Why?

1. Why? Making the Case

2. Why? Making the Case Every Experience Matters is the report from an evidence-based review on the impact of learning outside the classroom on the development of young people from birth to nineteen years of age. Why? Making the Case

3. Why? Making the Case Using research from around the world, Every Experience Matters provides evidence that children engaged in learning outside the classroom: • attain higher levels of knowledge and skills • improve their physical health and increase their motor skills • socialise and interact in new and different ways with their peers and adults • show improved attention, enhanced self- concept, self-esteem and mental health • change their environmental behaviours and their values and attitudes. Why? Making the Case

4. Why? Making the Case Background to the Every Experience Matters Review ‘We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development.’ Learning Outside the Classroom Manifesto (2006) The arguments for the importance of these experiences are built on the assumption that we knowthat learning outside a classroom is essential and should be valued… … but what do we really know? Why? Making the Case

5. Why? Making the Case The reviewer was asked to answer these two questions through an analysis of the most current worldwide research evidence: • Why is experiential learning outside theclassroom essential for developing the‘whole child’? • What is the effect of learning outside theclassroom and why is it needed for thedevelopment of cognitive, non-cognitive,emotional, behavioural and social skills? Why? Making the Case

6. Why? Making the Case The research evidence was categorised across the five domains of child development:   • Cognitive • Physical • Social • Emotional • Personal Why? Making the Case

7. Why? Making the Case In everyday terms these domains are identified as benefitsfor the child and are expressed as: • what knowledge and skills the young person learns • what physical experiences they encounter • how they interact with others during and after the experience • how they feel emotionally as a consequence of the activity • how they respond, whether through a behaviour change or a shift in values and attitudes. Why? Making the Case

8. Why? Making the Case Why? Making the Case

9. Why? Making the Case Every Experience Matters confirms that young people’s lives are changed positively when they are provided with learning outside the classroom experiences through explorative, challenging and adventurous activity and play, and experiential, real-life learning in settings such as school grounds, wilderness camps, farms, art galleries, museums, local parks and gardens or community settings. Why? Making the Case

10. Why? Making the Case Why? Making the Case

11. Why? Making the Case ‘Using the most current  research evidence, the Every Experience Matters review confirms that every experience provided for children in the world beyond the classroom has benefit for children’s learning, emotional well-being, social interactions, physical experiences and responses to their world; it also reveals that without these opportunities children are significantly disadvantaged.’ Malone, 2008 Why? Making the Case

12. Why? Making the Case ‘Because if you just read stuff out of a book, it’s not really enjoyable and you don’t really remember it. But if you go there, then you’ll enjoy yourself, you’ll have great fun and it’ll stick in your mind.’ Secondary school student children’s learning knowledge and skill acquisition | environmental and geographical literacy | decision making and problem solving | critical skills and thinking | affective knowledge Why? Making the Case

13. Why? Making the Case ‘It’s noisy in the classroom and it’s hard to concentrate, sometimes I would pretend to go to the toilet just to get out, get fresh air and move my body.’ Sasha, aged 8 children’s physical experience physical fitness | motor skills | coordination | sensory experience | nutrition Why? Making the Case

14. Why? Making the Case ‘I’d say that you learn mostly how to interact with different kinds of people and are open to different ideas. You learn how to cooperate well with others who share and don’t share the same opinions as you.’ Teo, aged 14 children’s social interaction sense of community | social skills and behaviours | connectedness to inner and outer worlds | engaging with others | sociability Why? Making the Case

15. Why? Making the Case ‘I feel better about myself. I think that I can do more and I’m proud of myself.’ Rachel, aged 13 children’s emotional wellbeing self-concept | self-esteem | spirituality | mental health Why? Making the Case

16. Why? Making the Case ‘Before we went on the trip… I didn’t really care about like people moving into houses and building stuff. But I’ve like realised like ’cos… when we saw the wildlife what would be damaged if they blitz that. And before I didn’t really care but it has changed my view.’ Secondary school student children’s response values and attitudes | tolerance | sense of environmentalresponsibility | risk assessment and resilience | empathy Why? Making the Case

17. Why? Making the Case This report was commissioned in support of the Learning Outside the Classroom Manifesto. This research was conducted and written by Professor Karen Malone (Faculty of Education, University of Wollongong, Sydney, Australia). The report can be downloaded from the Learning Outside the Classroom website at www.lotc.org.uk. Why? Making the Case