Peer-reviewed research2017–2026 update
School ground pedagogies for enriching children’s outdoor learning
In one Australian primary school, findings indicate that school-ground teaching framed by self-directed learning tasks increased student autonomy, efficacy and achievement.
What's new
This paper draws on an earlier study of outdoor, environmental and sustainability teaching in three Australian primary schools. It looks closely at two teaching and learning vignettes from one of those schools. Data came from semi-structured interviews with the school's gardening and environmental teacher and from children's reflective workbook entries. The findings indicate that school-ground teaching, especially when framed around self-directed learning tasks, increased student autonomy, efficacy and achievement.
Why it matters in Aotearoa
Many teachers want to teach beyond the classroom but lack the skills or confidence. School grounds are an accessible starting point, and this study explores how one teacher enabled and scaffolded outdoor learning there.
Putting it into practice
Design a school-ground task that students direct themselves, and have them keep a reflective workbook. Use their entries to track how their learning develops.
How strong is the evidence
This is a small qualitative study based on two vignettes from one school, one teacher's interviews and children's workbooks. The findings illustrate possibilities and are not generalisable.
What to read
The two teaching and learning vignettes.