Outdoor Education

Part of the debate – in the Scottish Parliament at on 16 May 2017.

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Photo of Mark McDonald Mark McDonald Scottish National Party

I welcome this evening’s debate, which was brought to the chamber by Brian Whittle. It provides an opportunity for the Government to restate its commitment to outdoor learning and acknowledge the great work that is being done by teachers, support staff and parents across the country. They, along with local organisations and charities and their staff and volunteers, are making sure that children and young people have tremendous opportunities to learn in the outdoors.

It is no accident that outdoor learning is a key component of curriculum for excellence. The flexibility that teachers have within CFE to provide alternatives to formal educational settings means that they can use their professional judgment and creativity to deliver lessons in a variety of settings, using purposeful play and other activities. By learning in outdoor environments, young people can benefit from meaningful, engaging opportunities to apply their skills and knowledge in a real-life context, and such interdisciplinary learning allows children’s learning experiences to be both broader and deeper.

The numerous benefits of well-constructed and planned outdoor learning have been well stated by members in the debate. It connects children and young people with the natural world, with our built heritage and with our culture and society. At the same time, it fosters a respect for and appreciation of the outdoors that can encourage lifelong involvement. It brings children and young people both challenge and enjoyment, motivating them to become successful learners and develop as healthy, confident, imaginative and responsible citizens.

There is growing evidence that increased access to the natural environment has a direct and positive impact on physical health and mental wellbeing. In addition to fresh air, exercise and stimulation, it can be instrumental in encouraging and promoting positive behavioural change.

We are lucky that, in Scotland, we have a uniquely rich and varied natural environment and centuries of social, cultural and economic heritage on which to draw. Today gives us all a welcome opportunity to recognise the great support that conservation charities, such as the National Trust for Scotland and RSPB Scotland—members have mentioned both—provide to schools that are looking for learning opportunities in beautiful and inspiring settings.

The Scottish Government continues to support access to our natural heritage through subsidy schemes such as the heritage travel subsidy grant, which is awarded by Education Scotland and administered by Historic Environment Scotland. That funding has enabled more than 30,000 pupils from almost 900 Scottish schools to get out and about and to explore and learn from our heritage sites across the country. Members who have spoken about what they see as a lack of opportunity may want to explore the fund’s potential to support the work of schools in their area.

The Government provides a range of support to the third sector, community groups and the youth work sector to promote outdoor learning. Our children and young people early intervention fund provides core and project funding for youth work organisations, including those that provide outdoor learning opportunities through the John Muir award and the Duke of Edinburgh award.

There are countless examples across the country of schools engaging with—and in—their local communities to provide stimulating outdoor learning experiences for young people. However, it is also important that we recognise that learners do not have to go far to benefit from the rich learning experiences that the outdoors can offer.

I will touch on a few of the contributions that have been made this evening. Like you, Presiding Officer, I will be interested to see how Brian Whittle’s onomatopoeia is dealt with in the

Official Report

.

I was interested in Brian Whittle’s comments on the exclusion factor as it affects those who are in are less-advantaged communities. It is important that we look at the work that is being done in parts of Scotland where partnership working is often a key element. I have mentioned before in the chamber an example that I have seen in my constituency—the Fersands & Fountain Community Project, which deals with children in deprived communities that do not have access to high-quality outdoor learning spaces. It partnered up with the University of Aberdeen to make use of the university’s botanic gardens as an opportunity for those children to have a quality outdoor learning environment. Providing opportunities is often about such partnership working.

Ross Greer made a point about risk. I have said previously at a number of events centred on our play agenda that there is a big difference between being risk aware and being risk averse. I want to see more of the former and a bit less of the latter. That chimes with Mr Greer’s point. We have to ensure that risk is managed and mitigated, but that does not mean that it must be 100 per cent avoided for children to gain a proper and true appreciation of the benefits of learning in outdoor environments.