Curriculum

Learning outdoors offers rich sensory, physical, and social experiences that support early years children’s curiosity, wellbeing, resilience, and confidence. Natural environments encourage exploration, creativity, problem-solving, and meaningful risk-taking. Skilled practitioners who respond “in the moment” can build on children’s spontaneous interests, turning everyday discoveries into powerful learning opportunities that deepen understanding and extend language.

Long-term, regular outdoor learning helps children develop stronger physical health, emotional regulation, and social skills. It nurtures a lasting connection with nature, supports positive mental health, and strengthens dispositions such as independence, resilience, and motivation to learn. These foundations contribute to improved learning behaviours, better self-esteem, and a lifelong positive attitude towards challenge, exploration, and wellbeing.

INTENT – What we want for the children

Our aim is to nurture confident, curious, resilient learners through daily, meaningful experiences in the natural environment.

We focus on:

Holistic Development

• Support physical development through climbing, balancing, digging, carrying, building.

• Strengthen emotional wellbeing by offering freedom, challenge, and calm within nature.

• Promote social skills through collaboration, turn-taking, problem-solving, and shared discovery.

Deep-Level Learning Through Child-Led Exploration

• Provide extended periods of uninterrupted play outdoors.

• Trust children to lead their learning, with adults responding in the moment to extend thinking.

• Encourage natural inquiry: noticing changes in seasons, wildlife, materials, and risk.

Connection to Nature

• Develop respect for the natural world and understanding of sustainability.

• Build stewardship by caring for living things and recognising their impact on the environment.

Risk and Resilience

• Enable children to assess and manage their own risks in climbing, tool use, fire lighting (where appropriate).

• Encourage perseverance and confidence through real challenges.

IMPLEMENT – How we do it

Following Anna Ephgrave’s approach, teaching is responsive and grounded in high-quality adult interactions. Planning happens in the moment, based on children’s motivations and the environment around them.

Environment as the Teacher

• A well-planned outdoor space with open-ended natural materials (sticks, mud, stones, water, leaves).

• Rotating but minimal “set-ups”—the environment itself provides the curriculum.

• Weather embraced: puddles, wind, frost, mud, sunlight all become learning resources.

Role of the Adult

• Observe first, wait, then respond when a child shows curiosity, struggle, discovery, or a teachable moment.

• Offer ‘teaching moments’ that are brief, well-timed and tuned into the child’s focus.

• Capture learning through concise observations that reflect the child’s voice and intent.

Daily Rhythm

• Long, uninterrupted outdoor play sessions.

• Small introductions to skills (e.g., tool use, knot tying, shelter building) offered when children show readiness or interest.

• Group moments for stories, songs, and reflection—often around the fire circle or circle time where appropriate.

Learning Through Authentic Tasks

• Gathering sticks becomes early maths (sorting, length, comparing, counting).

• Building dens becomes teamwork, engineering, problem-solving, literacy through negotiation.

• Watching bugs becomes science observation and communication development.

• Seasonal changes become storytelling, art, sensory exploration, and enquiry.

Risk Management

• Dynamic risk assessments carried out with the children.

• Adults model safe behaviour (tool handling, fire safety) while allowing children genuine challenge.

IMPACT – What the children achieve

We measure progress through changes in wellbeing, behaviour, independence, and skill—not through tick-lists.

Characteristics of Learning

Children demonstrate:

• Resilience: continuing a challenge even when cold, muddy, or frustrated.

• Curiosity: asking questions, noticing details, developing theories.

• Independence: dressing for weather, managing boundaries, solving problems.

• Creativity: inventing games, constructing with natural materials, storytelling inspired by the outdoors.

Developmental Progress

• Strong core strength, balance, coordination, stamina.

• Rich language from describing textures, movements, discoveries, and stories.

• Emotional regulation through nature’s calming influence and authentic problem-solving.

• Social growth from negotiating roles, cooperating, and resolving conflicts outdoors.

Long-Term Outcomes

Children leave the early years stage as:

• Confident, capable learners ready to take risks and try new things.

• Connected to the natural world with a sense of responsibility and care.

• Equipped with self-belief and curiosity that extends into all areas of learning.