Dan Charnley
"Outdoor learning is becoming increasingly recognised as an innovative and fundamental aspect of a child’s learning and development. As Primary Schools throughout England are beginning to focus more on outdoor learning, the need for the design and implementation of outdoor learning facilities are increasing. These outdoor learning environments will be referred to in this dissertation as outdoor classrooms. The study will focus on the benefits of the outdoor classroom, the process from concept to completion and the role of the Landscape Architect.Primary education is a crucial stage in child’s formative development and shapes their life (The Learning Trust 2011) and the research throughout this study will focus on this age group, which covers educational phases, Key Stage 1 and 2.
The aim of the dissertation is to cover two key points in the transitional process of state primary education in the UK.
1. During the current revision of the curriculum for Key Stage 1 and 2 is there the opportunity to include and promote the outdoor classroom in schools?
2. How can Landscape Architects support the development of outdoor classrooms and should they gain a stronger understanding of educational thinking?
The research throughout this study is focussed on current educational frameworks, future government intentions and guidelines, the role of the Landscape Architect and the understanding of the outdoor classroom by all appropriate professionals involved. The supportive evidence is supplied through a series of interviews with, and questionnaires completed by Members of Parliament on the Education Select Committee, professional landscape experts, headteachers and teachers from a range of Primary Schools in the North West and other specialists both in the UK and overseas."
The aim of the dissertation is to cover two key points in the transitional process of state primary education in the UK.
1. During the current revision of the curriculum for Key Stage 1 and 2 is there the opportunity to include and promote the outdoor classroom in schools?
2. How can Landscape Architects support the development of outdoor classrooms and should they gain a stronger understanding of educational thinking?
The research throughout this study is focussed on current educational frameworks, future government intentions and guidelines, the role of the Landscape Architect and the understanding of the outdoor classroom by all appropriate professionals involved. The supportive evidence is supplied through a series of interviews with, and questionnaires completed by Members of Parliament on the Education Select Committee, professional landscape experts, headteachers and teachers from a range of Primary Schools in the North West and other specialists both in the UK and overseas."
| dan_charnley_dissertation_2011.pdf |
