In the theoretical part of my dissertation outdoor school surfaces are described. It is explained what they include and their importance for learning and for students. The characteristics of school environment are mentioned and it is explained how outdoor school surfaces can be a good place for children’s outdoor play. Next, we explain the definition of organised outdoor learning and what it includes. Aims and types of outdoor learning are presented and also the reasons for its use, such as: it is important for children’s socialization, improves their memory, enables easier learning etc. We can read about advantages and disadvantages of organised outdoor learning. Examples of organised outdoor learning in foreign countries are written at the end of the theoretical part. Five countries are presented: Norway, Sweden, Denmark, Finland and Great Britain. The research and its results are presented in the empirical part of this dissertation. We found out that most of the Slovenian schools that were observed don’t use outdoor school surfaces for organised outdoor learning or children’ free play. Most of the organised outdoor learning was a part of PE, rarely was it used for Slovene, English, Social Sciences and Natural Sciences, Technology and Math. The final part of this dissertation is suggestions of activities for each class level that the teachers can carry out on outside school surfaces.
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