What's new

This case study looked at one rural Italian primary school with conventional teaching practices as it attempted to bring in learning outside the classroom, with data collected over six years. Italy has no national outdoor learning policy. Data came from open-ended interviews with the two principal educators, two focus groups with the whole staff, large focus groups with senior pupils, and field notes from participant observation and informal conversations. The findings stressed alliances between teachers, parents and the wider community, pupils having power to shape what they learn, and the value of groups with mixed ages and abilities. Using Michael Fullan's 'change knowledge' premises, the analysis found that motivation and commitment, learning in context, capacity building, and persistence and flexibility were especially present.

Why it matters in Aotearoa

The study looks at a school's efforts to change established teaching practice over several years without a national policy pushing it. Its focus on community alliances and on pupils questioning their own places fits well with local curriculum design in Aotearoa.

Putting it into practice

When starting regular learning outside the classroom, set up a partnership with parents and local community groups. Give pupils a real say in shaping the questions they investigate about their place.

How strong is the evidence

This is a single-school qualitative case study with a long six-year data collection period. Its findings are rich in context but may not transfer directly to other schools.

What to read

The findings section and the analysis using Fullan's change premises.

Who it's for