Outdoor Learning at Aylsham High School, UK (Jan Mar 2015) For - - PowerPoint PPT Presentation
Action Research Case Study Outdoor Learning at Aylsham High School, UK (Jan Mar 2015) For Aylsham H.S. Dissemination Conference April 16 Disclaimer This project has been funded with support from the European Commission (Erasmus+).
Action Research Case Study
Outdoor Learning at Aylsham High School, UK
(Jan – Mar 2015) For Aylsham H.S. Dissemination Conference April ‘16
Disclaimer
This project has been funded with support from the
European Commission (Erasmus+). The document reflects the views only of the ACEWild team and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Link here – to get to Aylsham conference presentations
Background
At end of year 8 (age 13/14), pupils at Aylsham High
School (AHS) choose option subjects
Recognition that more vulnerable young people may
not yet need the increased challenge of a wide range
Severe risk of these students becoming NEET (Not in
Education, Employment or Training) in future
AHS developed year-long outdoor learning course
focusing on skills linked to employability and designed to improve self-confidence, resilience and well-being
The Outdoor Learning Course
A part-time tutor employed by AHS – to design and lead the year’s
Two groups of 8 most vulnerable students (potential NEETs) – to
participate in the programme
Dedicated learning support assistant - to support each group Range of potential local employers and outdoor/environmental
specialists – to provide expertise and experience
Member of Senior Management Team – to support the programme
The place
mainly within school grounds combined with off-site visits with potential employers and outdoor
specialists
The people
The programme
5 hours each week – 3-hour morning session and 2-hour afternoon
session once a week, between Sept and June
Mix of Bushcraft, Horticulture, Animal Care, Ecology & “Do
Outdoors” (art, map work, keeping safe, outdoor sport)
Level 1 Gateway Employability qualification – providing flexible
framework for the course
The Action Research (Period 1)
To test a variety of evaluation tools designed to
measure effectiveness/impact of the outdoor learning programme at AHS
To share outcomes with partners To use outcomes to adapt and improve evaluation
methodologies - and the outdoor learning course itself
Objectives
Two external researchers observed the outdoor learning group for 12 consecutive weeks between January and end of March 2015.
Evaluation Tools tested
Evaluation Tools
Strengths & Difficulties Questionnaire (SDQ) PEMS Puppet tree NPC Well-Being Survey Diamond Ranking
Outcomes for pupils
How the group’s skills and behaviours changed during 12 weeks of outdoor learning
(Combined PEMS, SDQ & teacher observations:Jan 2015 – Mar 2015)
All pupils improved their
environmental and motivational skills
92% improved their personal
and enterprise/initiative skills
Outcomes for pupils
How the group’s well-being changed during 12 weeks of outdoor learning
Using the New Philanthropy Capital measure of Well-Being www.well-beingmeasure.com
Outcomes for the course
“Why I enjoy the outdoor learning course” – top ranking reasons from choices A – I below:
Action Research Case Study
The Eagles Outdoors
Aylsham High School, UK
(Sep – Dec 2015)
Background
The Aylsham High School Nurture Group – The Eagles is
a small supportive class of up to fifteen students run by ex-Primary School teacher and Nurture trained Mr. Sweatman and supported by a learning support assistant and a lead intervention teaching assistant.
The students are carefully selected according to their
individual holistic profile of needs identified from Primary School and Parents/Carers.
Parents/Carers are invited in to school to meet with
the Nurture team prior to our induction days.
We aim to help secure effective transfer from primary
school for our most vulnerable students.
Background
Addresses the challenge of transition from often
very small primary schools to a large secondary school environment for our most vulnerable learners.
Students arrive with significant and complex social
and emotional, learning or behavioural needs. Traditionally we found that these students were lost within the school community and that engagement with parents and carers was limited.
Ensures that students are given the academic, social
and emotional support they need at a hugely significant transition point.
Background
To ensure our Nurture students continue to make
academic progress we have a unique curriculum that ensures our students continue to access the core subjects, as well as having the opportunity to develop their social and emotional skills.
The lessons within the Nurture environment are
taught solely by our Head of Nurture Provision for 60% of the students’ education. This slowly decreases until they reach KS4. The Nurture environment continues to be available to the
we continue to provide support, care and guidance.
The Action Research (Period 2)
To test new evaluation tools designed to measure effectiveness/impact of the Year 7 outdoor learning programme at AHS
To use outcomes to inform future outdoor learning practice at the school and beyond
Increase self-esteem/confidence
improve attendance and attainment
Links with parents
Empower staff
Promote inclusion
Build relationships
Return to mainstream
Objectives
Every Thursday morning, for 10 weeks between Sept and Dec 2015, The Eagles participated in a range of outdoor activities lead by specialist practitioners and observed by their class teacher.
The Eagles Outdoors
Head of Nurture – to organise, manage and observe the group; to test evaluation methodologies
Twelve Year 7 Eagles - to participate in the programme
Three dedicated learning support assistants - to support key individuals
Two Goldcrest Outdoor Education practitioners, alternating with two Holt Hall Outdoor & Environmental Learning practitioners – to provide expertise and experience
Member of Senior Management Team – to support the programme
The place
mainly within the new Nurture garden developing the space, but also other areas of the wider school grounds
combined with two off-site visits to Holt Hall Outdoor & Environmental Learning Centre
The people
The 10 week programme
Team-building activities Fire-lighting & Camp-fire cooking Horticulture - planting herbs, vegetables and flowers Wildlife gardening - planting native wildflowers, shrubs and trees to
encourage biodiversity
Bushcraft – shelter building (Bush-telegraph), whittling, knots &
lashings
Outdoor Sport – archery and orienteering Wildlife surveys – pond dipping, invertebrate studies, bird watching Construction – bird-boxes, raised pond, raised beds, bug homes Natural art, craft & literacy
Culminating in an outdoor cooking fest and joint activities with the KS4 Outdoor Learning students … and a Family Outdoor Learning morning
Evaluation Tools tested
Evaluation Tools
Strengths & Difficulties Questionnaire (SDQ) PEMS+ (student and teacher) Bush Telegraph SWEMWBS* (Well-Being) Life Satisfaction Ladder
Tool Type Who When
Well-Being (SWEMWBS) Qual & Quan Self Start End SDQ Qual & Quan Teacher, parent, self Start End PEMS+ Qual & Quan Teacher Self Weekly Life satis ladder Qual & Quan Self Start End Bush Telegraph Qual Self As wanted
Pupils also designed their own “colour-spread” presenting their views of & favourite moments from the outdoor learning project. * Short Warwick Edinburgh Mental Well Being Scale
Outcomes for pupils – PEMS+
How the skills and behaviours of The Eagles changed during 10 weeks of outdoor learning (Sep – Dec 2015) Based on the teacher’s PEMS+ scores
All pupils improved their
environmental and motivational skills
92% improved their personal
and enterprise/initiative skills
Outcomes for pupils – SWEMWBS*
* Short Warwick Edinburgh Mental Well Being Scale The Warwick-Edinburgh Mental Well-being Scale was funded by the Scottish
Government National Programme for Improving Mental Health and Well-being, commissioned by NHS Health Scotland, developed by the University of Warwick and the University of Edinburgh, and is jointly owned by NHS Health Scotland, the University of Warwick and the University of Edinburgh.
20.0 21.0 22.0 23.0 24.0 25.0 26.0 27.0 Mean before Mean after National average 2011Average total mental well-being scores (SWEMWBS raw score) for Eagles group before and after the 12 week outdoor learning programme (Sep - Dec 2015)
Maximum score possible = 3518% change
The average well-being score
for The Eagles group increased by 18% during the outdoor learning project
Outcomes for pupils – SWEMWBS*
greatest change 25%
Outcomes for pupils – Life Satisfaction
The average Life Satisfaction
score for The Eagles group increased by 50% during the
50% change
Outcomes for pupils – SDQ
Before - Very High
level of difficulties compared to national average
After - Close to average
level of difficulties compared to national average
75% change
The average total difficulties
(as measured by SDQ) for The Eagles group decreased by 75% during the outdoor learning project
I have improved…
My interactive skills because I have been cooking with other people In confidence because I was working with older students My self- confidence, by doing something different My teamwork skills because I was in a team in a fire session In bravery – I did not think I would gut a fish at all My confidence because I have started talking to people
I have become… more independent
Outcomes for pupils – own “colour-spreads”
“I have the guts to gut a fish”
Outcomes for pupils
Marshall, aged 11
Tool Analysis - “Well-Being Measure”
Evaluation Tool Advantages Disadvantages National Philanthropy Capital Well-Being Measure
report well-presented
average
system for students (5 choices only)
indicators, eg resilience
individual)
and patience required (if students self-complete)
Can measure:
Self-esteem, emotional well-being, resilience
Satisfaction with friends, family, community and school
Life satisfaction
Tool Analysis - PEMS
Evaluation Tool Advantages Disadvantages PEMS (Personal, Environmental, Motivational, Social)
assessment tool to measure change over time, or evaluate behaviours and attitudes during certain activities
the individual
reflection, allowing you to identify trends or behaviours that may
induction
designed to match own qualification/theme
each week to input and interpret scores
elsewhere
needed from experienced users to use tool effectively Assesses on a 1- 5 scale:
Personal skills
Environmental skills
Motivation
Social skills
Developed by Jon Cree, specialist in working with young people who display challenging behaviour in a classroom.
Tool Analysis - Strengths & Difficulties Questionnaire (SDQ)
Evaluation Tool Advantages Disadvantages Strengths & Difficulties Questionnaire (SDQ)
teacher and pupil version)
use)
analysis once uploaded to website
be compared to a national average
complete wrong way round
required
if want more than “risk” value/clinical diagnosis Assesses: emotional, conduct, hyperactivity and peer problems, plus prosocial difficulties/strengths
Tool Analysis – Diamond Ranking
Evaluation Tool Advantages Disadvantages Diamond Ranking
reflection as choices have to be made
indoors or out
group or individual
feedback
statements / choices have to be identified (by whom and how?)
thoroughly
Outcomes – Puppet Tree
Evaluation Tool Advantages Disadvantages Puppets in a Tree
to use to assess student’s immediate feelings about an activity or event
“snapshot” in time
at start as positions of puppets in tree can be interpreted very differently depending on “criteria”–
togetherness, etc
to interpret facial expressions or body language(eg. Asperger’s)
anger, jealousy, frustration, fear)
why they placed themselves in certain position
Next steps
Outdoor Learning (Key Stage 4)
Developing qualification links to enhance outcomes and increase
credibility and validity of course
Continuing to build on existing links with local providers to create and
raise student awareness of employment opportunities
Refining the evaluation methods to develop realistic and practical
tools for teachers
Exploring opportunities to re-visit the course at Year 11 (continuity
and progression)?
Next steps
Outdoor Learning (Key Stage 3)
Training to enable school staff to continue delivering an outdoor
learning programme
Joining existing outdoor learning networks to support CPD Refining the evaluation methods to develop realistic and practical
tools for teachers
Making better use of expertise within the local community to support
the programme
Purchasing of basic equipment and outdoor resources Developing ideas for use of outdoor learning as part of transition
programme from KS2 – KS3
Project Partners and further information;
Erasmus+ is the European Union’s (EU) programme for education, training, youth and sport, with the EU committing £12 billion to the programme between 2014 and 2020. www.erasmusplus.org.uk For much more information and resources relating to the ACEWild (Alternative Curriculum Education out of the Wild) Project, including resources, case studies, further support and full list of project contacts please see; www.acewild.eu ACEWild Project Coordinator; Sue Falch-Lovesey, Norfolk County Council 07983616191 Aylsham High School Link Yr.9; Diana Clarke, Outdoor Learning Lead Tutor 01263 733270 Aylsham High School Link Yr.7; Danny Sweatman, Head of Nurture 01263 733270 Aylsham High School Link Yr.9;Liz Goodliffe, Outdoor Learning Lead 01263 733270 Outdoor Learning Practitioner; Emily Chittenden, Goldcrest Outdoor Education 07528079665