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 Governments 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 learners 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.