"Success is neither magical or mysterious. Success is the natural consequence of applying theor

Once all our ideas had merged together to create our overall design, we felt it important to ensure that are our ideas were fully informed to make sure we were making the best possible change that we could. Therefore, we have included a rationale below to explain our choices.

Importance of an outdoor classroom:

To ensure that educational professionals are nurturing the whole child, education needs to provide children with learning experiences that venture further than the classroom walls (Nelson, 2015). An outdoor classroom can benefit children in developing cognitively, psychologically and physically across all areas of the curriculum (Waite, 2017). Prince (2017) state that an increase in physical development is inevitable when allowing children to work outdoors throughout the school day. By allowing children the chance to move out of the classroom there is an immediate increase in physical development, and thus preventing children from becoming unhealthy or obese (Constable, 2017). An outdoor classroom can also support children in developing a more expansive view of how the world and nature works as they can clearly see the processes happening before them (Waite, 2010). Along with all these benefits, Cleaver (2007) explains how being outdoors can also aid children in developing self-esteem and confidence whilst encouraging autonomous learning. However, to ensure these benefits, the outdoor classroom should be well-designed and managed to support the physical activity, emotional well-being and understanding of the world around them (Department for Education and Skills, 2006).

Benefits of an allotment:

Allotments provide children with the opportunity to participate in gardening, an activity which aids children in becoming stronger and more active learners, capable of thinking more independently (RHS 2007). Research conducted by Passy et al (2010) surveyed 1,300 teachers, examining the impact on gardening and learning, and found opportunities for horticulture led to greater scientific knowledge and understanding, enhanced numeracy and literacy, and increased confidence, resilience and self-esteem. At the PRU, the school this project was undertaken in, it was made clear to us, that a key barrier to the children’s learning was difficulties with behaviour management, however research investigating the impact of gardening, has highlighted its ability to both promote and generate higher levels of positive behaviour (DfE 2003).

Tepee – Reading/quiet area

With the pupil referral unit :(PRU) aiming to predominantly support those children with behaviour issues move back into mainstream schooling, it was incredibly important to think about the needs of these students. From time to time the children within the PRU can become extremely irate about situations which have occurred and as a result resort to becoming angry. Within our designs, therefore, it was imperative to create a space whereby these children can go to have the time to calm themselves down, reflect on the situation and re-evaluate their actions. A quiet space, according to Sequeira (2018) is a space whereby ‘children can retreat when they feel overwhelmed and overloaded by the sensory input from the immediate environment’. As a result of creating this space to retreat, Hare and Dillon (2016) suggest that it will give the students an opportunity to slow down and to reflect on the stressful situations in a more organic way instead of being forced to act in the moment, which, in time allows them to develop more sophisticated coping mechanisms or strategies (Lantieri, 2008). Having the calming area outside it was also important to create an environment which works well with reducing the stress and anxiety levels of the young people at the PRU. According to Calyx (2017) one way to enhance the quiet space is to surround the area with plants which have a positive effect on the children’s moods. Calyx suggests that by using plants such as lavender and rosemary, it will help to reduce stress levels by lowering heart rate and will assist in banishing anxiety levels of the children. Due to the gathering of information, we are going to create an outdoor space whereby the children can retreat to when situations become to much for them to handle. It will also have plants which have a positive effect on children’s mood such as lavender an

References:

Calyx, L. (2017) ‘8 Plants with Amazing Anti-Anxiety Benefits’, Pollen Nation. [Online] Available at: https://www.serenataflowers.com/pollennation/plants-anti-anxiety-benefits/ (Accessed: September 2017).

Cleaver, S. (2007) “Classrooms are going green: How green classrooms are reconnecting kids with nature.” Instructor, 117(03), pp. 20-24.

Constable, K. (2017) The Outdoor Classroom Ages 3-7. London, United Kingdom: Routledge.

Department for Education and Skills (2006) Schools of the Future – Designing school grounds. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/276691/schools_for_the_future_-_designing_school_grounds.pdf Accessed on: September 2017.

Department of Education (2003) Growing schools. Available at: http://webarchive.nationalarchives.gov.uk/20130323075343/https://www.education.gov.uk/publications/eOrderingDownload/TGSG%200515MIG29.pdf (accessed: September 2017)

Hare, R. and Dillion, R. (2016) The Space: A Guide For Educators, California: EdTechTeach Press.

Lantieri, L. (2008) ‘Nurturing Inner Calm in Children’, ENCOUNTER: Education for Meaning and Social Justice, 21(3), pp. 1-6. [Online] Available at: http://www.innerresilience-tidescenter.org/documents/Nurturing%20Inner%20Calm%20Encounter%20-%20Fall%2008.pdf (Accessed: September 2017).

Nelson, E. (2015) Cultivating Outdoor Classrooms: Designing and Implementing Child-Centred Learning Environments. Minnesota, United States of America: Redleaf Press.

Passy, R., Morris, M. and Reed, F. (2010). Impact of School Gardening on Learning: Final Report submitted to the Royal Horticultural Society. London: RHS.

Prince, H. (2017) “Outdoor experiences and sustainability” Journal of Adventure Education and Outdoor Learning, 17(02), pp. 161-171.

Royal Horticultural society (2007) Gardening in Schools A vital tool for children’s learning. Available at: http://www.growingschools.org.uk/Resources/Downloads/RHS-Gardening-in-Schools.pdf (accessed: September 2017)

Sequeira, A. (2018) ‘Benefits of a “Quiet Space” in your classroom’, Sensory Intelligence Consulting. [Online] Available at: http://sensoryintelligence.co.za/the-benefits-of-a-quiet-space-in-your-classroom/ (Accessed: September 2017).

Waite, S. (2015) “Losing our way? The downward path for outdoor learning for children aged 2-11 years.” Journal of Adventure Education and Outdoor Learning, 10(02), pp. 11-126.

Waite, S. (2017) Children Learning Outside the Classroom. United Kingdom: SAGE Publications. d rosemary.