High quality outdoor learning 2015€¦ · exciting activities and to develop skills into adulthood. Indeed, many of our more successful Olympic sports have their origins in outdoor

High QualityOutdoor Learning

High Quality Outdoor Learning © 2015 English Outdoor Council

• often involves some physical activity• always respects the natural

environment• is often cited as being both

memorable and fun

Underpinning this approach are five corethemes that often characterise outdoorlearning:1 Participation2 Self-confidence and achievement3 Differentiation and progression4 A balanced approach to riskmanagement

5 Can be part of a residential experience

The guide clearly outlines the benefits ofworking in such contexts and has beenwritten to help you evaluate and then setabout improving, or further improving,the quality of outdoor learning. Insupport of this, ten key outcomes ofoutdoor learning have been identifiedwith a range of indicators attributed toeach one. These indicators can be usedto support any improvement work,which will often be enhanced by workingclosely with partners.

Overview‘Outdoor learning’ embraces anapproach to learning that:• involves being outdoors as a central

part of the experience• is open to all• seeks to use the outdoor environment

as a vehicle for transforming theexperience into knowledge, skills,attitudes and behaviours

• frequently has a challenging,adventurous element

• will often involve a residential component

AcknowledgementsThis document is an updated and refreshed version of High Quality Outdoor Education and our thanksgo to the members of the Outdoor Education Advisers’ Panel who wrote the original document. Wewould also like to thank the hard work of the High Quality Outdoor Learning working group, who gavetheir time to fashion this revised document.

Published by the English Outdoor Council, an umbrella body for organisations involved in the provisionof outdoor education, recreation and development training. It brings together a wide-rangingmembership to promote the benefits of outdoor experiences for young people.

The publishers would like to thank the Field Studies Council for their support in helping with the designand printing of the guide and the Institute for Outdoor Learning in distributing the guide.

The publishers would also like to thank all those who allowed their photographs to be included in thepublication including the Association of Heads of Outdoor Education Centres, the Institute of OutdoorLearning, the Scout Association, the Field Studies Council, the British Activity Providers Association,the Young Explorers’ Trust and David Florence: Double Olympic Silver medallist in both C-1 and C-2men’s canoe slalom.

© Copyright 2015 English Outdoor Council.Extracts from this document may be reproducedfor non-commercial or training purposes on thecondition that the source is acknowledged.

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ContentsAbout this guide 2What is ‘outdoor learning’? 5How do young people participate? 6Using the guide to improve outdoor learning 8High quality outdoor learning – themes and outcomes 10Create the vision 12Make the vision a reality 12Inspire young people to learn and achieve 13Help young people to learn and achieve 13Outcome 1 – enjoyment 14Outcome 2 – confidence and character 15Outcome 3 – health and well-being 16Outcome 4 – social and emotional awareness 17Outcome 5 – environmental awareness 18Outcome 6 – activity skills 19Outcome 7 – personal qualities 20Outcome 8 – skills for life 21Outcome 9 – increased motivation and appetite for learning 22Outcome 10 – broadened horizons 23Working with others to improve quality 24Summary 26Finding out more 28References 29


2 High Quality Outdoor Learning © 2015 English Outdoor Council

• a statement of ten outcomes of highquality learning through the outdoors,together with five cross-cuttingthemes – aspects or models oflearning that have general relevanceacross outdoor learning, drawn fromcurrent research and experiencedpractitioners in the field, includingmembers of the Outdoor EducationAdvisers’ Panel and members of theEnglish Outdoor Council

• a list of indicators for each outcome –to give a picture of what we shouldexpect to see young people achievingwhen they are involved in high qualityoutdoor learning, developed bymembers of the Outdoor EducationAdvisers’ Panel

• an overview of effective links andpartnerships – how schools, youthorganisations, outdoor centres andformal club settings can work togetherto achieve high quality

This document builds on the previousguide published by the English OutdoorCouncil in 2005, High Quality OutdoorEducation. Although much of the originaldocument is still relevant today, thissecond and revised edition has beenproduced in response to wider societalrecognition of the value of the outdoorsin the development of children andyoung people, and the increasingevidence and support that underpins thisview. The scope of the original documenthas also been extended with the term‘outdoor education’ being replaced by‘outdoor learning’, which recognises theimportance of progressive formaleducation experiences sitting alongsideexperiences in non-formal settings.

Introduction to the guideThe guide is intended to:• clearly outline the benefits and outcomes

of high quality outdoor learning • recognise and evaluate high quality

outdoor learning• focus on the delivery of high quality

outdoor learning – what it looks likeand how to achieve it

About this guide Britain has a long tradition of engaging young people inoutdoor learning, and the positive impact that this can haveon a young person’s development is widely acknowledged.

The guide is intended for: • those directly involved in outdoor

learning with young people, includingteachers and support staff, youthworkers, youth leaders, instructors,coaches and parents

• policy and decision-makers who wishto understand more about the benefitsand impacts of outdoor learning foryoung people

• those involved in managing andmonitoring outdoor learning, includinghead teachers, youth servicemanagers, heads and managers ofoutdoor education centres, leaders ofvoluntary youth organisations andoutdoor activity/environmental clubs,and outdoor education/learningadvisers.

The guide is presented in sections asfollows: • an introductory section – explaining

how to use this guide to evaluate andimprove the quality of outdoor learning

• an overview of provision – how weinspire and enable young people toachieve through learning in theoutdoors

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Progression – from earlyyears to lifelong learningIn the early years of development the‘outdoors provides children with thespace to move freely: movement, alongwith play, has been described as one ofthe most natural and powerful modes oflearning for young children... whenoutdoors, children can construct on abigger scale, explore the world first-handand experience natural phenomena.’1

In addition, ‘there is a wealth of evidenceto support the positive effect thatspending time in the natural environmenthas on the health and emotional well-being of children’.2

We know that ‘active children performbetter in school and in later life.Fundamental physical literacy must bedeveloped from a young age andconsolidated through positiveexperiences in childhood. We know that

Why learn outdoors?Support and evidenceTo maximise the positive impact thatoutdoor experiences have upon childrenand young people, they should haveaccess to frequent, continual andprogressive experience of outdoorlearning. Over the last few years, therehas been a growing body of evidencethat supports the value of the ‘outdoors’in terms of a young person’sdevelopment. Outlined below, is some ofthe current thinking underpinning this.

children who enjoy physical activity anddevelop those basic skills early in life aremore likely to be active in later life’.3

Engaging in the wide spectrum ofexperiences available through outdoorlearning provides opportunities foryoung people to participate in new andexciting activities and to develop skillsinto adulthood. Indeed, many of ourmore successful Olympic sports havetheir origins in outdoor adventureactivities, and can go on to inspireyoung people to achieve at the veryhighest level.

Attainment There is no doubt that when effectivelyintegrated into a well-planned learningprogramme outdoor learning experiencecan have a positive impact on attainment.Indeed, Ofsted recognised that: ‘Whenplanned and implemented well, learningoutside the classroom contributedsignificantly to raising standards andimproving pupils’ personal, social andemotional development’.4

‘Compelling evidence from researchpoints to the wide-ranging educationalbenefits of teaching and learningscience through fieldwork’.5 Undertakingfieldwork is an essential skill inGeography, and it has been shown that,when undertaking simple fieldworkactivities, children ‘achieved higherliteracy scores than children that didnot’6 take part in such learning outdoors.



Residential experiencesResidential experiences have been atraditional core element of outdoorlearning. Such experiences are ‘asurprisingly powerful developmentalexperience’7 and ‘high quality residentiallearning does appear to boostattainment’.8 High quality residentials arecharacterised as being most effective onimproving outcomes for young peoplewhen they are progressive and embeddedwithin existing programmes of delivery.This process is further enhanced if bothstaff and young people are involved inthe design and delivery of residentials.9

It is also recognised that there can besignificant increases in ‘psychologicalresilience immediately following anoutdoor adventure based residential’and that ‘residential experiences canpromote personal growth. These includethe extent to which students feel incontrol, act independently and are ableto solve problems’.10

Access to such important experiencesshould be an expectation for all youngpeople.

Health and well-beingResearch suggests that children needopportunities to be outside and that theoutdoors is where many children like tobe the most. By allowing children thefreedom to be outside, we reinforce theiremotional well-being, which in turnenables them to embrace the naturalworld independently.11 Not surprisingly,outdoor adventure programmes are seenas ‘a promising tool to promote thehealth and well-being of youngpeople’.12 ‘A high level of health andwell-being is associated with positivefunctioning, which includes creativethinking, productivity, good interpersonalrelationships and resilience in the face ofadversity, as well as good physicalhealth and life expectancy’.13

Social and emotionalresilience Progressive exposure to learning outdoorsprovides a route for young people tobecome more resilient. They can movefrom exploring the world outside theirclassroom to a first night away from homeand onto more demanding expeditionsand visits in the UK and abroad. In doingso they develop lifelong skills andattitudes that will build towards fit,healthy and fulfilled lives. Outdoorslearning provides opportunities todevelop social and emotional resilience,support wider learning outcomes anddevelop broader interests.14

The development of ‘character andresilience’ is seen as vitally important fora young person’s life chances and ‘theseso-called “soft skills” can lead to hardresults’. It is these characteristics thatare often seen as typical outcomes oflearning outdoors, and provide essentialskills for life both in employment and asa part of wider society.15

SustainabilityBy creating an empathy and an ethic ofcare towards the environment, outdoorlearning can make a clear and significantcontribution towards fostering positivesustainable behaviours and attitudes inyoung people.16 It is has also beenreported that guided time spent in outdoorenvironments can encourage positivebehaviour and attainment, develop skillsin risk-assessment, promote health andwell-being and stimulate an affectiverelationship with the environment thatpromotes sustainable behaviours.17

About this guide

5High Quality Outdoor Learning © 2015 English Outdoor Council

In this guide the term ‘outdoor learning’ embraces anapproach to learning that:• involves being outdoors as a central part of the experience• is open to all• seeks to use the outdoor environment as a vehicle fortransforming the experience into knowledge, skills,attitudes and behaviours

• frequently has a challenging, adventurous element• will often involve a residential component• often involves some physical activity• always respects the environment• is often cited as being both memorable and fun

What is ‘outdoor learning’?

The activities include recognised sportswith an adventurous component, suchas canoeing, climbing, hill walking,orienteering or sailing; outdoor leisurepursuits, such as camping or hill walking;outdoor activities purposely designed fortheir educational/learning impact, such asfieldwork, forest schools, trails, bushcraft,initiative challenges and rope courses;and the use of the outdoors as alearning or experiential environment forboth cognitive and non-cognitivedevelopment. Such experiences mayoccur on or close to a school or centresite, at a distance from that site orduring a residential or expeditionexperience in the UK or abroad.

Outdoor learning is primarily anapproach to teaching and learningthrough these and other similar activitiesand through broader experiences in theoutdoors. The best outcomes areachieved when outdoor learning isdesigned as a frequent and progressiveactivity relating to broader learning thatlinks to everyday experiences in aclassroom and to real-life experiencesbeyond.18 The common thread is thefocus on positive outcomes in personaland social development. However, itmust not be forgotten that theexperiences are in themselves hugelymemorable and, more often than not,great ‘fun’, having merit as experiencesin their own right.

This guide focuses on the delivery ofhigh quality outdoor learning – what itlooks like and how to achieve it. Itrecognises that outdoor learning takesplace, not only in the formal educationsector and through outdoor providers,but equally in youth services andvoluntary youth organisations, as well asin a wide range of outdoor activity clubsthat cater for young people, and in peerand family groups.


How do young peopleparticipate?

Schools have a central role to play indelivering high quality outdoor learning.They may provide regular outdoor andadventurous activities within the PEcurriculum; fieldwork in science orgeography; team-building activities aspart of Personal, Social, Health andEconomic (PSHE) education or forestschool activities, for example. Theyfrequently offer out-of-school-hourslearning opportunities through schoolclubs, the Duke of Edinburgh’s Award orthe John Muir Award. Many schoolsorganise day and residential visits tooutdoor education/activity providers.

Youth programmes, such as the Dukeof Edinburgh Award Scheme, the JohnMuir Award, the National Citizen Serviceand similar awards are being deliveredthrough a range of agencies.

Youth services and groups in both thestatutory and voluntary sectors providesignificant outdoor learning opportunitiesas part of their curriculum and youth andplay programmes, many of which havepersonal and social development as aprime focus. The voluntary youthorganisations, in particular, have a longtradition of work in this field. (The terms‘youth services’ and ‘youth organisations’are used interchangeably in this booklet.)

Schools and youth services have incommon the ability to measure theimpact of outdoor learning in the contextof a young person’s whole developmentover an extended period.

Outdoor education/activity providersinclude those managed by localauthorities, schools or groups of schools,voluntary and charitable organisations,and the commercial sector. All have thepotential to make a substantial impact onthe personal and social development ofthe young people they engage with; formany this is their primary purpose.Providers are well placed to bring theirspecialist expertise to the delivery of highquality outdoor learning, best realisedwhen they work in close partnership withtheir customer schools and youth groups.Many providers also offer activity courses,open to individual recruitment, for examplein holiday periods, providing furtheropportunities for young people to benefit.

This guide recognises that young people become involved in outdoor learning

in a variety of contexts, in schools, youth programmes orgroups (organisations), outdoor education/activity centres,outdoor activity/environmental clubs and with peers andfamily members. There are huge benefits in accessingfrequent, continual and progressive outdoor activityexperiences. Many of these opportunities arise throughdiverse delivery methods, but often have similar oroverlapping objectives, with the common threads ofpersonal and social development, health and well-being,and personal effectiveness running through them.


Outdoor activity clubs, for exampleWATCH clubs and environmentalorganisations such as YoungOrnithologists Trust and sports clubs suchas canoe clubs and climbing clubs, alloffer young people valuable opportunitiesto access adventure activities, including ina competitive context. Clubs provide anenvironment that encourages progresstowards high levels of performance andskill, whilst also contributing significantlyto broader learning and personal growthand life-long recreational experiences.

Overseas visits and expeditions,whether provided by a school,commercial or voluntary organisations,engage many young people in extendedopportunities for adventurous activities,advanced scientific field skills, communitywork, and heightened cultural andenvironmental awareness. Additionally,young people learn about working as partof a team, including how to manage risk,and they develop a greater tolerance for,and understanding of, the strengths andweaknesses they and their peers have.Increasingly, recent research is providingevidence of significant learning outcomesgained by those who participate and thedevelopment of the core skills thatemployers and universities are seeking.19

Family members or peers have oftenbeen influential in initiating and supportinga young person’s engagement inoutdoor activities, and this should not beforgotten in any holistic planning linkedto increasing participation.

Getting startedIf the young people you work with arecurrently not involved actively in theoutdoors and you want information onhow to get started, some of the websitereferences on page 28 will be helpful.

Each school/academy should have anEducational Visits Co-ordinator, andthere may well be an Outdoor EducationAdviser linked to the Academy or LocalAuthority who will be able to help andadvise on how to get started. The OutdoorEducation Advisers’ Panel website is auseful resource: www.oeap.info and listsmost of the Local Authority, AcademyTrust and Independent Schools’advisers.

National Governing Bodies of Sport andvarious environmental orgnanisationscan be found through websites andsocial media (see examples on page 28).


Providers of outdoor learning can usethe guide, perhaps in conjunction withthe National Curriculum or their owncurriculum/programme and Ofstedinspection frameworks, to obtain anoverview of the quality they are achieving.They may already be recording individualachievement using records ofachievement or national or local awardschemes. Voluntary/commercialorganisations and outdoor activity clubsare encouraged to use it alongside theirown accreditation or proficiency schemes.

As a school, youth provision, centre orclub, you will probably already haveprocesses that you follow to evaluatethe quality of provision and the progressmade by young people. Using this guideas part of this process will help ensurethat, in relation to learning in the outdoorsand learning about the outdoors, yourevaluation is as reliable as possible.

The following steps offer one possibleapproach, but first a word of caution.

A great deal of outdoor learning relies onthe commitment of colleagues who givetheir time entirely voluntarily or in anunpaid capacity beyond their contractedhours. If this is the context in which youwork, you may need to employ lessformal approaches, at least untilcolleagues are convinced of the value tothe young people of devoting a smallproportion of their voluntary time to thissort of evaluation process.

Evaluating quality andeffectivenessThis document focuses on the ten keyoutcomes for outdoor learning listedbelow. You may of course have others.1 Enjoyment2 Confidence and character3 Health and well-being4 Social and emotional awareness5 Environmental awareness6 Activity skills7 Personal qualities8 Skills for life9 Increased motivation and appetitefor learning

10 Broadened horizons

Using this guide to improve outdoorlearning This guide has been written to help you evaluate and then

set about improving, or further improving, the quality ofoutdoor learning.


For each outcome, there is a list ofindicators of quality and effectiveness.These can be used to help gain an overallpicture of the quality of the learning andexperiences you provide. There are alsoa number of general themes describedon page 10, which have relevance to allor many of the outcomes and should beconsidered alongside them.

1. Look at each of the outcomes andtheir associated indicators. There is asuggested list of about 10 indicators foreach outcome. Not all of the outcomesmay be relevant to you, though most ofthem should be and many of them maybe overlapping.

2. Be clear about what your key outcomesare, consider why you are doing whatyou are doing. You may then decide tofocus on just some of the outcomes, forexample, those that you perceive to beareas for development, or you coulddecide to focus on all of them, possiblydividing them up amongst your team.

3. Decide how to evaluate the indicatorsyou have chosen. It might be throughobservation, or through debrief andreview with the young people. It mightbe through feedback from participants inwritten or video diaries. Try to think ofthe indicators collectively, not asindividual items to be checked off.

4. To what extent are your young peoplemeeting each outcome? You might findit helpful to record the results on asimple sliding scale for each of the tenoutcomes, like the one shown below.For a result beyond the half-way point,you would want to be satisfied that mostof the young people in your group aremeeting or progressing towards most ofthe indicators.

5. As a team, discuss the individualevaluations and try to establish a pictureacross the whole school, youth service,centre or club. If most of the individualevaluations are above the half-way point,this would suggest that you are providinghigh quality outdoor learning for youngpeople. Where you judge that you arebelow the half-way point, but none the lessare seeing progress, this would suggestyou are moving towards high quality.

Improving and sustainingquality and effectivenessThe quality you achieve in OutdoorLearning will depend on:• how well your decision-makers,

managers and leaders are creating avision that recognises the benefits andimpacts of outdoor learning and assistin making it a reality

• how well your teachers, youth workers,instructors, coaches or support staffare inspiring and helping young peopleto learn and achieve and have a clearidea of why they are doing it and whatoutcomes they intend to achieve

• the extent to which young people areinvolved in organising and planningtheir own activities and understand whythey are undertaking such activities

• the extent to which young people,whatever their circumstances, are ableto participate in your programme

• the effectiveness of links betweenschools, other youth settings, centres,expedition providers and clubs inmaximising and reinforcing thelearning outcomes for young people.

The latter sections of this guide highlightsome of the characteristics of high qualityprovision focusing on the points above.

This is not intended as a definitive guide– use it to help you identify what you arealready doing well and what you couldperhaps do better.

Give yourselves a realistic time-scale forany improvements you identify and duringthis time concentrate on improving theimpact of your provision in these areas.At the end of the period, carry out theevaluation again and see whether moreof your young people have progressedtowards meeting more of the indicators.

Low Half-way point High

Achieve 1-2 Achieve 5 Achieve more than 8outcomes outcomes outcomes

Don’t forget that this guide is aboutimproving quality and effectiveness,whatever your starting point. A great dealof high quality outdoor learning alreadytakes place in schools, other youthsetting, centres, expeditions and clubsup and down the country. This documentis intended to benchmark, celebrate andbuild upon this good work.


High quality outdoor learning:themes and outcomesFive core themes of outdoor learning

3. Differentiation andprogression

In high quality outdoor learning youngpeople are engaged as far as possible ata level that matches their own abilitiesand development. Activities are plannedthat can be adapted to presentchallenges at different levels appropriateto different group members, or that permitgroup members to take on different roles.Activities have the greatest impact whenthey are progressive – this can operate atdifferent levels and scales.

2. Self-confidence andachievement

Outdoor learning is one means ofchallenging young people to developtheir knowledge, skills and confidence.Competition can be used as a spur toencourage all to strive to do their best,and, having done so, to take pride intheir achievements. Additionally, co-operation can be used todemonstrate that we generally achievemore by working together rather than inisolation or in opposition.

Outdoor learning also offers alternativeavenues for physical achievement wherethe only ‘competition’ is within oneselfagainst the environment (e.g. a rock faceor the weather). This sort of challengefrequently motivates young people whofind difficulty expressing themselvesphysically in a competitive ‘head-to-head’ situation.

4. Residentialexperience

Residential experiences provideopportunities for young people to liveaway from home, undertake activities inthe company of their peers and oftenfeature prominently in high qualityoutdoor learning.

The Paul Hamlyn Foundation’s LearningAway9 project found that:• progressive residentials embed

learning and skills year on year • residentials that are embedded within

existing programmes of delivery leadto improved learning outcomes

1. ParticipationBy providing opportunities to experiencenon-traditional sports, many of which arechallenging, stimulating and yet easilyaccessible, such as walking and cyclingor engaging in environmental activitiessuch as bird watching, young people canforge a route to a life-time of engagementin a range of outdoor activites.

Outdoor learning lends itself to dynamicmodels of learning that can be used todeliver other beneficial outcomes. In highquality outdoor learning young people areencouraged to engage in the planning oftheir outdoor activities and takemaximum ownership whilst participating.

Time spent reviewing or reflecting on theactivity ensures that learning outcomesare emphasised, reinforced and appliedin wider contexts and into the future.This in itself it is an indicator of highquality outdoor learning.

• residentials that are designed and ledby school staff mean that activities canbe specifically developed to meet theneeds and learning objectives ofyoung people

• residentials that are designed and led byyoung people lead to better outcomes

• opportunities to mix with others anddevelop relationships that bringopportunities for new insights andlearning

• new and memorable experiences atboth the local level and as well asfurther afield can help build resilience

A residential outdoor programme, orextended expedition, can go on to offeryoung people the chance to engage inadventurous activities in new andchallenging environments far away fromtheir local area, with unique opportunitiesfor personal and social development.They are often amongst the mostmemorable experiences of a youngperson’s development and can lead to alifetime of involvement in a new activity.

Young people’s progress and feedbackis monitored to ensure they can becontinually motivated by newchallenges.

Feedback from young people on theirprogress and understanding shouldinform activity and programmedevelopment.

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Ten key outcomesWhen schools, youth organisations, youth programmes, clubs,expeditions or centres or families are providing progressive high qualityoutdoor learning, they see young people who:

• enjoy participating and reflecting in outdoor activities and adopt a positiveattitude to challenge and adventure

• are enhancing their overall well-being by gaining personal confidence anddeveloping character and resilience through taking on challenges andachieving success

• are developing their self-awareness and social skills, and their appreciation ofthe contributions and achievements of themselves and of others

• are becoming alive to the natural local and global environment and understandthe importance of conservation and sustainable development

• are acquiring and developing a range of skills in outdoor activities, fieldwork,exploration, journeys and expeditions

• are demonstrating increased initiative and innovation, enthusiasm, curiosity,self-reliance, responsibility, perseverance, tenacity and commitment

• are developing and extending their key skills of communication, problem-solving, creativity, critical thinking, leadership and co-operation

• are learning to appreciate the benefits of physical activity and the lifelongvalue of participation in healthy leisure activities and reflection

• are displaying an increased motivation and appetite for self-directed learning that is contributing to raised levels of attainment in other aspects of their development, as well as becoming concerned, responsible andfulfilled citizens

• are broadening their horizons and becoming open to a wider range ofemployment opportunities and life chances

In providing high quality outdoor learning organisations, groups andindividuals need to be clear about their intended outcomes and theirwider vision for outdoor learning.

5. Nothing ventured…balancing risks andbenefits in the outdoors

Challenge is an essential part of learning,and learning outdoors is no exception.Moreover, challenge can be thought ofas having several characteristic features:an opportunity to gain; a risk of loss orharm; careful goal setting; a willingnessto participate; physical and/or emotionalactivity outside the comfort zone.

Therefore, outdoor learning should alwaysbe conducted with an awareness of riskwithin a sound framework of safety,involving a careful assessment of boththe risk and benefit of the activity.Responsibility for safety management restsprimarily with the leaders and instructorsor coaches in charge. However, in highquality learning outdoors the young peoplethemselves are actively engaged in theprocess of risk management, at theplanning stage, whilst undertaking theiractivities and in debriefing and review.

For a more detailed outline of how bestto balance the risk and benefits in theoutdoors, refer to Tim Gill’s bookNothing Ventured20, sponsored by theEnglish Outdoor Council.

Risk management is a ‘life skill’ in its ownright. Learning this skill will be of valueto young people, both in the work placeand in other aspects of their adult life.



Create the visionIn settings that provide high quality outdoor learning,decision-makers, managers and delivery staff:

Make the vision a realityIn settings that provide high quality outdoor learning,managers, delivery staff and support colleagues:

• are aware of the over-archingimportance of improving the well-being of all children and young people

• are creative in providing the time, staff,equipment and resources to enableyoung people to develop and achieve

• encourage and support the staffinvolved and provide professionaldevelopment opportunities

• listen to young people and takeaccount of what they say

• involve parents/carers and listen toand take account of what they say

• monitor the impact of outdoor learningto ensure the vision is met

• manage the provision in a way thatsecures its long-term sustainability

• create an environment that is safe,welcoming and rewarding to youngpeople

• encourage and develop their leaders,volunteers and support colleagueswho work with young people

• work effectively on partnership withothers (see page 24)

• recognise what outdoor learning canachieve for young people’s overallwell-being

• set high expectations of whatindividual young people can achievethrough outdoor learning

• explain the impact and outcomes ofoutdoor learning on participation,progress and achievement in a waythat everyone involved can understand

• review the outcomes and celebrateyoung people’s achievements

• encourage independent participationinto adolescence and beyond


Inspire young peopleto learn and achieveIn settings that provide high quality outdoor learning, staffworking with young people:

Help young people to learn and achieveIn settings that provide high quality outdoor learning, staffworking with young people:

• are aware of the over-archingimportance of improving the well-being of all children and young people

• show commitment and enthusiasm

• provide positive role models

• show confidence in young people’sability to make progress and achieve

• listen to young people and value whatthey say and do

• raise young people’s aspirations

• take pride in and celebrate youngpeople’s successes

• develop their own expertise as activityleaders and outdoor educators

• share and discuss with young peoplewhat they expect them to achieve, andinvolve them in setting targets

• take into account what young peoplehave already learnt and identify thenext steps in their progression

• provide young people with relevantactivities in environments that interest,challenge and motivate them

• provide opportunities for young peopleto review and evaluate their own andothers’ progress

• give young people advice and supportto guide their learning and enhancetheir own well-being, allowing themtime to think, reflect and makedecisions for themselves

• make effective use of the time, staff,equipment and resources available

• ensure a safe environment whilst alsoenabling young people to understandand assess the risks involved andtransfer this skill to other areas of theirlife

• have a clear plan of action that setsout what they individually need to doto realise the organisation’s vision foroutdoor learning

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Outcome 1 > enjoyment Young people enjoy participating in outdoor activities andadopt a positive attitude to challenge, learning and adventure.

IndicatorsThe young people you work with:

• enjoy being outdoors – smile often!

• want to repeat experiences either nowor after review and reflection

• opt into activities and participate fully

• participate voluntarily in their free time

• are keen to sign up to activities thatare optional

• talk about their experiences, positivelyand with enthusiasm

• encourage their friends to take part,are keen to find out how to progressfurther (e.g. by joining a club)

• take a full part in all aspects of aresidential experience

• want to return to an education/activitycentre or club and progress further inthe activities offered

• attend a club/youth organisation andtheir activities regularly

If you are providing high qualityoutdoor learning most young peopleshould be meeting or progressingtowards most of the above indicators.


2


Outcome 2 > confidenceand characterYoung people are developing personal confidence andcharacter through taking on challenges and achieving success.

IndicatorsThe young people you work with:

• overcome their apprehensions to takepart in challenging activities

• want a second go at things they findchallenging first time

• develop resilience throughperseverance where before they feltthey could not succeed

• feel proud of what they have achieved

• want to move forward to the nextchallenge

• talk openly about their successes, andtheir failures

• feel positive about themselves – havea ‘can-do’ attitude

• display more social confidence –‘come out of their shell’

• feel they can make a positivecontribution to the success of theirgroup, school or club

• are able to recognise how they canmodify their behaviour to overcomefuture challenges both in the outdoorsand their everyday lives

If you are providing high qualityoutdoor learning, most young peopleshould be meeting or progressingtowards most of the above indicators.

“There is a growing body ofresearch linking social mobilityto social and emotional skills,which range from empathy andthe ability to make and maintainrelationships to application,mental toughness, delayedgratification and self-control.These research findings allpoint to the same conclusion:character counts. (Character and Resilience Manifesto,2013, p.4, APPG on Social Mobility)

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Outcome 3 > health andwell-being

IndicatorsThe young people you work with:• keep themselves fit through regular

physical activity• have a positive self-image• talk about the benefits to their health

through participation in physicaloutdoor activities

• adopt a healthy lifestyle, includinghealthy eating appropriate to thedemands of their activities

• understand the risks to fitness and healthposed by smoking, alcohol and drugs,and set an example in their own lifestyle

• walk or cycle, where this is a realisticand safe option, or take other regularexercise

Increasing engagement with thenatural environment through theeducation system can thereforeproduce a number of beneficialhealth outcomes, such as increasedlevels of physical activity, helpingtackle childhood obesity andgreater well-being and potentiallyimproving mental health

Allen and Balfour, 2014, p.21, Naturalsolutions to tackling health inequalities

Young people are learning to appreciate the benefits ofphysical fitness and thelifelong value of participationin healthy active leisureactivities.

“• want to continue their interest in

outdoor activities beyond school andinto adult life

• independently participate in follow-upcourses where these are available

• understand how much exercise isrequired to remain healthy

• are aware of the links betweenphysical and emotional well-being


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Outcome 4 > social andemotional awarenessYoung people are developing their self-awareness andsocial skills, and their appreciation of the contributions andachievements of themselves and of others.

IndicatorsThe young people you work with:• are learning to recognise their own and

others’ strengths and current limitations,valuing the contribution of others

• willingly trust others and accept theirsupport, while also recognising whenothers need support and willingly offertheirs

• treat others with tolerance and respect,challenging intolerance when necessary

• understand how their own actionsimpact on others

• recognise and modify any aspects ofbehaviour that adversely affect theirgroup

One of the most significant impactsof Learning Away was the impactof the residentials on relationships,both peer relationships andbetween staff and students.

Paul Hamlyn Foundation, 2014, LearningAway – Second interim report

“

• recognise and applaud theachievements of others, regardless ofhow these compare with their own

• developing and valuing friendships• take on roles of responsibility for

planning and organising activities,fulfilling the role of junior leaders

• take responsibility for their own safetyas well as that of others

• respect others’ private space



5


Outcome 5 >environmentalawarenessYoung people are becoming alive to the natural environmentand understand the importance of conservation andsustainable development. Indicators

The young people you work with:• have regular access to the outdoors as

a learning resource• experience a range of different

environments in different conditions• understand the impact of human

activities on the environment

• demonstrate care for the environmentthrough their own actions (e.g. greenrecreation, leave no trace)

• are keen to participate in conservationactivities

• develop an interest in wider issues ofsustainable development

• appreciate and draw inspiration fromthe natural environment (e.g. in oral orwritten reflection, artwork orphotography)

• experience and gain respect for thepower of natural forces (e.g. wind andwaves)

• understand the impact of the activitieson the local environment and economy

• experience ‘awe and wonder’ inresponse to the natural beauty of wildenvironments


...the potential contributionoutdoor learning can make to thedevelopment of attitudes towardssustainability and a broader ethicof care for the environment isclear and significant.

Beth Christie, 2012, The impact of outdoorlearning on attitudes to sustainability: Areview of literature, Field Studies Counciland University of Edinburgh

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Outcome6 > activity skillsYoung people are acquiring and developing a range ofpsychomotor skills in support of their participation inoutdoor pursuits, recreation and exploration.

IndicatorsThe young people you work with:• develop physical skills that they adapt

and apply effectively in outdooractivities

• develop relevant mental skills (e.g.determination, co-operation,resilience)

• acquire and develop appropriatetechnical knowledge and skills

• know how to dress appropriately foroutdoor activities

• understand how to keep themselvescomfortable when outdoors in avariety of environments

• recognise the value of training andpractice in developing skills andimproving performance

• recognise the value of competition asa potential spur to high performance

• understand something of the historyand ethics underpinning outdoorsports and leisure pursuits

• respond positively in challengingenvironments (e.g. darkness,inclement weather)


Finding the sport of canoeingmeant so much to me as ayoungster. I loved practising,learning to become skilful in acanoe and being able to travel andexperience things as I hadn't donebefore, especially the excitementof learning to paddle on fastflowing rivers with big rapids.

David Florence, double Olympic medalist

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Outcome 7 >personal qualitiesYoung people are demonstrating increased initiative, self-reliance, responsibility, perseverance, tenacity andcommitment.

IndicatorsThe young people you work with:• are actively involved in the planning of

their outdoor activities• arrive on time, properly equipped and

prepared for activities• undertake appropriate tasks with

minimum levels of supervision andincreasing independence

• demonstrate initiative in overcomingobstacles to their progress

• work towards self-reliance in outdoor adventure/challenge (e.g. unaccompanied expeditions)

• try hard to succeed at activities they findphysically or emotionally challenging

• set realistic targets for themselvesover an extended period, and keepfocused until they succeed

• persevere with good humour in theface of discomfort (e.g. fatigue orinclement weather)

• take responsibility for their own safetyand that of others

• take on positions of responsibility (e.g.as junior committee members)

• take care of their personalpossessions, personal space andpersonal hygiene


The eco-system of a school shouldfoster academic success, but alsogo beyond it to the development ofbehaviours and attitudes that reallyset young people up for adult life.Employers want young people whoare enthusiastic, confident, creativeand resilient – not just exam robots.

CBI (2013) First Steps: A new approachfor our schools. End of year report.

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8 21High Quality Outdoor Learning © 2015 English Outdoor Council

Outcome 8 > skills for lifeYoung people are developing and extending their key skills ofcommunication, problem-solving, leadership and teamwork.

IndicatorsThe young people you work with:• listen to instructions (e.g. safety

briefings) and respond accordingly• come up with ideas and are able to

express them• understand the importance of listening

to the ideas and opinions of others• are able to describe their experiences

orally or in writing (or using video andIT skills)

• work co-operatively in planningactivities and solving problems

• are willing to try out a variety of ideasin order to find out what will work

Numerous surveys and researchfindings point to the fact thatemployers place a high premiumon ‘employability skills’ over andabove raw attainment. The CBIcites a broad range of charactercapabilities as key toemployability, including self-reliance, teamwork and resilience

Character and Resilience Manifesto,2013, p46, APPG on Social Mobility

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• vary and adapt what they do inresponse to changing circumstances

• understand how team members takeon different roles to achieve success

• are able to take on a position ofresponsibility and leadership roleswhere appropriate

• are able to step back and allow othersto take a leadership role

• are able to help their group arrive at ateam decision and implement it

• undertake training in first aid andsurvival skills at an appropriate level,


9Outcome 9 > increasedmotivation andappetite for learningYoung people are displaying an increased motivation andappetite for learning that is contributing to raised levels ofattainment and progress in other aspects of their development.

IndicatorsThe young people you work with:• always aim to achieve their best• are, or are becoming, self-motivated

learners• show a desire for new challenges and

learning experiences• have good or improving relationships

with teachers, youth workers or adultleaders

• display good or improving behaviour• talk positively about learning and

taking part in outdoor activities• have a good or improving record of

commitment• demonstrate raised levels of attainment

across the curriculum and beyond• participate in a variety of aspects of

school/club/organisational life• draw inspiration from their

outdoor activities in other subjects(e.g. creative writing or art)



In a recent Education EndowmentFoundation trial, pupils who wenton trips were taught a structuredapproach to improving their writingusing the trip as a source ofinspiration. The pupils who receivedthis intervention made an averageof nine months progress comparedto the control group.

Cabinet Office, 2014, What Works Well,www.gov.uk/what-works-network

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23

IndicatorsThe young people you work with:• are exposed to, and are becoming,

more aware of different environmentsand cultures

• are aware of the concepts of life-workbalance and how to evaluate it

• are becoming more open-minded• perceive a wider range of career

options open to them and talkpositively about these

• appreciate the work-place relevance ofkey skills such as communication andteamwork

The chances of doing well in a jobare not determined solely byacademic success – the possessionof character skills like persistenceand ‘grit’ also matter. So too dowider opportunities including workexperience, extra-curricularactivities and careers advice.

Social Mobility and Child PovertyCommission, 2014, Cracking the code:how schools can improve social mobility

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10Outcome 10 >broadened horizonsYoung people are broadening their horizons and becomingopen to a wider range of employment opportunities and lifechances, life choices and lifestyles.

• appreciate the attractiveness toemployers of self-reliance andcommitment

• are aware, if appropriate, ofemployment opportunities in outdoorrecreation, and the pathways to these

• are aware of opportunities to gain anduse coaching qualifications in theirchosen activity

• respond to opportunities to volunteertheir time to help others

• continue to participate in outdooractivities, independent expeditions ortravel, after they leave your school orclub

• always aim higher, and aspire toachieve in life to their fullest potential



Working with others to improve quality1. Towards effective partnershipsThere is no ‘one-size-fits-all’approach to everyone beingactive and learning outdoors.The following settings andprogrammes, which couldeasily exist in isolation (oreven opposition), all have animportant role to play:• Outdoor education day and residential

centres• Outdoor activity day and residential

centres• School sport• School organised and run adventure

activities including expeditions• Personal, social, health and economic

education• Youth clubs• Sports clubs• The Duke of Edinburgh Award scheme• The John Muir Award scheme• National Citizen Service• National campaigns such as Project Wild

Thing, Britain on Foot, and many others

However, mutual awarenessand mutual collaboration isimportant for the efficientand effective developmentof all children and youngpeople across the physical,emotional, social and financialspectra. Effective links amongschools, youth organisations,youth and activity clubs etc.enable young people to:• make the most of their experiences

and learning in the different settings• feel comfortable and confident in a

range of settings• be more likely to continue to be

physically active outdoors when theyleave school

• try new activities, in a range of newand challenging outdoor environments

• relate their experiences in one settingwhen they move into another

Different outdoor learningsettings work well togetherwhen they:• liaise closely with each other well

before, during and after an outdoorlearning programme

• respect each other’s aims and ethos,and are prepared to adapt to establish acommon, overlapping or complementaryset of aims and objectives

• strive to provide opportunities for allyoung people to participate,regardless of their background

• identify common principles to workingwith young people and agree mutualexpectations

• share a common approach to involvingand informing parents and carers

• enable young people to build on whatthey learn across different settings

• agree procedures for recording andassessing young people’s work andcelebrating their achievements

When different partnerorganisations come togetherto deliver outdoor learning,such as a school visiting anoutdoor education centre, ora youth workeraccompanying a NationalCitizen Service group to anoutdoor provider, bothpartners should:• encourage all leaders, and delivery staff

colleagues to contribute equally andeffectively to all aspects of the learning

• encourage and enable visiting andcentre staff to learn from each other’steaching, coaching or youth work stylesand experience, and share expertise

• agree and clearly understand thedivision of roles and responsibilitiesbetween centre and visiting staff, andensure these are communicated to theyoung people

• agree learning opportunities that canbe followed up later with the childrenand young people


When schools, youthorganisations, youthprogrammes and activityclubs work well together they:• talk to each other and respect each

other’s contribution• promote each other’s activities• provide opportunities for all young

people, regardless of their background• have mutual respect for each other’s

work and approach• share a common approach to involving

parents and carers and communicatewell with them

• build on what young people learn indifferent settings

• collaborate in the development ofteaching and coaching expertise

• share facilities, equipment andresources

• understand the framework within whichthe other partner operates (for example,the roles and responsibilities of localauthority outdoor education advisersand national governing bodies)

When schools, centres,youth organisations andactivity clubs work welltogether, young people:• understand how their experiences

within and away from schoolcomplement each other, and are ableto work confidently in different settings

• feel comfortable working with a rangeof people from different backgroundsand of different ages and abilities

• are able to develop their skills in newand challenging situations

• are able to balance their commitmentto, and involvement with, their school,youth group or activity club

• are able to transfer their learningbetween different settings, and intotheir everyday lives

What makes an effective link?

The outcomes of effectivepartnerships


SummaryThere is clear evidence that outdoor learning has a positiveimpact on young people, and when that learning is of highquality the impact can be life changing. For many, just beingoutdoors can have a huge benefit in terms of health andwell-being, stimulating curiosity and developing anappreciation of the world around them. When suchexperiences are part of a progressive programme designedto support integrated learning in both formal and informalsettings, the impact is greatly enhanced.

This guide identifies 5 core themes thatcharacterise many outdoor learningexperiences. Outdoor learning offers anenvironment where real world andprogressive, practical learning skills canbe developed. It is synonymous withdeveloping self-confidence andcharacter. It provides an environmentwhere young people can practicallymanage risk and through residentialexperiences provides those trulymemorable moments.


The 10 key outcomes of high qualityoutdoor learning are identified along withhow they might be evidenced in aneasily accessible manner. It is notdesigned as a quantitative research toolbut offers support in recognising whatthe positive impacts on young peoplecould look like. Using the indicators,simple ‘checklists’ identifying highquality outdoor learning can easily bedeveloped and including young peoplein this process will add relevance andvalue.

Education in its broadest sense is not just about delivering acurriculum. It is about givingchildren the chance to extendtheir life skills. It is aboutdeveloping their confidence. It isabout fostering their resilienceand sense of responsibility. And – let us not forget – it is aboutthe enjoyment, engagement andexcitement about venturing outinto the real world, with all itscapacity for uncertainty, surprise,stimulation and delight

Tim Gill, 2010, Nothing Ventured…Balancing risks and benefits in theoutdoors, English Outdoor Council,p.22.

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Having a clear vision of what we want toachieve when using the outdoors is thestarting point in the delivery high qualityoutdoor learning and early engagementof young people in this process isessential. Underpinning the successfuldelivery of high quality outdoor learningis the development of effectivepartnerships and partnership working. Inmany ways this is the key challenge andonly when partners work effectivelytogether will the full benefit of outdoorlearning be realised and applied bylearners in their everyday lives.


Finding out more The following websites provide information that can helpyou to sustain or improve the quality of outdoor learningwhether in your school, club, outdoor centre or beyond.

General information...Pupil health and safety on off-siteeducational visits: www.oeapng.info

The Adventure Activities LicensingAuthority: www.hse.gov.uk/aala

The work of the Outdoor EducationAdvisers’ Panel and to find your localoutdoor education adviser: www.oeap.infoThe National Curriculum:www.gov.uk/government/collections/national-curriculumThe inspection of schools and LA outdooreducation centres: www.ofsted.gov.uk

A wide range of learning outside theclassroom opportunities, contact theCouncil for Learning Outside theClassroom. www.lotc.org.uk

The Institute for Outdoor Learning’s workto develop standards in outdoor learning,encourage participation and provideprofessional development for outdoorlearning practitioners. www.outdoor-learning.org

How to deliver high quality residentials visitthe Paul Hamlyn Foundation, Learning Awaywebsite: http://learningaway.org.ukInformation on outdooreducation/activity centres...The Association of Heads of OutdoorEducation Centres: www.ahoec.orgThe British Activity Providers Association:www.thebapa.org.ukChristian Camping International:www.cci.org.ukScout Association: www.scouts.org.ukGirlguiding UK: www.girlguiding.org.uk

For fieldwork...National Association of Field StudyOfficers: www.outdoor-learning.orgField Studies Council: www.field-studies-council.org

For expeditions...Young Explorers’ Trust: www.theyet.org

For information on activity clubs affiliatedto the national governing/representativebodies for outdoor adventure activities...

The British Canoe Union: www.bcu.org.uk

The British Orienteering Federation:www.britishorienteering.org.uk

The British Mountaineering Council:www.thebmc.co.uk

The British Caving Association:www.british-caving.org.uk

The Royal Yachting Association:www.rya.org.uk

Others...

The Duke of Edinburgh’s Award:www.dofe.org

The Youth Sports Trust:www.youthsporttrust.org

The John Muir Award:www.jmt.org/jmaward-home.asp

The RSPB:www.rspb.org.uk/forprofessionals/teachers

The National Trust:www.nationaltrust.org.uk/what-we-do/big-issues/nature-and-outdoors/natural-childhood

Project Wild Thing:www.projectwildthing.com


ReferencesThe references below provide much of the evidence tosupport the value and benefits of outdoor learning. This isonly a selection of the work that has been undertaken. TheEnglish Outdoor Council maintain an up to date body ofevidence on their website (www.englishoutdoorcouncil.org).1. Maynard, T. and Waters, J. (2007) Learningin the outdoor environment: a missedopportunity?, Early Years. An InternationalJournal of Research and Development, 27:3,255 –265.2. DEFRA (2011) The Natural Choice:securing the value of nature. www.official-documents.gov.uk/document/cm80/8082/8082.asp.3. All Party Commission on Physical Activity(2014) Tackling Physical Inactivity – ACoordinated Approach. All Party Commissionon Physical Activity.4. Ofsted (2008) Learning Outside theclassroom: How far should you go?www.ofsted.gov.uk/resources/learning-outside-classroom.5. Association for Science Education OutdoorScience Working Group (2011) OutdoorScience. Field Studies Council and KingsCollege London.6. Scott, G., Boyd, M. and Colquhoun, D.(2013) Harnessing enthusiasm for biodiversityto enhance the learning experience.Bioscience Education Research Group,University of Hull.7. Williams, R. (2012) Woven into the fabric ofexperience: residential adventure educationand complexity Journal of AdventureEducation and Outdoor Learning,DOI:10.1080/14729679.2012.731725.http://dx.doi.org/10.1080/14729679.2012.731725.

8. Learning Away: Interim Report, PaulHamlyn foundation (2013) www.phf.org.uk/curo/downloaddoc.asp?id=8899. Learning Away: What makes a ‘BrilliantResidential’? (2014) Second InterimEvaluation Report summaryhttp://learningaway.org.uk/wp-content/uploads/Learning-Away-Interim-Evaluation-Summary-2-_September-2014.pdf10. Allan, J., McKenna, J. and Robinson, M.(2008) Building student resilience throughfirst-year outdoor adventure residentialexperience in higher education. Assessment,Teaching and Learning Journal (Leeds Met)Number 4 (Summer), pp.6–9.11. Nature to Nurture (2013) ‘Outdoor playand emotional well-being’.http://naturetonurture.co.uk/outdoor-play-and-emotional-well-being/.12. Gutman, L.M. and Schoon, I. (2013) Theimpact of non-cognitive skills on theoutcomes for young people. Institute ofEducation, University of London.13. Foresight Mental Capital and WellbeingProject (2008) Final Project report – Executivesummary. Government Office for Science,London.14. Dillion, J. (2011) Understanding thediverse benefits of learning in naturalenvironments. King’s College London.15. Paterson, C., Tyler, R. and Lexmond, J.(2014) Character and Resilience Manifesto.The all party parliamentary group on socialmobility.16. Christie, B. (2012) The impact of outdoorlearning experiences on attitudes tosustainability: A review of literature. Preparedfor the Field Studies Council.17. Higgins, P. (2013) Submission given to theEducation and Culture Committee onOutdoor Learning, Scottish Parliament, 10 December 2013.18. Ofsted report on learning outside theclassroom (2008) and Rickinson, M. et al.(2004) A review of research on outdoorlearning. Field Studies Council.19. McElligott, S. (2012) TransformationalLeadership behaviours, Bangor University –PhD study.20. Gill, T. (2010) Nothing Ventured…Balancing risks and benefits in the outdoors.English Outdoor Council.


About the Outdoor Education Advisers’ PanelFor information about the work of the Outdoor Education Advisers’ Paneland to find your local outdoor education advisor, and to obtain further copiesof this booklet visit www.oeap.info.

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