Natural Connections Project Infographics

We have had a lot of interest in the Natural Connections project infographics so we have attached them all below for you to save and share with your networks. We hope that they can be used complement the impacts you are finding through other local and national projects.

NCDP_modelmini_finalNCDP_pupilimpact_mini_finalNCDP_teachersmini_finalNCDP_childrensviews_final

Animated version:

 

Long Embedding OLLong Pupil Impact

England’s largest outdoor learning project reveals children more motivated to learn when outside

Media release: Thursday 14 July 2016

Children from 125 schools across the South West on England are happier, healthier and more motivated to learn thanks to a new project commissioned by Natural England that has turned the outdoors into a classroom and helped schools transform ways of teaching.

The findings have been released today by the Natural Connections Demonstration project, a four-year initiative to help school children – particularly those from disadvantaged areas – experience the benefits of the natural environment by empowering teachers to use the outdoors to support everyday learning.

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Learning Everywhere

This week’s article comes to us from Nicholas Garrick, Director at Lighting Up Learning, leaders of the Bristol Hub of the Natural Connections Demonstration Project . As an Executive Coach he works with people to explore possibilities and solutions and as facilitator and consultant he looks for potential to create sustainable impact. He leads the School Direct Primary PCGE Programme for the Cabot Learning Federation, and as part-time Assistant Principal, he is dedicated to creating a set of experiences within the curriculum that enable the learners at Wallscourt Farm Academy to be sensitive, independent, confident, competitive global citizens. He also works as part of the British Council School Leadership Team. 

Outdoor learning is not the same as learning outdoors. From a teacher’s perspective, outdoor learning implies something different or new. It suggests that learning outdoors is somehow better. Whilst the evidence in taking children outdoors is compelling, we have to be careful that it is not presented in such a way that make teachers feel guilty for not engaging it in the way others think they should.

A lesson taught poorly outdoors is still a poor lesson. Just taking it outside does not make it automatically better. Teachers need to be encouraged to decide where the place for learning is, be that park, shop, field or classroom.

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