Task 4

Using relevant examples, describe and explain how environment citizenship and

heritage education is better taught through project based approach and fieldtrips.

Outdoor learning experiences are often remembered for a lifetime. Integrating learning and

outdoor experiences, whether through play in the immediate grounds or adventures further

afield, provides relevance and depth to the curriculum in ways that are difficult to achieve

indoors. Learning outdoors can be enjoyable, creative, challenging and adventurous and helps

children and young people learn by experience and grow as confident and responsible

citizens who value and appreciate the spectacular landscapes, natural heritage and culture of

Mauritius.

Outdoor learning contributes to delivering the Government’s overarching strategic objectives

towards ‘creating a more successful country’:

Smarter – Outdoor learning encourages learners to understand the interplay and relationship

between curriculum areas. This awareness promotes lifelong learning and develops critical

thinking skills.

Healthier– learning outdoors can lead to lifelong recreation. Activities such as walking and

cycling which are ideal for physical and emotional wellbeing contribute to a healthier

population. Nowadays, obesity among children is becoming a major concern as the incidence

of non-insulin dependent diabetes mellitus is increasing among youngsters. Previously only

people above forty years were suffering from this disease. In an attempt to inculcate habits

for exercise among children walk, cycling and mountain climbing which can be performed in

groups can be very helpful for the children.

Safer and stronger– outdoor learning activities span social divisions and can help build

stronger communities. Some organisations have therapeutic programmes where outdoor

learning plays a central role. Children and young people have opportunities to develop skills

to assess and manage risk when making decisions.

Greener – frequent and regular outdoor learning encourages children and young people to

engage with the natural and built heritage. Mauritius still has an untouched natural forest

namely Le Petrin and Gauge which is the habit of many rare species of birds and animals.

Round Island, Ile Plate, Ile aux Aigrettes, and the bird sanctuary near Terre Rouge are

marvellous place for youngsters to have a glance of innumerable variety of plants, and

animals thus enriching the general knowledge and outlook towards nature itself. This helps

children and young people to understand the global significance of sustainability issues and

inform personal decisions that contribute towards a greener Mauritius. Outdoor learning,

used in a

range of ways, will enrich the curriculum and make learning fun, meaningful and relevant for

children and young people. Outdoor learning can deliver sustainable development education

through initiatives such as working to improve biodiversity in the school grounds, visiting the

local woods, exploring and engaging with the local community and developing a school

travel plan.

Wealthier and fairer– the outdoors provides excellent opportunities to use a wide range of

skills and abilities not always visible in the classroom. Becoming aware of such skills can

fundamentally change personal, peer and staff perceptions and lead to profound changes in

life expectations and success.

Well-constructed and well-planned outdoor learning helps develop the skills of enquiry,

critical thinking and reflection necessary for our children and young people to meet the

social, economic and environmental challenges of life in the 21st century. Outdoor learning

connects children and young people with the natural world, with our built heritage and our

culture and society, and encourages lifelong involvement and activity in Mauritian outdoors.

Different outdoor learning experiences offer opportunities for personal and learning skills

development in areas such as communication, problem solving, information technology,

working with others and thinking skills.

Visits at the Naval museum at Mahebourg gives student insights about the colonisation of

Mauritius by the Dutch, French and British. Similarly, a visit at the Apravasi Ghat make the

pupils know about the arrival of the Indentured labourers from different places of India to

Mauritius. Another visit at Le Morne reminds the students of slavery and the atrocities our

forefather had underwent. A visit at the Museum at the Mahatma Gandhi institute gives us an

idea about the way of life of our forefathers. Looking at the straw houses and the different

types of cooking utensils makes it easier for the pupils to memorise and understand classes in

History.

Providing a progressive range of sustainable outdoor learning experiences may mean

maximising the use of local contexts and using repeat visits at different levels to add depth to

the totality of experiences. From a learner’s point of view each visit, including ones to the

same place, will offer a different perspective, enriching the curriculum and providing greater

coherence. For example, a visit to Aventure de Sucre in standard three will have very

different outcomes from a visit to the same farm in standard six. Similarly, an environmental

activity led by a countryside ranger will have very different outcomes if visits occur in

standard one and standard four. Creative planning will allow the use of the experiences and

outcomes in different outdoor contexts throughout the curriculum levels, weaving a thread of

progressive outdoor learning experiences which link directly to ‘indoor’ experiences. When

outdoor learning experiences are embedded in the curriculum, this cycle of learning will

occur naturally as it currently does in most early years settings. A visit at Casela Nature Park

for the pre-school kids is a wonderful experience and this helps the kids learn about so many

things ranging from birds, fishes, mammals, colors, waterfalls and so on. Similarly, a visit at

La Vanille Crocodile park and the aquarium makes the students understand the different

kinds of fishes we have in our lagoons.

Visits at Le Trou Aux Cerfs, Bassin Blanc and Trou Kanaka reminds the pupils of the

Volcanic origins of Mauritius. Similarly, visits at the Grand Bassin, Chinese Cultural Centre,

The Jumma Mosque and the Cathedral of St Louis not only makes the pupils understand that

there people of different faith living in Mauritius but also that we are living together in a

harmony. Projects based on the different mountains, rivers, cultural heritage sites of the

Republic of Mauritius can also yield similar impact to field trips. While projects will help the

students as they need to do tremendous research on the different topics on the one hand, field

trips on the other hand gives the students opportunities to witness part of the environmental

and cultural heritage of Mauritius.