Peer-reviewed research2017–2026 update
The ‘Welsh way’, outdoor learning within the primary curriculum: a ‘fringe add-on or mainstream pedagogical practice’?
A review of 25 years of Welsh policy argues that outdoor learning should be mainstream primary practice, supported by professional learning and held to account through school inspection.
What's new
This reflective paper traces key policy and curriculum changes about outdoor learning in Wales over the last 25 years. It argues that children's access to the outdoors outside school can be limited, so schools have a key role in providing outdoor play and learning for all children. It identifies professional learning as key to educators valuing outdoor learning, and calls for consistency across primary schools. It proposes that the Estyn inspection framework should provide accountability.
Why it matters in Aotearoa
Outdoor learning can be uneven across schools in Aotearoa too. This paper gives sector leaders and boards an example of how policy, professional learning and accountability might combine to make outdoor learning available to all children.
Putting it into practice
As a school leadership team, check how consistently outdoor learning happens across classes and plan professional learning to close the gaps.
How strong is the evidence
This is a policy reflection drawing on curriculum and policy history, with no new empirical data.
What to read
The sections on professional learning and the proposals for the next 25 years.