Teaching, Learning and Play in the Outdoors: a survey of provision in 2022

Abstract

The provision of outdoor educational and play-based experiences are entitlements in Scotland’s Curriculum for Excellence for children aged 3-18 (Scottish Executive, 2004; Learning and Teaching Scotland, 2010; Scottish Government, 2016a). Outdoor learning is also embedded across the Professional Standards for teachers by the General Teaching Council for Scotland (GTCS 2021). Within the curriculum, outdoor learning can be an approach in any subject and in interdisciplinary learning. Alongside ‘global citizenship’ and ‘sustainable development education’, outdoor learning is a core component of ‘Learning for Sustainability’ (Scottish Government, 2012). Outdoor learning and play are keystone elements of Scotland’s Curriculum for Excellence. They contribute to a wider set of policy imperatives dedicated to improving young people’s health, wellbeing, and educational outcomes, achieving the United Nation’s Sustainable Development Goals, and Scotland’s target to become a Net Zero country. This survey of outdoor learning builds on two previous surveys which assist us in understanding the duration, focus and locations of provision. Conducted in 2022 as the pandemic eased, the findings are timely allowing us an opportunity to reflect on changes in provision, supports for practice, and targets set by government in the Action Plan for Learning for Sustainability (Scottish Government, 2016). This report provides an in-depth picture on teaching, learning and play provisions in early years and in primary schools, replicating an approach taken in both 2006 and 2014. We report here on circa 200 outdoor learning events provided by staff working in 19 early years centres and 25 primary schools randomly sampled across diverse catchment areas. This cross-sectional survey allows for comparison over time. Secondary school participation in the survey was too limited to include here. The low response rate from secondary schools most likely reflects a sustained period of pressure and stress in this sector as they returned to examinations after Covid. Findings indicate sustained uplift in outdoor provision in early years settings but considerable decline in the primary school sector when comparisons are made with previous surveys. In addition, in 2022, we asked participants to self-report on professional learning experiences and confidence levels with respect to outdoor learning / play and Learning for Sustainability. Findings show low and inconsistent levels of professional learning and confidence across both sectors. Taken together, our analysis provides a critical starting point: further support is needed for outdoor learning provision and Learning for Sustainability, particularly through pre- and in-service professional learning opportunities in these areas.