Page 19 - Copy of Climate Change and Sustainability Education report

6.3 KEEP WALES TIDY

This case study is based on an email from a teacher to an Eco-Schools Education Officer
following a day of tree planting with their school. The teacher had initially expressed
concern that one of their ALN learners might not engage with the activity, given his
difficulties in a mainstream classroom setting. However, during the outdoor session, the
learner’s potential, enthusiasm, and ability to work as part of a team became clearly
evident while planting the orchard.

This example highlights the powerful impact that outdoor education can have on young
people with additional learning needs. The learner gained valuable experience in a setting
that was entirely new to him, unlocking opportunities within school and future
employment that may not have previously been considered—either by himself or his
teachers—due to classroom-based challenges with processing and confidence.

“James is a student who really finds mainstream education a huge challenge. He is a
perfectly behaved, polite young man but he has significant difficulties when it comes to
reading, writing, the processing of information and retaining it. Indeed, his needs are
such that he cannot remember his age. Despite this, he carries on, never complaining.
This orchard planting project was a perfect opportunity for him to do something
meaningful beyond the classroom. An opportunity for him to excel in something and feel
good about himself. Little did I know how transformative this project would be for
James and indeed me, as the school's ALNCo... It was truly magical to witness him at
work, showing a newfound confidence, a boy who was usually hunched over, now
standing tall with pride and self-belief. Here was a student who could not recall his age
but was able to seamlessly recall the different stages of planting a tree. It made me
realise just how vital projects like this are; how they help unlock potential and different
ways of working in students who really struggle within the traditional confines of

classrooms. This project was about growing an orchard that could flourish in the
right conditions, but in reality, it did the very same for this wonderful young man.”

Significant CCSE activities can happen in ALN settings but are typically externally
facilitated and funded, or carried out with more able learners in alternative provision.

The case study from the Innovate project is an example of activities carried out by
learners in EOTAS. The collaboration between Ysgol Crug Glas and Ysgol Penyrheol STF
is an example of a facilitated activity as Awel Aman Tawe provided support of funding
and collaboration through their education officer. Finally, Keep Wales Tidy support
CCSE activities in mainstream and ALN settings across Wales and their outdoor
education, including bulb and tree planting, can have transformative effects not only
on school grounds, but also the capabilities of learners involved in the activities.

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