This document introduces a CPD unit that explores using the outdoor classroom to motivate science learners while connecting to mathematics. It provides 10 activities developed based on a pedagogical framework combining Cognitive Acceleration through Science Education and Assessment for Learning research. The unit will explain the framework and how teachers can use the standalone activities in their Key Stage 3 Schemes of Work or together for a course developing observation and group work skills.

1. Introduction to: Thinking Beyond the Classroom Continuing Professional Development Units

2. This CPD unit explores how the outdoor classroom can be successfully planned to motivate learners in science whilst highlighting opportunities to bridge into mathematics. This unit is supported by ten activities, developed on a pedagogical framework incorporating the research of Cognitive Acceleration through Science Education and Assessment for Learning. The unit will explain each aspect of the pedagogical framework and how the activities can be used. The activities are planned to stand alone and be incorporated into existing Key Stage 3 Schemes of Work. They equally could be as a course to develop observation and group work skills. Introduction

3. The programme aims to develop secondary science teachers’ skills in outdoor teaching. The origins of this aim are rooted in a belief that the outdoors offers opportunities for learning, that when planned and taught, can strengthen science learning, provide cognitive development and curriculum related outcomes, as well as giving depth to the curriculum and contribute to pupils’ physical, personal and social education (Rickinson et al. 2004). The ‘outdoors’ refers to the school playground, local park or accessible streetscape. The belief being that learning science outside has the potential to offer access to ‘the rarely considered but often passed’, potentially unique materials, the possibility of extended and authentic practical work, and introduction to the ‘messiness of science’ and the improved development and integration of scientific concepts (Braund and Reiss, 2006). In an aid to help science teachers use the outdoors a pedagogical framework was developed drawing from current educational research of elements from Cognitive Acceleration through Science Education Programme and Assessment for Learning (Glackin and Serret 2011). Ten key stage three activities were developed using this framework. What is Thinking Beyond the Classroom? Photo