Not a Stick! Making Sense of Metaphors

When I was 11 years old I remember struggling to understand the concept of a metaphor. There is a wonderful poem, The Highwayman by Alfred Noyes which opens with three super metaphorical descriptions to set the scene...

The wind was a torrent of darkness among the gusty trees,

The moon was a ghostly galleon tossed upon cloudy seas,

The road was a ribbon of moonlight over the purple moor,

 However, my difficulty, as a child was that I felt I could never achieve the brilliance of this poet. In many ways it was a top-down approach to learning about metaphor, beginning with the finest examples and then, me and the rest of the class trying desperately hard to mimic at a sub-standard level the concept in our own writing. So one thing I'm keen to do, is to introduce metaphor from a bottom-up approach starting with what children do best...

One of the strengths about working in a natural setting is that it can help children develop their imagination through the use of metaphor in nature. When children play in a wood or on a beach, they quickly start using one object to represent another. For example in the photo below, the tree trunk has become a house and the children are using the bark as plates.

Taking this concept and adapting it is helpful for older children when formally introduced to the concept of a metaphor. There is a book called Not a Stick by Antoinette Portis which demonstrates very simply how a stick is used lots of different ways. It is not a stick! 

Children can find a stick outside, bring it back to the gathering space and the class can enjoy doing a dramatic round, where they take it in turns to show what their stick has become, "It's not a stick, it's a .... " and everyone can mime the idea. As we all know, sticks can be fishing rods, light sabers, wands and many other things.

From here, children can research traditional sayings and idioms that use metaphors and learn about what they mean. Ones that spring to mind include:

• Turning over a new leaf
• Barking up the wrong tree
• Stone the crows

As a follow up, undertake a simple activity like a leaf slide show. The children study the patterns and structure of leaves by holding them up to the sunlight. What does the vein pattern below remind you of? A star? The skin of an alien?

Children can use this as a brainstorming opportunity to come up with loads of ideas and narrow them down to one or two favourites. Once a simple metaphor has been chosen, such as a star, then a child can up level this to a more descriptive metaphor such as "The leaf is a star-bursting sun filter." (That's my quick idea which children almost always better!)

From here, the class can start enjoying The Highwayman and other fine examples of metaphor and hopefully will be inspired by such a classic poem knowing that they too, can write effectively this way.

Space blankets

One of my favourite pieces of material has to be a space blanket. Technically it's a piece of life-saving equipment one keeps in a rucksack. But more often than not mine usually end up out of the packet and being played with. I often end up wrapping them around trees. The one below is part of a sensory rope trail:

I think space blankets are one of the most multi-sensory man-made pieces of plastic ever invented. I can't get over the fact that you can look through them - they are actually transparent.  The noise made by shaking and scrunching space blankets makes them a worthy musical instrument in their own right.

They are light so little children can run around with them.

At some point the super-hero inside each of us makes an appearance and the space blanket becomes a cape...

Some children love tossing the space blanket into the air. On windy days I tie this to a pole or fence to stop it blowing away yet allowing the wind to catch it.

Space blankets are a useful additional to den building. Look at the posh house which can be made with a space blanket, a plastic poncho and some masking tape.

Naturally any Christmas shop will be given an extra sparkle through the use of a space blanket. 

Some children just like the lightness and brightness when sitting on them.

And others find that they really do keep you warmer when all wrapped up!

So how have you or your children used space blankets? I hope they have been a useful emergency play resource for you too!

BtC Outside and In: What's special about the outdoors?

This post is the second in a series that looks at the statements outlined in the vision statement for outdoor learning in the document Building your Curriculum: Outside and In. The second statement is...

Values
All children are able to experience and enjoy the essential and special nature of being outdoors. 

This is a statement which can be discussed amongst staff at any primary or secondary school or pre-school setting. It can aid understanding about why children need opportunities as part of their learning to be outside.

Being outside should be more than simply any old indoor activity taken outside. For example, taking a maths textbook to a table outside is not truly capitalising on the outdoor environment and the benefits of playing and learning out there. Jan White sums this up beautifully in this article, by stating:

"...we must hold in our minds that the outdoors is different to indoors: these differences are what makes it special and important. We need to be clear about how the outdoors differs from the indoors, why children benefit from being outdoors and how the outdoors responds so well to the ways in which (young) children learn. This thinking then gives us the key to for what to provide and how to plan for the outdoors... The special nature of the outdoors fits the way (young) children want to be, behave, learn and develop in so many ways. Perhaps this is why children love to be outside so much. It certainly gives a strong rationale and justification for developing rich outdoors provision and building in as much access to it as possible." Please note that the brackets around the adjective 'young' are mine. I feel this advice applies to children and young people of all ages.

So what makes being outside essential and special? I'm sure if you asked your colleagues, friends and parents they would come up with a similar (and better) list to mine...

The weather and seasons
Even in an urban jungle, with only a concrete outside patch, the weather impacts on every outdoor activity. Children and young people can experience the weather wherever they live. It is ever-changing and creates a multi-sensory experience. In Scotland we are lucky enough to have four distinct seasons that add variety in terms of nature, weather, colour and amount of daylight available.

Multi-sensory learning
Beyond weather and the seasons, other factors create a multi-sensory learning experience. The different surfaces underfoot, the range of natural settings available even within an urban location and the smells, sights, sounds and feelings associated with being outside are unique. For example, taking children on a blindfold walk through their school grounds will create quite an impact. The review sessions can be powerful after such an experience. Plan and provide for all the senses and don't just limit this to a sensory or wildlife garden.

Biodiversity
This is about the range of flora and fauna within, across and between species, habitats and climate zones. It is a sad fact that children are more likely to know about different animals in other countries than native Scottish wildlife. I regularly meet children who do not recognise daisies or dandelions. Our native plants provide folklore, an alternative perspective on history and help wildlife flourish. There are also many little games and activities associated with our native plants. For example, making daisy chains and tattooing our hands with the milky sap of dandelions. Looking at a photo of a child blowing a dandelion clock is a far cry from experiencing this for real.

A sense of freedom and space
This is so often forgotten by adults but very important to children. Several years ago I did a small scale research project with 200 P6 children in Aberdeen. When asked what made an activity different when it took place outside, "freedom" and "space" were the most frequent answers given without any prompts. If you show children a range of photos of school grounds, it is interesting to see which prove the most popular. The ones where open spaces can be seen are often picked. Hmmm....

It's fun!
I know this may not be a number one priority for the Scottish Government, but in EVERY course I facilitate where reasons for learning outside are discussed, the participants put this down as a key component. Teachers know, and children too, that learning needs to be enjoyable. I look forward to the day when our school inspectors rate the fun factor as well as attainment levels in every school. I bet there's a correlation!

Physical activity
Children need to be able to move, run about, climb, walk and learn with their whole bodies. Research from the Forestry Commission Scotland demonstrates that children are more physically active on days where they undertake Forest School than on days when they have a PE lesson. One of my saddest experiences, was witnessing an 11-yr old child unable to walk up a small hill as he had never had this opportunity before visiting the outdoor centre where I worked.

Developing a sense of place and belonging
This is about our society valuing children and also children learning to love and value the places where they live and belong. The only way to do this is to get children out and about in their local area seeing and getting involved in the life of a place. It's also about the community learning that children's presence - being seen and heard - can be a positive indicator of social and community togetherness.

Developing a connection with nature and natural spaces
Children will not learn nor understand important concepts such as sustainable living and climate change without frequent contact within nature. Ecoliteracy can only be developed through first hand experiences of playing in wild places. If we want children to develop pro-environmental attitudes and behaviours then ensuring children have free play opportunities in nature is needed.

I know this post just gives a taste of the possibilities. What do you think? Some useful reflective questions include:

• What makes being outside special and unique for you and your children? 
• How can we capitalise on the use of our school grounds and local area within the time children spend in school regardless of the age and stage they are at?
• How can we use the unique and special nature of the outdoors to provide better learning experiences?
• What do we need to do to improve our school grounds to ensure it adds value to the learning and teaching within our school?

The next post in this series is "We value the contribution of all staff to ensure children maximise the potential of the outdoors."

Building your Curriculum: Outside and In - Values Part 1

Earlier this year, Education Scotland published the BtC:Outside and In. It's a strategic document that outlines practical steps a school can take to embedding outdoor learning into its curriculum and overall approach to learning and teaching.

On page 2 there's an illustration of a vision statement for outdoor learning which can be used when a schools asks "Where do I want to be?" in terms of ensuring that learning outdoors is a frequent and regular occurrence for every child. Knowing how busy senior management and teachers are, the aim of this series of blog posts is to look at each statement within this vision and expand upon this with some practical suggestions. So let's begin...

Values
Our school is a place where children have a right to work and play where it most suits their learning needs.

This statement is deceptively simple. Firstly it mentions the rights of children. This is something every school should check - whether or not their children actually have this right.

Many children enjoy learning outdoors and find that being physically more active or having more space gives them the opportunity to think, reflect and concentrate better. Thus, it's important that teachers observe their pupils and work out who really benefits from outdoor activities. The next challenge is to decide how these children can have more chances to work outside.

A lovely example of a class teacher enabling this to happen occurred last year at the school where I work. A P1 teacher realised that her class would enjoy playing and learning outside. She reorganised her classroom so that when she was working with groups, her seat gave her a view of the inside class and the area just outside her classroom. In conjunction with the children she set up a system where children could help themselves to resources to use outside. The pupils knew they had to stay within the designated area and behave sensibly. If they didn't then they lost the privilege of being outside during class time. When minor disputes arose outside, initially the children would come and tell their teacher. She gave them the choice of sorting it out independently or coming back inside the class. This quickly gave children greater responsibility over their choice about where to learn and play and to sort out gripes themselves.

I have also seen many teachers simply decide to undertake more activities outside with their whole class. I've also used classroom assistants to take children in groups outside for specific tasks. Years ago, when I first started teaching I had a very challenging P2 class in a tiny classroom, which was barely large enough to swing a hamster, let alone a cat. As well as increasing the amount of outdoor activities, the children who were able to demonstrate that they could complete tasks independently were given the choice as to whether they wanted to work outside the classroom or in. This had the knock-on effect of ensuring that being sent out of the class was a positive achievement and not a negative consequence of poor behaviour. It's also an example of how remote supervision is doable with young children.

Secondly, some activities are better taught outside. For example, learning about farming is more effective if children get to visit a farm, talk to a farmer and have a chance to see what a working farm looks like. It's even better if they get to grow their own crops, harvest them and make food from their produce. A good example can be seen in this case study about the Waldorf School in Prague.  It's great to see that increasing numbers of schools are looking after hens and other animals too. That's real world learning which involves caring for animals, money management and even having to make life or death decisions.

I hope this post is helpful. Please let me know if you have done any thing to enable your children to work and play in a place that most suits their needs.

The next post in this series is "All children are able to experience and enjoy the special nature of being outdoors."

2012: Outwith the Old and in with the New!

Today is a bit of an epic for me. For the past 4 years, the official Creative STAR website has looked like this:

But it has had a radical makeover and now looks like this:

Please go and have a look and explore! It's considerably bigger and more interactive than the previous version. Over the next few months and years, the aim is to slowly move material from this blog over so that eventually I don't need to manage two sites.

To kick start the new look, I'm doing a short daily-ish blog post on the new website in addition to posts on here. Just little snippets and ideas. Please do add comments, suggestions and feedback. It would be much appreciated.

Happy New Year! Happy New Website!

PS Apologies for the blogging break but this has been the reason.

Going Freelance

"When we walk to the edge of all the light we have, and we take the step into the darkness of the unknown, we must believe that one of two things will happen. There will be something solid for us to stand on, or we will be taught how to fly." Patride Overton, Edges

I often get asked for advice about going freelance and undertaking outdoor learning consultancy work. The aim of this post is to answer some basic queries about taking the plunge.

Why go freelance?
It's helpful to be absolutely sure that this is the direction you wish to take. It is perfectly possible to be part time freelance and work in a regular job. This is usually the safest route as income is fickle.

The hours are very long. The pay is not as good as being a teacher or in a full-time job where you are employed. There are administrative tasks and all sorts of hidden costs and time consuming tasks. For example, completing the tax returns and having public liability insurance. You do not get paid for holidays nor receive a pension unless you can afford to set one up. You have to utterly love and believe in the work you are doing and be prepared to graft.

These Early Years practitioners are using part of my "portable playground." I've bought or gathered lots of resources to enable me to deliver many outdoor courses in different locations.

The job satisfaction is extremely high because positive change is the result of the work I do. As I am not a line manager nor a school inspector, I can work with practitioners in different ways and enable them to reflect and adjust their practice. Every educator has the skills and abilities to facilitate quality learning and play outdoors based upon their indoor experiences of working with children. I have the same number of stressful incidents and situations in one year that I would face in one day as a head teacher.

It's about enabling others to take children outside! I'm aiming to make myself redundant!

What skills and experience do you need to become a freelance consultant?
This depends very much on the nature of the work you wish to undertake. For example, if you work with mainstream education establishments, then you must know and understand how this sector works. You have to be able to offer a unique service that the education sector needs and wants. You should have confidence in your abilities to do a great job.

I became a freelance education consultant because it was the only way I could do the work I wanted to do. There are no outdoor learning advisory posts in Scotland. I wanted to provide support, training, advice and resources to enable practitioners to get children outside as a natural part of effective learning and playing. I want to help people rethink learning outdoors as a valid and helpful contribution to meeting children's needs. As a former head teacher with lots of outdoor learning experience I felt I had a unique contribution to make.

I'm a bit of a jack-of-all-trades and master of none. So this works well for my work which is very broad and varied.

Are there other options instead of freelance work?
Yes. I know people who have set up charities and education trusts. This means applying for funding and grants which is time consuming. However, it does mean that your organisation is likely to last. Freelancers come and go much quicker, as a general rule of thumb. Do remember that even charities have to make a profit to exist and are accountable for their work and finances.

Outdoor paperwork! LOL! Poetry writing during a primary literacy course

How do you get started?
In the UK, all it takes is to fill in the tax form and post it off! It's very simple. Setting up a company is a little more complex. Establishing a trust or charity involves additional work. Every country has agencies which help businesses start up. In the UK, it is Business Gateway. They provide advice, courses and support.

It's a bit of a wobbly start, but once you get the hang of working freelance, it's a lot of fun. It took me about 15 months to go freelance full time (since November 2008)

How do you get work?
Mostly through word of mouth. Some freelancers approach local schools, parent groups, etc. and make them aware of their services. National agencies and charities sometimes need specific work undertaken. When this happens they issue tender documents. I bid for this work. It's worth contacting these organisations and ask to be put on their lists of people they contact when such work comes up. Also local organisations sometimes need teachers and educators to write materials or do specific work. So ask around!

I've undertaken several contracts for the Forestry Commission, looking at forest kindergartens, using woods for learning and CPD advice for their staff.

Do you employ people?
No. As a former head teacher, I know the complexities and responsibilities of employing others. I subcontract work that I am unable to do to others or recommend other consultants. Sometimes big projects come up with tight timescales that require more than one person to complete effectively. When this happens I work with other freelance consultants. Shared work is more complex and time consuming but more satisfying - I like teamwork. If you go freelance, let me know. We could end up working on joint projects!

For the past three years I've worked with the above freelancers who come from business and outdoor backgrounds to work with 6th Year students at Peebles High School to kickstart their Student Leadership Initiative

Do you have student placements?
Yes. Local students can work alongside and shadow me on a part-time and occasional basis. This is usually done on mutually suitable terms. They help with simple administrative tasks and act as gofers when I deliver courses. The work is voluntary initially but paid work does happen too.  I need students with a positive, reliable, hard-working, go-for-it attitude. It does not matter which subject a student is studying. In the long-term I want people who will be ambassadors for getting children outdoors, regardless of which profession they end up working in.

Soozy, on the right, is a Forest School trained playworker who volunteered with me back in 2010. She undertakes amazing work with children and I enjoyed working with her in a paid capacity in the Aberdeen City Outdoor Nurture Project in 2011.

How do you know what to charge?
This is tricky. Contract work normally has a fixed price over which you cannot bid. I have learned through trial and error, mostly through undercharging and then regretting it! I get a heavy feeling in the pit of my stomach that I've undersold my services. I remain the main breadwinner in my family in spite of the financial uncertainty.

Further information?
This is only a brief outline. I love the freedom, flexibility, challenge and creativity that freelance work brings. Please do contact me if you have more queries.

"For once you have tasted flight, you will walk with your eyes turned skyward. For there you have been, and there you long to return." Leonardo da Vinci

Try Before you Buy

Happy New Year Everyone!

As usual, a holiday gives me time to dream and scheme. I'm currently in the middle of revamping my website. It's a substantial job and when it goes live will only represent a small fraction of my vision for what I ultimately want it to be.

One of the things which will change is that I will have advertising on both this blog and the new website. I'm trying to make the social enterprise aspect of my work more transparent. The aim is to put the money raised into some kind of outdoor clothing scheme as I feel if children are properly (or better) dressed for being outdoors then they are able to get outside more often.

My original plan was to offer small scale grants to organisations and schools. However, I'm now wondering whether setting up a "Try Before you Buy" box would be more effective. The aim would be to create a box with:

• A selection of different clothing from different companies. For example trousers, dungarees, all-in-ones, some with elastic cuffs, others with velcro, some with poppers, some with zips, possibly a cape or two and a range of colours and sizes.
• Advice sheets about factors to consider. For example, the Swedish Civil Defence League advocate very young children being dressed in bright colours, with some reflective material and elastic cuffs on waterproof trousers to keep the warmth in and the wet out. 
• Suggestions for involving children of different ages in putting together criteria for testing and deciding which clothing is most effective
• Suggestions for acquiring clothing and fundraising
• Some simple outdoor ideas to try whilst testing the clothing!

The idea is that the box could be loaned to a class for a few weeks to try out. Whilst there would not be enough clothes for a whole class, it would be a good positive focus on the benefits of wearing appropriate clothing. I think it would generate discussions and enthusiasm for getting outside using an enterprising and interdisciplinary approach.

The idea has grown from my experience of working with different groups of children. I have a box of clothes that I make available to classes with which I work. What has been interesting has been observing which clothes the children choose and why. For example, red clothes and yellow clothes are most popular with children who like to pretend they are fire fighters or have other jobs. I also see children mix and match jackets and trousers/dungarees. As my own son grew up he switched preference from red to navy blue but remained fussy about the texture of outdoor clothes and how they feel.

I'm interested to know your thoughts. Do you think would work well? Do you have any questions? Any drawbacks or concerns?

Many thanks.

PS All the clothes worn in these photos come from Raindrops Clothing, in case you were wondering! I've always like the range and choice offered. However lots more outdoor clothing companies are springing up, often set up by parents with young children.