In Iceland and other Nordic countries, the outdoors plays a valuable part of children’s lives. There have been many government papers and policies published which support the role of outdoor play within the curriculum. Curriculum guidelines, encourage settings to use the outdoors as a learning environment, a place for children to experience, learn and respect the natural world, and a place to provide opportunities to exercise and help promote healthy lifestyles (Norodahl and Johannesson, 2013).  This emphasis on outdoors has been part of the Icelandic culture for preschool and early years children aged one to six years of age, to be outside every day. (some reference).  However, this is not the same for children aged six to sixteen years, they are limited to short periods outside, which only occur during breaktimes and lunch. We do not know how much teachers utilise the outdoors in children’s learning, it is likely to differ between school settings and the individual teacher’s personality and ethos. However, in Iceland, there are signs that teachers are embracing the outdoor learning environment more than they have before and in Reyjkavik, the capital of Iceland, 70% of schools are reporting that they are more frequently using the outdoors as part of the children’s education (Oladottir, 2008).