Times have changed radically since the 1980s, when environmental education and outdoor pursuits were occasional offerings by external specialist providers.
The publication of Curriculum for Excellence through Outdoor Learning in 2010 advocated that our main approach to embedding outdoor experiences be through class teachers who are given flexibility to go out into our school grounds and beyond, and to teach where it most suits our learners’ needs.
Reflecting on the 15 years since then can help practitioners and school leaders consider how to move forward, especially in light of national reforms such as the Curriculum Improvement Cycle and the implementation of the Learning for Sustainability (LfS) Action Plan 2023-2030.
Here are some key points:
1. Know and understand the term ‘outdoor learning’
It saves a lot of misunderstanding and time. Successful Approaches to Learning Outdoors highlights the current national definition. Crucially, the terms “outdoor learning” and “learning outdoors” are used interchangeably.
2. Outdoor is part of the ‘Learning for Sustainability’ cross-curricular theme
The full details are here. The upshot is that, in Scotland, outdoor learning needs to be embedded into school life and culture. Where possible, avoid treating it as discrete. For one thing, this will instantly declutter your curriculum.
3. Playtimes take up only an hour of the school day
Children do not limit their play to playtime or breaktime. The benefits of developing play and naturalising our school grounds through child-led participative approaches are well researched, and can transform learning experiences. Start by asking an older class to walk around the grounds with a copy of the school vision and values to hand. Ask them to find evidence outside to support these, discuss their ideas to improve upon what they notice and, together, follow through on achievable suggestions.
4. Mentoring makes a difference
Mentoring is becoming an important focus of schools, and outdoor learning could benefit from this type of sharing of knowledge, skills and understanding, as long as practitioners feel supported.
5. Early years colleagues show the way
Early years often leaves the other education sectors trailing behind: we can visit their outdoor spaces, observe off-site visits and listen to their improvement journeys. Almost 50 outdoor nurseries have been registered Scotland-wide, challenging assumptions and myths about year-round daily provision. The Out to Play series provides practical suggestions for making the most of outdoor spaces.
6. Avoid separating LfS, including outdoor learning, from wider curriculum development
Seize the opportunity to truly embed the totality of all that being outside offers. You may be surprised at the impact on key targets in health and wellbeing - and all other curriculum areas.
7. Residential stays remain a pillar of primary practice
Just this week, the Scottish Parliament was once again weighing up a bill that would give all pupils in Scotland the right to an outdoor residential trip of four nights and five days of outdoor education. Residential stays can be joyous and empowering for all involved, especially when the learners are actively involved in decisions about a suitable experience. Local stays reduce transport costs, and camping is good value. Seek advice from your local outdoor education adviser or team; the Learning Away project is a good source of information.
In short, in schools across Scotland, we have many practitioners who are passionate about integrating the outdoors into their class and school. It is a routine part of their days and weeks, and the lives of many children have been enriched by their efforts.
It is now time for all of us to ensure that the practice of spending the vast majority of our time at school indoors is consigned to a bygone era.
Juliet Robertson is the author of two outdoor learning books, Dirty Teaching and Messy Maths. In 2025 she wrote a poetry collection, Blood Lines: Living and Dying with Cancer - a Lyrical Journey
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