Outdoor Learning

Julian Sturdy Excerpts

Wednesday 15th December 2010 Westminster Hall

[Mr Mark Williams (Ceredigion) (LD)]

It is a pleasure to serve under your chairmanship this morning, Mr Benton. I pay tribute to my hon. Friend the Member for Carmarthen West and South Pembrokeshire (Simon Hart) for securing this important debate. Perhaps I should declare an interest: like my hon. Friend the Member for Brigg and Goole (Andrew Percy), I used to be a teacher. I was a teacher for 12 years and am still a member of my union, the NASUWT.

I very much endorse what other hon. Members have said, which is that this is not simply a debate about rural areas. My hon. Friend the Member for Carmarthen West and South Pembrokeshire has a proud record of championing rural areas, and I concur with him on many of those issues, but he was right to make the point that outdoor education is about urban schools as well.

I start with a couple of anecdotes. One of the most successful field trips I ever organised involved leading a group of children from a deprived school in north Devon down to the city of Plymouth. It was an excellent day’s work that examined the architecture, the effect of the Blitz, the new buildings that went up in Plymouth, the naval town and the economy of the area. Those children would not have experienced that—it is a long way from Barnstaple to Plymouth—had we not given them the opportunity.

Closer to home, I think of the scheme that we embarked on in Powys. We set up a partnership scheme between a local organic farm and our school. We acquired a plot of land and visited each term. Every child in that small village school visited the farm every year, nurtured the plot and grew vegetables. They took the vegetables back to school to make meals.

[Julian Sturdy (York Outer) (Con)]

My hon. Friend makes a good point about the need for farmers to play a role in outdoor learning. What worries me is the fact that so many schoolchildren do not understand where their food comes from. That is quite frightening, especially when, if we ask some schoolchildren where their potatoes or chips come from, they say, “McDonald’s”. Does my hon. Friend think that the National Farmers Union and farmers need to play a key role in such education, and in improving understanding of where food comes from?

[Mr Williams]

Absolutely. One of the benefits of the project that I was involved in was that we considered the seasonality of fruit and vegetables. I think that it is assumed that because children live in a rural area they have automatic access to farms and to schemes of the kind that the NFU and others, such as the Farmers Union of Wales, have put forward. That assumption should not be made. That is why the debate is important, for getting some clear guidelines. It is beginning to seem a little like a Welsh debate—I am proud of that, but I shall not stray on to devolved matters.

Every year at the school where I taught we took the year 5 and 6 children to stay at an outdoor pursuit centre in Montgomeryshire, where they could do kayaking, orienteering, rock climbing, mountain walks and canoeing—the very kinds of activities from which many children with special needs, who were not high achievers in the classroom, really gained. We were teaching concepts of teamwork, collaborative work and team building. Those were important opportunities for the children.