Well Educated Banking www.lloydstsb.com/ schoolbanking
THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net
EDUCATIONAL PLAY
It is not new to realise that schools have a role in teaching children to play and develop their confidence through outside play. However, the way spaces are designed and the use of innovative products and ideas can help facilitate the safe inclusion of children in all kinds of activities space, particularly within primary schools. This is made worse by the large differences in the ages of the children, which is reflected in their physical size, coordination skills and overall abilities. To continue to develop the culture of play and activity outside the school building, young people need to be provided with the opportunities for ‘free play’ alongside the important sports and games which offer more structure. They can learn to trust themselves and their environment in an already secure and managed environment. Sports activities are part of the broader picture and must be encouraged as part of ‘free play’ for those who want to participate outside of the usual curricular activity. A recently published piece of research by University College London reported that just 51 per cent of the 6,500 children they monitored achieved the recommended hour of physical activity each day. For girls, the
figure was just 38 per cent, compared with 63 per cent for boys. In 2007, Liverpool John Moores University also published its research into the behaviour of 10 and 11-yearolds in school playgrounds and identified that girls and boys play differently. Girls tend to spend their time talking in small groups and socialising. In contrast, boys were more likely to play in larger groups and to take part in games like football, which typically dominate a playground. SPACE RESTRICTIONS It is important that schools encourage wider opportunities for more varied and inclusive sports as well as creating space for non-sports activities. Rather than stopping children playing sport it is better to avoid spatial conflict. There are many recent examples where schools have been able to contain or segregate certain sports
High ropes and activities in the heart of Essex
Rope Runners is the awardwinning high-ropes adventure park in Brentwood, Essex. It has six courses on three different levels, a climbing wall, a big zip wire and a 13m free fall jump. Other activities are also on offer, including archery, water zorbing, tunnelling, conventional teambuilding and/or personal development activities. The adventure park is able to offer orienteering and various activities to support parts of the national curriculum, including geography, history and travel and tourism. It is an approved adventurous activities provider and deals
regularly with schools from most neighbouring counties and London boroughs: simplifying your paperwork. The dedicated, highly trained staff will make sure your group gets the maximum benefit from their visit. Rope Runners’ base at the Secret Nuclear Bunker means you can make it a complete day out, looking at the history of the bunker and its three lives leading up to being the home of the government in the event of a nuclear war with Russia. FURTHER INFORMATION Tel: 01277 364470 www.roperunners.co.uk
from the rest of the playground, which then allows the remainder of the children to play safely and without conflict. The introduction of MUGAS and more recently Smooga’s, smart moveable multi‑use games areas, has helped schools provide discrete areas for sports of all kinds and are proving to be a huge asset where space is restricted. The feeling of more space can be created by clever compartmentalisation of activities, effectively getting more from less. Schools with too much space can also use these arenas for zoning, allowing smaller areas for football, hockey, handball or non-sports related activities, while other children can roam and play more freely in the other spaces. It is not new to realise that schools have a role in teaching children to play and develop their confidence through this play. However, the way spaces are designed and the use of innovative products and ideas can all help facilitate the safe inclusion of children in all kinds of activities. Then when children experience the world outside school, they will be more aware of managing their own risk and more inclined towards a variety of play and activities. L
Outdoor Learning
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FURTHER INFORMATION carolyn@smooga.co.uk www.smooga.co.uk
Kick off their learning with a session at the National Football Museum The National Football Museum in Manchester has launched a new education programme. The city centre museum offers cross-curricular sessions for groups from early years, key stages 1-4, and further and higher education. Sessions cover subjects from poetry and numeracy to social history and citizenship – all with the core hook of football. Interactive storytime sessions for early years groups (with exploration of the galleries), have captivated visitors and proved hugely popular with teachers too. Featuring Football Poetry Day sessions with poet-in-residence Paul Cookson, pupils are inspired to vocalise their experiences of sport in new and exciting ways. These have received a fantastic reaction from classes of all ages. Groups also have the option to take on the museum’s Football Plus+ experiences at a special rate. These seven challenges
range from Penalty Shoot-out to a Match of the Day Commentary Challenge, and come with a range of pre- and post-visit activities to maximise learning outcomes. Pupils can download their own videos and scores at www.nationalfootballmuseum. com/learning or call Jeannie (0161 871 8145), quoting Education Business. FURTHER INFORMATION Tel: 0161 605 8200
www.nationalfootballmuseum.com
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