Our thanks go to:
EVOLVE Advice for funding the design of these HQOL 2025 Bitesize Resources.
0.0 HQOL Introduction – This document introduces High Quality Outdoor Learning, an updated guide based on the 2015 English Outdoor Council publication. It highlights the growing recognition of outdoor learning's benefits across all age groups and outlines the guide’s purpose: setting context, defining quality standards, identifying best practices, and describing achievable outcomes.
1.0 An Overview of Outdoor Learning – This document explores outdoor learning as a broad educational approach involving direct engagement with outdoor environments. It covers various interpretations and applications, highlights the role of practitioners, and examines the relationship between outdoor learning and outdoor recreation.
1.1 How People Participate in Outdoor Learning – Explores the diverse ways individuals engage in outdoor learning, from formal education and youth programs to outdoor activity clubs, apprenticeships, and family-led experiences. It highlights the role of schools, providers, and social initiatives like green social prescribing in broadening participation.
1.2 The Benefits of Outdoor Learning – Highlights research supporting outdoor learning’s positive impact on mental and physical health, social skills, academic performance, and environmental awareness. It emphasizes long-term benefits for both children and adults, including improved well-being, resilience, and engagement with learning.
1.3 The Context for Outdoor Learning – Explores societal and environmental factors influencing outdoor learning, such as mental health challenges, climate change, digital transformation, and inequitable access to nature. It examines how outdoor learning can address these issues across individual, societal, and global levels.
2.0 Understanding Quality in Outdoor Learning – Defines high-quality outdoor learning through a model integrating structures, practice, and outcomes. It discusses varying perceptions of quality, the role of organizational values, and the importance of aligning activities with intended learning goals.
2.1 Underpinning Structures – Defines the foundational elements of high-quality outdoor learning, including a shared vision, strong leadership, effective policies, and a culture that supports learning and practitioner development. It emphasizes the role of compliance, risk management, and professional standards in maintaining quality.
2.2 Safety Management and Safeguarding – Addresses the balance between risk and safety in outdoor learning, stressing the importance of managed risk for development while ensuring participant well-being. It outlines key responsibilities for providers and practitioners, including safeguarding policies, risk assessments, and trauma-informed approaches.
2.3 Equity, Diversity, Inclusion, and Belonging – Explores the importance of equity, diversity, and inclusion in outdoor learning, emphasizing the need for language, policies, and practices that create a sense of belonging for all participants. It introduces the BASICS model (Belonging, Aspiration, Safety, Identity, Challenge, Success) as a framework for assessing inclusivity.
2.4 Developing Relationships – Highlights the role of meaningful relationships in outdoor learning, including connections with people and nature, to enhance confidence, communication, and personal growth. Practitioners play a key role in fostering trust, inclusion, and engagement while considering cultural perspectives on nature relationships.
2.5 Outdoor Learning, the Environment, and Sustainable Practice – Discusses the role of outdoor learning in promoting environmental awareness, sustainability, and responsible engagement with nature. It encourages practitioners to model sustainable behaviours, integrate environmental education, and help participants develop personal connections with nature.
2.6 Theory of Change – Describes how outdoor learning providers can use a theory of change to link programme goals, activities, and outcomes, ensuring clarity in design and evaluation. It emphasizes the importance of articulating the rationale behind learning interventions and using data to measure impact.
2.7 Continuity and Progression – Explores how outdoor learning builds on prior knowledge and experiences, ensuring a structured pathway for long-term development. It highlights the role of progression in formal and informal learning settings, encouraging practitioners to support participants in carrying forward their learning.
3.0 High Quality Outdoor Learning in Practice – Defines what constitutes a high-quality outdoor learning session by integrating teaching and youth work standards. It outlines the key components of planning, delivery, assessment, and consolidation, while emphasizing the role of practitioners in fostering meaningful learning experiences.
3.1 Planning and Initiating – Covers the essential steps in preparing for outdoor learning, including understanding participant needs, setting objectives, and ensuring inclusivity. It emphasizes the importance of creating a welcoming environment and setting expectations to maximize learning outcomes.
3.2 Session Delivery – Focuses on effectively managing people and learning during outdoor sessions by fostering engagement, setting clear objectives, and adapting activities to participants’ needs. It highlights the importance of communication, safety, and maintaining a positive learning atmosphere.
3.3 Assessing and Consolidating Learning – Explores methods for evaluating outdoor learning outcomes, such as skill demonstration, reflective activities, and participant feedback. It emphasizes the role of structured review sessions in reinforcing learning and supporting future progression.
3.4 The 21st Century Practitioner: Behaviours - Highlights the key behaviours of effective outdoor learning practitioners.
3.5 The 21st Century Practitioner: Characteristics - Defines the essential traits of modern outdoor learning practitioners.
4.0 Outcomes of Outdoor Learning - Describes the intended outcomes of high-quality outdoor learning, including personal development, environmental awareness, and improved social and academic skills. It discusses the importance of assessing and aligning outcomes with broader frameworks to ensure meaningful impact and long-term benefits.
4.1 - Outcome 1: Health and Well-being
4.2 - Outcome 2: Social and Emotional Awareness
4.3 - Outcome 3: Environmental Awareness
4.4 - Outcome 4: Positive Learning Experiences
4.5 - Outcome 5: Confidence and Character
4.6 - Outcome 6: Skills and Knowledge
4.7 - Outcome 7: Personal Qualities
4.8 - Outcome 8: Skills for Life
4.9 - Outcome 9: Increased Motivation and Appetite for Learning
4.10 - Outcome 10: Broadened Horizons
5.0 Developing Outdoor Learning - Explores the development of outdoor learning, emphasizing its role alongside other educational approaches and the need for greater equity in access. It calls for advocacy, collaboration, and research to expand outdoor learning opportunities and establish it as an essential part of education and well-being.
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