Setting Learning Objectives

When planning a learning experience don’t just think about what the young people will learn. Think also about, how it is best learned (learning styles) and where the best place is for the learning to take place (the location).
The answer to these questions will suggest that most things can be learned, and learned well, outside the classroom. So, seek out opportunities and plan the experience as you would any other aspect of your teaching or curriculum-based work.

To do this you need to consider the following planning questions:

What learning outcomes are the young people going to take away from experience?
How is this learning to be integrated with their current learning?

As you answer these questions, think about what comes before, during and after. See Framework for Planning Learning Outside the Classroom Experiences.

A group of 15-year-old boys in a PRU, excluded from mainstream school, took part in a weekly session where they learned how to handle small boats on the Thames. They all progressed well, taking considerable responsibility for their own and each other’s health and safety, and working collaboratively. This work led directly to the possibility of their gaining demanding accredited qualifications and the possibility of future employment. Their behaviour was exemplary and they thoroughly enjoyed these sessions. Their attendance in full-time education icreased markedly while on the programme. For many, it rose from about 30% to over 80%.

How far should you go?
Ofsted Report October 2008