Learning Outside the Classroom

At North Star 180, our Learning Outside the Classroom curriculum is designed to meet the needs of all pupils. Learning is carefully planned to be inclusive, accessible, and meaningful, supporting pupils to develop knowledge, skills, and understanding that are relevant to their lives. Through a well-sequenced and personalised approach, pupils are supported to make progress from their individual starting points, building confidence, independence, and readiness for future learning and adulthood.

Intent

The intent of the Learning Outside the Classroom curriculum in primary and secondary is to:

• Provide pupils with meaningful, hands-on experiences through Forest School and outdoor learning activities such as den building for animals, nature crafts, mini-beast exploration, scavenger hunts, and (where appropriate) introductory fire skills.
• Develop pupils’ understanding of the natural world, including animal habitats, food sources, and seasonal change.
• Encourage curiosity and enquiry through exploration of the local environment, including visits to the park and learning walks within the community.
• Support pupils to explore and understand their wider community, including participation in Project-Based Learning (PBL) such as exploring the historic and modern buildings of Bath and comparing architectural features.
• Build independence, resilience, teamwork, and problem-solving skills through practical outdoor challenges such as den building and scavenger hunts.
• Promote preparation for adulthood by developing communication, collaboration, risk awareness, and environmental responsibility.

The curriculum meets the needs of our pupils by offering sensory-rich, experiential learning opportunities that support regulation, engagement, and motivation. Outdoor learning provides a calming and stimulating environment where pupils can develop social communication, gross and fine motor skills, and confidence in a real-world context.

Learning Outside the Classroom links closely to EHCP outcomes, particularly in communication and interaction, social and emotional development, physical development, and independence. It reflects our school values by promoting inclusion, resilience, respect for the environment, and active participation in the community.

Implementation

The Learning Outside the Classroom curriculum  is implemented through:

• Outdoor learning sessions that build skills 
• Project-Based Learning opportunities that extend beyond the school grounds, including local walks, park visits, and community exploration such as studying architecture in Bath.
• Structured outdoor investigations such as mini-beast hunts, habitat exploration, and scavenger hunts focused on identifying where animals live and what they eat.
• Practical, hands-on activities including den building, nature crafts, environmental art, and seasonal exploration.
• Teaching approaches that support SEND learners, including visual timetables, now-and-next boards, modelling, repetition, sensory integration strategies, and clear safety routines.

Staff use a range of strategies and resources to ensure learning is engaging, accessible, and personalised. This includes differentiated questioning, scaffolded task breakdown, peer collaboration, adult facilitation for communication, and carefully managed risk-taking opportunities to build confidence and independence.

Impact

The impact of the Learning Outside the Classroom curriculum is demonstrated by:

• Progress from pupils’ individual starting points in areas such as communication, teamwork, independence, and problem-solving.
• Increased confidence in exploring new environments and participating in group activities.
• Greater understanding of the natural world, including animal habitats, food chains, and environmental awareness.
• Transfer of skills into real-life contexts, such as improved community awareness, safer decision-making outdoors, and application of learning during visits and walks.
• Progress towards EHCP outcomes, particularly in social communication, emotional regulation, physical coordination, and preparation for adulthood.

Through these learning experiences, pupils develop resilience, curiosity, and independence, ensuring they are well prepared for the next stage of their education and for life beyond school.