How do we learn about the world around us? Can we deliver better learning? How can science help to change behaviours towards a more sustainable world? These are just some of the questions that the Real World Learning Network is exploring.
The Real World Learning Network is exploring and sharing successful approaches to outdoor learning that increase action for sustainable development. We believe that outdoor learning offers one of the best approaches for young people to engage with the world around them, and provides a stimulating context to explore how we can all contribute to a more sustainable present and future. Come and join in the adventure.
We are surrounded by frames. When we hear the word ‘nature’, subconsciously a bundle of different memories, emotions and values are activated. Such associations, often leading to strong narratives under the surface of our awareness, are called ‘frames’.
One element for delivering successful outdoor science is connecting teaching to big science issues. Bringing understanding of these big issues is a challenge, especially when they seem invisible to the learner. We have been searching for the links between science, sustainability, and real world learning. In our discussions and research words such as interconnections and context were often highlighted as difficult issues to tackle in outdoor learning. Ten Science Mind Maps were therefore developed as teaching aids to try to address this problem.
Beyond the Classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the UK to learn how to embed outdoor learning into the new curriculum.
Working Group 4 is exploring how outdoor science can support green careers. We are researching which values and competences will help young people play an active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.
We have been working on finding the best fitting model for green competences that can be developed through outdoor learning. This model needs to show clear links between values and competences, provide clear guidance to students about competence groups they will need to develop in order to participate in a green economy, and be a guide for teachers wanting to support values and competence development through outdoor learning.
Sir David Attenborough wisely points out that “No one will protect what they don’t care about; and no one will care about what they have never experienced”. We find ourselves at a point in time where the natural world is in dire need of our positive attention, yet where we are increasingly disconnected as a species from nature upon which we ultimately rely for our existence.
What are frames? Frames like ‘balance’ are strong images. By triggering sets of associations they consolidate neural pathways. They help to structure complex relationships, and to strengthen values over the long term. We are surrounded by frames. Some are universal, others result from our culture, and some of them are imposed upon us by the marketing industry. We need frames for orientation – but they can also be subject to manipulation. Using frames in a sense of learning for sustainability means using them responsibly and always in a transparent way.
Working Group 3 is reviewing a range of approaches to Real World Learning and outdoor science with a focus on linking learning to behavioural change promoting action for sustainability.
Our Working Group 2 is exploring the big issues that underpin sustainability. They have identified nine big issues including biodiversity, climate change, ocean acidification and freshwater use.
Working Group 4 is exploring how outdoor science can support green careers. We are researching which competencies and values will help young people play and active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.
We are exploring how outdoor science and real world learning can help learners understand the fundamental concepts of science and sustainable development, and demonstrate practical methods of teaching and learning based on the outdoor classroom. We are developing guidance notes to support high quality outdoor learning.
This might appear to be a strange title, after all doesn’t all science take place ‘in the natural world?’ Where else could it be taking place? When we examine science more closely we might start to wonder; it is often be divorced from the natural world leading to results which cause more harm than good. What would science in the natural world look like?
This might appear to be a strange title, after all doesn’t all science take place ‘in the natural world?’ Where else could it be taking place? When we examine science more closely we might start to wonder; it is often be divorced from the natural world leading to results which cause more harm than good. What would science in the natural world look like?
We are surrounded by frames. When we hear the word ‘nature’, subconsciously a bundle of different memories, emotions and values are activated. Such associations, often leading to strong narratives under the surface of our awareness, are called ‘frames’.
One element for delivering successful outdoor science is connecting teaching to big science issues. Bringing understanding of these big issues is a challenge, especially when they seem invisible to the learner. We have been searching for the links between science, sustainability, and real world learning. In our discussions and research words such as interconnections and context were often highlighted as difficult issues to tackle in outdoor learning. Ten Science Mind Maps were therefore developed as teaching aids to try to address this problem.
Beyond the Classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the UK to learn how to embed outdoor learning into the new curriculum.
Working Group 4 is exploring how outdoor science can support green careers. We are researching which values and competences will help young people play an active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.
We have been working on finding the best fitting model for green competences that can be developed through outdoor learning. This model needs to show clear links between values and competences, provide clear guidance to students about competence groups they will need to develop in order to participate in a green economy, and be a guide for teachers wanting to support values and competence development through outdoor learning.
Sir David Attenborough wisely points out that “No one will protect what they don’t care about; and no one will care about what they have never experienced”. We find ourselves at a point in time where the natural world is in dire need of our positive attention, yet where we are increasingly disconnected as a species from nature upon which we ultimately rely for our existence.
What are frames? Frames like ‘balance’ are strong images. By triggering sets of associations they consolidate neural pathways. They help to structure complex relationships, and to strengthen values over the long term. We are surrounded by frames. Some are universal, others result from our culture, and some of them are imposed upon us by the marketing industry. We need frames for orientation – but they can also be subject to manipulation. Using frames in a sense of learning for sustainability means using them responsibly and always in a transparent way.
Working Group 3 is reviewing a range of approaches to Real World Learning and outdoor science with a focus on linking learning to behavioural change promoting action for sustainability.
Our Working Group 2 is exploring the big issues that underpin sustainability. They have identified nine big issues including biodiversity, climate change, ocean acidification and freshwater use.
Working Group 4 is exploring how outdoor science can support green careers. We are researching which competencies and values will help young people play and active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.
We are exploring how outdoor science and real world learning can help learners understand the fundamental concepts of science and sustainable development, and demonstrate practical methods of teaching and learning based on the outdoor classroom. We are developing guidance notes to support high quality outdoor learning.
‘Green jobs’ are quickly redefining traditional job roles and simultaneously creating new professions in a wide range of sectors such as construction, transport, energy supply, engineering and science. In particular, they have emerged as a response to global challenges linked to environmental protection, economic development and social inclusion.
The training will focus on the role of values, competencies and scientific understanding to support sustainable behaviour change. You will participate in a series of practical activities that allow you to explore your outdoor learning activities and reflect on what is good practice. The course is based on a new model and planning tool for outdoor learning that supports the integration of values, competencies and scientific understanding into outdoor learning.
Teach Earth is a programme which combines "hands-on" scientific research which can be replicated in a school setting and innovative tailored learning sessions. It provides inspiration, confidence and resources to enable teachers and educators to develop as environmental leaders.
The NAFSO Professional Development Event 2015 at FSC Castle Head Centre, Grange-over-Sands from January 5th to 7th 2015 will endeavour to bring together educators old and new from the world of field studies/outdoor learning. It will be aimed at NAFSO members and supporters plus the wider world of Learning Outside the Classroom.
The second Real World Learning Network conference took place at Planica in Slovenia, November 2013. More than ninety people gathered from fifteen countries to explore science and sustainability in outdoor learning.
This course is part of the Outdoor Learning Series for teachers and outdoor educators being delivered by FSC, three courses providing insights into different aspects of outdoor learning, all taking place at inspiring locations in Scotland. On this course there is a focus on holistic science and how we can ‘know’ more about the environment surrounding us. It will include activities and discussion on what is science as well as ways of scientific learning including traditional fieldwork, experience and intuition.
This course is part of the Outdoor Learning Series for teachers and outdoor educators being delivered by FSC, three courses providing insights into different aspects of outdoor learning, all taking place at inspiring locations in Scotland.The main objective for this course is to stimulate reflection, discussion and innovation toward values and competency based learning for a sustainable future. Through practical hands-on activities we will explore and reflect on our values as a basis for teaching and learning in the outdoors. We will share and evaluate current best practices that support and develop core values and competencies for sustainability. We will explore how these competencies are connected to green careers. As a result, you will leave with new ideas for the implementation and delivery of values and competency based outdoor learning.
This course is part of the Outdoor Learning Series for teachers and outdoor educators being delivered by FSC, three courses providing insights into different aspects of outdoor learning, all taking place at inspiring locations in Scotland. This course offers a hands-on experience of learning with our senses from popular approaches such as forest schools and earth education, to more recent methods using guided meditations and nature immersion activities.
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