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during my time in a behavioural education facility we used outdoor learning in the afternoon sessions which allowed or utilised experiential learning. There was walking, football, weight training, go cart driving as well as other activities.

We would walk, run, jump etc that actively and intentionally enhancing physical literacy

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How physical literacy is improved in urban areas like cardiff: 

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How physical literacy is improved in urban areas like cardiff: 

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Uneven outdoor surfaces are especially useful for developing:

Static balance (standing still)

Dynamic balance (balancing while moving)

Twisting

Turning

Bending

Stretching

Landing safely

Core control

Activities like nature trails or movement challenges along the Taff Trail improve postural control and body awareness.

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I feel bad at several things in my education.

• bad that my relationships with childhood school friends ended in a bad way

• I feel bad that my education was interrupted and broken at an early age

• I feel bad the route my life took because of my education choices that I made with my behaviour

• I feel the way my education was badly handled by those in authority

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I chose techniquest because the interactive exhibits make complex scientific ideas more accessible through hands‑on experimentation. Additionally, it naturally encourages curiosity and independent investigation, which strengthens problem‑solving skills. Finally, the layout supports movement and active engagement, ideal for kinaesthetic learners.

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Learning opportunities:

Hands on science

Physics

Engineering

Problem-solving

Activity: learners choose one interactive exhibit, test it multiple times and record what variables they changed and what they discovered about the scientific principle.

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I chose Cardiff Castle because the site brings history to life through immersive spaces that span medieval, Victorian, and wartime periods. Its mix of indoor and outdoor areas supports varied learning activities, from storytelling to architectural study. Furthermore, the castle’s strong visual impact helps spark imagination and engagement, especially for younger learners.

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Learning opportunity:

Medieval history

Victorian design

Hidden wartime tunnels

Activity: learners write a short narrative from the perspective of a figure who lived in the castle during an era (Victorian/ww2) using details observed during their visit.

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I chose Bute Park because it provides a rich natural setting where learners can observe biodiversity and ecological processes first‑hand. Also, the open outdoor environment supports physical activity and wellbeing alongside academic learning. As well as, its variety of habitats (woodland, riverside, meadow) allows for diverse fieldwork opportunities

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Learning opportunity:

Urban Biodiversity

River ecology

Landscape design

Activity: Learners identify tree species, insects and birdlife using a simple field guide, then they will map where they found each species to explore patterns.

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I have chosen here because it offers a wide range of authentic artefacts that help learners connect directly with Welsh culture and scientific history. In addition, the museum provides a calm, structured environment that supports focused exploration and reflective learning. Finally, its central location makes it easy to combine with other nearby learning experiences in the city.

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Learning opportunity:

Art

Natural History

Geology

Welsh heritage

Activity: Learners pick 3 interesting pieces of work found in the Museum and design a mini exhibition label for each, explaining it's significance and how it connects to Welsh identity or scientific understanding

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I chose the Senedd because it gives learners a real‑world insight into how Welsh democracy functions through direct observation. Also, the building itself is a model of sustainable design, offering opportunities to explore environmental architecture. Lastly, visiting the Senedd helps develop civic awareness and an understanding of how political decisions shape daily life.

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Learning opportunity:

Welsh Democracy

Culture

Architecture

Sustainability

Activity: Learners could sketch or photograph sustainable features of the building and create a short paragraph on how these choices support environmental responsibility.

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For this task, I have chosen images from Llansteffan Beach and Llansteffan Castle in Carmarthenshire. Using Gibson’s theory of affordances, I looked at how different spaces and features offer opportunities for learning through the actions they invite.

The theory of affordances, developed by psychologist James Gibson, suggests that environments offer possibilities for action depending on how a person interacts with them. In simple terms, it is about what the environment allows or invites someone to do. Learning happens when we recognise and use those possibilities.

1. Rock Pools at Llansteffan Beach

Why I chose this:
Rock pools are small but full of life. They naturally encourage people to look closely and explore.

Affordance:
They afford close observation, gentle investigation and comparison.

Opportunity to learn:
Because rock pools invite careful looking and questioning, they provide opportunities to learn about marine ecosystems, adaptation and survival between tides.

Learning activity:
Learners could observe one rock pool and record what they find. They could identify at least three organisms and discuss how each survives changes in water level and temperature. They could then compare two pools at different heights on the shore.

2. The Sandy Shore

Why I chose this:
The open sand changes constantly with the tide, which makes it interesting and unpredictable.

Affordance:
It affords digging, building, measuring and experimenting.

Opportunity to learn:
The sand provides opportunities to explore erosion, stability and measurement. It also allows learners to test ideas and see immediate results.

Learning activity:
Students could build simple sand structures at different distances from the water and observe which ones last longest. This would help them understand the impact of wave energy and water movement.

3. The Sea and Tidal Line

Why I chose this:
The visible tidal line shows where the water has reached, which creates a clear marker of change over time.

Affordance:
The shoreline affords measuring, predicting and observing movement.

Opportunity to learn:
Learners can develop understanding of tides, wave frequency and environmental change.

Learning activity:
Students could measure the distance between the current waterline and the high-tide mark, then record changes over a period of time. This could lead to discussion about why tides change.

4. Llansteffan Castle

Why I chose this:
The castle ruins stand above the beach and overlook the estuary. Its position clearly served a purpose.

Affordance:
The elevated position affords visibility and defence.

Opportunity to learn:
The castle creates opportunities to explore local history, strategic planning and how geography influences human decisions.

Learning activity:
Learners could sketch the castle’s position and discuss why it was built on higher ground. They could identify features designed for defence and consider how the landscape supported its purpose.

5. The Cliffs

Why I chose this:
The cliffs show visible layers and signs of erosion.

Affordance:
They afford observation of geological processes.

Opportunity to learn:
Students can learn about sedimentary layers, weathering and long-term environmental change.

Learning activity:
Learners could sketch the visible layers and suggest how they were formed. They could also discuss how wind and water continue to shape the cliffs today.

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This photo encourages learning through visual description, storytelling, and geographical exploration, offering a range of educational activities.

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This photo offers learning through observation, storytelling, and geography. Activities could involve describing the scene, creating stories, or researching coastal features.

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The beach scene in the photo can inspire writing, discussions about weather and seasons, and studies about coastal environments.

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This photo best supports a learning activity focused on geographical features and coastal erosion processes. It allows for direct observation and analysis of natural formations.

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Ask your chosen emotion: Are there any positive affordances that can help the learning experience (either by activating you more if needed, or by reducing your activation)?

[You can explore more on the Theory of Affordances or ask an AI to understand it more].

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Ask your chosen emotion: Thinking about learning experiences... in which moments and places do you appear? What is happening in this learning experience that triggers you to be experienced by learners?

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1. Choose an emotion (you can pick one from the wheel in the image).

2. Write it down on the comments in this note.

3. Scroll down and imagine the emotion is answering the questions below.

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Ask your chosen emotion: Are there any positive affordances that can help the learning experience (either by activating you more if needed, or by reducing your activation)?

[You can explore more on the Theory of Affordances or ask an AI to understand it more].

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Ask your chosen emotion: Thinking about learning experiences... in which moments and places do you appear? What is happening in this learning experience that triggers you to be experienced by learners?

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1. Choose an emotion (you can pick one from the wheel in the image).

2. Write it down on the comments in this note.

3. Scroll down and imagine the emotion is answering the questions below.

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Ask your classroom: What is currently stopping you from providing that dream for your learners? What do you need to get there?

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Ask your classroom: What do you dream of giving your learners?

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Ask your chosen classroom: What do you think are the benefits that you offer? What do you think your limitations are?

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Ask your chosen classroom: What affordances do you offer to learners?

[You can research the Theory of Affordances or ask an AI so you understand more]

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Ask your object: In a learning setting -if you were an affordance in a school or a learning activity-, what would be your "dream-come-true" thing to do with learners, so that it becomes an engaging, active and adventurous experience? Please share some examples.

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Ask your object: What other affordances you offer to human beings? Do you offer affordances to other non-human beings?

[You can explore the Theory of Affordances or ask AI about it to better respond to this imaginary conversation]

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Ask your object: What do people usually use you for? What do you like and dislike about this?

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1. Choose an object (except digital devices). A bench, a tree, a rock, a cup... any you choose! [Image is just an example, you can pick another]

2. Imagine you are interviewing this object.

3. Respond to the notes below, using the comment boxes.

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1. Choose a place near your home or Uni. Any space works!

2. Add below on this column, at least 5 photos from that place (avoid including other people), of specific things/spaces that offer an opportunity to learn something. Explain why you chose them in the photo's Title or Description.

3. Research the "Theory of Affordances" (you can ask AI if you want), so you understand what it means.

4. Add a note below each of the photos (or add a comment) where you create a learning activity seizing the affordances of that specific thing/space.

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1. Choose a classroom (from today or from your previous schools)

2. Imagine you are interviewing this space.

3. Respond to the notes below, using the comment boxes.

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1. Explore the concept of affordances (theory in Moodle or ask an AI)

2. Upload below a short infographic (use a Power Point slide, Google Slide, Canva design or a photo of your notes) explaining its definition and key elements

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1. Choose a commonly used space (a hall, a window, a corner...).

2. Take a photo and add it below on a new note.

3. Explore the Theory of Affordances (or ask an AI to understand more), and share 3 creative/unusual ways to use this space for a learning experience or activity.

4. Add each idea on a new note or number them in your comments.

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Ask your classroom: What is currently stopping you from providing that dream for your learners? What do you need to get there?

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Ask your classroom: What do you dream of giving your learners?

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Ask your chosen classroom: What do you think are the benefits that you offer? What do you think your limitations are?

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Ask your chosen classroom: What affordances do you offer to learners?

[You can research the Theory of Affordances or ask an AI so you understand more]

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1. Choose a classroom (from today or from your previous schools)

2. Imagine you are interviewing this space.

3. Respond to the notes below, using the comment boxes.

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Explore an urban space of your choosing.

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Explore an urban space of your choosing.

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1. Choose a location at an urban area.

2. Add below on this column, at least 5 photos from that place (avoid including other people), of specific things/spaces that offer an opportunity to learn something. Explain why you chose them in the photo's Title or Description.

3. Research the "Theory of Affordances" (you can ask AI if you want), so you understand what it means.

4. Add a note below each of the photos (or add a comment) where you create a learning activity seizing the affordances of that specific thing/space.

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Ask your object: In a learning setting -if you were an affordance in a school or a learning activity-, what would be your "dream-come-true" thing to do with learners, so that it becomes an engaging, active and adventurous experience? Please share some examples.

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Ask your object: What other affordances you offer to human beings? Do you offer affordances to other non-human beings?

[You can explore the Theory of Affordances or ask AI about it to better respond to this imaginary conversation]

# data[].attributes.body
Ask your object: What do people usually use you for? What do you like and dislike about this?

# data[].attributes.body
1. Choose an object (except digital devices). A bench, a tree, a rock, a cup... any you choose!

2. Imagine you are interviewing this object.

3. Respond to the notes below, using the comment boxes.

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1. Choose a place near your home or Uni. Any space works!

2. Add below on this column, at least 5 photos from that place (avoid including other people), of specific things/spaces that offer an opportunity to learn something. Explain why you chose them in the photo's Title or Description.

3. Research the "Theory of Affordances" (you can ask AI if you want), so you understand what it means.

4. Add a note below each of the photos (or add a comment) where you create a learning activity seizing the affordances of that specific thing/space.