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| Web URL(s): | http://files.eric.ed.gov/fulltext/ED432893.pdf
Last checked: 03/20/2017
Requires: PDF Reader |
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| Material Type: | Book |
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| Monographic Author(s): | Billimore, Brian; Brooke, John; Booth, Rupert; Funnell, Keith; Bubb, Michael |
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| Monograph Title: | The Outdoor Classroom: Educational Use, Landscape Design & Management of School Grounds, 1999. |
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| Publishing Information: | London, England, United Kingdom: The Stationery Office |
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| Edition: | Second |
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| # of Pages: | 85 |
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| Collation: | x, 75 pp. |
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| Series: | Building Bulletin 71 |
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| Related Web URL: | https://eric.ed.gov/?id=ED432893
Last checked: 03/20/2017
Notes: Item description page |
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| Abstract/Contents: | "Purpose and Background: The aim of this publication is to highlight the potential of school grounds as a valuable resource that can support and enrich the whole curriculum and the education of all pupils. It draws directly on the work done by the Learning Through Landscapes research project, which established that much learning, common to a range of curriculum areas, can be promoted strongly and naturally outside. In order to maximise such opportunities the scale and character of spaces should relate far more closely to the needs of pupils and more variety should be created in the outdoor environment.; Educational Use: School grounds can provide a wealth of interest and resources for both personal and social education. The National Curriculum can be supported to an extent by studies outdoors, and a number of these are cross-curricular. Such direct experience in observation, investigation and participation in design and development of grounds helps pupils to be informed, responsible and enterprising. The nature of the grounds also has a profound effect upon activities outside lesson time, and on the attitudes of pupils towards their environment. The reinforcement of knowledge resulting from exploration and the use of imagination and from sharing and caring is that much greater where the design and management of the grounds is completely responsive to the widest possible spectrum of educational use.; Qualities and Features: The landscape around the school is a potentially malleable resource that can be remodelled over time to meet the changing demands placed upon it. The grounds should express an individual identity based on the character of the local environment. Where there is a mature landscape, changes can still be made, even to the extent of undoing or remaking changes brought about through earlier initiatives. It is important not to determine what will happen in each and every part of the grounds, but to create a varied and flexible landscape that will afford countless opportunities, some expected and others which have not been envisaged. In most school grounds there is a need for contrasting spaces of varying sizes and qualities which can appeal to different individuals and accommodate different uses.; Roles and Relationships: Achievement of these objectives is dependent on a partnership of educational and landscaping skills and a teamwork approach. A divergence of objectives and the lack of a common purpose has been a major impediment to progress. There are many examples of individual initiatives, but they are richer and more lasting where they involve teachers and pupils educational advisers and landscape specialists. Communication and commitment is the key and everyone concerned should be invited to participate. A close working relationship between landscape designers and managers is vital, since designers influence the nature and type of management and managers influence the establishment of a new landscape scheme.; New School Sites: In the brief for a new school site, the landscape deserves as much attention as the building. Beyond the need to state size of areas and number of facilities, it should explain the aims and aspirations of teachers and pupils and the character, qualities and features to be created for maximum educational opportunity. Careful appraisal of the site and layout options is necessary, since the most fundamental issue is the overall pattern of development and not the detailed treatment. Outdoor educational provision should be viewed in the context of the external works budget as a whole and not simply planting. There must be a balanced financial allocation to ensure the landscape scheme is adequately resourced with sufficient allowance for aftercare.; Existing School Grounds: The process of enriching existing school grounds should involve pupils and teachers at the earliest stages. Indeed the school should develop its own ideas about outdoor resources and their uses. These should encompass the whole of the grounds (and possibly beyond) and allow for use throughout the year and across the curriculum. Site meetings with educational advisers and landscape staff can then lead to the preparation of a development plan which might establish a range of possibilities and a programme for implementation. This process should allow for long-term changes in the grounds in successive years so that pupils might gain from the anticipation, planning and implementation of new initiatives.; Management and Maintenance: Without specific guidelines and regular user involvement, grounds maintenance has tended to follow a convenient and essentially static regime. Educational use should determine the type and pattern of maintenance and the school should be the prime mover, with the advice and support of landscape staff. Enrichment of outdoor resources does not necessarily mean an increase in the revenue budget and quite often small savings may accrue. A programme of gradual improvement which allows for participation of pupils and teachers is more realistic in terms of funding and is more likely to stimulate change. Some comparative information on capital and revenue costs on hard and soft landscapes is included. (Figures 19 & 26)" |
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Library of Congress
Subject Headings: | School grounds -- Great Britain -- Designs and plans; Outdoor education -- Great Britain; Outdoor education; School grounds |
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| ISBN: | 0112710611 |
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| ISBN-13: | 9780112710615 |
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| Language: | English |
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| References: | 0 |
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| See Also: | See also earlier edition, 1990, R=281918. R=281918 |
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| Note: | "In 1999, due to the publication's success, it was updated as a second edition by John Brooke and Michael Bubb"
Includes "Acknowledgements"; p. ii
Includes "Figures"; p. vii
Includes appendix: "A suggested landscape survey checklist"; pp. 63-64
Includes appendix: "Possible site features"; p. 65
Includes appendix: "A landscape brief for a new school"; pp. 66-68
Includes appendix: "Management policy: Statement of objectives"; p. 69
Includes appendix: "Publications"; pp. 70-72
Includes "Useful organisations"; pp. 73-75
Maps
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Figures
Tables
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| ASA/CSSA/SSSA Citation (Crop Science-Like - may be incomplete):
Billimore, Brian. 1999. The Outdoor Classroom: Educational Use, Landscape Design & Management of School Grounds. Second. ed. x, 75 pp. London, England, United Kingdom: The Stationery Office. |
| Fastlink to access this record outside TGIF: https://tic.lib.msu.edu/tgif/flink?recno=281565 |
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| Web URL(s):
http://files.eric.ed.gov/fulltext/ED432893.pdf
Last checked: 03/20/2017
Requires: PDF Reader |
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About WorldCat
Accession number: 42774612
Accession number: 967128142 Note: Microform
Accession number: 972060452
Accession number: 608109014 Note: Digital access
Accession number: 61082159
Accession number: 628022253
Accession number: 843030182 Note: Digital access
Accession number: 497898586 Note: 1990 |
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MSU catalog number: b6532917
MSU catalog number: b6482439 |
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