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St Francis de SalesCatholic Junior School

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Learning Outside the Classroom

Learning Outside the Classroom

 

'The best classroom and the richest learning environment are roofed only by the sky...' - Margaret McMillan

School Year 2019-2020

Intent

Learning Outside the Classroom is carefully planned, sequenced and implemented from Year 3 to 6. It is an integral element of long-term curriculum planning and closely linked to classroom activities. Through this we aim to enrich and improve our pupil’s personal, social, emotional and character development such that they:

  • relish challenging and unfamiliar tasks and environments
  • embrace learning from their mistakes and recognise this as the key aspect for improvement
  • develop resilience, independence and self confidence
  • learn about themselves and conquer their fears
  • learn to work effectively as part of a team and independently


 

Implementation

At St. Francis de Sales, opportunities for learning beyond the classroom are interwoven throughout our curriculum. Teachers actively seek opportunities to teach outside of the classroom as we recognise the benefits of learning in a wide range of environments ensuring we present pupils with the best possible opportunities to grow. We present pupils with the opportunity to learn in a more diverse manner and environment in a variety of ways including:

 

  • Specific Learning Outside the Classroom focus weeks which take place once every half term which involves each year group ensuring at least one lesson within their timetable is taught outside of the classroom giving more context to learning; 
  • Individual pupil 'Activity Passports' which challenge pupils to complete 12 challenges each year they are in our school based on activities which can be learnt outside of the classroom environment; 
  • Trips and specialist in-house workshops to enrich classroom learning;
  • Residentials which enable pupils to learn and explore in a variety of new environments and put learning into context and develop independence and resilience;
  • Unstructured play ('Play Pod') during lunch times provides and environment to develop creativity, confidence, resilience and social skills.

What is the 'Activity Passport'?

Videos 

PlayPod - a Whole School creative and enhancing way to spend lunch time.

This film highlights how we use our PlayPod at lunchtimes. All children benefit from this experience everyday; developing knowledge, skills and understanding in cooperation, creativity, communication, risk management, sharing, patience and resilience.The pupils share their thoughts and opinions on the impact of 'PlayPod'.

Siiiii! It's here: the Barcelona 2018 Movie!

Global Scholars investigate the River Mersey!

2019 Skiing

Once again this year, pupils had the opportunity to travel to the snowy peaks of Turin for an adventure of a lifetime! Pupils faced a range of different slopes, showing exceptional progress during the week. All the children built skills of resilience, setting goals to challenge their physical and mental endurance. Not only did each child return home with a big smile on their face, but also a renewed determination to try their best; a vital skill for later life!

Western Approaches

Our trip to Derby house saw us step into the shoes of some of the greatest Britons to ever live! We glimpsed top secret documents, machines that monitored enemy convoys and even saw the phone that connected straight to Churchill's famous war rooms in London...

Impact

At St. Francis de Sales, we assess the impact of our intent and implementation in order to help us refine and adapt our planning and as a result improve the quality of teaching and learning.

 

We measure the impact of our curriculum through the following methods:

  • Pupil voice is taken each term in order to gauge the enjoyment pupils have when learning beyond the classroom as well as evaluating the impact it has on pupil understanding across curriculum areas; 
  • Teacher voice is obtained annually through staff questionnaires, alongside informal meetings and discussions which take place throughout the year; 
  • Work reviews take place on a termly basis in order to evaluate the teaching taking place outside of the classroom environment and ensure their is cohesion across each year group; 
  • Annual impact reviews are completed by the subject lead in order to evaluate the quality of teaching and learning which takes place beyond the classroom across the curriculum in order to help adapt and refine planning which, in turn, improves the quality of teaching and learning. 

 

Impact Presentation 

 

This presentation shows the standards and progress of pupils from Y3 to Y6 via our identified "Golden Threads" of the Pupil Activity Passports and Learning Outside the Classroom across the curriculum.

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