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M72
Award in Outdoor Learning through Nature
Children’s learning process follows a path forged by a natural curiosity that requires direct sensory experience rather than conceptual generalization. To be effective and engage children based on their developmental abilities and ways of learning, their subject learning outcomes need to be modelled on immersive and open-ended experiences rather than structured and scripted learning. Children have an innate tendency to explore and bond with nature. However, in our increasingly urban and technology-oriented lifestyles, children’s natural attraction to nature is not given opportunities to flourish. Providing the right experiences requires developmentally appropriate opportunities to learn about the natural world based on principles of child development and learning. In the context of education for sustainability, there is compelling evidence that children’s lack of exposure to nature has a cost to both their personal development and significantly, to their environmental behaviour as adults.
This module provides the skills and competences to deliver outdoor learning through nature to primary school children in the following progression:
1. Understanding the difference between adults’ and children’s perceptions and ways of experiencing nature that define their relationship with it. Theories of early childhood empathy and middle childhood exploration.
2. Understanding the teacher’s role as a leader in sustainability values: global and local environmental challenges and the link to connecting with nature as the key factor influencing motivation to change.
3. Creating learning environments in nature and developing a methodology to deliver learning through nature. Challenges of the physical environment and possible solutions.
Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:
1. An awarded MATSEC Certificate (MQF Level 4), or equivalent;
2. A full MQF Level 4 qualification with a minimum of 120 ECTS, or equivalent;
3. Three subjects at Advanced Level (MQF 4) with two subjects at grade C or better and the third subject with a grade D or better.
By the end of this module, the learner will be able to:
a) Create controlled situations in nature that will benefit children’s experiential learning of subject LOs and create a relationship with the environment that imbues sustainability values;
b) Represent active citizenship by using outdoor learning through nature to transfer the values of sustainable living;
c) Demonstrate how outdoor learning through nature creates an excellent platform for interpersonal, intercultural, social, and civic competences through presenting a practice constructed on the Module methodology;
d) Transform structured, restrictive outdoor learning spaces into experiential learning through nature areas.
a) Describing global anthropogenic influences on climate and the natural environment and making links with the local context;
b) Identifying curricular areas that allow opportunities for education for sustainable development as defined by the Module;
c) Understanding a teaching methodology for curriculum-linked outdoor learning through nature that demonstrates the benefits of connecting children with nature as well as the benefits of outdoor learning on children’s education, physical and emotional well-being and values towards sustainable living;
d) Constructing lessons based on principles of curriculum-linked outdoor learning through nature;
e) Identifying opportunities for creating appropriate learning environments on the school grounds/the local community.
a) Applying the learning theory of children’s experience of the natural environment through the design of appropriate learning spaces and lessons;
b) Taking responsibility for continued personal learning through enlarging their reading base by including course reading subject area (pedagogy and content);
c) Appraising their own experience as learners in their formal education period in its effectiveness in education for sustainability;
d) Illustrate examples of anthropogenic influences on the local environment and its reflection on children’s values.
This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
Upon successful completion of this module, course participants will be conferred an accredited certification.
Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.
1. WILSON, R.A. (1996) Starting Early: Environmental Education during the Early Childhood Years.
2. TILBURY, D. (1994). The critical learning years for environmental education.
3. BILTON, H. (2010) Outdoor learning in the early years. [Online] Available from http://www.fountaingateps.vic.edu.au/images/FGPS/brochure/pdf/Outdoor%20Learning.pdf
4. TILBURY, D. (1997) Environmental education: a head, heart and hand approach to learning about environmental problems. In New Horizons in Education, July 1977.
5. KELLERT, S.R. (2005) Building for Life: Designing and Understanding the Human-Nature Connection
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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