Alison Motion - The Good School Playground Guide
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This document provides guidance on creating good school playgrounds that encourage learning, physical activity, and risk-taking. It emphasizes that children need practical experiences and opportunities to take risks in order to develop skills for adulthood. The document outlines benefits of school grounds like fostering ownership, connecting with nature, and improving behavior. It recommends including varied terrain, loose materials, hiding spaces, and reduced mowing to allow creative and imaginative play. Support is described for schools to implement changes through a Scottish government project and resources.
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The document proposes amendments to the 2010 Act that would extend the pre-call in period for school closure proposals from 6 to 8 weeks. It also aims to clarify the "Presumption Against Closure" and require financial information to accompany closure proposals. Ministers would be able to seek additional advice from Education Scotland when considering proposals. The basis for determining closure proposals would be clarified and proposals could be remitted back to local authorities for reconsideration. An independent referral mechanism would be established along with a 5 year moratorium between closure proposals. The amendments would be introduced through the Children & Young People Bill at Stage 2 in early 2014.
Jonathan moore determinations – past, present and future
This document discusses determinations made by the Scottish Government regarding school closure proposals. It notes that differing interpretations of the 2010 Act have led to many cases being called in. The aim is to significantly reduce the number of cases requiring to be called in by improving the quality of proposals. Key drivers for change include experience applying the 2010 Act, a report by the Rural Commission, and a recent judicial review. The document outlines how determinations and decisions will now be made, focusing on whether education authorities have properly followed the 2010 Act and considered all relevant factors. While the recent court ruling provides clarity, amendments to the 2010 Act may still be needed to fully address the issues.
Schools conference session - Context and Change, Your Perspectives
The document summarizes discussions from Scotland's School Estate Conference on the key challenges to delivering change in the school estate and examples of good practice. Three main points emerged from discussions: 1) collaborative briefing processes that engage stakeholders early on can help deliver change but require time and varied engagement techniques; 2) learning beyond the school gate, such as through community centers, offers exciting opportunities but barriers to concurrent community and school use need addressed; and 3) small-scale school refurbishments allow intense discussions to develop consensus, but the challenge is scaling this approach to larger, more complex projects.
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The document summarizes discussions from World Café sessions at Scotland's School Estate Conference. Key topics included collaborative briefing processes, learning beyond the school gate, briefing for small school refurbishments, shared community spaces, outdoor learning, and changing existing buildings. Some emerging themes were the importance of layering decisions in the briefing process, leveraging schools for community learning of all ages, and balancing investments to achieve learning outcomes. Participants discussed involving stakeholders early, using spaces to support different learners, and making outdoor learning a meaningful part of the curriculum.
Lessons from Re-Design Exhibition - Summary By Diarmaid Lawlor
The document discusses a conference on Scotland's school estate. It notes that the existing school buildings come from different eras and must accommodate new curriculum demands, and key lessons are the importance of participation in the design process and allowing designers flexibility. Examples are provided of school redesign projects in Strathyre that focused on outdoor spaces and learning. Next steps proposed include refurbishing existing buildings, unlocking local learning assets, informing options appraisals, and integrating outdoor learning opportunities. Contact information is provided for advisors involved in re-furnishment and outdoor spaces/learning projects.
Alastair Blyth - Briefing for Education Benefit.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Alison Motion - The Good School Playground Guide
- 1. The Good School Playground Guide
- 2. “You can't teach young people about risk from a text book they need some practical experience. That's why cosseting children and seeking to remove all risk from their experiences ultimately leaves them ill equipped for adult and working life. “ “We should not deny them the opportunity to learn by taking risks. Seeking to protect them from every conceivable hazard, rather than sensibly managing the genuine risks they face, ultimately leaves them in harm's way, not to mention robbing them of memories that last a lifetime. “ Judith Hackitt, Chair of HSE
- 3. School grounds are particularly important! • Available to all • Regular access • Time • Accessible – eliminates travel time and costs • Fostering ownership and responsibility • Community links
- 4. Be creative and imaginative
- 5. Encourage physical activity and develop physical skills
- 8. Improves behaviour Reducing boredom Positive emotional wellbeing
- 9. “Outdoors is often a better place to learn than indoors.” CfE guidance
- 10. and ..... Fewer than 10% of children now play regularly in natural spaces Contact with nature has halved in a generation
- 11. What does it look like?
- 13. Big sand
- 14. Logs & boulders
- 16. Water play
- 17. Hiding spaces
- 18. Reduced mowing
- 19. Risk & challenge
- 20. Loose materials
- 21. Loose materials
- 22. Bespoke rather than catalogue
- 24. Scottish Government Project 30 schools in 8 Local Authorities over three years Capital plus whole school support Case studies, exemplar schools, champion head teachers. Free ‘toolkit’ type resource for all schools.
- 25. Strong school support School management processes Parental engagement Risk Benefit Assessments Support Staff training Troubleshooting – for example mud, rain, mixed aged play A friendly shoulder!
- 27. support An overview of good practice Forwarded by Sir Harry Burns Endorsed by wide range of partners Grounds for Learning is the operational name of Learning through Landscapes in Scotland