Enhancing Outdoor Learning with COACh Programme
Curriculum Outdoors Attainment
Challenge (COACh)
Natalie White
Learning Outdoors Support Team
East Ayrshire Council
@natsywhite @eaclost
Curriculum Outdoors Attainment Challenge
•
Pilot project – Innovation Fund 2016-17; 7 primary
schools and 2 control schools
•
Roll out – Scottish Attainment Challenge 2017-19
34 primaries, 2 secondary
National Improvement
Framework and COACh
Supporting SMT
with SIP, HGIOS4,
National Policy
Building staff
capacity, linked to
GTCS standards, PU
and PR
Parents events,
parental support,
parent information
leaflet
Assessments to guide
support needed and
track progression
Evidence collected to
support and inform
teachers professional
judgements
Whole school
CPD, lead teacher
opportunities,
positive ethos
What is COACh?
This programme has been put together to support teachers in embedding
outdoor learning as a realistic context for learning. It aims to enhance
provision and make meaningful connections for pupils between classroom
learning and their self, community and environment.
There are five components to the programme;
1.
Building Staff Capacity
2.
Research
3.
Parental Engagement
4.
Partnerships and Wider Achievement
5.
Resources
Each of these components are worked on simultaneously over an
academic year, with inputs delivered each term.
1. Building Capacity
1.
Whole school CPD
2.
Team Teaching with 3 teachers from early,
first and second level
3.
Lessons in Literacy, Numeracy/Mathematics
and Health and Wellbeing, delivered with
class over the year
4.
Progression of place context
5.
Barriers overcome
1.1 Whole school CPD
•
All establishment staff attend CPD session.
@fenwickprimary
1.2 Team Teaching
•
Behaviour management
•
Pedagogical approaches
•
Follow up back in class
•
How to assess
•
Metacognition
•
Lesson plans
1.3.1 Literacy
Listening and Talking – sharing stories, listening
to set texts, discussing characters and plots,
collaborating to build dens, re-telling journeys
Writing – creating characters, inventing stories,
using adjectives to describe scenes/events,
writing journal entries on personal experiences,
functional writing, instructional writing
Reading – Listening to stories then re-reading
passages when they return to school, reading
fact sheets and using keys to identify trees, bugs
and lichens.
1.3.2 Numeracy and
Mathematics
Angles – around us in our
environment, building
most effective dens
Vocabulary – ordinals,
measurement
Number – forwards and
back, calculations
Shape – properties, 2D,
3D
1.3.3 Health and
Wellbeing
Physical Activity and Active
play – normalise outdoors
Green connections – Reading
nature
Physical activity
Personal and Social
development
Grey space for 1:1/nurture
Pupil led learning – intrinsic
motivation
Awe and wonder
1.4 Place Context
1.5 Barriers to overcome
•
Identifying greenspace – Beyond your
boundary – SNH Big Steps
•
Using risk assessment and EVOLVE
•
Additional helpers
•
Equipment – wellies, jackets
•
Resources
2. Research
1.
Evidence/Policy to support OL
2.
Evidence for Literacy and Numeracy
3.
Evidence for Leadership and Capacity
Building
4.
Action Research
2.1 OL Policy and
Research
•
Curriculum for Excellence through
Outdoor Learning
•
How Good Is Our School 4
•
GTCS Standards 3.1.3
•
Vision 2030 – entitlement to LfS
experiences 3-18
•
Biophilia – Bird, RSPB
2.2 Evidence for LIT and
MNU/MTH
•
Taken from SSLN for East Ayrshire results 2015-16
•
Assessments in Literacy -Listening and talking,
tools for reading, Writing creating texts, following
instructions and increase in vocabulary
•
Assessments in Maths – number processes,
fractions, decimals, measurement, shape, angles
and symmetry
2.3 Research on
Leadership
•
Brody, D. & Hadar, L. (2015) – Teachers at different times in
the career will be more open and engaged in CPD
•
Davis, J. (2013) – Creativity stems from autonomy, openness,
supportive structures and collaborative relationships
•
Lunenburg, F. and Lunenburg, M. (2015) – Team
development; forming, storming, norming, performing and
adjourning.
•
Sondergeld, T. A., Milner, A. R. & Rop, C. (2014) – Teacher
knowledge increase leads to better learning (Enfor ed)
•
Stein, M. & Nelson, B.S. (2003) Respect of Leadership
Content Knowledge
•
Tuytens, M. & Devos, G. (2014) Factors affecting Teacher
engagement in evaluation then impacting T/L ; charismatic
leadership, Leadership content knowledge, active leadership
support, job experience and teacher collaboration
Outdoor Learning has a
positive impact on
teachers;
•
Teaching Practice
(79%)
•
Health and Wellbeing
(72%)
•
Job Satisfaction ((69%)
•
Professional
Development (69%)
2.4 Action Research
2.4.2 Action Research
Numeracy Results
2.4.2 Action Research cont.
Numeracy Results
3.Parental Engagement
1.
Parent information letter
2.
Parent Council input
3.
Parent Leaflet
4.
Parent Event
5.
Displays
4. Partnerships and Wider
Achievements
1.
Support materials from wide variety of OL
organisations; increase awareness of
resources, increases staff knowledge,
supports OL sector growth, increase quality
experiences for pupils
2.
Wider Achievement Awards for all P1’s P4’s
and P7’s
4.2 Wider Achievements
•
All P1’s (2016/7 - 154 pupils)
•
All P4’s (2016/7 – 196 pupils)
•
All P7’s (2016/7 – 210 pupils)
•
CPD sessions for all teachers involved in the
process
•
Connections made with organisations
5. Resources
1.
Equipment
2.
On-going support from LOST
3.
Strategic support from external organisations
5.2 Ongoing Support
•
Risk Assessments/ Greenspace support
•
Equipment Lending
•
Extensive CPD programme on Gateway
•
‘Phone a friend’
•
Professional Learning Network of Lead
Teachers
5.3 Strategic Support
•
#Brilliantresidentials Set up to
support school sleepouts
•
Local organisations given support
to engage with schools; Bug life,
Coalfield Environment Initiative,
Royal Highland Education visits
•
Support with School Improvement
plans, Local Authority Strategic
Aims
Supporting teachers in incorporating outdoor learning into their curriculum, the COACh programme aims to connect classroom learning with real-world experiences. Through capacity building, research, parental engagement, partnerships, and resources, educators work on enhancing provision and making meaningful connections for students. Components are implemented concurrently over an academic year, with inputs delivered each term, overcoming barriers and promoting holistic development.
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Presentation Transcript
Curriculum Outdoors Attainment Challenge (COACh) Natalie White Learning Outdoors Support Team East Ayrshire Council @natsywhite @eaclost
Curriculum Outdoors Attainment Challenge Pilot project Innovation Fund 2016-17; 7 primary schools and 2 control schools Roll out Scottish Attainment Challenge 2017-19 34 primaries, 2 secondary
National Improvement Framework and COACh Assessments to guide support needed and track progression Whole school CPD, lead teacher opportunities, positive ethos Supporting SMT with SIP, HGIOS4, National Policy Building staff capacity, linked to GTCS standards, PU and PR Evidence collected to support and inform teachers professional judgements Parents events, parental support, parent information leaflet
What is COACh? This programme has been put together to support teachers in embedding outdoor learning as a realistic context for learning. It aims to enhance provision and make meaningful connections for pupils between classroom learning and their self, community and environment. There are five components to the programme; 1. Building Staff Capacity 2. Research 3. Parental Engagement 4. Partnerships and Wider Achievement 5. Resources Each of these components are worked on simultaneously over an academic year, with inputs delivered each term.
1. Building Capacity 1. Whole school CPD 2. Team Teaching with 3 teachers from early, first and second level 3. Lessons in Literacy, Numeracy/Mathematics and Health and Wellbeing, delivered with class over the year 4. Progression of place context 5. Barriers overcome
1.1 Whole school CPD All establishment staff attend CPD session. @fenwickprimary
1.2 Team Teaching Behaviour management Pedagogical approaches Follow up back in class How to assess Metacognition Lesson plans
1.3.1 Literacy Listening and Talking sharing stories, listening to set texts, discussing characters and plots, collaborating to build dens, re-telling journeys Writing creating characters, inventing stories, using adjectives to describe scenes/events, writing journal entries on personal experiences, functional writing, instructional writing Reading Listening to stories then re-reading passages when they return to school, reading fact sheets and using keys to identify trees, bugs and lichens.
1.3.2 Numeracy and Mathematics Angles around us in our environment, building most effective dens Vocabulary ordinals, measurement Number forwards and back, calculations Shape properties, 2D, 3D
1.3.3 Health and Wellbeing Physical Activity and Active play normalise outdoors Green connections Reading nature Physical activity Personal and Social development Grey space for 1:1/nurture Pupil led learning intrinsic motivation Awe and wonder
1.5 Barriers to overcome Identifying greenspace Beyond your boundary SNH Big Steps Using risk assessment and EVOLVE Additional helpers Equipment wellies, jackets Resources
2. Research 1. Evidence/Policy to support OL 2. Evidence for Literacy and Numeracy 3. Evidence for Leadership and Capacity Building 4. Action Research
2.1 OL Policy and Research Curriculum for Excellence through Outdoor Learning How Good Is Our School 4 GTCS Standards 3.1.3 Vision 2030 entitlement to LfS experiences 3-18 Biophilia Bird, RSPB
2.2 Evidence for LIT and MNU/MTH Taken from SSLN for East Ayrshire results 2015-16 Assessments in Literacy -Listening and talking, tools for reading, Writing creating texts, following instructions and increase in vocabulary Assessments in Maths number processes, fractions, decimals, measurement, shape, angles and symmetry
2.3 Research on Leadership Brody, D. & Hadar, L. (2015) Teachers at different times in the career will be more open and engaged in CPD Davis, J. (2013) Creativity stems from autonomy, openness, supportive structures and collaborative relationships Lunenburg, F. and Lunenburg, M. (2015) Team development; forming, storming, norming, performing and adjourning. Sondergeld, T. A., Milner, A. R. & Rop, C. (2014) Teacher knowledge increase leads to better learning (Enfor ed) Stein, M. & Nelson, B.S. (2003) Respect of Leadership Content Knowledge Tuytens, M. & Devos, G. (2014) Factors affecting Teacher engagement in evaluation then impacting T/L ; charismatic leadership, Leadership content knowledge, active leadership support, job experience and teacher collaboration Outdoor Learning has a positive impact on teachers; Teaching Practice (79%) Health and Wellbeing (72%) Job Satisfaction ((69%) Professional Development (69%)
2.4 Action Research P7 Applies verbal and non-verbal techniques in oral presentations and interactions clearly, for example, eye contact, body language, pace and/or tone. 4 Average Score (0-4) 3 2 1 0 Pre Post Time Point Experimental Control P4 Listens and responds appropriately to the views of others, for example, by nodding or agreeing, asking and answering questions in a respectful way. P1 Follows simple instructions. 4 Average Score (0-4) 3 4 Average Score (0-4) 2 3 1 2 0 1 Pre Post 0 Time Point Pre Post Time Point Experimental Control Experimental Control
2.4.2 Action Research Numeracy Results P1 Number & number processes P4 Fractions, Decimal Fractions & Percentages 100% Average Score 100% Average Score 50% 50% 0% 0% Pre Post Pre Post Time Point Time Point Experimental Control Experimental Control P4 Measurement P1 Fractions, decimal fractions & percentages 100% Average Score 80% 100% 60% Average Score 40% 50% 20% 0% 0% Pre Post Pre Post Time Point Time Point Experimental Control Experimental Control
2.4.2 Action Research cont. Numeracy Results P7 Measurement P7 Number & number processes 100% 100% 80% 80% Average Score Average Score 60% 60% 40% 40% 20% 20% 0% 0% Pre Post Pre Post Time Point Time Point Experimental Control Experimental Control
3.Parental Engagement 1. Parent information letter 2. Parent Council input 3. Parent Leaflet 4. Parent Event 5. Displays
4. Partnerships and Wider Achievements 1. Support materials from wide variety of OL organisations; increase awareness of resources, increases staff knowledge, supports OL sector growth, increase quality experiences for pupils 2. Wider Achievement Awards for all P1 s P4 s and P7 s
4.2 Wider Achievements All P1 s (2016/7 - 154 pupils) All P4 s (2016/7 196 pupils) All P7 s (2016/7 210 pupils) CPD sessions for all teachers involved in the process Connections made with organisations
5. Resources 1. Equipment 2. On-going support from LOST 3. Strategic support from external organisations
5.2 Ongoing Support Risk Assessments/ Greenspace support Equipment Lending Extensive CPD programme on Gateway Phone a friend Professional Learning Network of Lead Teachers
5.3 Strategic Support #Brilliantresidentials Set up to support school sleepouts Local organisations given support to engage with schools; Bug life, Coalfield Environment Initiative, Royal Highland Education visits Support with School Improvement plans, Local Authority Strategic Aims
