Re-writing the script: The great outdoors byAberlour Sycamore Services

1. Re-Writing the Script
– the great outdoors
Aberlour Sycamore
Daryl Bates, George Fisher, Rosalind Penman, Johnny Wilson,
Adele Kay and Pamela Young

2. What do you do?

3. OUTDOOR LEARNING
ACTIVITIES
HOW HAVE WE BEEN LEARNING OUTSIDE…

4. WE DID SOME PHOTOGRAPHY WHICH HELPED US
WORK AS A TEAM AND TO GET ON WELL WITH EACH
OTHER.

5. IN THE HOUSE WE DON’T ALWAYS GET ON SO WE SOMETIMES GO OUT AND DO
AN ACTIVITY TO HELP US WORK TOGETHER.
• We have been learning how to look after and grow plants. If we do not feed and
water them, they die. Ours didn’t. Imagine if you went without food or water and
love and attention…
• We go to the beach and write out thoughts in the sand. This helps clear our heads.

6. LEARNING NEW THINGS BUT BEING A BIT SCARED. WHAT IF WE DON’T TRY NEW
ACTIVITIES, HOW WILL WE LEARN…
WE SPEND TIME AT THE BEACH GETTING TO KNOW EACH OTHER, LEARN TO SHARE, TAKE TURNS AND
LEARN TO LISTEN.
WE LEARN HOW TO MAKE FIRES AND LOOK AT HOW DANGEROUS THEY CAN BE BUT HOW WE CAN
BUILD A FIRE SAFELY AND PUT IT OUT. WE LEARN EVERYWHERE WE GO…
THE BEACH IS NOT ALL ABOUT GETTING SAND IN YOUR TOES YOU KNOW…LOL

7. CARING FOR ANIMALS AND LEARNING TO LOVE.
• LOVE IS SOMETHING YOU FEEL
• LOVE IS SOMETHING YOU MAY SEE
• WE HAVE LEARNED A LOT ABOUT LOVE AND BEING CARING
• WE HAVE BUILT HOUSES FOR THE WILDLIFE AND ALSO FED THEM

8. WE HAVE LEARNED TO LOOK AFTER ANIMALS AND
CARE FOR EACH OTHER WHEN WE ARE OUT.

9. I THINK AS SOON AS OUR EYES OPEN AND DECIDE WHAT TO DO WE GO OUT
ON OUR JOURNEYS AND LEARN…
HOW TO PLAY AND GET ON, HOW TO COOK ON THE BBQ AND NOT TO BE SICK AFTER
A YUCKY SAUSAGE.
HOW TO PLAY SPORTS AND BE A CHAMPION.

10. WE HAVE FACED OUR FEARS.

11. WE HAVE BATTLED WATERFALLS,FORESTS, MIDGES AND
BEASTIES, TENTS AND TANTRUMS, RAIN AND SOGGY
SOCKS AND THE SAND IN TENERIFE.
THANKS FOR LISTENING

12. Boxall
Developmental
Graph

13. Safe
• Knowing each child as individual. This means
we can help enable them to access an
environment safely, so that most activities
are within their capabilities, but some will
challenge them to develop their physical
skills and confidence further.
• N needed others to be participating in
activities and tasks with him, as would most
children of a similar emotional age, however
as the day progressed we were able to see N
demonstrating an increased feeling of
security as he was able to spend periods of
time playing imaginary games when running
about on the beach and in the sea.

15. healthy
As a provider or practitioner, our role is to help
children experience the highest standards of
physical and mental health, and support them to
make healthy, safe choices. Playing and learning
outdoors offers other benefits, such as
development of the senses: hearing; vision; smell;
and spatial awareness, as well as increasing
capacity for learning. Imagination and creativity
are important. Within our wider community there
are environments where children’s health can
benefit from playing and learning outdoors. E.g.
parks, woodland, beaches, farmland and
allotments can all be used to help support better
outcomes.

18. achieving
It is important that we find ways to provide
children with opportunities for outdoor learning.
Any outdoor area whether it be beach, forest or
well-resourced, adapted tarmac playground can
provide a rich environment to excite exploration,
investigation and open-ended play to help
develop children’s thinking and creativity skills.

21. Nurtured
Children who are dealing with negative issues in their
lives often express themselves in behaviours that may
cause disruption indoors: running and shouting;
boisterous play; climbing and jumping. These types of
behaviours can be expressed in the space and
freedom of the outdoors with fewer negative
reactions from adults and less impact on the children’s
peers. Children need the time and space of the
outdoors to be alone, to work through scenarios in
play, or to vent anger and frustration.
At Sycamore, we work to the principles of Dyadic
Developmental Practice and our interactions are
based on a Playful, Accepting, Curious and Empathic
approach (PACE). Our Lifelong Learning Service
combines this approach with Nurture to provide a
bespoke personalised service for all Sycamore children
and young people who need our support.

24. active
We need to should ensure that children have
appropriate opportunities to enjoy a range of
suitable physical activities, including some
vigorous activity. When planning our programme
of activities, we will ask the following questions of
staff, children and parents: How much time and
opportunities do children in your settings have for
vigorous physical activity?

28. respected
We can respect children by developing our
skills as enablers; helping children to have
access and take part, taking account of
what we know from our relationship with
the child, our observations of them and
what they tell us about their individual
preferences, views and ideas.

32. responsible
Giving children opportunities to engage with
their local environment can help develop
their responsibility within their own
community. Topics can include: waste
management, habitat or wildlife protection;
or exploring sustainability in the key areas of
Scotland’s fishing, farming, energy, tourism
and forestry. Projects for young children
should be relevant, understandable real-life
experiences that extend their natural interest
and enquiry. For example, growing and eating
their own produce or sharing produce with
another group in the community.

35. Included
Encouraging children to engage with the
local community in local outdoor projects
helps all children to feel included; to have
a sense of place, belonging and identity, to
have two-way engagement with the
community. These aspects are important
in building all children’s self-confidence
and self-esteem.

38. Questions?
Comments?
Feedback?