Course Information at a Glance
Course length: Approximately four hours
Course format: Online and self-paced
Coursework: There is no coursework, written assignment or formal assessment
Who is it for? Teachers, teaching assistants, SENDCos, Early Years practitioners, school leaders, English leads, maths leads, phonics staff, intervention teams and outdoor learning practitioners
Age range: EYFS, KS1, KS2 and adaptable for older learners
Experience required: No previous specialist outdoor learning experience is required
How do you complete the course? Work through a combination of short reading sections, videos, audio content, practical examples and reflective prompts
Can I complete it at my own pace? Yes. Your progress is saved, allowing you to pause and return whenever it suits you
What will I receive? Access to the online training and eligibility for a Muddy Puddle Teacher® certificate of completion
How do I access it? The course is accessed online through your Muddy Puddle Teacher® account
Who Is This Dyslexia and Dyscalculia Course For?
The Outdoor Learning Specialism: Dyslexia and Dyscalculia is suitable for classroom teachers, teaching assistants, SENDCos, Early Years practitioners, English leads, maths leads, phonics leads, intervention staff, nurture teams, outdoor learning leads and school leaders.
It can be completed by an individual practitioner or used as part of a wider staff professional-development programme.
The course is suitable for mainstream schools, specialist settings, alternative provision, nurture groups, intervention programmes, Early Years settings and home education.
You do not need to be a dyslexia or dyscalculia specialist.
The course is designed to help education professionals understand some of the barriers children may experience and use practical outdoor strategies within their own role.
It does not provide a diagnostic qualification.
Instead, it focuses on inclusive teaching approaches that can benefit children with identified needs as well as those who experience similar difficulties but do not yet have a formal diagnosis.
Explore our SEND Outdoor Learning Hub for further resources and practical guidance.
What Will You Learn?
By the end of the Outdoor Learning Specialism: Dyslexia and Dyscalculia, you will have a stronger understanding of how children may experience literacy, numeracy and classroom learning differently.
You will explore how working memory, sequencing, processing speed, phonological awareness, visual organisation, number sense and confidence can affect participation.
The course will help you understand how to make learning more active and multi-sensory, reduce unnecessary writing pressure, use movement to strengthen memory, make abstract numbers more concrete, support sequencing through practical activity, build vocabulary through real experiences, adapt instructions and resources, create low-pressure opportunities for repetition and help children experience success.
You will also consider how repeated difficulty can affect behaviour, confidence and willingness to participate.
A child who refuses a literacy or maths task may not be unwilling to learn.
They may be protecting themselves from another experience of failure.
For a broader introduction to teaching outside, visit our Complete Guide to Outdoor Learning.
Why Can Outdoor Learning Help Children with Dyslexia?
Children with dyslexia may experience difficulties with reading, spelling, phonological awareness, sequencing, working memory, written recording and processing written information.
Outdoor learning can provide alternative ways to explore language.
Children can move, build, speak, listen, sort, match, collect, arrange and physically represent words and ideas.
This can make literacy feel less abstract and less dependent on a workbook.
For example, a child might build a word using natural objects, move between sounds marked on the playground, sequence a story physically or collect objects linked to new vocabulary.
These approaches do not replace explicit literacy teaching.
They provide additional ways for children to practise, understand and remember what they are learning.
Outdoor literacy can also reduce pressure.
A child who feels anxious when asked to write a full sentence may be more willing to first say the sentence while walking, arrange objects to represent the idea or mark key words in chalk.
The course helps practitioners create these accessible starting points while keeping the learning purposeful.
Why Can Outdoor Learning Help Children with Dyscalculia?
Children with dyscalculia may experience difficulties with number sense, quantity, calculation, sequencing, mathematical symbols, place value, time, direction or remembering procedures.
Maths can become particularly challenging when it is presented mainly through abstract symbols.
Outdoor learning allows children to experience mathematical ideas physically.
They can count real objects, compare quantities, create number lines, move through sequences, measure large spaces, group materials and build representations of mathematical concepts.
A child can see and feel the difference between five objects and fifty objects.
They can physically step along a number line, arrange groups, build arrays or measure distance using practical equipment.
This can help make mathematical language and relationships more meaningful.
The course does not suggest that every maths lesson should take place outdoors.
Instead, it helps practitioners identify when a practical outdoor experience may improve understanding before children return to more formal recording.
Visit our Teaching Primary Maths Outdoors Guide for further ideas.
Supporting Working Memory Outdoors
Working memory helps children hold and use information for a short period of time.
A child may need working memory to follow instructions, remember a spelling pattern, complete a calculation, copy information or carry out a sequence of actions.
Children with dyslexia or dyscalculia may find these demands particularly difficult.
Outdoor learning can reduce the amount of information a child needs to hold internally.
Instructions can be represented physically, visually or through objects.
A sequence can be laid out along a pathway. Equipment can be placed in the order it will be used. Children can move between steps rather than trying to remember them all at once.
The course helps practitioners consider how instructions are given and whether children are being asked to remember too much information before they can begin.
Small changes can make a significant difference.
An adult might give one instruction at a time, use consistent language, provide a visual sequence or allow the child to revisit the model during the activity.
Supporting Sequencing Through Movement
Sequencing is important in reading, writing, spelling, calculation and everyday routines.
Children may need to order sounds, letters, numbers, instructions, events or mathematical procedures.
Outdoor movement can make sequences more visible.
Children can physically arrange themselves, move objects into order, follow a route, step between stages or act out the sequence.
A story can be placed along a pathway.
A spelling pattern can be represented through movement.
A mathematical process can be shown using large cards, objects or marked spaces.
This does not make the learning less academic.
It helps children experience the order before being expected to remember and record it independently.
The course gives practitioners practical ways to use space and movement without turning every activity into a complicated outdoor lesson.
Reducing Literacy and Numeracy Anxiety
Some children begin to associate literacy or maths with embarrassment, correction and failure.
They may avoid the task, rush through it, become disruptive or say that they do not care.
These responses can protect the child from revealing that they are struggling.
Outdoor learning can provide a lower-pressure starting point.
Children may be able to participate without being immediately asked to read aloud, write publicly or complete a timed calculation.
They can begin with talk, movement, objects, matching, building and exploration.
The adult can then gradually connect the practical experience to the formal learning objective.
The course helps practitioners maintain appropriate expectations while reducing unnecessary stress.
The aim is not to remove challenge.
It is to create a route into the challenge that gives the child a realistic opportunity to succeed.
Supporting Vocabulary and Language Outdoors
Children need language to understand literacy and mathematics.
Words such as difference, estimate, fewer, greater, sequence, compare, predict and explain can become barriers when children do not understand them securely.
Outdoor experiences can give vocabulary a real context.
Children can physically compare two objects, estimate a distance, arrange a sequence, find a greater quantity or demonstrate the difference between two measurements.
They can hear, say and use the language while experiencing its meaning.
This supports understanding and memory.
It can also help children who find it difficult to learn vocabulary from definitions alone.
The course encourages practitioners to identify the essential language within a lesson and create practical opportunities for children to use it.
Building Confidence Through Outdoor Learning
Confidence affects participation.
A child who expects to fail may avoid beginning, wait for an adult to provide the answer or copy another child.
Outdoor learning can help children demonstrate strengths that are not always visible during desk-based tasks.
They may show creativity, practical problem-solving, observation, communication, leadership or persistence.
These strengths should not be treated as separate from academic learning.
They can become the route through which the child re-engages with literacy and mathematics.
Adults can help by noticing specific successes.
Instead of simply saying “well done,” they might recognise that the child remembered the sequence, explained their reasoning, persisted with a challenge or found a different way to solve the problem.
These moments help children develop a more positive understanding of themselves as learners.
Try This in Your Setting
Choose one literacy or maths objective that a child finds difficult.
Before asking the child to complete it on paper, create a physical version outdoors.
For literacy, you might place three story events along a pathway and ask the child to move between them in order.
For maths, you might create a large number line using chalk and ask the child to move physically between numbers.
Keep the activity short and focused.
Use one clear objective and avoid adding unnecessary instructions.
Observe whether the child explains more, remembers more or participates with greater confidence when the learning is represented physically.
The aim is not to produce a perfect outdoor lesson.
It is to test whether a different route into the learning helps the child access the same objective.
What Will You Do During the Course?
The Outdoor Learning Specialism: Dyslexia and Dyscalculia is practical and accessible.
You will work through short sections of online training containing reading, videos, audio content, examples from educational settings and reflective prompts.
You may be encouraged to think about a particular child, literacy objective, maths concept, intervention or classroom routine while completing the course.
This helps you connect the training directly to your role and setting.
There is no coursework, written assignment or formal assessment.
You will not need to submit a lesson plan, portfolio, case study or assessed observation.
Any reflection activities are included to help you apply the learning rather than test you.
How Long Does the Course Take?
The Outdoor Learning Specialism: Dyslexia and Dyscalculia takes approximately four hours to complete.
You can complete the course in one session or divide it into shorter sections.
Your progress is saved, allowing you to pause and return whenever it suits you.
There is no requirement to complete the whole course in one sitting and no fixed deadline.
Schools may also choose to use sections during staff meetings, SEND development sessions, subject meetings, twilight training or INSET time, subject to the appropriate membership or training licence.
Do I Need Previous Experience?
No previous outdoor learning, dyslexia or dyscalculia training is required.
The course begins with clear principles and introduces practical strategies gradually.
It is suitable for practitioners who are new to the area and experienced staff who want to reflect on and strengthen their current practice.
The training does not qualify participants to diagnose dyslexia or dyscalculia.
It focuses on inclusive approaches that education staff can use to reduce barriers and support participation.
Do I Need a Forest School or Woodland?
No.
The course is designed for ordinary schools and educational settings.
The activities and strategies can be used in playgrounds, yards, courtyards, fields, gardens, decking, artificial sports areas and smaller outdoor spaces.
You do not need a woodland, Forest School area or specialist outdoor equipment.
The focus is on making purposeful use of the space already available.
Visit our Outdoor Learning in Small Spaces Guide for additional support.
What Equipment Will I Need?
You will not need expensive equipment to complete the course.
Many activities can be supported using ordinary resources such as chalk, number cards, letter cards, hoops, cones, rope, clipboards, containers, sticks, stones, leaves and other natural loose parts.
The most important elements are the structure of the activity, the language used and the way the learning is represented.
Any specific equipment mentioned during the course will be explained within the relevant section.
Is This Course Suitable for SEND?
Yes.
The course is specifically designed to help practitioners support children with dyslexia, dyscalculia and related learning needs.
It considers communication, memory, sequencing, processing, confidence, movement, sensory learning and curriculum access.
The approaches may also benefit children who experience literacy or numeracy difficulties without a formal diagnosis.
Practitioners should always adapt the guidance according to each child’s individual needs and any professional recommendations already in place.
Will I Receive a Certificate?
Once you have completed the course, you will be eligible to receive a Muddy Puddle Teacher® certificate of completion.
To request your certificate, email info@themuddypuddleteacher.co.uk.
Please include your full name, the title of the completed course and the email address to which you would like the certificate sent.
Certificates are issued electronically unless otherwise agreed.
Is This an Accredited Qualification?
The Outdoor Learning Specialism: Dyslexia and Dyscalculia provides a certificate of completion and can contribute to your professional-development record.
It is a specialist CPD course rather than a diagnostic or standalone dyslexia or dyscalculia qualification.
Where a course forms part of an accredited Muddy Puddle Teacher® pathway, this will be stated clearly within the course information.
Explore our Accredited Outdoor Learning Training Pathway to discover the next stages of your professional development.
Can This Course Be Used as CPD?
Yes.
The course can contribute to your continuing professional development and may be recorded within appraisal evidence, a professional-development file or reflective journal.
You may wish to record what you learned, which adaptations you introduced and the impact they had on confidence, participation, literacy or mathematical understanding.
The course is particularly relevant for staff developing their knowledge of SEND, inclusive literacy, inclusive mathematics, dyslexia, dyscalculia and outdoor learning.
Can Schools Complete the Course Together?
Yes.
The course can be completed individually or used as part of whole-school professional development.
Schools may choose to work through sections during staff meetings, SEND meetings, English or maths development sessions, twilight training or INSET time.
Completing the course as a team can help staff develop a more consistent approach to language, instructions, recording, practical learning and curriculum access.
Each person accessing the course must be covered by the appropriate membership or training licence.
What Is Included?
The course includes approximately four hours of online training, practical guidance for supporting dyslexic and dyscalculic learners, strategies for literacy, numeracy, memory and sequencing, examples that can be adapted for ordinary school grounds, reflective prompts, access through your Muddy Puddle Teacher® account and eligibility for a certificate of completion.
There is no coursework, written assignment, examination or assessed portfolio.
Ultimate members can also explore the wider online training library, specialist SEND courses, curriculum training, outdoor learning resources and accredited professional-development pathway.
How Do I Access the Course?
Sign in to your Muddy Puddle Teacher® account and open the online training area.
Select Outdoor Learning Specialism: Dyslexia and Dyscalculia and begin the course whenever you are ready.
Your progress is saved, allowing you to pause and return at any time.
Access to this specialist course is included within the Ultimate Membership.
Continue Your Outdoor Learning Professional Development
After completing the Outdoor Learning Specialism: Dyslexia and Dyscalculia, you can continue developing your practice through related Muddy Puddle Teacher® courses.
Relevant next steps may include Outdoor Learning Specialism: Autism and Autistic Learners, Outdoor Learning Specialism: Behaviour and SEMH, Outdoor Learning Specialism: Speech, Language and Non-Speaking Learners, Outdoor Curriculum Specialism: Primary Science, Level 1 Outdoor Learning: Primary School Starter Course and the Accredited Outdoor Learning Practitioner Pathway.
Ultimate Membership gives you access to the complete online course library, specialist SEND training and the next stages of your outdoor learning professional development.
Start the Outdoor Learning Specialism: Dyslexia and Dyscalculia
Develop practical and inclusive ways to support literacy, numeracy, memory, sequencing and confidence through outdoor learning.
Complete approximately four hours of online training at your own pace, with no coursework, no written assignment and no formal assessment.
Frequently Asked Questions
How long does the Dyslexia and Dyscalculia course take?
The course takes approximately four hours to complete. It can be completed in one sitting or divided into shorter sections. Your progress is saved, so you can pause and return whenever it suits you.
Is there any coursework?
No. There is no coursework, written assignment, examination, portfolio or formal assessment. Reflection prompts are included to help you apply the learning within your own setting.
Do children need a formal diagnosis?
No. The strategies can be used to support children with identified dyslexia or dyscalculia as well as children who experience similar difficulties without a formal diagnosis.
Does this course qualify me to diagnose dyslexia or dyscalculia?
No. This is a professional-development course for education staff. It does not provide a diagnostic qualification.
Is the course suitable for teaching assistants?
Yes. The course is suitable for teachers, teaching assistants, SENDCos, intervention staff, English and maths leads, Early Years practitioners and other education professionals.
Can the activities be used in interventions?
Yes. The approaches can be adapted for individual support, small-group interventions, nurture provision, whole-class teaching and outdoor learning sessions.
Do I need a large outdoor space?
No. The strategies can be used in playgrounds, yards, courtyards, gardens, fields, artificial sports areas and smaller outdoor spaces.
Will I receive a certificate?
Yes. Once you have completed the course, you can request a Muddy Puddle Teacher® certificate of completion by emailing info@themuddypuddleteacher.co.uk.
Is this course included in Ultimate Membership?
Yes. The Outdoor Learning Specialism: Dyslexia and Dyscalculia is included within Ultimate Membership, alongside the wider training library, specialist SEND courses and accredited outdoor learning pathway.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK