holidays matter - case study 2
DESCRIPTION
Holidays Matter - Case Study 2 Educational benefits of tourismTRANSCRIPT
Case Study 2
The educational
benefits of social tourism
with Family Learning
Adventures
From the Royal Society Conference Oct 25th 2012
SummarySummarySummarySummary
Holidays could serve as a valuable extension of the national curriculum for disadvantaged young people, new research has suggested. They provide a significant source of learning for children from low-income families who are otherwise stuck in ‘routine and mundane’ environments, according to a pilot study by Nottingham University Business School. The research, carried out for the Family Holiday Association, says the experience can improve youngsters’ confidence, decision-making, relaxation, attitude and ability to bond.
The research drew on Experiential Learning Theory (ELT), developed in the 1970s and 1980s by American educational theorist David Kolb which defines learning as “the process whereby knowledge is created through the transformation of experience” (1984: 41). The findings come after a major cross-party inquiry called for further research into the benefits of ‘social tourism’ and inform the Family Learning Adventures in Sheffield.
From the Royal Society Conference Oct 25th 2012
Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall
Approach: Family Learning AdventuresApproach: Family Learning AdventuresApproach: Family Learning AdventuresApproach: Family Learning Adventures
24 families from primary and secondary schools in Sheffield took part in Family Learning Adventures (FLA) at Castleton YHA
during 2011 and 2012. Families were referred by their schools (referring agents) and qualified for a supported break because of
their particular circumstances and/or economic disadvantage.
These Adventures were developed by schools in Sheffield and the YHA Castleton in partnership with the Family Holiday
Association and met the criteria of an educational break/visit for the pupil and their family. They offered an opportunity to:
•Be active and try something new
•Feel good and get to know other families from their school
•Spend time together as a family and enjoy learning together
The whole family took part in a planned programme of educational activities which incorporated a range of key curriculum
elements – language and communication skills, maths, geography, history, science – through practical and creative activities
such as crafts, archery, treasure hunt and a medieval banquet.
Families were asked to provide information before and after the break to measure changes in:
•well-being of the children and their parents/carers
•family bonds/relationships
•trust and the relationship between pupils, their carers and the school
•parental engagement in learning/family activities
•learning in school and academic performance
Study author Lilian Bos said: “Most tourists don’t choose ‘learning’ as a motivation for their holiday but learning can occur in
all sorts of unplanned ways.”
In that regard social tourism really is a once-in-a-lifetime experience for some children, because it gives them a precious
chance to learn from a new environment.
From the Royal Society Conference Oct 25th 2012
FundingFundingFundingFunding
The Family Learning Adventure pilot was
funded in the following way:
•Transport to the location was provided free
of charge by a local bus company
•YHA Loosehill Hall offered a specially
discounted break which included two nights
accommodation, food and activities
•The Family Holiday Association paid this for
those families that were meeting the criteria
for financial support.
From the Royal Society Conference Oct 25th 2012
Measuring successMeasuring successMeasuring successMeasuring success
Dr Scott McCabe, the co-author said:
“Learning never takes a break – it doesn’t stop when the school bell rings.
“Our study shows how holidays can be considered an added value for education and can effectively function
as an extension of the national curriculum.”
KTP Research Associate Sarah Johnson provided children with a ‘Challenge Sheet’ to demonstrate their
learning and reflect on their feelings. ‘All ten features of a good learnerAll ten features of a good learnerAll ten features of a good learnerAll ten features of a good learner’’’’ and the ‘four areas of good four areas of good four areas of good four areas of good
learning behaviourlearning behaviourlearning behaviourlearning behaviour’’’’ were reported during the FLA which shows how it helps to promote learning and
develop the skills needed to learn.
‘‘‘‘ItItItIt’’’’s great seeing everyone trying out new activities, getting to kns great seeing everyone trying out new activities, getting to kns great seeing everyone trying out new activities, getting to kns great seeing everyone trying out new activities, getting to know families from the same school ow families from the same school ow families from the same school ow families from the same school
and have fun together while they are learning!and have fun together while they are learning!and have fun together while they are learning!and have fun together while they are learning!’’’’
Alistair Boyd, Castleton Losehill YHA
Castleton Youth Hostel has an excellent track record working with children and young people as part of
school-based residential learning experiences. The hostel has recently moved to nearby Losehill Hall and
offers extensive outdoor education resources, low cost but high quality accommodation and easy access to
the Peak District, a very different environment to the sprawling urban estates of industrial Sheffield.
From the Royal Society Conference Oct 25th 2012
Challenges and Lessons LearntChallenges and Lessons LearntChallenges and Lessons LearntChallenges and Lessons Learnt
Communication and planning can be challenging due to the pressure of everyday events and
make collecting information problematic.
Families who do not take regular breaks often lack experience in making independent travel
arrangements and lack confidence in dealing with new situations and environments.
Families really appreciated the time together and responded well to encouragement to try new
low-risk activities.
Convincing educational authorities of the benefits of a break to learning requires more work.
TOPTOPTOPTOP----TIPSTIPSTIPSTIPS
•Plan early: Begin discussions one year to six months in advance.
•Involve school staff from the start to ensure ownership.
•Clear eligibility criteria to target families at economic disadvantage.
•Avoid paperwork duplication and create a manual that meets all requirements.
From the Royal Society Conference Oct 25th 2012
Questions for the FutureQuestions for the FutureQuestions for the FutureQuestions for the Future
How can the Family Learning Adventures (FLA) partnership work with others
to evidence learning using a project book?
How can family holidays in term time be promoted as contributing to young
people’s learning and education?
For further information visit/contact:
www.FamilyHolidayAssociation.org.uk/holidays-matter
Thea Joldersma, Programme & Policy ManagerFamily Holiday Association
From the Royal Society Conference Oct 25th 2012