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 .
The Outdoor Learning Course (KS4 ) at Aylsham High School 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 of academic subjects 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 The place mainly within school grounds combined with off-site visits with potential employers and outdoor specialists The people A part-time tutor employed by AHS – to design and lead the year’s outdoor learning course 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 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
Action Research (Period 1) at Aylsham High School
The Action Research (Period 1) Two external researchers observed the outdoor learning group for 12 consecutive weeks between January and end of March 2015. Objectives 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
Evaluation Tools tested NPC Well-Being Survey Strengths & Difficulties Diamond Questionnaire Ranking (SDQ) Evaluation Tools PEMS Puppet tree
Outcomes for Outdoor Learning Course & Pupils
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)
The Eagles (KS3) Aylsham High School
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 students. Social times or after a difficult morning; we continue to provide support, care and guidance.
Action Research (Period 2) at Aylsham High School
The Action Research (Period 2) 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. Objectives 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
The Eagles Outdoors 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 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 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 Tool Type Who When Well-Being Qual & Self Start SWEMWBS* (SWEMWBS) Quan End (Well-Being) SDQ Qual & Teacher, Start Quan parent, self End Strengths & PEMS+ Qual & Teacher Weekly Difficulties Life Questionnaire Quan Self Satisfaction (SDQ) Ladder Life satis Qual & Self Start Evaluation ladder Quan End Tools Bush Qual Self As wanted Telegraph PEMS+ Pupils also designed their own “colour - spread” Bush (student and Telegraph presenting their views of & favourite moments teacher) from the outdoor learning project. * Short Warwick Edinburgh Mental Well Being Scale
Outcomes for Outdoor Learning Project & Pupils
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* Average total mental well-being scores (SWEMWBS raw score) for Eagles group before and after the 12 week outdoor learning programme (Sep - Dec 2015) 18% change Maximum score possible = 35 27.0 26.0 25.0 24.0 23.0 The average well-being score 22.0 for The Eagles group increased by 18% during the outdoor 21.0 learning project 20.0 Mean before Mean after National average 2011 * 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.
Outcomes for pupils – SWEMWBS* greatest change 25%
Outcomes for pupils – Life Satisfaction 50% change The average Life Satisfaction score for The Eagles group increased by 50% during the outdoor learning project
Recommend
More recommend
