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? Primary teachers, teaching assistants, science leads, maths leads, computing leads, design and technology leads, SENDCos, school leaders and outdoor learning practitioners
Age range: KS1 and KS2, with some ideas adaptable for EYFS and older learners
Experience required: No previous STEM or outdoor learning specialism is required
How do you complete the course? Work through short reading sections, training videos, audio content, practical examples and reflection opportunities
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
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
Who Is This Outdoor STEM Course For?
Teaching STEM Outdoors in Primary Schools is suitable for classroom teachers, teaching assistants, science leaders, maths leaders, computing leaders, design and technology leaders, curriculum leads, SENDCos and outdoor learning practitioners.
The course can be completed by an individual member of staff or used as part of wider school professional development.
It is suitable for mainstream primary schools, special schools, alternative provision, home education and organisations delivering curriculum-based learning for primary-aged children.
You do not need to be a STEM specialist.
The course begins with clear principles and shows how familiar curriculum objectives can be taught through practical outdoor experiences.
It is particularly useful for practitioners who want to make STEM more engaging, help children understand abstract ideas, develop problem-solving skills or increase the amount of purposeful outdoor learning within their school.
Explore our Teaching the Primary Curriculum Outdoors Hub for further subject-specific guidance.
What Will You Learn?
By the end of the course, you will understand how to plan and deliver purposeful outdoor STEM learning within ordinary primary school grounds.
You will explore how to identify suitable curriculum objectives, turn abstract concepts into practical experiences, use outdoor investigations to develop scientific enquiry, teach maths through meaningful measurement and data, introduce engineering design challenges, use technology to collect and communicate information, support teamwork and problem-solving, assess learning outdoors and adapt STEM activities for children with SEND.
You will also learn how to avoid one of the most common problems with outdoor STEM: creating an exciting practical activity that is only loosely connected to the intended learning.
The course helps you begin with the curriculum objective and then decide how the outdoor environment can improve children’s understanding.
For a broader introduction to outdoor teaching, visit our Complete Guide to Outdoor Learning.
What Is STEM Education?
STEM stands for science, technology, engineering and mathematics.
These subjects are often taught separately, but STEM learning helps children see how they work together.
A real-world problem may require children to investigate materials, measure accurately, design a solution, test their ideas and use technology to record or present the results.
For example, children designing a shelter might explore waterproof materials through science, calculate lengths and areas through maths, develop and improve a structure through engineering and record their testing using digital technology.
STEM does not need to mean advanced robotics, expensive coding equipment or complex secondary-school science.
In primary education, it is about helping children become curious, practical and confident problem-solvers.
Outdoor learning creates an ideal environment for this because children can work with real space, real materials and real challenges.
Why Teach STEM Outdoors?
STEM subjects can become difficult for children when ideas remain abstract.
A worksheet about measurement cannot fully replace the experience of measuring an actual playground.
A diagram of a bridge does not create the same understanding as designing, building and testing a structure.
A table of weather data becomes more meaningful when children have collected the information themselves.
Outdoor STEM gives children opportunities to experience concepts physically.
They can see what happens, make predictions, notice patterns and respond when an idea does not work as expected.
The outdoor environment also provides more room for large-scale investigations.
Children can test forces over distance, create full-sized shapes, build larger structures, investigate shadows, collect natural data and explore variables that are difficult to recreate inside.
Outdoor STEM can help children understand why their learning matters.
Maths, science, technology and engineering become tools for answering questions and solving problems rather than simply subjects in a timetable.
Teaching Science Outdoors
The outdoors is a natural place for scientific enquiry.
Children can observe plants, animals, weather, materials, light, sound, forces and seasonal change directly.
However, outdoor science should be more than taking children outside to look at nature.
A purposeful session begins with a scientific question or curriculum objective.
Children might investigate which materials are most waterproof, explore how shadows change, test the effect of different surfaces on movement, compare habitats or observe how environmental conditions affect plants.
The course helps practitioners plan opportunities for children to ask questions, make predictions, observe carefully, measure, record results and draw conclusions.
You will also consider the difference between exploration and investigation.
Exploration allows children to notice and become curious.
An investigation gives them a more focused question and a method for collecting evidence.
Both are valuable, but they serve different purposes.
Explore our Outdoor Curriculum Specialism: Primary Science for more detailed science training.
Teaching Maths Through Outdoor STEM
Maths becomes meaningful when children need it to solve a real problem.
Outdoor STEM can provide opportunities to use number, measurement, geometry, statistics and calculation in practical contexts.
Children might measure the distance travelled by an object, calculate the perimeter of a design area, compare the capacity of containers, record weather data or work out how much material is needed for a structure.
The outdoor environment also allows children to work on a larger scale.
They can create human number lines, build large geometric shapes, estimate real distances and physically explore angles, direction and position.
The course helps practitioners keep the mathematical thinking central.
An outdoor task should not involve measuring simply because rulers are available.
Children need to understand why they are measuring, what information they need and how that information will help them answer the wider STEM problem.
Visit our Complete Guide to Teaching Primary Maths Outdoors for further ideas.
Introducing Engineering in Primary Schools
Engineering is the process of designing and improving solutions to problems.
Children are naturally drawn to building, creating and testing, but an engineering challenge should involve more than making something that looks attractive.
Children need a clear purpose and a set of criteria.
They might design a bridge that can hold a particular weight, create a shelter that remains dry, build a structure that can withstand wind or develop a system for transporting water.
The first attempt does not need to work perfectly.
Failure is an important part of engineering.
Children can observe what happened, identify a weakness and improve their design.
This helps develop perseverance, flexible thinking and resilience.
The course shows practitioners how to structure engineering challenges so that children understand the problem, generate ideas, build a solution, test it and make improvements.
The emphasis is on thinking and problem-solving rather than producing identical finished models.
Using Technology Outdoors
Technology within STEM does not always mean screens.
A simple tool created to solve a problem is also a form of technology.
Primary children may use measuring equipment, cameras, tablets, stopwatches, recording devices, sensors, magnifiers, digital microscopes or simple programmable devices outdoors.
Technology can help children collect more accurate information, record evidence and communicate what they have discovered.
For example, children might photograph changes over time, record bird sounds, create a digital map or use a stopwatch to compare movement.
The course helps practitioners decide when technology adds value.
Digital devices should not be included simply to make an activity appear modern.
The tool should help children investigate, measure, record, analyse or communicate more effectively.
You will also consider practical issues such as glare, weather protection, charging, carrying equipment and safe device use outdoors.
Developing Scientific Enquiry Skills
Scientific enquiry is not a separate lesson taught occasionally.
It is the way children learn to think and work scientifically.
Outdoor STEM gives children natural opportunities to ask questions, make predictions, identify variables, take measurements, gather evidence, notice patterns and explain their conclusions.
Children should also learn that evidence does not always support their original idea.
This is not failure.
It is part of scientific thinking.
The course helps practitioners plan investigations that give children enough structure to succeed without telling them every step.
You will consider when children need a teacher-led method and when they are ready to make more decisions independently.
The aim is to gradually develop confident learners who can choose appropriate ways to investigate a question.
Using Real-World Problems
STEM learning becomes more compelling when children are solving a problem that feels genuine.
A real-world outdoor challenge might involve reducing water waste, designing shade for a playground, improving a wildlife area, measuring biodiversity or finding a way to transport an object safely.
The problem should be manageable and connected to the children’s level of understanding.
It does not need to result in a permanent school improvement.
A small-scale prototype or investigation can still provide meaningful learning.
The course helps practitioners create clear challenges with enough openness for children to make decisions.
A strong STEM problem should encourage children to use several areas of knowledge rather than follow a single set of instructions towards a predetermined result.
Explore our Biodiversity in Primary Schools Course for a whole-school environmental STEM focus.
Supporting Problem-Solving and Resilience
Outdoor STEM tasks do not always work as expected.
Structures collapse, measurements differ, materials behave unpredictably and weather changes the conditions.
These moments provide valuable learning.
Children can be encouraged to pause, observe and decide what to change.
Adults do not need to solve every difficulty immediately.
Instead, they can ask questions such as, “What do you notice?”, “Which part is causing the problem?” or “What could you test next?”
The course explores how to support children without taking over.
This includes helping them break a large problem into smaller steps, compare different approaches and use mistakes as information.
Resilience is not developed by leaving children frustrated.
It develops when children experience appropriate challenge, receive useful support and discover that they can improve an unsuccessful attempt.
Encouraging Collaboration
Many STEM challenges work well in pairs or groups because children can contribute different ideas and strengths.
One child may be confident with measurement, another may notice practical problems and another may explain the group’s reasoning clearly.
However, collaboration does not happen automatically just because children have been placed together.
The course helps practitioners consider group size, roles, communication and shared responsibility.
Children need to understand the task and how they can contribute.
Roles can be helpful, but they should not become restrictive.
A child should not always be assigned the same role because an adult has decided that it matches their perceived ability.
Successful collaboration involves listening, explaining, negotiating, testing and making decisions together.
The outdoor environment can provide more space for this, but the adult may still need to model and support the process.
Assessing STEM Learning Outdoors
Outdoor learning should be assessed with the same purpose as classroom learning.
The aim is to understand what children know, what they can do and what they need to learn next.
Assessment does not always require a worksheet or lengthy written outcome.
Practitioners can observe how children plan, measure, test, explain and improve.
Children can communicate their understanding through diagrams, photographs, models, discussion, labels, voice recordings or short written reflections.
The course helps practitioners identify the evidence that matters.
An attractive finished structure does not necessarily prove that a child understood the science or maths involved.
Adults need to ask focused questions and observe the decisions children make.
The assessment should connect directly to the original learning objective.
Making Outdoor STEM Inclusive
Outdoor STEM can provide valuable alternative ways for children to demonstrate understanding.
Children who find extended writing difficult may excel when building, testing, explaining or working practically.
However, outdoor activities can also create new barriers.
These may involve movement, communication, sensory processing, group work, fine-motor demands or uncertainty.
The course helps practitioners adapt the method without removing the thinking.
A child might use larger equipment, work from an accessible surface, communicate through symbols, observe part of an investigation before joining or demonstrate understanding orally instead of through extensive writing.
The learning objective should remain ambitious and meaningful.
Inclusion is not giving a child a simpler unrelated task.
It is providing an accessible route into the same important learning.
Explore our SEND Outdoor Learning Hub for further inclusive strategies.
Managing Outdoor STEM Lessons
Outdoor STEM can feel difficult to manage when children are using equipment, moving between areas and testing different ideas.
Clear organisation makes a significant difference.
The course helps practitioners plan how equipment will be distributed, where groups will work, how boundaries will be communicated and how children will know when to stop and listen.
It also considers how to avoid spending too much of the lesson setting up or collecting resources.
Simple systems can include prepared equipment stations, clearly defined work zones and familiar signals for gaining attention.
Children can also take responsibility for checking, carrying and returning materials.
Outdoor STEM should feel active, but it should not feel chaotic.
A clear learning objective and a predictable structure give children the freedom to investigate within safe and manageable boundaries.
Do I Need Expensive STEM Equipment?
No.
Many powerful outdoor STEM activities can be completed with ordinary school resources and reusable materials.
Useful items might include rope, chalk, hoops, cones, metre sticks, tape measures, clipboards, buckets, containers, cardboard, fabric, bamboo, crates and natural loose parts.
Technology may include tablets, cameras, stopwatches or simple measuring equipment that the school already owns.
The quality of the learning depends more on the question, challenge and discussion than on the price of the equipment.
The course helps practitioners use resources purposefully and avoid buying equipment before they understand how it will support the curriculum.
Try This Tomorrow
Choose one simple engineering challenge.
Ask children to build a small bridge across a gap using a limited selection of reusable or natural materials.
Give the bridge one clear requirement, such as holding a particular object or spanning a set distance.
Allow children to plan, build and test their first design.
When something does not work, avoid fixing it for them.
Ask what they noticed and what they could change.
The learning comes from the thinking, testing and improving rather than simply producing a bridge.
Keep the challenge manageable and give children enough time to discuss their decisions.
This is the kind of practical problem-solving explored throughout the Teaching STEM Outdoors in Primary Schools course.
What Will You Do During the Course?
Teaching STEM Outdoors in Primary Schools is a practical and accessible online course.
You will work through short sections containing reading, training videos, audio content, examples from primary settings and reflective prompts.
You may be encouraged to focus on a particular year group, STEM objective, curriculum topic or area of your school grounds.
This helps you connect the training directly to the children and setting you already work with.
There is no coursework, written assignment or formal assessment.
You will not need to submit a lesson plan, portfolio, experiment report or assessed observation.
Any reflection opportunities are included to help you apply the learning rather than test you.
How Long Does the Course Take?
Teaching STEM Outdoors in Primary Schools 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 course in one sitting and no fixed deadline.
Schools may choose to use sections during subject-lead meetings, staff development, twilight training or INSET time, subject to the appropriate membership or course licence.
Do I Need Previous Experience?
No previous STEM or outdoor learning experience is required.
The course begins with the foundations and introduces practical approaches gradually.
It is suitable for practitioners who are new to teaching STEM outdoors and experienced staff who want to develop a more consistent and curriculum-focused approach.
You do not need to be a science, maths, computing or design and technology specialist.
The course focuses on realistic strategies that can be used within everyday primary practice.
Do I Need a Forest School or Woodland?
No.
The course is designed for ordinary primary school grounds.
Activities can be completed in playgrounds, yards, courtyards, fields, gardens, artificial sports areas and smaller outdoor spaces.
You do not need a woodland, Forest School programme or specialist outdoor classroom.
A playground can be an excellent STEM space because it provides distance, surfaces, structures, shadows, drainage, movement and measurable features.
The focus is on using the outdoor environment purposefully rather than relying on a particular type of setting.
Is the Course Suitable for SEND?
Yes.
The course includes practical guidance for making outdoor STEM learning more accessible.
It considers communication, physical access, sensory needs, movement, processing, confidence and different ways for children to demonstrate understanding.
Practitioners should adapt activities according to each child’s individual profile and any professional guidance already in place.
The emphasis is on removing unnecessary barriers while maintaining meaningful curriculum learning.
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?
Teaching STEM Outdoors in Primary Schools provides a certificate of completion and can contribute to your professional-development record.
It is a specialist CPD course rather than a standalone teaching qualification.
Where a course forms part of an accredited Muddy Puddle Teacher® training pathway, this will be clearly stated within the course information.
Explore our Accredited Outdoor Learning Training Pathway to discover further professional-development opportunities.
Can This Course Be Used as CPD?
Yes.
The course can contribute to your continuing professional development and may be recorded within appraisal evidence, subject-lead development, a professional-development file or reflective journal.
You may wish to record what you learned, which STEM activities you introduced and how the changes affected children’s engagement, understanding and problem-solving.
The course is particularly relevant for staff developing science, maths, design and technology, computing, sustainability or outdoor learning across the curriculum.
We also have a teacher podcast that offers you lots of free CPD. Try this episode: Exploring STEM with toddlers.
Can Schools Complete the Course Together?
Yes.
The course can be completed individually or used as part of wider staff professional development.
Schools may choose to work through sections during staff meetings, subject-development sessions, twilight training or INSET time.
Completing the course as a team can help staff develop a shared understanding of purposeful outdoor STEM and create greater consistency across year groups.
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 teaching science, technology, engineering and maths outdoors, examples linked to primary curriculum learning, strategies for enquiry and problem-solving, advice about assessment and inclusion, ideas adaptable 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.
Gold members can also access a growing library of practical outdoor learning CPD courses covering Early Years, SEND, curriculum learning, sustainability and whole-school development.
How Do I Access the Course?
Sign in to your Muddy Puddle Teacher® account and open the online training area.
Select Teaching STEM Outdoors in Primary Schools and begin whenever you are ready.
Your progress is saved, allowing you to pause and return at any time.
Access to this course is included within the Gold Membership.
Continue Your Professional Development
After completing Teaching STEM Outdoors in Primary Schools, you can continue your professional development through related Muddy Puddle Teacher® courses.
Gold Membership gives you access to a growing collection of practical CPD courses.
Ultimate Membership includes the complete course library and the accredited Outdoor Learning Practitioner and Coordinator Awards.
Start Teaching STEM Outdoors in Primary Schools
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Frequently Asked Questions
How long does the Teaching STEM Outdoors course take?
The course takes approximately four hours to complete. You can complete it in one sitting or divide it into shorter sections. Your progress is saved, allowing you to return whenever it suits you.
Is there any coursework?
No. There is no coursework, written assignment, portfolio, examination or formal assessment. Reflection prompts are included to help you apply the training within your school.
What does STEM mean?
STEM stands for science, technology, engineering and mathematics. The course explores how these areas can work together through practical outdoor investigations and challenges.
Is this course only for teachers?
No. The course is suitable for teachers, teaching assistants, subject leaders, SEND staff, curriculum leaders and other primary school practitioners.
Do I need specialist STEM equipment?
No. Most of the approaches can be used with ordinary school equipment, reusable materials, measuring tools and natural loose parts.
Is the course suitable for KS1 and KS2?
Yes. The course is designed mainly for KS1 and KS2, with some principles and activities adaptable for EYFS and older learners.
Can I teach STEM in a small playground?
Yes. STEM activities can be adapted for playgrounds, yards, courtyards, artificial sports areas, gardens and small outdoor spaces.
Does the course cover coding?
The course considers age-appropriate technology and computational thinking, but it is not solely a coding course. Its main focus is integrated practical STEM learning outdoors.
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 Gold Membership?
Yes. Teaching STEM Outdoors in Primary Schools is included within Gold Membership alongside a growing collection of practical outdoor learning CPD courses.
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
