Learning Outside The Classroom

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Learning outside the Classroom

Learning outside the Classroom

Part A: Rationale for Learning outside the Classroom

There are a number of provisions which 'learning outside the classroom' encompass. These include the following:

When students engage in activities within the premises of the school, Students' activities within a school's or college's own buildings, nearby areas, or playing grounds.

When students participate in theatres, and special events such as concerts.

When students engage in musical clubs, groups, and physical sports during recess, and prior to, or after school.

When students go to educational trips planned during the school day.

When students go to residential visits in weekends, holidays or during the school days.

According to the report published by the Committee's predecessor the 'Education and Skills Committee' in 2005, the benefits derived from giving opportunities to children to learn outside the classroom were irregular. The report discussed the outcomes of such learning in terms of attaining the soft and social skills by the children through learning in a setting other than the classrooms.

In addition, the report discussed the drawbacks of such provisions with respect to the extent of risk involved in giving students opportunities to learn outside the classroom. On the other hand, there were issues pertaining to unwieldy administration, resources, funding, and time, which reduced the schools' willingness to offer such prospects to students.

The Department responded to this report, and in 2006, it published a 'learning outside the classroom Manifesto' (www.education.gov.uk). The manifesto seeks to provide a statement of common vision and shared intent for all the related practitioners and organizations. The prominent feature of the manifesto and its key objective entails that it is essential for all the young people to experience the environment outside the classroom to learn and gain personal development. This is irrespective to the age, circumstances or their ability.

At present, the manifesto has approximately 2000 signatories. These include outdoor centres, local authorities, schools, and museums. In the year 2008, a scheme named 'Quality Badge' launched by the Department to provided opportunities to practitioners to have accreditation for showing the initiatives pertaining to health and safety, and the quality of their management. Moreover, the scheme seeks to assist schools in identifying those organizations with which they can collaborate.

There is a significant impact on the format of curriculum, teaching practices, and how important a class is for a teacher, on the nature of classroom. In addition, the tasks and assignments also determine what happens in a classroom.

There are a number of studies, which investigate the impact of such factors on the perceptions students have about learning, and teaching environment. Furthermore, these investigations help in determining how students approach learning, and the nature and quality of their learning outcomes. It is essential to realize that the environment of a classroom and the curriculum do not just affect students' behaviour in the classroom, but also the relationship between the teacher and student. There have been a number of studies in the past few decades pertaining to the perceptions of teachers and students about the psychosocial setting ...
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