Tags: Director of Studies | Headteacher | Outdoor Learning | School Governor | School Leadership & Management | Subject Leader | Teaching & Learning Coordinator
Proposals to help and encourage schools and local authorities to provide more school trips and increased opportunities for outdoor learning have been published by the government in a draft manifesto for consultation.
More than 100 organisations with an involvement in outdoor educational activities were consulted before the Education Outside the Classroom Manifesto was drawn up.
In January, concern about the recent decline in school trips led the Education and Skills select committee to recommend that the DfES publish such a manifesto. The committee had concluded that the fear of accidents and the paperwork involved in risk assessment was discouraging some schools from organising trips. It hoped a manifesto would establish children’s right to education outside the classroom and encourage good practice to ensure that teachers were confident and willing to take pupils on trips.
The manifesto that has emerged has been modelled on the established Music Manifesto. It centres on a vision statement, supported by eight key aims, which include giving all children ‘a wide range of high quality experiences outside the classroom, including at least one residential experience’ and supporting schools through easily accessible advice, guidance and resources.
The draft Education Outside the Classroom Manifesto can be found at www.dfes.gov.uk/consultations
This article first appeared in School Governor Update – Nov 2005
What is this?
What is this?
These icons allow you to do one of the following:
You can ‘socially bookmark’ this page. If you like this article and think others will be interested in it, you can add it to one of the sites on which web users share links. These are Digg, del.icio.us, Reddit, ma.gnolia, Newsvine or Furl.
Add a link to your Google homepage or ‘My Yahoo!’ page.
Search Technorati, Ice Rocket or PubSub to see if any bloggers have linked to this article.
| 
| 
| 
| 
| 
| 
| 
| 
| 
| 