This essay will outline the advantages of learning outdoor adventurous activities (OAA) for children 3-16, within schools. Outdoor education is where children take part in outdoor activity challenges. Experiencing a range of problem solving skills, to challenge pupils in and outdoor activities, i.e rock climbing, orienteering, kayaking etc. The national curriculum have different aims such as ‘engage in competitive sports and activities’ and ‘develop competence to excel in a broad range of physical activities’. This shows that they should have a wider range of knowledge on different physical activity.  There target is ‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study’. This shows that they should increase their academic knowledge on each physical activity to progress on to harder skills.

  In the book ‘Creating A Space To Grow’ it states ‘Because of the freedom the outdoors offers to move on a large scale, to be active, noisy and messy and to use all their senses with their whole body’. This shows that they are able to use a wider range of sources to progress the task on and also a brighter insight on the subject.Another quote from ‘Creating A Space To Grow’’Young children also need to learn how to recognise and manage risk as life-skills’. This shows that learning outdoor education this gives a positive courage for general day to day life with being safe outdoors at any time. Also another quote from ‘Creating A Space To Grow’ ‘Young children should take part in a decision and actions for outdoor provision, big or small’, this shows that having  children learning outdoors from a young age will increase their knowledge and skills of the outdoors while growing up. 

  In the book ‘Towards a convergence between science and environmental education:’states ‘field trips taken during their early years at school’, this shows that younger children need to learn better being shown what to do than learning through a text book and not understanding  thoroughly. Another quote from the same book is “ recalling a visit does not mean that it was an effective learning experience or that the time could not be more usefully spent in the classroom”, this shows that a balanced amount of classroom time learning and doing outdoor learning making it more understandable. Also another quote from the same books is “we found substantial evidence to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up” This shows how well outdoor education works with educating children, and that not all educating through a text books work better.  A factor from the same books ”shortage of time, resources and support”, shows that in the curriculum they only have a certain amount of time to do an activity which will lack the knowledge of the subject being taken. Also with the shortage of resources shows that outdoor education needs a lot of equipment to educate. 
With the support not many teachers may know outdoor activities to educate the children. ‘   In the book ‘John Dewey and Education outdoors: Making sense of the ‘educational…’ states “in addition to open-air schools were able the compatible areas of nature-study, school gardens, agricultural education,home credits, vacation school, and others’, this shows that schools are trying to encourage children to take part in the outdoors whatever the situation is such as from gardening to agricultural education. Another quote states ‘was to place the child in possession of the tools for acquiring knowledge and it was held that these tools were spelling, reading and writing’, this shows that not often they go outside to do outdoor education, instead they do classroom based work. From the book ‘Learning Outside The Classroom’ states that they took a survey or outside the school day activities to be held and the outcomes were ‘...provided opportunities for pupils and students to take part in a range of additional activities during breaks and lunchtimes or before and after the end of the teaching day. One of the key benefits was that the activities enabled pupils and students of different ages to pursue similar interests together’. This shows that children want to participate in different activities to give them a wider range and knowledge of the activity. 

To conclude the essay shows that from how small outdoor activity can come from such as gardening up to a bigger outdoor activity such as high ropes and rock climbing. These show greatest skills that have been learnt and progressed onto higher level. It has been shown that how important the subject of outdoor education is and how it will progress your knowledge and skills in further area’s.

Word count- 781

Bibliography 

Intro 
Gov.uk. (2017). National curriculum in England: physical education programmes of study - GOV.UK. [online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study [Accessed 3 Nov. 2017].

Pickup, I. and Price, L. (2007). Teaching physical education in the primary school. New York, NY: Continuum International Pub. Group.p.153.
Paragraph 1
Ryder Richardson, G. (n.d.). Creating a Space to Grow. p.7.

Ryder Richardson, G. (n.d.). Creating a Space to Grow. p.10.
Paragraph 2

Dilson, J. (2017). Towards a convergence between science and environmental education:The. P.179.

Dilson, J. (2017). Towards a convergence between science and environmental education:The. P.180.
Paragraph 3
Ryder Richardson, G. (n.d.). Creating a Space to Grow. p.13.

Ryder Richardson, G. (n.d.). Creating a Space to Grow. p.15.

Learning outside the classroom. (2008). London: Ofsted, p.13.