This assignment shall debate the value of out-of-school sites, and provide lesson plans derived from a potential farm visit. It shall explain the rationale behind linked sessions

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This assignment shall debate the value of out-of-school sites, and provide lesson plans derived from a potential farm visit.  It shall explain the rationale behind linked sessions and include supporting resources in the appendix.

Children develop when actively involved in their own evolution by means of exploration, and inspiration gained from their innate curiosity.  Real-life scenarios increase productivity of imagination ‘bringing education to life’, which stimulates creativity.  From this we can ascertain children should be taught in a manner that provides opportunities for concrete observations and occurrences, enabling them to explore ideas and thoughts first hand.  This constructivist view is acknowledged by theorists:

“Piaget recognised the extent to which children’s interactions with the world around them contributes to their learning.”

(Oates, 2000, p27)

Undoubtedly not all experiences that children can gain from education are physically possible within school, and for this reason it is important they have opportunities to visit places away from their establishment.  Excursions if well planned can facilitate children’s academic understanding and personal and social development.  Equilibrium within programmes of study and the hidden curriculum provides students with reinforcement, amplifying constructive attitudes complementing work done within school.  This is a view held by the DfES:

“Outdoor Education offers attractive opportunities for achievement of pupils across the spectrum of ability.  These can stimulate and reinforce a positive attitude towards education.”

(1999, p27)

As well as supplementing school work, such experiences act as catalysts, enhancing educational success, extra-curricular interests, or future employment.  These out-of-school environments help children re-evaluate their opinions of peers and teachers, which can revolutionize relationships enhancing learning experiences.  

Due to fear of blame, thousands of children miss out on educational visits.  Cultural changes in society now threaten school trips due to a ‘blame and claim’ phenomenon, embedding fear and reluctance in teachers planning visits, but this must be kept in context. Statistics show, in the worst scenario (fatality) the actual percentage is less than 1%, and when taken into consideration, children are more likely to receive an injury in the playground.  The effects of this ‘fear’ have provoked the Government into publishing a parliamentary bulletin reassuring and reiterating the value of school trips.

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“Excursions form an essential part of school life - and can make learning come alive in a way that’s not possible in a classroom. Many such trips are now under threat.”

(Unknown, 2007, p2)

Educational visits provide cross-curricular opportunities, for instance visiting working farms can incorporate: Science – life processes, living things in their environment, and feeding relationships.  Geography – mapping/planning skills, environmental change and sustainable development.  Citizenship – developing skills of enquiry and communication, and ability to participate and act responsibly.  All of these provide an environment whereby children can relate what is being taught to the ...

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