“Learning outside the classroom is a great way of helping pupils with SEN to reach their potential, and Ofsted are rather keen on it too”

Elaine Skates, Deputy Chief Executive of the Council for Learning Outside the Classroom

SEN Magazine reports on the results of a survey, conducted by TeacherVoice on behalf of the Council for Learning Outside the Classroom, revealing that 70% of teachers value LOtC over classroom teaching in terms of how effective it is at engaging different learning styles.

The article, entitled ‘Outside intervention’, reports that children with SEN typically learn best through doing, also known as kinaesthetic learning. However, this preferred learning style can sometimes be difficult to undertake effectively in the classroom.

It also highlights that in the school grounds and beyond there are more opportunities for pupils to undertake sensory learning which enables them to see, hear, smell, touch, and ultimately explore the world – encouraging pupils with SEN to “expand their horizons and become more alert and aware of the world around them.”

However learning outside the classroom doesn’t just support pupils in reaching their academic potential, but also support pupils with their personal development, particularly in terms of their confidence levels and communication skills.

Further to this, SEN Magazine states that LOtC is “relevant to demonstrating good/outstanding practice across all four areas of the Ofsted inspection framework”. However, evidence must be collected of such learning to achieve this, such as:

Attainment and achievement – examples of where LOtC can be directly linked to improved attainment.

Quality of teaching – proof that LOtC is well-planned and integrated into the curriculum with the aim of extending the knowledge, skills and understanding of pupils with different learning needs and abilities.

Behaviour and motivation – examples of how different learning environments increase your pupils’ motivation and encourage positive behaviours. It could be argued that LOtC promotes learning that improves pupils’ safety as they’re encouraged to manage risks themselves.

Leadership and management – clear documentation, including: LOtC in the school policy, LOtC evaluation (how has LOtC improved the quality of teaching and learning at the school?), and a development plan (how can LOtC be improve for the future?).

To get notifications of learning-outside-the-classroom activity and location ideas and more on information on how LOtC can be used to benefit your pupils’ learning and development, follow us on Twitter @MinibusLeasing or like our Facebook page – Benchmark Minibus.

For more information about Benchmark Leasing you can go to our website, call us on 01753 859944, or email minibus@benchmarkleasing.co.uk.

Link to article: https://senmagazine.co.uk/articles/articles/senarticles/outside-intervention-heling-pupils-wuth-sen-reach-their-potential-by-learning-outside-the-classroom 

The story is as old as civilisation, which suggests that as a learning tool stories can be very helpful as a way of teaching science.

The story as a means of passing on facts goes back to the earliest days of human society, and for most of mankind’s existence the story has been the key way each generation has of understanding the world.

Indeed before the introduction of the scientific method, there was only the story as an explanation of the world that medieval societies witnessed.

But as experimentation took hold, the story was pushed aside, which, in one sense, is something of a shame because for children it is the love of the story that enhances their learning.

For while some children can have difficulty recalling individual scientific facts, when any of these turn up in a story there is every chance that the facts will slip seamlessly into our long term memories.

With a story, the facts learned through experimentation become even more meaningful, and take on a new importance.

Which is why we travel from school to school telling stories about science.  Stories relating to the solar system, evolution, earthquakes, volcanoes and tsunamis.

These are the stories children remember.  Stories that can stay with them for years to come.  Stories so powerful that they will still be remembered and re-told when the children we teach come to tell stories to their own children.

If you would like to see some evidence of the power of the story in terms of children’s learning, read about the research into why stories work as teaching aids, or indeed if you would like to know more about our work in schools, please click here.

You’ll be able to see just why hundreds of schools across the country invite us in to tell stories to different classes.

Alternatively, you can call us on 020 328 SNAIL (020 328 76245), or email stories@snailtales.org

Tis the season for A Christmas Carol!

Deck the halls! Hang up the stockings! Roast the chestnuts!

Most families supplement these well-known Christmas traditions with home-grown rituals whose origins have been lost in the family history annals. Ham sandwiches for breakfast; disguising presents in old food packets; a ‘bracing’ swim in the Atlantic Ocean – just some of the Christmas ‘essentials’ practised by team members at ZigZag.

Maybe not your average Christmas… but where did those original festive customs come from? Many people credit the works of Charles Dickens, particularly A Christmas Carol, with helping to shape our ideas of a traditional Christmas.

Classes will love Tiny Tim, jovial Fred and penny-pinching Scrooge’s transformation, and the heart-warming messages of generosity, charity and goodwill are fruitful for group discussion. Simplify your planning with the latest ZigZag Activity Pack:

A Christmas Carol Activity Pack

Available to pre-order (dispatch January) – visit http://zzed.uk/WU97 

Approach Dickens’ well-loved text from a fresh perspective with this comprehensive and highly visual bank of activities.

Carefully considered structure develops understanding:

  1. Build a foundation for learning and get students interested with introductory pre-reading exercises.
  2. Dig deeper with text-based activities. Every chapter is explored through a range of thought-provoking tasks. A focus on close reading, writing style and vocabulary develops essay skills throughout the pack.
  3. Consolidate knowledge with whole-text activities focusing on: Characterisation • Relationships • Setting • Themes • Ideas and Messages • Language • Form • Structure • Context

All activities are perfectly matched to the GCSE Assessment Objectives. Differentiated worksheets provide support for weaker learners and challenge high achievers, allowing your whole class to reach their potential.

Plus! Suggested answers for questions and activities included.

‘This resource is quite simply outstanding! It is clearly written by a talented professional with excellent subject knowledge and a fantastic understanding of the types of activity that engage students.’

L Deighton, HoD and Independent Reviewer

The A Christmas Carol Activity Pack is available to pre-order (dispatch January) as a photocopy master with site licence (£74). Also available in:

  1. Easy-printing PDF files (add 30%+VAT), or
  2. PDF with editable Word files (add 50%+VAT).

Preview and order now at http://zzed.uk/WU97

Preview and order more resources for GCSE Literature here: http://zzed.uk/WU97-2

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | English-WU97@zigzageducation.co.uk

Give your promotional code WU97 to get free postage!