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schoolscience.co.uk 

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home about network documents site map contact us select language slovenian (slovenia) italian (italy) german (germany) czech (czech republic) english (united kingdom) hungarian (hungary) real world learning home real world learning model real world learning model frames values empowerment experience transferability understanding resources case studies green careers assessment science outside the classroom behaviour change conferences events members our members the model explore our new model for outdoor learning. welcome how do we learn about the world around us? can we deliver better learning? how can science help to change behaviours towards a more sustainable world? these are just some of the questions that the real world learning network is exploring. the real world learning network is exploring and sharing successful approaches to outdoor learning that increase action for sustainable development. we believe that outdoor learning offers one of the best approaches for young people to engage with the world around them, and provides a stimulating context to explore how we can all contribute to a more sustainable present and future. come and join in the adventure. latest news subscribe to our rss feed subscribe to our mailing list frames and stories wednesday, may 7, 2014 we are surrounded by frames. when we hear the word ‘nature’, subconsciously a bundle of different memories, emotions and values are activated. such associations, often leading to strong narratives under the surface of our awareness, are called ‘frames’. read more mapping science wednesday, may 7, 2014 one element for delivering successful outdoor science is connecting teaching to big science issues. bringing understanding of these big issues is a challenge, especially when they seem invisible to the learner. we have been searching for the links between science, sustainability, and real world learning. in our discussions and research words such as interconnections and context were often highlighted as difficult issues to tackle in outdoor learning. ten science mind maps were therefore developed as teaching aids to try to address this problem. read more beyond the classroom: embedding outdoor learning into curriculum monday, january 20, 2014 beyond the classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the uk to learn how to embed outdoor learning into the new curriculum. read more exploring values monday, november 11, 2013 working group 4 is exploring how outdoor science can support green careers. we are researching which values and competences will help young people play an active role in the green economy. for us the green economy means all jobs, not just those traditionally seen as being green. read more the world of green career competences monday, november 11, 2013 we have been working on finding the best fitting model for green competences that can be developed through outdoor learning. this model needs to show clear links between values and competences, provide clear guidance to students about competence groups they will need to develop in order to participate in a green economy, and be a guide for teachers wanting to support values and competence development through outdoor learning. read more values and frames in outdoor learning monday, november 11, 2013 sir david attenborough wisely points out that “no one will protect what they don’t care about; and no one will care about what they have never experienced”. we find ourselves at a point in time where the natural world is in dire need of our positive attention, yet where we are increasingly disconnected as a species from nature upon which we ultimately rely for our existence. read more balance – an example for using frames in real world learning wednesday, november 13, 2013 what are frames? frames like ‘balance’ are strong images. by triggering sets of associations they consolidate neural pathways. they help to structure complex relationships, and to strengthen values over the long term. we are surrounded by frames. some are universal, others result from our culture, and some of them are imposed upon us by the marketing industry. we need frames for orientation – but they can also be subject to manipulation. using frames in a sense of learning for sustainability means using them responsibly and always in a transparent way. read more how do we learn outdoors? wednesday, may 29, 2013 working group 3 is reviewing a range of approaches to real world learning and outdoor science with a focus on linking learning to behavioural change promoting action for sustainability. read more big science issues wednesday, may 29, 2013 our working group 2 is exploring the big issues that underpin sustainability. they have identified nine big issues including biodiversity, climate change, ocean acidification and freshwater use. read more what are green careers? thursday, may 30, 2013 working group 4 is exploring how outdoor science can support green careers. we are researching which competencies and values will help young people play and active role in the green economy. for us the green economy means all jobs, not just those traditionally seen as being green. read more outdoor education training wednesday, april 17, 2013 the council for learning outside the classroom has announced its programme of training courses for 2013/14. read more what should the network explore? wednesday, june 20, 2012 the uk real world learning network partners have produced a baseline report investigating the focus of the working groups. read more exploring science outside sunday, december 1, 2013 we are exploring how outdoor science and real world learning can help learners understand the fundamental concepts of science and sustainable development, and demonstrate practical methods of teaching and learning based on the outdoor classroom. we are developing guidance notes to support high quality outdoor learning. read more science in the natural world wednesday, may 7, 2014 this might appear to be a strange title, after all doesn’t all science take place ‘in the natural world?’ where else could it be taking place? when we examine science more closely we might start to wonder; it is often be divorced from the natural world leading to results which cause more harm than good. what would science in the natural world look like? read more science in the natural world thursday, september 18, 2014 this might appear to be a strange title, after all doesn’t all science take place ‘in the natural world?’ where else could it be taking place? when we examine science more closely we might start to wonder; it is often be divorced from the natural world leading to results which cause more harm than good. what would science in the natural world look like? read more frames and stories thursday, september 18, 2014 we are surrounded by frames. when we hear the word ‘nature’, subconsciously a bundle of different memories, emotions and values are activated. such associations, often leading to strong narratives under the surface of our awareness, are called ‘frames’. read more mapping science thursday, september 18, 2014 one element for delivering successful outdoor science is connecting teaching to big science issues. bringing understanding of these big issues is a challenge, especially when they seem invisible to the learner. we have been searching for the links between science, sustainability, and real world learning. in our discussions and research words such as interconnections and context were often highlighted as difficult issues to tackle in outdoor learning. ten science mind maps were therefore developed as teaching aids to try to address this problem. read more beyond the classroom: embedding outdoor learning into curriculum thursday, september 18, 2014 beyond the classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the uk to learn how to embed outdoor learning into the new curriculum. re

URL analysis for rwlnetwork.org

https://www.rwlnetwork.org/news/beyond-the-classroom-embedding-outdoor-learning-into-curriculum.aspx
https://www.rwlnetwork.org/resources/behaviour-change.aspx
https://www.rwlnetwork.org/news/exploring-science-outside.aspx
https://www.rwlnetwork.org/partners/our-partners.aspx
https://www.rwlnetwork.org/news/mapping-science.aspx
https://www.rwlnetwork.org/news.aspx
https://www.rwlnetwork.org/news/science-in-the-natural-world.aspx
https://www.rwlnetwork.org/news/values-and-frames-in-outdoor-learning.aspx
https://www.rwlnetwork.org/resources/assessment.aspx
https://www.rwlnetwork.org/news/what-are-green-careers.aspx
https://www.rwlnetwork.org/rwl-model/values.aspx
https://www.rwlnetwork.org/contact-us.aspx
https://www.rwlnetwork.org/events.aspx
https://www.rwlnetwork.org/rwl-model.aspx
https://www.rwlnetwork.org/events/green-growth,-green-jobs.aspx

Whois Information

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WHOIS LIMIT EXCEEDED - SEE WWW.PIR.ORG/WHOIS FOR DETAILS

  REFERRER http://www.pir.org/

  REGISTRAR Public Interest Registry

SERVERS

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  ARGS rwlnetwork.org

  PORT 43

  TYPE domain

  REGISTERED unknown

DOMAIN

  NAME rwlnetwork.org

NSERVER

  NS.RACKSPACE.COM 69.20.95.4

  NS2.RACKSPACE.COM 65.61.188.4

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