Classrooms are important, and the main site of learning in schools. Sometimes, though, it’s nice to get outside.
Outdoor learning environments offer staff and students an alternative to being inside all day. These spaces are also used by tamariki at break times, for staff meetings and planning sessions, and even community events and school assemblies.
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Purposefully designed to suit all weather conditions, these spaces enable education to flourish in the fresh air throughout the year.
Furniture for functionality
Effective outdoor spaces need furniture designed to handle the elements.
High-strength materials like aluminium and steel, and finished in premium powder coating, can withstand harsh conditions. Woodgrain-look aluminium is easy to clean and maintenance free, making it suitable for schools.
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Steel framing is strong, and offers stability and security, however, ensure steel furniture is properly treated and finished to prevent rust and sharp edges.
For inclusivity, consider a mix of two- and four-seater tables and chairs.
Tables should accommodate wheelchair users, so make sure they are at an appropriate height, with sufficient clearance to safely manoeuvre a wheelchair. Also consider if a wheelchair user might need a carer beside them.
Arm rests and back rests can be added to chairs, however seats without backrests allow ākonga to face either way.
Bright colours can be added to furniture frames, or printed graphics to walls and floors, to add energy and life to the space.
Covering your bases
To be year-round, multi-use areas, outdoor learning spaces need cover.
A shade sail or canopy will protect students from sun and rain, and encourage more teachers and students to use the space.
Shade is also essential for students with sensitive eyes who may struggle to see clearly in bright light.
Katrina Evans, Marketing Manager, Archgola NZ, said schools and kura are looking for ways to improve their infrastructure as they plan for the future, and a shelter such as an enclosed canopy can provide this in a more cost-effective way than extensive renovations.
“When an outdoor covered area is set up for students, schools can confidently plan to use the space without the worry of weather disruption such as hot days needing UV protection and wet days needing shelter,” Ms Evans said.
“The semi-enclosed spaces are great for study groups, and the outdoor setting often encourages a relaxed environment for teamwork and communication.”
“The flexibility of these spaces means they could also be used for mini assemblies and lunch breaks.”
Adding outdoor blinds extends the use of the space.
“Schools have the option of mesh or clear blinds,” Ms Evans said. “If you primarily want extra shade, then consider mesh blinds, for wind and rain protection consider clear PVC blinds.
“Outdoor blinds are good to plan for at the outset, but can be added at a later stage, if required to spread out the budget.”
Ms Evans said some practical aspects must also be considered when planning and designing your shade solutions.
“Discuss the guttering, flashings and water flow management when planning your shelter. You may take the opportunity to capture rain from the canopy roof into a water tank for the school enviro-garden.”
A touch of nature
The natural world provides a rich environment for learning and exploring. Purposefully incorporating nature into outdoor learning spaces can strengthen students’ connection to the outside world and provide strong learning benefits.
Vegetable gardens, sensory gardens and native plants to encourage wildlife can all form part of outdoor learning spaces.
Sam McGerty, Designer at Playscape, said well-designed outdoor learning environments can play a powerful role in providing learning opportunities that extend outside the classroom.
“By creating outdoor areas that immerse students in nature, schools can provide spaces that calm the mind, encourage focus, and support healthier social interaction.”
“Natural elements are proving to be transformative in play design,” Mr McGerty said.
“Nature spaces stimulate curiosity and creativity while also supporting cognitive development.
“From a design perspective, the goal is to create environments that feel alive; where students can climb, balance, build, and explore while developing confidence and resilience.”
Creating meaningful connections with nature does not require large budgets or complex landscaping, Mr McGerty said.
“Simple design decisions can have a huge impact. Incorporating logs or boulders for climbing and seating, planting gardens, or creating small outdoor learning areas can quickly transform a space.”
“Pathways that weave through greenery, sensory planting that engages sight, touch, and smell or adding seasonal vegetable gardens all encourage students to interact with their environment.
“Functional natural materials play a key role in successful design. Timber seating, stone or log stepper pathways, sand and water play areas, and compacted surfaces create practical and accessible spaces while maintaining a strong connection to nature.
“When thoughtfully designed, these environments support physical development, spark creativity, and foster a deeper appreciation for the natural world.”
Take it all outside
While the classroom will always be important, there are some activities that are better outside. Messy work like arts and crafts or movement breaks to reenergise students are obvious examples.
However countless other activities can be taken outside. Using chalk on cement to play maths or literacy games, a nature scavenger hunt, tracking rainfall with a gauge, or measuring air quality or soil composition are all great learning activities that can be tied to curriculum.
Outdoor learning spaces provide schools with flexibility around where and how ākonga and kaiako engage with learning.
Almost anything can be taken outside.
