Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance

Abstract

This paper explores the role and policy context of residential outdoor learning experiences within Scotland’s school curriculum, and demonstrates that there are fundamental aspects of outdoor learning that have relevance beyond the educational framework of the time. We introduce an on-going example of such provision, Aiming Higher with Outward Bound (an educational initiative developed in 1998 and introduced into 26 secondary schools in North Lanarkshire, Scotland), and review the programme’s evaluation (Christie 2004; Christie, Higgins and McLaughlin in review). Using central themes of progression, connection and relevance we examine that study and the role of residential outdoor learning more generally to consider its continuing curricular relevance. Furthermore we consider the philosophy and theory underpinning outdoor learning and begin to articulate the links to the current educational framework in Scotland (Curriculum for Excellence). In doing so we review recent research and highlight contemporary changes in the structure and nature of the education system, such as the implications of the Learning and Teaching Scotland (LTS) policy document ‘Curriculum for Excellence Through Outdoor Learning’ (LTS 2010a). The paper concludes by offering potential suggestions for future research and development that take account of emerging policy contexts.