Module
A.13

Facilitator’s

Objectives (volunteer) 

Outdoor Activities
Duration
1 Day
To remind participants how children learn
To show participants how to use outdoor activities to facilitate learning
Participants will be able to identify how outdoor activities can be used
in all curriculum subjects.
Expected Learning
By the end of the session, participants will:
Outcomes of
 Be able to identify the benefits of outdoor learning
participants (teachers)  Be able to identify how children learn
 Have a bank of activities to use outdoors
Suggested Curriculum Primary (P1 – P3),
Primary (P4 – P6)
Secondary (S1 – S3)
Links
Social Studies
Social Studies
 Geography
Describe the main
Use a map in order to
S3 General Objectives:
components of the
locate historical or
5. Collect, read and
environment at home, geographic elements.
interpret geographical
on the way to school,
Identify areas with
data from geographical
at school
poor soil and those
sources like maps,
English:
with fertile soil.
statistical data, aerial
Methodologies- Field
English:
and satellite
trip - Any activity that
Methodologies:
photographs, field
happens outside of the Running Dictation
study etc.
classroom in the
happens when you  History: General
community to help
combine reading,
Objectives: To find out
pupils learn vocabulary memorising, and
the diversity of Human
and language patterns, running.
experiences.
and to integrate
language work with
real-life.
Methodology
(Workshop Activity 1)
Suggestions
 How Children Learn: Show participants picture of three children – one
(for facilitators to
with big ears, one with big eyes and one with big hands and feet, and
deliver training – in
ask them to discover the message about how children learn (visual,
school or through a
audio, kinaesthetic)
workshop)
 Model Lesson- Orienteering: Map Reading (participants act as the
children)
 Introduction: In the classroom, show the children a simple map. Set out
yoghurt pots in the classroom – a sweet is hidden under one of them.
Ask children to use the map to find the sweet. Explain the term
‘symbols’ and what they are used for, and ask the children for possible
examples. Give them a map with symbols drawn on it, and explain that
the children must go outside and discover where the symbols are
hidden, using the map. Children will be put into groups and the rules of
the activities will be explained as follows- pupils must stay within
allocated area in view of the teacher, pupils must work quietly so not to
disturb other classes, when they hear a drum beating they must return
to the classroom immediately.
 Outdoor Activity: Children go outside and have to use their maps to
find the symbols. They record the symbol on a pre-prepared sheet and
bring back to the classroom. The first team to collect 5 symbols is the
winner!!!
 Review: Children discuss how they used the maps and how useful they
were. Children then draw a map of the classroom using symbols to
identify furniture etc.
(Workshop Activity 2)
 Group Work (according to class level/subject): Give participants copies
of the curriculum and ask them to identify activities that can be done
outside. Record ideas on flipchart paper and share with the group
afterwards.
 Choose one or more of the following activities to practice with the
participants:
 Nature Walk
 Maths trail
 Gardening
 Looking after animals (e.g. rabbits)
 Games (refer to module on games)
 Soil: identify and classify parts of soil, erosion
 Dance/drama
 Treasure Hunt (adapted to Maths, English)
 Sport
 Our community – identify buildings in our school/community
 Interviews with members of the local community
Resources Needed
Any Other
Information
(School Based Activity)
 Team teaching: Introduce the participants to managing group/pair work
inside/outside the classroom. Discuss roles and responsibilities e.g.
choosing an appropriate ‘leader’ for each group, a ‘secretary’, ‘reporter’
and other roles as applicable to the activity. Discuss the concept of time
management, and how you can use different signals for gaining
attention etc.
 Model one of the activities from the above list with the children
(facilitator is the teacher, and others observe and take notes). After the
lesson, ask the teachers to give feedback – two stars and a wish.
 Trainer can visit their ‘advanced teachers’ helping them to plan, teach
and evaluate lessons that include outdoor activities. Trainer must
provide support and encouragement in order to develop their
confidence.
 Yoghurt pots
 Map of school grounds
 Map of class
 Sweets or another prize
 Flipchart paper
 Marker pens
 Tape
 Symbols on pieces of paper/card/rice sack e.g. heart, circle, star, x
 Hard copies of the curriculum for all subjects

Teachers should be encouraged to take children out of the classroom
into their local environment. This is something they are not comfortable
doing, mainly because of the challenge of managing the children in an
open space. They must be given strategies to use in order to make this
manageable. They will need support and encouragement to keep trying
Inclusion


until a routine is established.
These activities are an excellent way to include all children. They are
visual, audio and kinaesthetic which meets the learning styles of most
children. Groups should be mixed ability, and leaders chosen carefully
who will ensure all children participate.
The needs of children with specific impairments will need to be
considered. E.g. a local ‘trail’ can be created with rope (for visually
impaired) or easy terrain (for children with ambulatory impairments).