Landscapes for Learning: Creating Outdoor Environments for Children and Youth

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The pair got in touch with the Welsh Government’s Business Wales service to enquire about available business support with growing the business. Their Business Adviser Evan Williams assisted with business planning and financial projections and referred them to further specialist skills support to explore apprenticeships and recruitment schemes. It is the supreme art of the teacher to awaken joy in creative expression and knowledge’. Albert Einstein. Programming matrix. The definitive tool that will help us to programme our activities. Do you remember multiple intelligences and Bloom’s taxonomy? These are the axes of this matrix or table, on the top of which we will place the eight intelligences and on the left side of which we will include the six levels of the taxonomy. This will result in a document with 48 boxes where each of the intelligences converge with the taxonomies. The intelligences guide the style of activity and Bloom will direct the focus of these. These boxes will help the teacher to design the activities he/she wants the students to do, which may have different depths and levels of difficulty. And, as mentioned above, these activities will be compulsory, optional or reinforcement activities. Nearly 90% of schools reported an increase in perceived quality of the environment, by staff, pupils, parents, and community. Digitalisation. Once we are clear about our learning paths, activities and story, we will proceed to create our interactive virtual environment: we will select the main image and all the images that should be part of the story, the icons, the videos, the sounds… we build our interactive image and insert all the elements into it. Of course, there are applications, such as Genia.ly that help you do this in a guided and convenient way.

Create digital resources to share with themselves and other teachers, and even teach their students and colleagues to do so. In addition to being a useful tool for this educational change, Learning Landscapes respond to students’ needs by providing them with an audiovisual, intuitive, and functional environment that allows us to capture their attention, making the content more attractive, achieving greater retention of concepts, and enhancing their digital competence. Although most of our courses are half or full day, we also offer long-term training in outdoor learning and play. Both our Lead Teacher in Outdoor Learning and our Teaching in Nature programmes offer an alternative to costly and narrow-focused Forest Schools qualifications. For Early Years we offer Lead Practitioner in outdoor play and learning, Nurture Nature and Forest Kindergarten as in-depth and long-term training options.Sir David Attenborough, who in 2014 created their Basic Need film, [16] this refers to the basic shortage of school places currently being experienced by schools. [17]

These include top landscape designer Sarah Eberle. who won gold for the 12th time at this year's Chelsea Flower Show, and is featured as part of the university's Greenwich Portraits series. Craig Hill set up Landscapes for Learning Ltd (formerly known as Mud Kitchens Wales Ltd.) in November 2016 as a sole trader before incorporating the business in April 2017. Prior to setting up, Craig spent 13 years as a primary and secondary teacher, specialising in assisting children with behavioural issues. Describe the type of support (financial / non-financial) they’ve received from Business Wales / Welsh GovernmentLogical-mathematical intelligence. It is the ability to use numbers effectively (mathematical, accounting, or statistical) and to reason well (scientists, computer programmers, or logic specialists). It is very easy to reach for the ‘thing’, the play item or shiny catalogue seating system. Our experience shows that starting by changing culture, policies, attitudes and knowledge is a more sustainable and powerful starting place.

The versatility of Learning Landscapes facilitates the definition of different types of activities based on Bloom’s Taxonomy, achieving an adaptable and flexible environment for our students in which to achieve the objectives we want to work on in the classroom. Learning pathways. They are the basis of learning landscapes. The teacher should be very clear about the learning route (or routes) he/she is going to design for his/her students. These routes are made up of various activities, which may be compulsory, optional or reinforcement activities, and which will be connected to the curriculum being taught. How do we design these learning routes? Continue reading.Digital tools like Genially are key to creating Learning Landscapes. Genially allows us to create interactive content in which our students navigate a narrative world with infinite stories in which spaces, characters, roles, and aesthetics are coordinated by creating a frame of reference and delimitation for learning. Project-based learning, cooperative learning, flipped classroom, traditional methodology… whatever our style is, Genially adapts to the way we teach. Basic need | Learning through Landscapes". Ltl.org.uk. Archived from the original on 21 December 2021 . Retrieved 7 March 2017.

Using only pressure treated timbers & galvanised screws complying with RoSPA recommendations our products are built to last in any weather and durable enough for even the most enthusiastic mud slinger! This result, however, was somewhat out of their control as the resources designed to cater for this aspect of essential early-years learning and mandatory inspection process were way beyond their school's very modest budget. Currently we offer a range of outdoor learning grants, free resources and outdoor play and learning training opportunities in outdoor learning and play.Learning through Landscapes has been involved with a number of projects including: Local School Nature Grants (in partnership with Peoples Postcode Lottery), [2] Outdoor Classroom Day (UK & Ireland), [3] Living through Landscapes (dementia friendly gardens), [4] Woodland Play, [5] The Scottish Natural Play project, Fruitfull Schools, [6] Fruitful Communities, [7] Polli:Nation. [8], My School My Planet [9] and Forest Kindergarten [10] Learning through Landscapes (LtL) is a UK charity which promotes children's outdoor learning and play through improved use of school playgrounds. Started in 1990 as the output of a research project, the charity soon grew in response to the demand from schools and funders. But we also believe getting the children and young people’s views are essential too. They are the experts on the school grounds and they are the ones that know every nook and cranny, where the cold wind blows in the winter or where it gets baking hot in the summer, where there are signs of wildlife or where the older pupils dominate the space. They are the ones who will be outside the most and they, if we are honest, the ones with the best ideas for change! We believe it is vital they are properly part of the consultation process and we have loads of ideas of ways to engage them with this from the very young, to those thinking about careers and training when they leave school. LtL was a founding partner of the Scottish 'Grounds for Learning Project' funded by Scottish Natural Heritage. Scottish Natural Heritage has remained a main partner of LtL in Scotland for 25 years. Grounds for Learning was re-named 'LtL Scotland' in 2019 and maintains an office in Stirling. With this pedagogical tool, we make our classroom flexible through the combination of methodological knowledge and the design of customized knowledge paths with different cognitive strategies that increase motivation and learning. Where Multiple Intelligences and Bloom’s Taxonomy meet