (2016).

Why the resources are useful:

1. Aninsightfulreportonfindingsfromarecentqualitatives stafffromaCAMHSinpatientunitwhohadrecentlyundergone trainingtodelivernature-basedinterventionswithina

Lyon Equipment provides Work at Height

2. MostyoungpeopleadmittedtoaninpatientCAMHSunitare perceived to have a high risk to themselves or to others where they are not able to be kept safe within the community. This chapter discusses how education is implemented in two inpatient Child and AdolescentMentalHealthServices(CAMHS)unitsinEngland.A good overview for those curious around this area of mental health care.

and Rescue courses specifically for the Adventure Activities sector •

•

•

3. ThisNaturalEnglandreportseekstoexploretheissueso accessing green care and set out the steps required to enable a greaternumberofnature-basedinterventions commissioned tobe in mental health care. An interesting read.

Gain awareness of the safe and efficient work at height techniques in a high ropes course or climbing wall environment.

Where to find them:

1. Available from: www.tandfonline.com/doi/full/10.8/95426

Develop your understanding of the working at height legislation and the use of appropriate work techniques for ascending and descending ropes, working horizontally and the rescue of a co-worker.

20.853 2. Available from most bookshops and online booksellers.

3. Available to download from: http:/publications.naturalengland uk/publication/12 453896

Counts towards CPD points for AMI members.

Recommended by:

Hampshire Outdoors – Hampshire County Council.

Go to page 24 to read ‘Outdoor Learning in restrictive settings’ by Hampshire Outdoors n

W&R@lyon.co.uk +44(0)15396 24040

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29/06/2022 09:33:54

IN THE SPOTLIGHT

PUTTING DOWN

ROOTS Tell us a little about your background and what started your interest in the outdoors.

Looking back ,now I recognis tha I had a hapy childo, the majority of whic was spent outdrs and awy from the direct supervion of adults. I grew up in rual South Norfolk, and much of my time was spent playing, exploring and having adventurs in the company of friends, my dog and, as a ,tenagr I was lucky enough to have my own horse.

The long sumer holidays wer spent East of Ipswich at the beach.

My Dad loved mountaierg, and when at 16 I head fo to Norwich City Coleg, it was my Dad who encouragd me to join the Mountaierg club whic tok me to the Peak Distric, the

children, and when taking responiblty for the children of others. universty and with this came a bit of an obsein with rock climbng ,teachr and son began taking puils to the Foundry Climbng Wal and out into the Peak Distric using camping barns to kep cost . low The higlt must be the trips to the Don Whilans hut at the Roaches, sitng out on the terac with those young peol chating and drinkg tea made in the cave of the kitchen. I stil ,remb in front of my eys – he was baterd daily acdemily but he

JO BARNETT IOL CEO authories.

children, a suceion of guinea pigs, rabits, dogs, ponies and motrbikes; we have padle and swum our way around the Masif like evry type of exam and . study My family desrv recognit for surving my care in the outdrs – growin up publicy in a centr, helping when snowed in, acomdting strange working hours, having holidays whic end up as logbk exprinc and givn fre technial advice.

GET TO KNOW NEW MEMBERS OF THE IOL TEAM ISSUE 98 SUMMER 2022

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PUTTING DOWN ROOTS Can you tell us about your vision for IOL and/or Outdoor Learning?

I think about the Institute for Outdoor Learning as a facilitating and nurturing organisation. There is talk of the IOL as being like an umbrella spreading over its membership, both individuals and organisations – shielding from the elements but possibly casting too much shade. Richard and I rather think of the IOL from the other direction – as the foundations for the Outdoor Learning sector. All foundations rest in the earth, and the attraction of the Chief Executive role to me, is for me to use my skills, knowledge and experience to cultivate the conditions that allow members and membership organisationstodowhatitistheydobest,andtogrowandflou To this end, our initial focus is on the IOL and ensuring it is meeting its constitutional commitments in an effective and sustainable way.

When I think about the future of the Institute for Outdoor Learning and the possibilities of combining forces with other sector membership organisations, I know there is a task to be done in identifyingthebenefitsofgreatestvalueandimpacttolead shared agenda.

There is the need to develop solutions to the issues that individual organisations struggle to achieve alone – the thorny issues that have consumed energy, time and resources yet remain unsolved.

Forexample,theclarityofa‘go-to’organisationforbothinsid outside the Outdoor Learning sector; workforce recruitment and development; safety and quality badging; and advocacy for a shared vision…Andthentherearethosetasksofincreasingurgenc require collective action, such as equality, diversity and inclusion, and sustainability.

Identifying common overarching themes that Outdoor Learning groups have in common provides a focus for a closer association, What have you been doing in the sector more recently? but at the same time, I believe, there is a requirement to recognise difference, respecting bodies of knowledge and representative Following on from centres, I took on the task of establishing an governance.

OutdoorEducationServiceforTelford&WrekinCouncil.Some six years later, through the collective efforts of a talented and committed staff team, there is now a comprehensive Outdoor Learning package, Challenging each other, as critical friends, will beginning in the schools themselves. Forest Schools, educational make our community stronger, fit for purpose, while visits advice, high ropes in the centre of town, a day provision in and enabling quality decision-making. around Shropshire, a residential centre on the Welsh coast and soon aUK-overseasexpeditionoffer–allbuiltonthelegacyofArthog Any last thoughts to share?

OEC, which celebrates its 60th birthday this year. I will be continuing intheServiceManagerroleonapart-timebasistowhichwill ensure I do think Outdoor Learning has a great back story, but still more to I stay connected with the practicalities of delivery of a breadth of offer those who are growing up, living and working in the 21st century Outdoor Learning.

–theunfoldingimpactofCOVID-19isonlyoneexample.

How have you been involved with IOL before your new role?

Myconclusionafterallthistime,ishowOutdoorLearningis about using the outdoors to support the development of personal MyinvolvementwithpeerassociationsbeganasIrealised the happiness, healthandself-fulfilment,helpingprepareforworka challenges I had in my centre could not be resolved without stepping fostering economic independence, and active stewardship and outsidemyownbackyard.MyfirstcommitmentwastotheNorthern citizenship.

RegionoftheInstituteforOutdoorLearning.Mycontributionas Chairincludedseeingtheregionthroughthefirstyearof Myuncertainty othertakeawayisthathighqualityOutdoorLearningrequi caused by convergence of the different groups to form the charity teamwork, optimism and persistence – by the bucket load. I am that is the IOL, the creation of a professional development thankful to all those around me, throughout my time, who delivered programme run by members for members and being part of the on those qualities. I will do my best in the IOL CEO role by way of founding group for the Accredited Practitioner of the IOL. Currently, return. withpeersfromacrossoursector,Iamtheprojectleadfor‘Future Footprints’whichisaboutdevelopingunderstandingof,andadesire to achieve, a sustainable future environment on our planet through engagement with Outdoor Learning.

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HOW TO BE SUSTAINABLE Not quite sure where to begin? There are plenty of resources for policy, education and business on the Ellen Macarthur Foundation website.

Click here

RICHARD RETALLICK IOL BUSINESS AND OPERATIONS MANAGER

Outdoor Learning popped up at an exciting time for Outdoor Learning in this country. I have been involved in I grew up in West London into a cycling family, so spent every a small way in the industry for a long available moment outside and on my bike exploring the country. time, both with IOL and the Association I would have been considered hyperactive as a kid and whilst I ofway Head of Outdoors Education enjoyedschoolandwasfascinatedbyknowledge,Ididlosemy Centres, and with the RYA and British a little.

Canoeing. I am keenly aware of the constraints that we all work under and Before getting too lost, I was fortunate to be picked up by an how our voice is small and indistinct.

Outdoor-basedyouthprojectwhichwasrunbythelocalcouncil.

TheyencouragedmetogetajobwithPGL,knowingthatanoffice IfIdomyjobwell,Icanhelpcreatea jobwouldprobablynotsuitme.Sincethen,Ineverreallylooked fertile bed for all that amazing Outdoor back: working summers with PGL, then other providers, and winters Learning that happens to really grow teaching skiing. andflourish.Iloveachallenge,and Iwasluckyduringmyearlyinstructionalcareer,asinthethis 1980sa is my biggest one so far. I will try not to let you all down. lackofqualificationswasnotadealbreaker.Igainedahuge amount of experience in a wide range of activities very quickly and I made mistakes.Lotsofthem!However,Ihavealwaysreflectedonmy Anything else to share with Horizons readers? practice and see each mistake as a valuable lesson, so I learn from them, and I try not to make the same mistake twice.

As an instructor I loved the constant of delivering really good IfinallyrealisedthatmaybeIshouldfindacareer–mydadhadchallenge been naggingmeforawhiletoo!Notreallywantingtowork ferent inadifOutdoor Learning sessions that helped every member of the group to develop industry,IfiguredrunninganOutdoorcentremightpaythebills and grow. As a manager I loved seeing and still allow me to teach a bit. So, I gained a degree in Business the team consistently delivering really Administration, stepped into centre management and that is what I high-qualityOutdoorLearningsessions didforthenext20-plusyears. and the challenge of enabling that. I also loved seeing the team blossom on What inspired you to take on this new role with IOL? the back of that.

HAVE YOU GOT A Nowthestarshavealigned(butmostlymykidslefthome!)andthe I am really for hoping to see IOL grow and GREEN MONSTER? positionofBusinessandOperationsManagerfortheInstitute developtoo.Iwanttoseehigh-quality OutdoorLearningflourishthroughout Get the latest insights the UK and for it to be truly valued by about how people value IMAGES the population as a whole.

I have a nature – from page 15.

Background images have been sourced at pxhere.com. Other images have been supplied by dream! n the authors. Photographers retain copyright.

Tell us a little about your background

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Liability & Property Cover for the outdoor activities industry now with ARAG Legal Expenses cover included

Additional covers available on request: • Minibus scheme for Members • Personal Accident & Travel cover • Increased Public Liability cover • ARAG Legal Expenses

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HOW-TO

MAKING IT

HAPPEN IDEAS FOR OUTDOOR LEARNING WITH INDIVIDUALS WITH DISABILITY AND SPECIAL EDUCATIONAL NEEDS

AUTHOR SarahSeaman,TheMuddyPuddleTeacher Sarah has been a teacher for 12 years and created The Muddy Puddle Teacher approach. Sarah is an author and blogger, who trains and consults throughout the UK. Find out more: https://themuddypuddleteacher.co.uk

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MAKING IT HAPPEN

A

s an Outdoor Learning consultant, several times a year I There is a lot of research behind the fact that nature is healing. train and support teachers who are teaching children with Natureisourhabitat,wearenature!Sogetoutthereandcon disabilities,severeautism,orwhoarenon-verbalor with have it and give children time to feel it – absolutely everyone can variousotherspecificneeds.Ialsospendmanyhoursmakingenjoy and it! writingresourcesformySENDteachersandchildren.

Here are three ideas you can put in place today!

MUDDY EXPERIENCE CARDS

Each half-term spend some time sitting down with your staff to create a series of cards with experiences the children can access each day.

They don’t need to be a long experience – just a short snappy 10-minutes out of your day every day.

Obviously you know your children best, so you may need to tailor these cards around your children’s needs.

Here are a few ideas I have tried: Go on a bug hunt, feel the wind in your hair, rain on your skin or grass on your toes. The outdoors presents many sensory experiences for us that calm and relax.

You could also go cloud-watching, count the birds or spend 5 minutes quietly listening to the rustling of trees or the chirping of birds.

It does not have to be anything complex but make sure you go out all weathers because different seasons and weather types present different sensory experiences!

MUDDY WELLY WALKS

You may already go for walks with your lovely children but why not try doing some of them the Muddy Way! If you do not go for regular walks, start by pencilling one in every half-term or every fortnight, building up to one every week when the weather improves.

Add a little fun to your walks by giving them an imaginative theme.

For instance, read the book We’re going on a bear hunt by Michael Rosen – and then go on a bear hunt. Read the story as you go and encourage the children to repeat the words back, or if they’re non-verbal have actions to help with interaction. Children could also tap along, bashing sticks together.

Another great book for rainy days is Watch out for muddy puddles

by Ben Faulks. Every time you get to a puddle children could jump in, or drive through the puddle in their wheelchair, hearing the splashing of the water and imagine seeing the characters the child does in the story.

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It does not always have to be book related.

FEELING THE HEALING POWER

I have often gone on a dinosaur hunt where we have wondered and been curious.

To learn more about the profound impact of nature on well-being – from reducing stress hormones, to reliveing symptoms for health issues like heart disease, depression, cancer, anxiety and attention disorders.

If we have found broken sticks we think how a dinosaur may have stepped through. At the end I have had a giant blown-up balloon of a dinosaur.

The children loved it!

Children do like to find something at the end, so if you do have the time it is well worth sending a staff member out to plant something on the route.

For instance, at Easter I would lay a trail of broken carrots with Peter Rabbit waiting for us at the end.

Click here to read this article by TIme.

Let those imaginations wander and take the children’s interests into account too – why not go for a Harry Potter or Spiderman walk?!

Have a full ‘Muddy spring day’ or ‘Muddy winter day’ where the whole day is focused on that season, using as many real items as possible focused around that season.

So for instance, if it’s autumn have lots of acorns, pine cones and conkers at the ready!

Start the day by going for a walk in a green space, take a little brown paper bag, find items and pop them in your bag.

You could also send a brown paper bag home before the day for children to bring items in from home.

Once back in the classroom, look through your items. Help children with dexterity challenges to touch or hold the items and support them with feeling the textures if they are happy for you to do so.

MUDDY SEASONS

Talk about the colours you see and sort the items by size, texture and length. You could then make something with them – a natural art picture for instance.

Spend the rest of the day surrounding yourselves with that season.

Play seasonal music, make art and crafts, such as painting sunflowers in summer and making cloud mobiles with droplets of rain coming down for autumn.

The children could also dress in a colour that represents that season, such as a yellow t-shirt for spring.

In your continuous provision, you could have conkers on a tuff spot (a heavy-duty plastic play tray) with ramps for them to roll down in autumn, or sunflower seeds in a tray to play with n

IS IT SECURE? Read about Outdoor Learning in restrictive settings, including in a secure children’s home from page 24.

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GREEN MONSTERS

TAMING OUTDOOR LEARNING ’IN THE WILD’ AUTHOR MattHealeyFRSA,CentreforGlobalEco-Innovation, Lancaster University Since the mid 1990’s Matt’s work has largely focused on promoting social and environmental equity through innovation in the performance of high-quality Outdoor Learning. In advocating nature-based learning’s power to affect pro-environmental decision-making, his sectorsponsored PhD study is designed to support Outdoor Learning in the promotion and development of new pro-environmental learning opportunities.

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hisarticleintroducesauniquepieceofIOL-sponsoredresearch fromtheCentreforGlobalEco-Innovationthatbeganduring thedarkdaysofCOVID-19.WenotedthatafterthefirstUK lockdown, the way lots of people valued nature was as a thing to be exploited.

This was surprising, as stories of the importance of looking after our natural environment were everyday events in the public media.

However, since this study began some important new evidence has beenrevealedthatshowstheUKtobetheleastnature-connectedof any country in Europe (1) and so less likely to make good decisions for the environment. This strikes us an opportunity for Outdoor Learning to realise its future potential in an increasingly important way.

Introducing the Green monster We are all aware of new responses to the challenges of climate change.Forexample,internationalgovernments’strategiesfor so-called‘EducationforSustainableDevelopment’(ESD)areleading tonewtypesofpro-socialandpro-environmentallearning.Notjustin Outdoor Learning (OL), but in the health, environment, arts, tourism, and hospitality sectors, all of which overlap with each other.

Becausethesepowerfulstrategiesarestronglyflavouredwith complex blends of social, economic or political ideas, they create a kind of moral anxiety in people struggling to make sense of what is, orisnot,‘Green’.Thisanxietycreateswhatwehavesymbolically labelleda‘Greenmonster’. climate-changethinking.Theyarehappeninginwayswhichmay

innovate new forms of OL, but also change how Outdoor Educators A way of thinking about how people make good moral decisions is thinkprofessionallyabouthumanityandtheearth-systemi atheorycalled‘ordersofworth’(2).Indescribingordersofworth, weacceptthateveryoneinhabitstheirown‘socialworld’ So, and how uses do weit measure the value of Outdoor Learning? to make sense of different social situations. Our individual ways of makingsenseofthingsactuallycomefromeight‘commonworlds’ weto direct attention to different ways of valuing nature in We want all share, based from market, industrial, civic, domestic, inspirational, ourwork(i.e.throughenjoymentofnaturalbeauty,asaproxyfor fame,project,and,greenmoralviewpoints. the workplace, providing physical challenges or adventure) but

also how we evaluate the impact on nature from our work (i.e. as By noticing how people decide what is more or less worthwhile it aneducationaltool,asamarketingstrategy,asabush-crafti is possible to explain how a shared common sense for any given resource). situation is arrived at. It is how these different versions of common sense emerge as we build compromise that tells us how Whilst many ways of measuring the value of OL, such as TripAdvisor powerfultheGreen‘commonworld’isinOL.Thediscomfortpeople or the AHOEC Gold Standard, have become accepted, OL trades in feel when wanting to do the right thing for the planet, but have to productsthatresistbeingmeasuredsimplyas‘value e formon compromisewithother‘socialworlds’,leadstoakindofecological all recognise the things people get from being in the outdoors that anxiety and the appearance of our Green monster. moneyjustcan’tbuy.Theseso-called‘peculiargoods’oftenapp The human(s) versus nature(s) problem

when markets experience uncertainty, as is happening now, as we try torecoverfromthemanyunforeseeneffectsofCOVID-19.

The most obvious example of a Green monster, wrestling with Evidence shows how uncertainty (climate change) alters what individuals, organisations and nations is the growing moral urgency is commonly understood as valuable, and so affects the way in arisingfromourincreasingconcernforclimatechange.Humanwhich people choose whether to favour new or novel products. inflictedclimatechangestartedatapointsomewherebetween the versionsofcommonsensecanactuallyshapenew So‘peculiar’ industrialrevolution(c1790),andtheendofWWIIin1945,when markets. Similarly, because we tell the world what we are good pollution from the burning of fossil fuels was being released into the at, new ways of measuring value also can develop new market atmospherequickerthantheEarth’ssystemscouldcopesolutions withit.

This that are socially and environmentally concerned, yet also hasledustoauniversallyaccepted‘anthropocentric’ meaning ( commercially interested. human-centred)impactontheworld’sclimate.

Byintroducingpeopleto‘real’nature,OLexpertlycreatesna Byfinallyacceptingthathumanitydoesnotexistasseparate from value.

Whenthisislinkedtowaysthatevaluatenature-val nature, we are grappling with a massive change in human – nature oftentalkaboutimprovingthe‘eco-logical’valueofnature relationships.ItisnowonderthenthatthebenefitsofOL,minds providing ofourclients.Yet,arecentanalysisusingthepsycholog learning experiences by bringing humans and nature together, are basedmeasureof‘nature-connectedness’hascalledintoqu beingtested.Thisisbecausenew‘socialworlds’areemerging somefrom ofthestorieswetellaboutthevalueofOLtoUKsociety(3).

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GREEN MONSTERS

FIGURE ONE: Realising potential sites of evaluation for Outdoor Learning

thinkingandweakandstrongeco-logicalthinking.Thisispla andthenamplifiedaswecollectivelydeliverhigh-qualityOut Learning. Therefore, we argue that the failure of people to meet the of climate change is not through lack of reason, but in fact Toputthisimportantpointgently,newevidencefromthedemands ‘ecoa crisis of educational communication. sciences’,teachingusaboutthe‘real’ecologicalvaluethrough ofnature, doesn’tmatchacceptedcommonsenseresponsestoclimate So, what? change, or the way we measure their success. Therefore, our untamed Green monster demands we attend to our proximity to Trapping Green values inside economic growth, as in ESD, fails to irreversible climate change, and forces us to question the role of fullycommunicatethatuntilmoney,currentlyusedastheall someestablishedformsofOL‘commonsense’. measureofallthings,fullyincludesrealmeasuresofeco-logic value, human politics and economics will stay forever tangled up with Taming the Green monster uneven and unsustainable global economic growth. This inevitably leadswild’. to further negative cycles of climate change.

Frustratingly,Greenmonstersareveryhardtotame‘inthe Perhaps taming them requires new management practices, as well ourcurrent,21stcenturyunderstandingofnature assomestrategicre-orderingofourprofessionalframesTo ofdescribe reference. wepoint Yet,becauseourexistingwaysofmeasuringnature-valuecome from totheaward-winningDasguptaReview(5).In201,this UKgovernmentsponsoredreviewsupportedare-evaluationo the‘humanview’ratherthanfromthe‘earth-view’,eventhe Green worthof‘naturalcapital’promotingtheESDagenda,butwitho worldremainsfirmlyhuman-centred.So,tofullytameourGreen challenging monstertobehaveitselfinanew‘eco-logical’economywill demanda belief in unending sustainable economic growth.

Dasgupta argues that as a complex concept, natural capital significantwork.

ToparaphrasethethenSecretaryofStateforEducation(4),

‘How do we translate ecological anxiety into ‘eco-logical’ agency and so promote different types of human-nature well-being?’

REFERENCES

1. https://www.theguardian.com/environment/2022/jun/23/britain-ranks-bottom-in-europe-for-

nature-connectiveness?CMP=Share_iOSApp_Other It has been suggested that we should be talking to the Earth more 2. Boltanski, L. and Thevenot, L., (2006) On justification: Economies of worth. Princeton about its preferred leadership style. Unfortunately for planet Earth, University Press., p.225.

3. Richardson, M. et al., (2022) Country-level factors in a failing relationship with nature: Nature thehuman-centredtraditionsofscience,politicsandsociety have connectedness as a key metric for a sustainable future. Ambio. DOI: 10.1007/s13280-022beenhard-wiredovermuchofourhistory.Nature-valueistherefore 01744-w taken for granted by economists, policymakers and of course, 4. https://www.gov.uk/government/speeches/education-secretary-speech-at-the-naturalhistory-museum?utm_medium=email&utm_campaign=govuk-notifications-topic&utm_ Outdoor Educators. Yet, what we now know, is that to be truly source=df08e5ca-1f12-4fb1-a9dc-478410ae53f6&utm_content=daily ego-logicalinvolvesawiderviewthatallowsustobuild newversions 5. Dasgupta, P., (2021) The economics of biodiversity: The Dasgupta review. London: HM of‘commonsense’thatbringbotheco-centricandhuman-centric Treasury.

6. Macnaghten, P. & Urry, J., (1999) Contested natures. London: SAGE Publications. (cf. pp. viewpoints together (see Figure 1).

31-74 and pp.185-199).

The potential for new movements in OL to innovatively challenge IMAGES AND FIGURE climatechangethroughourparticular‘brand’ofeducation istherefore Photographs have been sourced from pxhere.com except for author profile image which has been supplied by the author. Photographers retain copyright. Figure has been supplied by the foreshadowedbyvaryingdegreesofstrongandweakhuman-centred author who retains copyright.

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WHY DON’T YOU WEIGHT IT UP? Have a read of the award winning Dasgupta Review and make your mind up about the criticism it has faced Click here to download the report.

demands an approach similar to portfolio management by the increasinglyeco-logicworldview. concernedindividual,toweigh-upnew‘accounts’ofnaturalcapital andbecomea‘citizen-investor.’

We understand OL as the theory and practice in the art of Outdoor But, as we can see from the way measurements of nature are teaching,influencedbyand describedabove(capital,portfolio,accounts,weigh, up,investor influencingthesocial,political etc.),thisnormalisingofhuman-centredeconomicsledtoDasgupta and psychological development of gettingsomeprettyfiercecriticism.Inkeepingtothetraditional learners, in their view own context. So, oftheeconomywhenevaluatingnature’sworthDasguptaholds making the best account of OL in natureasaseparatedepreciatingassetforhumans’consumption changing our knowledge economy, andconfusestheconceptofwell-beinginaneconomicsense, sofuturecitizen-investorslearn withthatofwell-beingviewedfromaneco-logicalperspective.

This aboutan‘eco-logical’world,isofkey means ecological value is dominatd by economic value. In much importance. thesamewaythe‘commonsense’ofwhatwethinkofas‘The Environment’and‘TheCountryside’havebeencreatedover But as time, Outdoor to Educators we should justifydifferentsocial,moral,economicandpoliticalvalues ponder (6). this:whenwethinkofwellbeing,whoseorwhat’swell-being If you’re reading this, you’ve already enlisted in ‘the battle of the arewethinkingof?Ourownhumaneco-sciences’ centred thinking is deeply enfolded withincurrentversionsofso-called This is the problem at the centre of the political battle between common sense, and is therefore ecologyandeconomics.InOL,learners’emotional,individual amplifi andedacrosssocietythrough spiritualaccountsofnatureareveryoftentranslated ongoing intoversion(s) knowledgeof OL. based, generalised and economic ones for evaluation purposes.

So how So,nowwefinallygettoourbigpointhere:althoughthesocial anddo we get better at taming theseGreenmonsters‘inthewild’? economic measurements of OL stand inside society and economics, We leave you with an experimental the nature worth of OL is framed as standing outside of nature. How question. Using Figure 1, mark the do we design new ways to measure our positive impact on natural place where you think the value(s) capital that appreciates nature itself, rather than treating it only as a of OL sit, and then consider how depreciating human asset?

OL’sperformanceismeasured,most ofthetime.Now,doyouseeany In recognising these tensions between our faith in the economy and monsters? emergingevidencefromclimatescienceithasbeennoted that‘faith entersbythedoor,andscienceleavesbythewindow.’Itisonlyby Please joinusinthedebate, jumpingintothisuncomfortablesettingthatweareable toexplore GOT A VIEW ON considering how we can develop how OL can be promoted and delivered in new ways to meet new CLIMATE? new ways of valuing nature in our social and environmental concerns. work, as well as thinking about how Find out where the we can measure that value from an As untamed Green monsters get ever closer, we wish to provoke environment fits on eco-logical pointofviewthatvalues furtherdiscussionsofhownewandinnovativeconceptions ofnaturereaders’ radar from planet,peopleandoursector’s value can be used to tame them, and so lead future page 41. sustainability together n generations of learners, funders and policymakers towards an ISSUE 98 SUMMER 2022

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PROGRESSION INTO OUTDOOR LEARNING

NEW SERIES

PROVISION OF OUTDOOR LEARNING

PROGRESSION AND THE DEVELOPMENT OF AUTONOMY OR CAPABILITY TO CHOOSE TO ACCESS OUTDOOR RECREATION OR LEARNING

AUTHOR Dave Harvey Dave has recently completed a PhD through the University of Cumbria, looking at the development of progression and ecosystem models to enhance engagement in Outdoor Learning. He is currently working as a Lead Practitioner at Langdale C of E Primary School in Cumbria.

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n their guide to High Quality Outdoor Learning (HQOL), the EnglishOutdoorCouncil(EOC)suggestprogression‘fromearly yearstolifelonglearning’asacorethemethatcanleadtolifelong physical activity and improved health and wellbeing (1). However, while progression may be inherent in the education system and recreational skill development, there is little overall sense of either what progression actually consists of in terms of Outdoor Learning (OL), or how these goals can be achieved.

At their heart, ideas about progression associated with learning are based on a view of learners as individuals who already possess a range of prior knowledge, skills, attitudes and behaviours which influencehowtheyrelatetoandinterprettheworld(2).New knowledgeandmeaningareessentially‘constructed’fromexisting knowledge and beliefs as learners access and build on new experiences(3,4).Fromthisperspectivealllearningtherefore involves progression. Facilitators of Outdoor Learning need to understand the pathways along which students are expected to progress, designing experiences that enable them to derive meaning Learn more about the nature of expertise, the implications for and value from them. teaching and how to create effective learning communities – from How people learn edited by John D. Bransford, Ann L. Brown and Progression is based on continuity of experiences Rodney R. Cocking (2). Click here.

HOWPEOPLELEARN

over time, allowing learners to construct new knowledge, skills, attitudes and behaviours from their existing ones.

is achieved varies according to the group leader, the centre delivery InthefieldofOL,whereexperientiallearninghasbeenwidely model and the operational constraints under which the providers adoptedasanunderpinningphilosophyinpost-industrial western operate. civilisations (5,6), this approach is often articulated through the ideas of John Dewey and is supported by a large body of literature.

The shortened courses that are prevalent today often rely on the ForDewey,writingalmostacenturyago(7),educationwasabout skill of the tutor to forge the narrative thread that links the activities achieving a continuity and leads children through a progression of outcomes, rather than an ideal activity progression that builds on experiences. It is also often the case that the whole residential often represents an isolated in which the past and present interact to create the special event in the school calendar rather than being part of a future, and the meaning of such interaction is directly clearlyidentifiedwiderprogression1). ( correlative to the connections we make in the process.”

“

Progressionpathwaysarealsoevidentinmanywell-establis skilldevelopment, leadershipandcoachingcoursesrunbyNa Dewey’sideassuggestthatlearningcanbeseenasa‘trajectory of Governing Bodies NGBs) ( ,andthroughthebadgeschemesoffered development’(8)thatlinksexperiencesacrosstime,ratherthanaset to Guides and Scouts. Award schemes such as the Duke of of discrete events.

EdinburghandJohnMuirAwardofferasteppedapproachaccessib beyond school age, although there is no requirement in either The existing picture scheme to have completed lower levels before accessing higher ProgressionpathwaysdoexistinthefieldofOL.Intheformalones. educationsectortheUKhomenations’curriculaoffervarying opportunities, although the differing levels of support for (and Progression pathways exist in specific domains but developmentof)OLineachcountry’sschoolsleadstodiffering there is no linking thread that connects the Outdoor outcomes.

Learning experiences someone may have across

their lifetime.

TheEnglishNationalCurriculum,forexample,maintainsadispersed approach to OL that has unfortunately left implementation decisions The challenge of progression toindividualteachersandschools(9).Incontrast,teachersin Scotland are encouraged to Although opportunities for progression in OL appear to exist in multiple formats, there is no obvious connection between them that “take full account of children and young people’s previous meets the HQOL goal of progression across the life course. experience of outdoor learning” (10) In a school context, curricula are dependent on a sense of purpose when planning progressive OL experiences. whichdirectlyinfluencesdecisionsaboutcontent,pedagogya assessment (12). The interrelatedness of these aspects of teaching Inthenon-formalsector,residentialsofferopportunities foryouth and and learning would seem apparent, but it is only with this underlying school groups to build on prior learning but the degree to which this ISSUE 98 SUMMER 2022

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PROGRESSION INTO OUTDOOR LEARNING

sense of purpose that they can be linked coherently: there needs to A participant perspective beanideaofwherethelearningisheadingA(13). similarsenseof purpose is evident in the progression examples outlined above, made Recent attempts to articulate OL progression over the life course possible as the pathway is controlled by a single body, whether it is a have led to a number of different models. Human development youthorganisation,school,orNGB. (14)andpro-environmentalbehaviour(15)havebeensuggestedas linking goals, while an alternative view maps a range of opportunities WhenweconsiderthewiderfieldofOL,though,withitsspectrum of age and stage of development with potential outcomes (16). against provision,itismuchhardertofindasharedsenseofpurpose.

Providers naturally focus on their own offer which, understandably, Common to all three models is the idea of progression over time and often relies on either the underlying organisational goals or their own an implied focus on the individual who is likely to engage with a skill, resources, values and interests. If the OL sector genuinely variety of provision over their life course, some experiences values the idea of progression then it perhaps requires a model that facilitated by organisations that they are involved with, some by develops a more coherent approach to delivery across the sector and themselves in an outdoor recreation (OR) context. linking one provider to another.

The‘connectingthread’isthereforetheindividualsthem A purpose for Outdoor Learning? makes sense to reconsider how we look at progression and to perhaps switch our view from a progression framed by providers to The question of a broader sense of purpose for OL is not new. At the onefocusedontheindividualparticipant’sperspective.As 2016 IOL conference Valerie Hannon posed the question out above, both providers and participants engage with OL for a wide varietyofreasonsthatrelatetotheirshort-orlong-term What is Outdoor Learning for?”

“

Individuals and their life paths are the common factor linking all experiences.

framing the question in terms of the challenges facing society on intrapersonal, interpersonal, societal and global levels.

Ultimately,providersarelimitedintheirinfluence,astheyc offer a service that participants choose to engage with. The capability of an individual to be able to genuinely choose whether to The answer depends on your perspective and, given the breadth of participate or not is therefore critical in effecting future engagement. approachesthatconstitutethefieldofOL(see‘Describing Outdoor Learning’in Horizons 94),itisunsurprisingthattherearenumerous Autonomy as a goal for Outdoor Learning provision possible answers to the question.

Positioning the development of autonomy (the ability to make a The potential development of personal and social skills, knowledge, reasoned choice about a course of action) as a purpose for OL attitudes, values, and behaviours may sit amongst wider goals of provides a means of linking various experiences that would otherwise identity-formation,environmentalstewardshipandaction, health, be unconnected (see Figure 1). wellbeing, employability, organisational effectiveness, and preparationandsupportforrecreationorsocialjustice.

For providers who may only ever have one opportunity to work with an individual, the challenge of linking opportunities together is clearly problematic. However, if a broader view is taken that encompasses progression over the life course it may be possible to resolve this dilemma.

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Autonomy is the ability to make a reasoned choice about one’s course of action and to be responsible for this choice. Agents are beings with the capacity to act, to behave as subjects rather than objects in their own lives in ways that make a difference, and ‘agency’ denotes its enactment.

IT’S A NATURAL PROGRESSION

FIGURE ONE: Engagement with Outdoor Learning and Outdoor Recreation over time

Whatever the goals of a particular intervention or experience from the that participants can potentially access provider perspective, the participant will take from it their own OL experiences that help them to meet meanings and interpretations. If, however, there is a goal of their goals, whatever they may be, but facilitatinglonger-termengagementwiththeoutdoors there tomeet are a range of factors that help or societal health, wellbeing and environmental goals, then all provision hinder this. For someone with money, cancontributebyhelpingtodevelopparticipants’capability confidence, toknowledge choose andequipment being outdoors for its own sake and leaving it up to the individual to forexample,accessmaybesignifi determine the value or outcome. cantly easier than for someone without those privileges.

For younger children, developing autonomy involves becoming familiar with and comfortable in the outdoors. As they grow up, For providers or practitioners, the young people develop their independence and interests which, for question then becomes one of what some, may lead to a desire to access Outdoor Learning and can you do to overcome some of these Recreation activities. barriers. Being able to help learners who are achieving their goals with Research carried out as part of my PhD highlighted the importance next steps is equally important and ofvaluesheldabouttheoutdoorsininfluencingtheactions underpins ofpeople the idea of effective learning who occupy positions of authority. This suggests that developing transfer(2,718)implyingthat thosevalueswouldbehighlybeneficialtothelong-termchallenge practitionersof need to provide onwards addressing issues of inequitable access to the outdoors. guidance if their input is to be part of a progressive set of experiences (see Thecapabilitytochoosetoengageishighlysignificant,asit means Figure 2).

National Resources Wales have created a natural progression model to help explain that everyone has the potential to move, step by step, from being in and connecting with the natural environment to establishing lifelong positive behaviours that will encourage all of us to look after our world.

Click here to download.

FIGURE TWO: The development of autonomy

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PROGRESSION INTO OUTDOOR LEARNING Benefits

Thebenefitsofastrategythatcontributestowiderpartici autonomy reach beyond the participant. Greater interest in and capability to engage with outdoor experiences potentially increases demand for all aspects of OL provision, supporting a rich and vibrant sector. A coherent approach, articulated by the sector, also helps to demonstrate how the sector is contributing to meeting policy goals related to the critical agendas of health, wellbeing and the environment.

In this vision no single provider will be the sole source of OL interventions across a lifespan, so a further question arises regarding how provision can be connected for best advantage. This article hassuggestedthedevelopmentofindividuals’autonomy,ort capability to choose to access Outdoor Recreation and Learning as an underlying purpose for OL. The next article will look at the current scale of participation in OL n This article is the first of a series summarising the findings from an IOL-sponsored PhD looking into the provision of Outdoor Learning. The thesis itself details the background literature and the empirical research that supports the ideas put forward here. The thesis will be available on the IOL website shortly.

Implications for the sector

Most people access the outdoors for recreation purposes. Facilitated Outdoor Learning can lead to increased participation in Outdoor Recreation.

REFERENCES

1. EOC (2015). High quality Outdoor Learning. English Outdoor Council. (p. 3)

2. Bransford, J. D., Brown, A. L. and Cocking, R. R. (eds) (2000). How people learn: Brain, mind, Such a change of perspective immediately poses questions for the experience and school. Washington DC: National Academy Press. sector, as it asks providers what they could or already do to help 3 Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice.

Abingdon: Routledge. more individuals access more OL. It also suggests a closer link 4. Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning, between learning and recreation, as many of the wider sector goals Journal of Research & Method in Education, 5(6), pp. 66–70. relating to health, wellbeing and environmental sustainability may 5. Rea, T. (2008). Alternative visions of learning: Children’s learning experiences in the outdoors, Educational Futures, 1(2), pp. 42–50. onlybeachievablethroughlonger-termrecreationalengagement.

6. Beames, S. and Brown, M. (2016). Adventurous learning: A pedagogy for a changing world.

Abingdon: Routledge.

Significantly,italsosuggeststhatprovidersleaveoutcomes to 7. Roberts,up J. W. (2012). Beyond learning by doing: Theoretical currents in experiential learning.

Abingdon: Routledge. (p. 59). participants. Such a shift seems to be at odds with the focus on 8. Hayward, L. et al. (2018). Learning about progression – Informing thinking about a curriculum evidence-basedpracticethatisapparentineducation today,but for Wales. CAMAU Project: Research Report (April 2018) University of Glasgow and University of a theory of change approach allows both perspectives to coexist.

Wales Trinity Saint David.

9. Prince, H. E. (2018). Changes in outdoor learning in primary schools in England, 1995 and Theories of change suggest that outcomes are owned by the 2017: Lessons for good practice, Journal of Adventure Education and Outdoor Learning, pp. participant,andtheprovider’sjobistofacilitatethat 1–14. processwhile contributingtoalonger-termimpactthatliesbeyondthe programme.

10. Learning and Teaching Scotland (2010) Curriculum for excellence through outdoor learning.

Available at: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf. (p.12) Thoselonger-termoutcomes,orimpacts,arethethingsthat happen 11. Harvey, D. (2011). Using personal goal setting to individualise the outdoor education centre afterwards and that the provider does not control. experience, Horizons, 53, pp. 16–19.

12. Donaldson, G. (2015). Successful Futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Questions for the sector to consider 13. Black, P., Wilson, M. and Yao, S.-Y. (2011). Road maps for learning: A guide to the navigation of learning progressions, Measurement, 9(2–3), pp. 71–123.

14. Loynes, C. (2019). A national framework for outdoor experiences. University of Cumbria.

For providers and practitioners: Ambleside.

• How does their practice contribute to autonomy?

15. Natural Resources Wales (2021). What’s your connection with nature like? Available at: • How do providers link what they are doing with what came https://naturalresources.wales/guidance-and-advice/business-sectors/education-learningand-skills/whats-your-connection-with-nature-like/?lang=en#:~:text=in your browser.-,A natural before or could come next? progression,to look after our world. (Accessed: 26 June 2021).

• What additional knowledge and skills are needed for 16. Robinson, A. (2018). Describing a childhood progression in outdoor learning. Available at: practitioners to develop their participants’ autonomy with https://www.outdoor-learning.org/Portals/0/IOL Documents/About Outdoor Learning/Childhood Progression Model v1.4 June 2018.pdf?ver=2018-09-17-122722-430 (Accessed: 12 April 2021). regard to accessing OL or OR? 17. Seaman, J. (2008) Experience, reflect, critique: The end of the “learning cycles” era’, The Journal of Experiential Education, 31(1), pp. 3–18.

From a participant perspective: 18. Cooper, S. (2018). Living together: Making the most of the residential experience in outdoor • What opportunities and support systems need to be in place to and adventure education. In Jeffs, T. and Ord, J. (eds) Rethinking outdoor, experiential and informal education. Abingdon: Routledge.

•

enable them to be able to link progressive OL experiences that develop autonomy?

How can the sector contribute to a progressive engagement as a collective and move beyond individual providers?

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IMAGES AND FIGURES

Photographs have been sourced from pxhere.com except for author profile image which has been supplied by the author. Photographers retain copyright. Figures have been supplied by the author who retains copyright.

OUTDOOR LEARNING IN

RESTRICTIVE SETTINGS

DELIVERING OUTDOOR EDUCATION WITH ADOLESCENTS THROUGH CAMHS TIER 4 IN-PATIENT UNITS AND A SECURE CHILDREN’S HOME WITHIN THE SOUTHEAST

AUTHOR Hampshire Outdoors – Hampshire County Council

HampshireOutdoorsformspartofHampshireCountyCouncil’sS and Participation service and works with schools, colleges and the wider public to provide a variety of Outdoor Learning opportunities.

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Within each unit, there is one dedicated Outdoor Education practitioner with skills, knowledge and experience of working with young people with complex social, emotional, mental and developmental needs or learning disabilities. They work alongside other agencies to support their care and education.

Our OE practitioners collaborate with existing educational and therapeutic teams, to create and deliver suitable and appropriate activities within constricted parameters or a secure unit. Activities are variedandsome,suchasoff-sitetripsinvolvingformallyappro leave to activity centres, involve liaising with multiple teams to seek the relevant permissions, funding and assessment of risk. By contrast, other activities might simply involve a discussion around topical issues such as conservation or climate change; or hearing aboutadventurousachievements,suchasPreetChandi’sso across Antarctica.

Across all of the settings, young people participate in the Bronze and Silver Duke of Edinburgh (DofE) Award. Both educational and care staff support the completion of the award through a collaborative approachandpositiverelationship-building.Ifayoungperson learning how to cook or cut hair as part of their education package, ealth,well-beingandself-developmenthavebeenrecognised for example, evidence of this can be submitted as a skill towards their askeybenefitsofOutdoorLearning.Overrecentyears, award. there has been an exponential growth in therapeutic outdoor initiatives and programmes being developed and utilised for mental Ultimately,theworkisvaried,rewarding,enjoyableandtrul healthandwell-beingbenefits.Atpresent,nationally,over150 make a difference. Each visit brings a new surprise and this requires young people are residing in 60 secure settings around the UK, ourOEpractitionerstodemonstrateflexibility,adaptabili havingbeensectionedundertheMentalHealthAct(1983)or creative, positive mindset. deprivedoftheirlibertyunderSection25oftheChildren’sAct(198) [for secure homes] or through the Youth Justice System.

Challenges

H

Since2019,HampshireOutdoorshasbeenworkingintheeducation ThejourneytoestablishingOutdoorEducationineachofthe departments of three Southern Health Child and Adolescent settings has not been without its challenges and will continue to MentalHealthServices(CAMHS)adolescentunitsandoneevolve secure as the needs of patients and young people evolve and Hampshire County Council residential home, to deliver a bespoke change.

Outdoor Education (OE) programme suited to the needs of the young people within these settings.

Our OE practitioners have encountered a combination of challenges, includingcomplexcare-planrequirements;restrictionsast type of OE activity that can be delivered; and varying levels of Each of these centres is unique and accommodates young interest and motivation in both the young people and staff living and people with a wide variety of social, emotional, mental health and workingthere.Nevertheless,workisalwaysdelivered , withh neurodevelopmental needs. compassion and empathy – all necessary qualities to successfully support the young people with their complex needs.

One is a mental health service for those detained under the Mental Health Act with complex mental health needs which mean they Managing risk pose a risk to themselves.

The second is a mental health inpatient unit for young people posing a risk to themselves or others. Some patients are detained under the Mental Health Act and some may be subject to Ministry of Justice restrictions.

The third is an acute adolescent psychiatric service, specialising in the management of young people with anorexia nervosa.

Many patients at this unit may stay for a shorter duration, or until such time as they can manage their conditions safely within the community.

Lastly, the secure residential home specialises in supporting young people with complex needs who present a significant risk of harm to themselves or others, or who have a history of absconding and are likely to do so again from any unsecured accommodation.

These young people are detained under Section 25 of the Children’s Act 1989.

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OEisseenasapositive,focusedindirecteducation-basedfor personal and social development that supports positive risk decision-making

Positiveriskdecision-makingwithineducationatthesecu settingsdemonstratestostaffinthemulti-disciplinete that the young people are consciously considering themselves, their environment and the people within it.

IMAGES

Images have been supplied by the author. Photographers retain copyright.

SEE SECTION 25 CHILDREN’S ACT Click here to learn more about secure accommodation orders under Section 25 of the Children’s Act 1989.

Young people are, of course, properly supervised throughout and Engagement dependingonourstaff’sprofessionalevaluationandtheadviceofthe NHSteams,ayoungpersonmightuseaTrangiatocookoutdoors, or Throughout the delivery of this work, it theymightuseleather-craftingtools.Individuallearning is notprogrammes only the young people that our are created to suit their interests and needs to give them the best teams need to engage. Within these possiblesuccessesforthefutureandnurturealife-long interest in agenciesandMDTswork units, multiple the outdoors. together to provide care, education and therapytotheirpatients.Notallviewor For example, there may be times when revised restrictions are put value Outdoor Learning as we might, in place for individual young people to help manage any changes so from the administration right through inrisk.Thiscouldaffectaccessto‘groundsleave’ortoany private to the directors, we work to show the gardenswithinthesettings.Deliveringoutdoor-themed activities benefitsofOutdoorLearningforthe in these instances certainly presents a challenge, and our OE young people through safe, accessible practitioners are required to be creative to ensure that the young activities. people they are working with do not go without the opportunity for learning.

Hampshire Outdoors believes in the inclusivity that Outdoor Learning AsOEpractitioners,wemightviewabushcraftknife,aflintand steel provides to any young person from (firestriker)andanopen(non-gascontrolled)flameasnecessary any background or circumstance; and tools for bushcraft sessions. However, for young people with complex aims to encourage Outdoor Learning to mental health needs, these are prohibited items and therefore happen no matter what the barriers. unavailable for us to use on the units. Ropes, slack lines, and battery-operatedelectronicequipment(suchasGPSunits) are also At the heart of our work is a passion toolsneedingconsiderationandextensiverisk-assessment to people with to engageprior all young their use. theoutdoors,supporttheirselfdevelopment and create opportunities for achievement. The efforts so far Supporting treatment within these units have been well received by the educational managers, Some young people are undergoing treatment for anorexia nervosa.

They are under a strict and necessary management of calorie control psychiatrists, consultants and most importantly the young people and feeding to ensure their body mass index increases to a healthy themselves. As ever, we seek to percentage where they can be discharged with community mental develop our own skills and knowledge, health team support. research and resources, and would welcome the implementation of a In these circumstances, activities must be carefully planned not professional network of practitioners toimpactonrecovery.High-energyoutdooractivities,such as working within secure units to share kayaking, climbing etc. are understandably very limited in the offer.

TAKING NOTE Instead,whatisprovidedareholistic,low-energy,creative bestnaturepractice.

OF NATURE basedoutdooractivitiesorachievement-basedOutdoorLearning programmes,suchastheJohnMuirAward,DofE,NOLAorFirstAid. To get in touch please contact the See page 37 for Participation team within Hampshire During the spring and summer months, the young people may work Outdoors,viaoutdoor.education@ summer nature notes ontheunit’sallotment;planning,planting,weedingandgrowing and how to make a hants.gov.ukoron0196287 n vegetables which are then provided to their canteen, thereby pop up meadow. supporting positive relationships with food.

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A MATTER OF ADAPTIVE

EXPERTISE

DOING RIGHT

INSTRUCTOR EXPERTISE – IT DEPENDS ON MANY MOVING PARTS

AUTHOR Loel Collins, Researcher and Trainer With over 35 years experience in the Outdoor sector, Loel is a Lecturer in Sports Coaching at the University of Edinburgh. He is also a senior coach developer with Greymatters Performance Ltd UK. His doctorate and research interests lie in judgement and decision-making in complex environments. Email at: Loel.Collins2@gmail.com

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oratypicalOutdoorprofessionaltherearemany‘movingparts’ thataffecttheirprofessionalpracticeanddecision-making.We work in dynamic environments, our workplace is continually changing and adapting, our groups consist of individuals who all arrive with different needs and wants that change as we work with them.

For the Outdoor and Adventure professional, varied environments combinewiththeimmensevarietyofhumanityandwefindinfinite possibilities and opportunities for development: at the same time our ‘raisond’être’andourgreatestchallenge.

Fromadecision-makingperspective,tothriveinsuchcomplex workspacestheprofessionalneedsseveralskills;firstly,tobeable to identify, obtain, and utilise information about the environment and individuals in their groups – typically via a high level of situational awareness(thesubjectofalaterarticle),enablingtheinstructorto understand the combined demands the group and environment pose.

In addition, the instructor has to be able to identify and disregard irrelevant information and knowledge and more complexly be able to repurpose partially relevant information and knowledge based on the aboutaspecificthingortheabilitytoreproduceanidentica instructor’sownprofessionalexperienceandskills.Asmymentor consistently. advised in my apprenticeship:

“

“You have to know what to act on, what to store for later and what to ignore.”

Marcus Baille (1991)

These skills combine an enable the instructor to operate with a professional autonomy that is rooted in several practical skills: • • •

Having knowledge of technical and tactical elements of an activity; Utilising their decision-making knowledge and skill, based on their understanding of the situation’s demands Taking a professional responsibility to continuously develop and improve by learning from their own experiences and those within their community of practice

“

The Instructor has to be able to: do the right things, in the right place and the right time with the right people”

Mees & Collins (1)

In contrast, adaptive expertise is more about adaptation and the application of less. In particular, in our setting, responding to the demands of the environment and individuals in the group with a set of transportable tools.

Adaptiveexpertiseismulti-dimensionalandrelevanttopa roles and contexts, such as teaching, coaching, and outdoor instructionAdaptive (3). expertiseiscriticaltoworkingacro changingdomains,learninginnewfields,transportingskillsfr onedomaintoanotherandmaintainingflexibility.Itbecomesc whentheautomationhighlightedinourfirstarticle,andlac cognitive engagement in our second, compromises safety.

Consequently, adaptive expertise is essential because it enables the professional agility required to ensure both safety and educational quality.Soundjudgmentanddecision-makingfacilitateadap expertise.

Imagine the value of an instructor who is consistently good across a range of activities in various settings with a range of different groups – imagine a team of instructors with this adaptive expertise.

This knowledge is essential to grasping the nuances and complexity of our profession – after all, it depends on many moving parts! We Both routine and adaptive expertise demand the capacity to perform expecttheinstructortoknowmorethanjust‘whattocomponents do’;weexpectofataskwithouterror(4).Forexample,tyingand themtoknow‘how’ and,importantly‘why’ todoit! adjustingaknotormanipulatingandsecuringakarabiner.

Faced with such complexities, the notion of adaptive expertise—an However,gain an adaptive expert applies those components in different abilitytothinkflexibly,becreative,adapttovariedcontexts, combinations depending on the situation, akin to ingredients in a and apply new understanding – appears to be a suitable way of recipe. conceptualising expertise for instructors.

A routine expert, a cook, follows the recipe (imagine the identical burger from a burger chain), while an adaptive expert is a chef creating,testingandusingwhat’sinthepantryinthebestw Like the last article, this one too has its roots in Japan. Hatano possible!The (5). essentials‘inthepantry’ areapplied(mixed), andInagaki(2)identifiedadaptiveexpertiseasdifferentfrom re-applied(seasoned),andreconfigured(re-seasoned)tobestfit more classical or routine notions of expertise. Routine expertise any new application, thus creating a greater range of technical or involvesdeepknowledgeofaparticularsubjectmatter or consistent pedagogic solutions and being more able to adapt to the changing reproduction of the same task – the idea of knowing a great deal Adaptive expertise

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ADAPTIVE EXPERTISE

environment and group demands. A professional agility. Or... trainee accept an increasing degree of responsibility and autonomy imagine a Lego brick; although different in size and colour, they as they develop. can all interlink. All the bricks differ, but all can be interlocked and combined to build a wall. Occasionally, some parts have slightly These programmes are sustained over some time, and while morespecificusesthanothers–thewindowframe,forexample. particularpartsoftheprogrammemayleadto to a‘signleadoff’ Theseare‘functional within units’ thewall. anactivity,orevenNGBcertification,asaminimumstandard ofcompetence,thedevelopmentaljourneyisnon-linearand The adaptive expert generally works with fewer parts and a few transformative rather than transactional. functional units but applies them differently on each occasion, creatively using the loose parts (6) in different combinations as the Programme focus places particular attention on applying the limited context dictates. number of parts in a range of different contexts – with new parts only introducedwhentheneedisidentifiedbythelearnerandth Developing adaptive experts partsdonotwork.Thiscontextualpracticeissupportedspe via mentoring, modelling, coaching and scaffolding of professional There are four interrelated facets to adaptative expertise: behaviours.

1

An ability to adjust to the changing demands – continuing with our brick example – to use fewer larger bricks or more smaller bricks depending on the situation.

2

Interpersonally to adjust their interactions with the students and environment as both change – to recognise the need for a window and have the skills to pick it up and place it in the wall.

3

Mentally to adjust their thinking to novel or complex situations, a willingness to create and embrace new solutions – use the bricks differently, for example by using the window as a door.

The approach also encourages articulation of the thought and decision-makingprocessesbythementorandtheinstructor Reflectionandlearningfromtheinstructor’sexperiencesan exploration of the different contexts in which the components can beappliedseesthe‘howandwhy’integratedwiththe‘what’.T cognitiveaspectsofaninstructor’srolearedevelopedal technicalskillsandsubjectmatter.

REFERENCES

1. Mees, A. and Collins, L. (2022). Doing the right thing, in the right place, with the right people, at the right time; a study of the development of judgement and decision-making in mid-career outdoor instructors Journal of Adventure Education and Outdoor Learning.

2. Hatano, G., and Inagaki, K. (1986). Two courses of expertise. In Child development and education in Japan, edited by Stevenson, H., Azuma, H., and Hakuta, K., pp 262–272. New York: Freeman. https://doi.org/10.1002/ccd.10470.

Importantly, there are frequently a low number of interchangeable 3. Mees, A., Sinfield, D., Collins D,. and Collins, L. (2020). Adaptive expertise – a characteristic partsratherthanalargesetofspecifictechniques.Adaptive experts of expertise in outdoor instructors? Physical Education and Sports Pedagogy. doi:10.1080/1740 8989.2020.1727870 tend to avoid method prescriptions and prefer to build on a set of 4. Hatano, G., and Oura, Y., (2003). Commentary: Reconceptualising school learning. guidelines, rather than rules, leaving rules to be applied when there Educational Researcher, 32 (8): 26–29. https://doi.org/10.3102/0013189X032008026. is no alternative and their adherence is essential.

5. Loynes, C., (1998) Adventure in a bun. Journal of Experiential Education, 21 (1). pp. 35-39. Citing George Ritzer, The McDonaldization of Society. Pine Forge Press, 1993 6. Nicholson, S. (1971). How not to cheat children – The theory of loose parts. Landscape Using fewer parts with fewer rules which are are absolute, gives Architecture, 62, 30-34.

4

Technically to be able to apply the linkable options – the ability to select, apply mortar and place the bricks in a level way.

adaptiveexpertsthevaluesandsignificancerequired.Adaptive IMAGES AND FIGURES expertise development programmes use a range of approaches Images have been sourced from pxhere.com except for author profile image which has been that include highly contextual and situated learning. They focus on supplied by the author. Photographers retain copyright. Figure one has been redrawn for problem-solvingwiththefewinterchangeablepartsandHorizons haveafter the originally supplied by the author.

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ARE YOU A FLEXIBLE EXPERT?

1

PHYSICALLY – an ability to adjust to the changing demands as the environment and students change

4

Learn more about adaptive expertise.

Watch a short introduction by clicking the image below.

2

TECHNICALLY – to have access to and the skills to apply a range of linkable practical options

INTERPERSONALLY – an ability to adjust interactions with students and the environment as they change in order to be effective

3

MENTALLY – an ability to adjust thinking to novel situations, a willingness to create and embrace new solutions (using the bricks differently)

FIGURE ONE: The four facets of adaptive expertise

Typically, developmental programmes that develop adaptive experts Unsurprisingly, these expertise assessexpertiseinadditiontojustcompetency.Thecompetencies assessments take longer, require equal arethecorrectreplicationoftheidentifiedparts–forexpertise example,on the part of the assessor cantheytieaknotcorrectly?Whilsttheexpertiseidentifi andes require the multiplesmallersubapplication of the right part in the right place and the right time, via a assessments.However,theyreflect series of authentic applications in which the appropriate combination the breadth of application required and application are demonstrated. to evaluate adaptive experts and represent a more rigorous evaluation Such an approach can be tricky; the number of contextual ofprofessionals’skill. assessmentstypicallyreflectsthedegreeofadaptiveexpertise required; the more adaptability required, the greater the range of How we develop instructors has a assessments. For example, an instructor working in the same direct effect on their practice once environment, with close supervision, with a limited range of groups theyarecertified.Alackofcoherence and needing to repeat the same task, may experience an evaluation between the desired outcome, thatreflectsasingleclientinasinglesettingandrole. method of evaluation and method of development has the potential to DEVELOPING Ontheotherhand,aninstructorworkingyear-roundatacompromise range quality and security.

KNOWLEDGE of locations across various groups and in varied activities, would However, it starts by correctly experience assessments with different groups, in different places identifying the nature of the expertise Build up your and conditions and activities throughout a year. The implication for we need at the end of the process – expertise by exploring single-siteorvenue-basedassessmentandneedforamultipleworking in complex environments with readers’ resource locationassessmentfornationalcertificationwouldseem groups clear. it’scertainlygottobeadaptive recommendations expertise n from page 5.

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ADVENTURE EDUCATION OR

ADVENTURETAINMENT?

A PERSONAL VIEW OF OUTDOOR ADVENTURE EDUCATION IN IRELAND

AUTHOR Karl Sloan, Outdoor Education Instructor, Kerry College Killorglin Campus Karl has worked in Outdoor Education for 27 years, most recently in training instructors. He is in his final year of an Outdoor Learning degree at Munster Technological University, Kerry, Éire. Karl loves to journey and enjoys leading groups on multi-day camping trips, appreciating the deliberate slowing down of life that they bring.

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s an instructor in Outdoor Adventure Education, I was assured thatIwaschangingstudents’behavioursbybuildingtheir character, developing their social and personal awareness, and compelling them to be more aware of their impact on the environment.However,asIembarkedonaneducationaljourneyof my own to obtain a degree in Outdoor Learning, I soon realised that what I was doing fell short of education, and that I was engaged in adventuretainment;andjustasBeames(1)did,IfeltlikeIhadlost my religion.

‘Adventuretainment’describesadventureactivitiesinwhichreal dangerissignificantlyreducedandapparentriskisenhanced toproduceanenjoyable,activeandchallengingexperience(2).

Under the guise of Outdoor Education, I assumed I was involved in Adventure Education. Adventure Education is the application of adventurous activities to improve character growth and social developmentinindividualsandgroupsThis (3). definitionwas expandedonbyBeamesandBrown(4),whointroducedamodelfor adventurouslearning.Thisapproachmaybeeasilyadaptedtofitthe needs of most Adventure Education programmes.

Thisarticleisapersonalviewofpublic-provisionOutdoorEducation in the Republic of Ireland. Coming to the end of my undergraduate degree, and with over 25 years of experience teaching in the outdoors, I have begun to realise that the claims made in a mission statement may not always match what happens in practice. Although myexperienceisinpublic-provisionedOutdoorEducationcentresin Ireland, any provider operating under the guise of Outdoor Adventure Education should examine their practices. I propose that increasing the amount of focused assessment and evaluation of programmes would go some way to addressing this issue.

This piece aims not to criticise, but to create a discussion amongst Ireland’s (or all) Outdoor Adventure Education practitioners and ask them to compare their mission statements to their practice.

Claims versus practice The claims of the Outdoor Education sector in Ireland suggest that students can enhance their formal education gained within the school curriculum through engagement in adventurous activities. The most prominent claim is that personal and social development occurs while on a residential school trip to an Outdoor Education centre and that by being outdoors in the natural world, students gain an appreciation and develop stewardship towards the environment (5).

However, I feel that this is not the case. I have worked on many Outdoor programmes with different titles and highlighting different learning outcomes. Yet, once the programme begins, the outcomes mayaswellbeputinthebin,asthemostsignificantoutcome becomes having fun and spending time with friends. This is supportedbyPierce’sresearchpaper(6).Whilethereislearning mentalin health, social competencies and relations, and academic these outcomes – outdoor fun, experience, and socialisation can lead success (8). toadesireandwillingnesstolearn(7)–thereislittletonoevidence that demonstrates this link in Ireland.

This integration of Outdoor Education into the curriculum is where I feel a standardised assessment or evaluation framework would be In other parts of the world, Adventure Education programmes have helpful, especially in public Outdoor Education centres, whose link to beenshowntohavearangeofpromisingbenefitsonpersonal schools is more direct as they are governed by the local Education and social development, physical exercise, academic success, and Training Boards (ETBs). ETBs are statutory organisations with and leadership skills for a diverse array of people and age groups responsibilities for education and training, and ETBs manage national (8). Outdoor Education programmes that are integrated into the schools, community secondary schools, further education institutions, curriculumappeartopositivelyaffectstudents’physical and a activity, variety of adult education and training programmes.

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ASSESSMENT ... is ongoing ... is positive ... is individualised ... provides feedback

BOTH

... require criteria ... use measures ... are evidence driven

EVALUATION ... provides closure ... is judgemental ... is applied against standards ... shows shortfalls

FIGURE ONE: Shows the similarities and differences between assessment and evaluation; drawn from Poláková and Klímová (9).

Theprivatesectorcouldalsobenefitbyofferingtheirvisitors REFERENCES(schools 1. Beames, S., (2006). Losing my religion: The quest for applicable theory in Outdoor Education. or otherwise) a more educational experience integrated into their Pathways. The Ontario Journal of Outdoor Education, 19(1), pp.4–11. regular activity sessions. However, I feel that the general public 2. Gelter, H., (2010). Friluftsliv as slow and peak experiences in the transmodern is unaware of the possible educational potential that could occur society. Norwegian Journal of Friluftsliv. [online] Available at: http://urn.kb.se/ whenparticipatinginwell-thought-throughandfocusedresolve?urn=urn:nbn:se:ltu:diva-9185. adventure 3. Bunyan, P., (2011). Models and milestones in Adventure Education. In: M. Berry and C. education programmes. Perhaps the evidence gathered through a Hodgson, eds. Adventure Education: An introduction. London: Routledge, pp.5–23. robustassessmentandevaluationprocessthatshows benefi 4. the Beames, S. andts Brown, M., (2016). Adventurous learning: a pedagogy for a changing world.

New York: Routledge. of Adventure Education programmes could create an awareness of 5. ETBI, 2021. Outdoor Education. [online] Available at: https://www.etbi.ie/outdoor-education. thepotentialofAdventureEducationinthepublicmindset (seefigure 6. Pierce, J., (2021). Nature of public provision Outdoor Education in the Republic of Ireland: An one). ethno-case study of four Outdoor Education and training centres. [PhD] University of Edinburgh.

Available at: https://era.ed.ac.uk/handle/1842/37930.

7. Wistoft, K., (2013). The desire to learn as a kind of love: Gardening, cooking, and passion in Similarities and differences between assessment and evaluation Outdoor Education. Journal of Adventure Education & Outdoor Learning, 13(2), pp.125–141. https://doi.org/10.1080/14729679.2012.738011.

8. Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U. and Mess, F., (2017). Effects of Assessment is an important aspect of learning, and the outcomes regular classes in Outdoor Education settings: A systematic review on students’ learning, social of assessments are used to evaluate programmes (10). Including and health dimensions. International Journal of Environmental Research and Public Health, 14(5), p.485. https://doi.org/10.3390/ijerph14050485. assessment as part of the learning process in Adventure Education 9. Poláková, P. and Klímová, B., (2020). Assessment of vocabulary knowledge through a programmes is a necessity of good educational practice; the aims mobile application. Procedia Computer Science, 176, pp.1523–1530. https://doi.org/10.1016/j. and outcomes of the Adventure Education programme should be procs.2020.09.163.

10. Cook, D.A., (2010). Twelve tips for evaluating educational programs. Medical Teacher, clear and measurable (11). Higgins (12) suggests that Outdoor 32(4), pp.296–301. https://doi.org/10.3109/01421590903480121.

Education programmes require that teachers and instructors 11. Thorburn, M. and Marshall, A., (2011). Evaluating Adventure Education experiences: The collaboratecarefullyonthedesignoftheirstudents’outside Outdoor view. In: M. Berry and C. Hodgson, eds. Adventure Education: an Introduction. London: Routledge, pp.105–125.

Learning experiences.

12. Higgins, P., (2008). Why indoors? The role of Outdoor Learning in sustainability, health and citizenship. Inaugural Chair Lecture (Outdoor and Environmental Education) at the University of Teachers and instructors must understand that students who attend Edinburgh. [online] Available at: http://www.docs.hss.ed.ac.uk/education/outdoored/higgins_ why_indoors.pdf.

Outdoor Education programmes as part of a school outing are there 13. Hannon, S. and O’Callaghan, K., (2020). ETBI Outdoor Education and Training Centre for educational purposes rather than recreational ones; therefore, the Network: Sectorial Review 2019. Available at: https://library.etbi.ie/ld.php?content_id=33536045. goals and outcomes should be measurable and support curriculum 14. Nicol, R. and Higgins, P., (2002). A framework for evaluation of Outdoor Education programmes. In: M. Hensler, P. Higgins and R. Nicol, eds. Outdoor Education: Authentic aims. learning in the context of landscapes (volume 2): Comenius action 2.1 European in-service training courses. Kisa, Sweden: Kinda Education Centre.pp.29–36.

Evaluation is essential to successful Outdoor Education practice, and 15. ETBI, (2022). ETB Outdoor Education and Training Provision: A strategic framework for the sectorsupport 2021 - 2023. Available at: https://www.etbi.ie/wp-content/uploads/2022/02/FET-Outdooritisacrucialelementinsecuringandsustainingfinancial Education-Training-12.11.pdf?x80097.

in the future. A structured method for monitoring participation and IMAGES AND FIGURES evaluating programme success would be advantageous to all Irish Photographs have been sourced from pxhere.com except for author profile image which has OutdoorEducationcentresinthisregard(13).NicolandHiggins been supplied by the author. Photographers retain copyright. Figure has been redrawn for Horizons after having been supplied by the author who retains copyright.

(14)presentedaframeworkforevaluatingOutdoorEducation

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Perhaps this could be the starting point in the development of an Irish assessment and evaluation framework to be used within the IrishOutdoorEducationsector.Itisimportanttonotethatstudents’ self-reflectionsontheirexperiencesandthelearningtheyachieved shouldbeincludedinandusedtomeasuretheprogramme’s evaluation.Theseself-reflectionscouldalsobeincludedaspartof their assessment results.

RE-APPRAISING ADVENTURE Adventurous Learning builds on four key elements: authenticity, agency, uncertainty and mastery. Go to the Adventurous Learning website to read more.

Click here.

Sincethemajority,ifnotall,ofprogrammeevaluationand assessment research has been conducted outside of Ireland, there is a strong need to begin regularly evaluating and documenting the impacts of Irish Outdoor Education programmes. Outdoor Education and training centres throughout Ireland should work together to develop a common framework for collecting participant data and comprehensive programme evaluation. The development of this agreed evaluation framework would bring together Outdoor practitioners and academics with a shared vision and goal. This framework could focus on expanding the Outdoor Education centre staffandinstructors’currentunderstandingoftheschools’curriculum andevaluationtechniquesthatemphasiseparticipants’personaland socialoutcomes(13).

Canwegathernon-anecdotalevidencethatbacksupourclaims?

Theanswertothisquestionshouldbe‘yes’ifallOutdoorAdventure Education providers supporting educational activities begin to becomemorereflective,askingthefollowingorsimilarquestions suggestedbyNicolandHiggins(14).

“Why am I doing this activity with these individuals at this time?”

“What does theory and experience tell me about the choice of activity and what young people are learning?”

“How do I know if I have been successful in achieving my stated aims?”

If practitioners can record the answers to these questions, this would provide evidence that Outdoor Adventure Education programmes are, in fact, educational. Teachers also need to take responsibility and ask similar questions, providing answers that validate the time and cost of trips during school to visit Outdoor Education centres.

New beginnings

I may have lost my religion in realising that Irish Outdoor Education does not necessarily meet all of its claims. However, studying Outdoor LearningatdegreelevelatMunster Technological University, Kerry – and the knowledge that some form of evaluation and assessment may already be in progress – gives me optimism.

Ihaveoptimismthatinthenot-tooChangesarealreadyafootasthepublic-provisionedOutdoor distant future, there may be Outdoor Education and Training Centres (OETCs) are in the process of Education opportunities that are more movingfrombeingself-financed,withsupportfromtheDepartment structured and better placed to meet of Education through local ETBs, to being fully funded under Further the educational needs of all Outdoor Education and Training (FET). FET is an organisation inside the Education participants.

ETBs’networkandreferstopost-secondaryeducationand training thatisnotpartofthethird-levelsystem.

Primarily, FET programmes are aimed toward adult education. At the time of writing, the Education and Training Boards Ireland (ETBI) published a strategic framework for the Outdoor Education provision within the ETBI (15). This framework indicates the rationale behind this move to FET (15, p.6).

It looks like the future is bright for the Irish Outdoor Adventure Education sector, in the public domain, and perhaps my faith in Adventure Education will be restored.

It states that there will be a development of new assessment and evaluation methods that may be used to measure and document the effectiveness of Outdoor Educational programmes, and development Only time will tell n of the training for Outdoor Education instructors and staff in these new evaluation techniques. Under the governance of FET, the OETCscouldbethedrivingforceinthedevelopmentofhigh-quality Outdoor Education and training experiences in Ireland.

MAKING CHOICES Choose to read about the development of autonomy to access Outdoor Learning from page 19.

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APPRECIATION

HORIZONS MEETS MATT HARDER FROM BLUEBELL BUSHCRAFT 35

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IN THE SPOTLIGHT

A NATURAL

Tell us a little about your background and how you became involved in Outdoor Learning.

I have always been interested in nature, bushcraft and being outdoors. Growing up in London made me more appreciative of the times I was able to be in natural spaces, particularly woodland.

Eventhoughmydegreewasn’trelatedtoOutdoorsinanyway,I chose my university (Winchester) partly because of the proximity to the natural beauty of the Hampshire countryside.

Then,onceIqualifiedasaprimaryteacherandmovedtoSussex,I was given the opportunity at my school to run the Outdoor Learning and Forest School across all classes. I have now been doing this at thesameschoolfor13years.

What work are you doing at the moment?

Istillworkatthesameschoolpart-time,jugglingForestSchooland OutdoorLearning,aswellasstillteaching‘normal’subjects including about the role Outdoor Learning plays in the greater understanding music and modern foreign languages. development of children. Inviting parents to be helpers at sessions

hasalsobeeninfluentialinadvocacyforthesetypesofsessio However,beingpart-timeallowsmetwodaysintheweek,whichI have used to develop my own business. Through this I run Forest Other common misconceptions often revolve around whether School sessions in different schools around Sussex, and inset free play actually leads to learning, and this can be a barrier for training with staff at various primary and nursery settings as part teachers and senior leadership teams in schools, as well as parents. of a drive to improve advocacy for Outdoor Education. I also run However, when a leader can narrate the play that they are observing, corporate and family bushcraft events and training; and occasional it highlights the incredibly diverse learning that can be happening, work with social services providing respite and family bonding which is sometimes missed by the passive onlooker. sessions in the woods.

What’s the best thing about your work?

Any opportunities emerging?

The pandemic has heightened public perception of the need for Mymostfavouritetimesduringwork,arethosewhicharetotally OutdoorLearning.Eventhemostnature-averseparentshave unexpected and organic – where learning opportunities present spokentomeabouttheirlockdowns,whereintheirsecond-floo themselves in unusual ways. their children were effectively suffering from acute Seasonal Affective

Disorder (SAD) from lack of being outdoors.

I love seeing how learners respond to these situations. For example, childreninoneschoolinspiredamini-blacksmithingactivity using Now,looking forward,thereisamuchgreaterdesireforclimate oldnails,becauseofnoticingtheminaburningpalletonenvironmental thefire. education, as well as nature experiences, made more Atanotherschool,amortallyinjuredpigeonnecessitated amercy prominent than before through lockdown and awareness of climate intervention, and subsequent burial ceremony. change.

What challenges are you facing now?

Thinking about the bigger picture... are there any changes you’d like to see, for example at organisation, local or national level?

Parental perception has always been the key challenge in running any‘risky’sessions,particularlyonesinvolvingsharptools or One key thing which needs to happen, is funding for access to nature climbingandzip-liningfromheights. withinstateschools.IsupporttheNaturePremiumcampaignw aims to replicate the Sports Premium, in giving schools designated However, in my schools, being consistent and transparent about the funding to facilitate all pupils having regular access to nature risksandthemuchmoreheavilyweightedbenefits,hasledlearning, toa and learning in nature.

Share one important thing with readers about the future of Outdoor Learning.

OutdoorLearninghasneverbeenbetterplacedtotakeasign role in the lives of our young people. There is a hunger for Outdoor Learning like never before, due to the circumstances of the last few years, and we need to capitalise on this.

IMAGES Author profile has been supplied by the author, with other images sourced from pxhere.com. Copyright is retained by photographers.

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NATURE NOTES

WILDLIFE TIPS FOR CENTRES, SCHOOLS, PARKS AND GARDENS

SOMETHING FOR

SUMMER

PLANT-SPOTTING

Tiddibottles yellow t,morecommonlyknownas Thissemi-parasiticplan yand memberofthefigwortfamil rattle (Rhinanthus minor),isa and ter wa so that it can extract attaches to the roots of grass nutrients. chalk meadows and pastures, It is an annual usually found in itwill e-drainingsoilswhere fre y an on ve ri th n ca butit ker’it es.Knownasthe‘meadow-ma establishlargecoloni wi a ldflower haveusedittocreate weakensgrassesandwe ers .Itsintricateyellowflow wn la n de gar r ou in ow mead srat casesinsidewhichseed ed flat in n ow br to in p develo rake these areas like audibly in the wind. We cut and wildflowers eseedsandextendthe hay-makingtospreadth across new areas (1).

Fairy tree Once regarded as a magically powerfu l plant, elder (Sambucus nigra) is now considered by some as a mangy, short-livedfoul-smellingshr ubofhedgerows.However, traditionally it was grown near the hou se to ward off the Devil, to charm away warts and repel vermin.

Livestock drovers of old used its malodorous switches to prot ect their cattle from flies,parasitesanddisease.

elder

Elder was also seen as a valuable com ponent of village hedges,astheflowersandberrie sweresoldatmarketto make drinks and remedies, whilst old stumps were favoured by wood turners (2).

Elder is a wild plant of contradictions – too small to be considered a tree but too large and airy to be viewed by some as a shrub.

Its root and heartwood are as hard as ebony, whilst young branchesarehollow,weakand filledwithlightweightpith AUTHOR Paul Ritchie, Sorbus Learning CIC Paul is a biologist with a passion for Outdoor Learning and teaching local communities, voluntary groups and others about ecology, conservation and wildlife gardening through courses, workshops and talks. As Director and project leader of a small not-for-profit Community Interest Company (CIC) he promotes understanding of our natural world. https://sorbuslearning.co.uk/

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honey stasweetaromaof ca rs we flo e it wh sof beautifulshower d by crushing of mouse nests release iff wh the as opposed to the leaves. ch as unts rich fertile soils su ha er eld , ttle ne ing ng . eflowers,once Like the sti andgraveyardsTh s ip t h is bb ru s, wadaysused riverbank ke‘frizzets’,areno ma o t d ie fr d an er dippedinbatt aselderflower. lsandwinessuch ia rd co ke ma o t ly main

BIRDWATCHING Wren its n songbird is distinguished by This common but scarcely see ek Gre the ed on (Troglodytes troglodytes) bas scientificname nestingincavesof nd fou be n Itca wordfor‘cave-dweller’. as. coastal cliffs and mountain are

wren

oses dark, enclosed places to enhunting In other areas of the UK it cho ofdensevegetationwh s el nn tu gh ou th s flit nestand ybrownbird, cretive,predominantl forfood.Youcanfindthisse tion in parks, gardens, woods deep in scrub or dense vegeta andhedgerows(3). ly loud song for such a small The male wren has a surprising of mate to show off his collection bird, which it uses to attract a s line ril, Ap in t ks her favourite nes domed nests. The female pic iteeggs wh le pa n utchoffivetoseve itandthenlaysafirstcl brood nd co ings–oftenraisingase LEARNING RELAXING withreddish-brownmark n is among wre e Th t. gus Au in d thir a in June and sometimes rds occasionally tricked by Taketimeouttoplayinawoodnearyou.Playisnotjustfor many species of British songbi . ) 4 ( ks ic ch ge hu r ei children–scientificresearchhasshownthatadultswh cuckoosintoraisingth theirinnerchildby‘playing’inwoodsgaintangiblebene their physical, mental, emotional and social wellbeing. If hide and seek, playing stick games, or making bows and arrows is not your thing, why not have a go at bark rubbing, a scavenger House sparrow hunt, making a mud sculpture or storytelling around a One of the most familiar of all our wild birds in the UK, the once campfire?Thecoremessageisjustgetoutintoawoodand common and widespread house sparrow (Passer domesticus) bethatchildagain!(7). lives almost entirely in habitats near hum an habitation such as city streets, town parks, suburban gard ens and rural villages.

There is something primeval about sitting around a crackling woodfireinanoutdoorenvironmentwithagroupofpeople It is likely that changes to the way we live and our urban sharing a story or memory of the day. The whole experience environments, such as the replacemen t of hedges with fences, ofbuilding,lightingandtendingtoanopenlog–fireisacor may be one of the key reasons for its recent decline in aspectofour‘dayinthewood’activity,whichisprovingt numbers across the UK (5). real winner with funders and, more importantly, clients identifiedwithmildmentalhealthneeds,e.g.loneliness House sparrows nest throughout the year if the weather is mild mood and anxiety. and these social birds congregate in sma ll, loose but discrete colonies of a dozen breeding pairs.

On occasion we combine activities such as hazel hurdling,whittling,knot-tying,shelter-buildingandto They will build their nests close together in suitable buildings or maintenance,withbasicopen-firecookingandbrewingahot hedges and each colony has a home range of a few hectares mugoftea,coffeeorbarley-cupusingaKellykettleasparto that includes nest areas, roost sites and feeding grounds. the session. It can still be surprising how some clients readily Oncetheyreachindependence juvenilesparrowsformsmall open up to key workers about how they feel in this relaxing and flocksthatrangeoverthenei ghbouringfields,scruband stress-freeoutdoorenvironment(8). gardens (6).

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SOMETHING FOR SUMMER MAKE AN INSECT CAFE!

Another key aspect of gardening with wildlife is to provide food for insects.Manyofthesesmallbutimportantanimalsrelyonpla a source of sugars (nectar), proteins (pollen) and fats (resins), which as gardeners we can help provide. By planting a variety of nectar-richandscentedfloweringshrubsandherbsinborder planters and old tyres, we have attracted a wider diversity of species ofinsectstofeedthatstayinourgardentobreed(9).

Insectswillbeattractedbymostaromaticflowerswithsimpl petalsbutthereisnoneedtogrowwildflowersexclusivelyto theadults(imago)withnectar.However,somespeciesofbutter andmothrequirespecificwildflowersfortheirlarvaetofeeda pupate to complete their lifecycle. Our wildlife garden contains a largenumberofnativewildflowersplantedinclumps,aswella exoticfloweringshrubsandclimberssuchasMexicanorangeand clematis.

Herbs have been part of cultivated gardens for over two thousand years.Manyofourmostfamiliarherbswereintroducedintoth history so are now naturalised in our gardens and the wider countryside.

Manyofthesearomaticplantshaveaprovenuseincookingand medicinaltreatments,butarealsonectar-richflowersthat insects. So why not create a herb bed or plant a pot of herbs that youcanusetoflavouryourmealsandactasacaféforinsects(10).

ch ives flowering in herb garden pots

REFERENCES

h allium, insect cafe wit nd sweet rocket a y pp Californian po

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1. https://www.plantlife.org.uk/uk/discover-wild-plants-nature/plant-fungi-species 2. Gifford, J (2000). The Celtic wisdom of trees. Godsfield Press p128-135 3. Mabey, R (1996). Flora Britannica. Sinclair Stevenson p342-346 4. https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/identify-a-bird/ 5. Readers Digest (2005). Wildlife watch – Gardens and parks in summer. Eaglemoss Publications Ltd. 6. Buczacki, S (2002). Fauna Britannica. Sinclair Stevenson p372-374 7. Wardley, T (2014). The woodland book. Bloomsbury 8. Kieran, D & Hodgkinson, T (2008). The book of idle pleasures. Ebury Press 9. Briggs, J (2011). Wildlife habitats for your garden. GMC Books p124-141 10. Bennett, J (1997). The wildlife garden – Month by month. David & Charles 11. https://www.wildflower.co.uk/products/wildflower-seed-species/annuals-and-biennialwildflower-seeds/yellow-rattle-wildflower-seeds-rhinanthus-minor.html

IMAGES

Grassy background image was sourced at pxhere.com. All other images were supplied by the author. Photographers retain copyright.

HOW- TO

STEP 1: Find an old plastic tray and wool sh eet.

GET BUSY WITH A BEE CAFE Click here to watch Maddie Moate’s guide to making a bee cafe.

STEP 2: Add com post, soil and seeds.

STEP 3: Cut out turf, scrape soil and insert tra y.

STEP 4: Wait for the plants to grow.

Sow fresh yellow rattle seed in September.

Ifyouwanttocreateawildflowermeadowinyourownlawnthen SEND IDEAS Wait until next spring! (11). establishing a healthy population of yellow rattle for next year is a good start.

Go to page 12 to Another simple method you could try get some ideas from ismakingyourownwildflowermats Firstly, select an area of lawn that you are happy to keep as the Muddy Puddle usingsheep-woolpackinginsulation. unmown every spring and summer in future years. teacher for working Sow seeds onto it and transplant into with children with patches in your lawn once plants have Cut the area regularly throughout this summer on the lowest special educational started to grow. See the steps above n setting of your mower and rake the area harshly to remove needs. cuttings, thatch or moss. By doing so you will create an area with about 50% bare ground to grass.

MAKE A POP UP MEADOW

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HAVE YOUR SAY “

As Sport England’s National Outdoor Centre, Plas y Brenin is committed to protecting, preserving and protecting the natural environment, which is not just our home but our classroom too.

Everyone who passes through our doors and attends our courses is taught and actively encouraged to take a safe and responsible approach to the outdoors. After all, without it, we simply couldn’t exist - or enjoy the activities we are passionate about.

The pandemic and lockdown periods have caused a spike in the number of people spending time outdoors, which is great as there are numerous health and well-being benefits - but at the same time, we need to ensure this surge in footfall isn’t at the detriment of nature.

As a centre, we are always looking at how we can operate and behave sustainably. A recent initiative we embarked upon was joining the Dark Skies initiative, which aims to reduce light pollution given it is harmful to nature and wildlife.

The project, a collaboration between Plas y Brenin, Snowdonia National Park Authority (SNPA), Prosiect Nos and Dark Source (Lighting Design) involved the installation of a new environmentally friendly lighting scheme, designed to halve our energy consumption whilst minimising impact on biodiversity.

Lighting accounts for almost 6% of the global CO2 emissions and 20% of the electricity used worldwide. Besides obscuring the view of the night sky, inefficient lighting wastes more than £1bn a year in the UK alone. The switch is expected to generate an annual power saving of 6,000kW and an annual carbon reduction of 1.5 tonnes of CO2e.

Light pollution also has drastic effects on the environment and well-being of all humans, animals and plants. It alters our perception of the night and blocks our access to our oldest heritage, the stars.

Now complete, the aim of the project uses the latest LED technology to create warm-coloured, glare-free lighting in order to meet dark-sky friendly measures, reduce energy waste and impact on biodiversity whilst enhancing the night-time experience. Many of the new lights can be found underneath handrails, facing downwards so the view of the sky is unaffected.

THIS ISSUE HORIZONS ASKED READERS HOW THE CLIMATE AND ENVIRONMENT FEATURE ON THEIR RADAR? 41

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The project has been nominated for The Build Back Better Awards, which celebrate innovation, creativity, social purpose and environmental leadership.

To further promote the initiative, on the evening of 20 August, Plas y Brenin will host a Dark Skies evening lecture by Dani Roberston - the Dark Sky Officer for the Prosiect Nos Partnership

between Snowdonia National Park, the Clwydian Range and Dee Valley, Anglesey and Pen Llŷn Areas of Outstanding Natural Beauty.

To register your interest in attending, please email us at social@pyb.co.uk.

While it represents progress, it is part of an ongoing journey to ensure we are setting industry standards in terms of sustainability

VIEWPOINTS

and doing what we can to protect the outdoors so that future generations can continue to enjoy it.”

VIEWPOINT BY: Helen Barnard, Chief Instructor.

PlasyBrenin,NorthWales.

HAVE YOUR SAY IN VIEWPOINTS Every issue we ask readers a question about what’s happening in the sector.

Get in touch with the Editor if you have a question you think we should ask readers, or if you’d like to get next issue’s question straight to your inbox.

“

I feel very privileged to have worked in the Outdoor Education sector of our industry for nearly 30 years and every local authority centre that I have worked for has emphasised the detrimental effects that our current behaviours will have on the environment for future generations.

I don’t think what we teach is anything new: it’s been prominently taught (very well) for many years. As a trainee, I remember sitting down with a group and after the instructor saw a child leave an apple core on the ground they asked ‘what would happen if everyone that visited the uplands dropped a piece of litter’?

Answers ranged from the ‘massive pile of litter’ to more sophisticated answers like the inland migration of sea birds (someone saw a seagull the day before) and the eventual pollution of our waterways.

Surely every centre has that chart to depict how long it takes for different pieces of litter to decompose?

Other than what is formally taught in each lesson I am sure that many centres now educate children in even more refined ways that will hopefully combat the current crisis that we have regarding the exacerbated warming of this planet.

At the centre where I currently work there is no bigger example than the constantly rising water level of Windermere during each flood event. It’s possible to show the children where the level of the lake was during, for example, Storm Desmond (our highest recorded level yet). It’s easy to make the connection from rising levels of carbon dioxide, rising global temperatures and melting Ice to rising levels of liquid water in the water cycle.

We sometimes conduct tree panting sessions to emphasise how we can slow the above process by introducing trees as carbon sinks. One of our employees recently won a company-wide award for their services to environmental education. Our efforts go beyond the children themselves. We encourage school staff to book coach journeys to and from the centre that mutually benefit each school and the environment. Most of our schools come from the same city so the leaving school sometimes use the coach that has brought the arriving school. This will hopefully, in turn, reduce carbon emissions.

A challenge that I expect to occur involves transport to and during activities. Minibuses and powerboats will need to conform to legislation that will start to be introduced from 2030 regarding diesel and petrol engines. I assume that replacement (electric) forms of such transport will be expensive and that will put considerable pressure on already stretched budgets.

I think centres that rely on the powerboating industry will have significant burdens. A marine engine lasts considerably longer (50 to 70 years) compared to a car engine (10 to 20 years). There ares going to be numerous marine engines to replace and dispose of in a safe manner.”

VIEWPOINT BY: Rob Humphries, APIOL Ghyll Head Outdoor Education Centre, Lake District, Cumbria.

MEET THE NEW IOL TEAM! Jo and Richard answer questions from page 8.

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THE

INSIDER AN INSIDER VIEW FROM INTERVIEW TO END OF SEASON

W

orking at an activity centre can be a long and intense season, despite it only operating for half of the year. So it really helps if the centre is in a beautiful setting: putting a smile on my face and instantly making me feel happy to be back at work upon arrival.

from home, so my immediate focus is welcoming the staff into a warm,safeandsupportiveenvironment.Thenit’sallabouttr togetthemqualified,andsignedofftodeliveractivities,wit cleaning, tidying and maintenance shoehorned in to get the site looking good and ready to receive guests.

Inaup blink Itwasjusttheseniorteaminforthefirstfewdaystogetus to thefirstweekofguestshaspassedanditwassoevent that it feels a full season in a week. There were many issues to speedbeforethefirstintakeofinstructionalstaffarrive.For melike it’s deal including extreme weather, irate parents, homesick allaboutlearningthespecificsofsystemsandprocedures forwith this children, staffingandsafeguarding.Despitethis,wereceive company.It’salottotakeinbutit’snecessaryandexpected, andthe fantastic feedback from our groups: a testament to our team, so tone of delivery is relaxed and supportive, which eases any pressure. things are looking good for the season ahead. However, we have already lost a member of staff and I can only hope we can replace One thing that becomes apparent quite quickly is the industry them quickly. shortageofstaff.Althoughwe’refunctionalandoperational in

staffingterms,wecouldstilluseafewmorebodiesacrosstheboard Mid-season update –incatering,aswellasinstructionalandseniorstaff.However, job advertising websites are full of companies crying out for staff, and The crazilybusyrollercoasterofaseasoncontinuedwithbac thiscouldbeaconcernforme/ustooasthereisalwayssome loss back groups as schools, youth groups and families seem to be and turnover of staff. clamouringtogetbackoutdoorsafterC-19andlockdowns.With only groups, a th COVID-19isstillathreatandbeingarelativelysmallcentre (160 afewhourstoturnthecentrearoundbetweens lot of pressure on the staff and long days which stretch us, guests max), even a small outbreak could shut us down. The arrival particularly asweareshort-staffed. ofourfirststaffintakeisatangiblereminderthatthearrival ofguests

isjustaroundthecorner,andthere’salottodotogetbothstaffand There has been an unusually high turnover of staff, who have centre ready for this. The youth, diversity and different needs of the sometimes left for their own reasons, other times for mine. It almost staffisquitestriking.Forsome,thisistheirfirstjoband workaway feelslikethere’s‘onein’then‘oneout’butwealwaysmakeit Nextupthere’samid-seasonappraisalforeveryone.Duringmyown appraisal, I talked to the Head of Acorn about how we address the AUTHOR staffingissuesandthecompanyareofferingfreetrainingcours CalvinHealey,CentreManager incentives to retain staff and hopefully get them to return next year.

Calvin has over 20 years of experience in the Outdoors industry and has had senior roles in the UK, France and Australia. This year he has started as a Centre Manager in Brecon (South Wales), for a company he’s not worked for before – Acorn Adventure.

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We,likesomeotherOutdoorcompanies,haveourownmid-season Christmassoonsincewedon’tgettosharethereal sout thingas ofseason.There’s‘secretSanta’,aChristmaspartyandmeal–a for a bit of fun and to raise team spirits. So, happy Christmas to all you centre workers out there! n

IOL

KNOWLEDGE BASE A MEMBERS-ONLY RESOURCE FOR ALL PROFESSIONALS IN OUTDOOR LEARNING

TheIOLKnowledgeBasebuildsontheverysuccessfulmember-To tocontribute a link or article, or to request resources in a particular memberwebinarsofferedduringtheCOVID-19pandemicandwillarea, be pleaseemail:institute@outdoor-learning.org a place to share knowledge, presentations and links on all aspects of Outdoor Learning provision.

To visit the Knowledge Base go to the IOL website: www.outdoor-learning. where org IOL members can log in for It will be particularly helpful to students, apprentices, and members immediate access. completing RPIOL, APIOL or LPIOL Awards. Here is a our starting point. How the Knowledge Base develops will be shaped by what Or,visitthewebsitetolearnmoreaboutthebenefitsofbecom you,ourmembers,findmostvaluable.

IOL member.

FACILITATING LEARNING > > > > >

ACTIVITY SKILLS AND COACHING

FL1 Theory of Change > Outdoor Therapy Statement of > Good Practice National Outdoor Learning Award > High Quality Outdoor Learning Teaching Outdoors webpage and links

Governing and Awarding Bodies IOL Bushcraft Professional Practice Group IOL Field Studies Professional Practice Group

EQUALITY, DIVERSITY, INCLUSION > > >

Equality, Diversity and Inclusion webpage and links LGBT+ Rights IOL Adventure for All Professional Practice Group

EXPERIENCE AND JUDGEMENT

RESEARCH AND REPORTS

ENVIRONMENTAL KNOWLEDGE

> > >

>

>

Adventure Activity Information Log Professional Recognition PP1 Reflective Practice

> >

Supporting evidence and research papers High Quality Outdoor Learning Regional Research Hubs

PROFESSIONAL PRACTICE

OUTDOOR LEADERSHIP

> > > > >

>

IOL Code of Professional Conduct 7 Steps to CPD Outdoor First Aid Training Duty of Care, DBS, Safeguarding Educare CPD Training Offer

>

Risks and benefits webpage and links Occupational Standards

>

IOL Climate Change Position Statement Respect, Protect, Enjoy: The Countryside Code