Sue Waite
Co-author of the National Curriculum Outdoors books
Sue Waite is co-author of The Sustainability and Climate Change Curriculum Outdoors at KS2 and the National Curriculum Outdoors – a complete scheme of work (KS1 to Y6) series of books and wrote the introductory chapters based on solid research evidence about the rationale for developing school-based outdoor learning and how to assess it successfully. She also edited each book in the series.
She is former Associate Professor in Outdoor Learning at Plymouth Institute of Education and now holds honorary posts there and at Jönköping University in Sweden. She led Natural Connections - the UK's largest learning in natural environments demonstration project - and has conducted many other research projects on outdoor learning.
The Natural Connections demonstration project involved over 125 schools and was delivered and evaluated by the University of Plymouth aiming to support teachers to embed outdoor learning in schools across the south west of England. Michelle and Deborah contributed to this project in the Cornwall hub. A major barrier to teaching outdoors was found to be a lack of confidence in how to link outdoor activities to curriculum objectives and the need for this series of books emerged from an acute awareness of pressures on teachers to find time. We planned the books to meet these needs, securing a contract with Bloomsbury.
Other books and resources by Sue Waite
Sue Waite (Ed.) (2019) Outdoor learning research: forms and functions. London: Routledge.
This book gathers together, with updated commentary, articles previously published in Education 3-13 about outdoor learning and provides a summary table of evidence to provide insight into its different forms and functions.
Sue Waite (Ed.) (2017) Children learning outside the classroom: from birth to eleven: Second edition, London: SAGE.
This book draws on the fantastic experience of teachers and lecturers who have worked with children outside the classroom and are all passionate about the benefits of being outdoors playing and learning. It covers ages from birth to eleven with theoretical underpinning and subject focused chapters that are accessible and inspiring for the primary curriculum. It also looks beyond the school to partnerships that can add value, progression and breadth.
Alice Goodenough and Sue Waite (2020) Wellbeing from Woodland - A critical exploration of links between trees and human health. Cham, Switzerland: Palgrave Macmillan, Springer International.
This book looks at the benefits for wellbeing that can derive from spending time in woodland. Based on a research programme with woodland practitioner-researchers, it uses the lens of different types of wellbeing with case study examples to provide a robust theoretical foundation for programme development and further research.
Journal Articles
Preprints of these and other useful research can be requested via researchgate.net
Almers, E., Askerlund, P., Samuelsson, T. & Waite, S. (2020) Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools, Journal of Adventure Education and Outdoor Learning, DOI: 10.1080/14729679.2020.1773879 [OPEN ACCESS]
Goodenough, A. Waite, S. & Wright, N. (2020) Place as partner: material and affective intra-play between young people and trees, Children's Geographies, DOI: 10.1080/14733285.2020.1783435.
Waite, S. & Goodenough, A. (2018) What is different about Forest School? Journal of Outdoor and Environmental Education. 21 (1), 25-44 http://link.springer.com/article/10.1007/s42322-017-0005-2
Edwards-Jones, A., Waite, S. & Passy, R. (2018) Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE), Education 3-13: International Journal of Primary, Elementary and Early Years Education. 46 (1), 49-63. DOI: 10.1080/03004279.2016.1176066
Waite, S. (2020) Where are we going? International views on Purposes, Practices and Barriers in School-based Outdoor Learning. Special Issue: Outdoor Adventure Education: Trends and New Directions. Education Sciences, 10, 311; https://www.mdpi.com/2227-7102/10/11/311
Waite, S., Goodenough, A., Norris, V. & Puttick, N. (2016) From little acorns: environmental action as a source of ecological wellbeing, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. 34 (1), 43-61. http://www.tandfonline.com/doi/full/10.1080/02643944.2015.1119879
Waite, S., Rutter, O., Fowle, A. & Edwards-Jones, A. (2015) Diverse aims, challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 45 (1), 51-67. http://www.tandfonline.com/doi/pdf/10.1080/03004279.2015.1042987
Waite, S., Rogers, S. & Evans J. (2013) Freedom, flow and fairness: exploring how children develop socially at school through outdoor play, Journal of Adventure Education and Outdoor Learning, 13 (3), 255-276. DOI: 10.1080/14729679.2013.798590
Waite, S. (2013) ‘Knowing your place in the world’: how place and culture support and obstruct educational aims. Cambridge Journal of Education, 43 (4), 413-434. DOI: 10.1080/0305764X.2013.792787
Waite, S. (2011) Teaching and learning outside the classroom: personal values, alternative pedagogies and standards, Education 3-13, 39 (1), 65-82. DOI: 10.1080/03004270903206141
Waite, S. (2010) Losing our way?: declining outdoor opportunities for learning for children aged between 2 and 11. Journal of Adventure Education and Outdoor Learning. 10 (2), 111- 126. DOI: 10.1080/14729679.2010.531087
Waite, S. (2007) 'Memories are made of this': some reflections on outdoor learning and recall. Education 3-13, 35 (4), pp. 333 - 347. https://doi.org/10.1080/03004270701602459
Davis, B. Rea, T. & Waite, S. (2006) The Special Nature of the Outdoors: its contribution to the education of children aged 3-11, Australian Journal of Outdoor Education, 10, (2), 3-12.
