... for Adventure
Outdoor education programmes often involve residential or journey-based experiences in which students participate in a variety of adventurous challenges such as hiking, climbing, canoeing, ropes courses, and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.
The activity days start as soon as the group meet, every aspect of the day is planned to give all young people participating a memorable and valuable experience. From the mini bus journey, to the days activity, mealtimes and finally the debrief we aim to provide an environment where all involved feel relaxed and actively encourage positive interaction within the group. The activity days are designed to be challenging, enjoyable and rewarding and acknowledge the compliance of the young people whilst on their orders. As the activities are carried out in public spaces the young people in attendance are encouraged to conduct themselves in an appropriate manner, be aware of and appreciate their surroundings.
These shared experiences help not only give a sense of achievement for the clients but also allows the client worker relationship to grow as trust, patience and positive communications form. Discussion is encouraged throughout the day, touching on topics including bullying, drug miss-use, parenting and esteem issues.
Outdoor education can be simply described as experiential learning in the outdoors. The term ‘outdoor education’, however, is used quite broadly to refer to a range of organised activities which take place in a variety of ways in predominantly outdoor environments. Strict definitions of outdoor education are cautioned against because interpretations vary according to culture, philosophy, and local conditions.
AIMS
Some typical aims of outdoor education are to:
Learn how to overcome adversity
Enhance personal and social development
Develop a deeper relationship with nature.
Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one programme to another. An outdoor education programme can, for example, emphasize one (or more) of these aims to:
Teach outdoor survival skills
Improve problem solving skills
Reduce recidivism (a tendency to relapse into a previous condition or mode of behaviour; especially relapse into criminal behaviour)
Enhance teamwork
Develop leadership skills
Understand natural environments
Promote spirituality
PHILOSOPHY
People are at their rawest level when outdoors. We remember that we are part of a greater ecosystem and are not as bound by social customs and norms. In essence we are more true to ourselves and it is easier to see people as people regardless of race, class, religion etc.
Outdoor education also helps instil the basic elements of teamwork because we are forced to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally.
CONFIDENT INDIVIDUALS
Outdoor learning impacts positively on young people’s attitudes, beliefs and self-perceptions, for example independence, confidence, self-esteem, locus of control, self-efficacy, personal effectiveness and coping strategies.
It yields benefits in the promotion of positive behaviour and improved physical self-image and fitness.
RESPONSIBLE CITIZENS
Outdoor learning has a positive effect on social development and greater community involvement.
It raises learners’ attainment, improves attitudes towards the environment, and creates more positive relationships with each other, with teachers and with the wider community.
It renews learners’ pride in their community and fosters a greater sense of belonging and responsibility.
EFFECTIVE CONTRIBUTORS
Outdoor learning impacts positively on young people’s interpersonal and social skills, such as social effectiveness, communication skills, group cohesion and team work.
AIMS & OBJECTIVES
To recognise compliance of Young People.
To acknowledge & encourage progress of Young Person.
To tackle issues in an environment that Young People feel more relaxed.
To work on Social skills.
To improve knowledge around environmental issues.
To improve communication skills.
To improve problem solving skills.
To work on team building skills.
To improve confidence through achievements and skill based exercises.
To work on independent living skills.
To set and review goals using the Kolb’s learning cycle
GORGE WALKING
Personal Skills – Personal challenge, self awareness, communication, organisation & independence.
Social Skills – Helping others, supporting, caring, responsibility within the group, sharing of experiences, communication.
Health Education – Food, diet, fitness, stamina, effects of exercise on the body, understanding of hypothermia, clothing, health & disease.
Citizenship – Group interaction, trust, social skills, communication, role, within the group, understanding of environmental impact.
Equal Opportunities – Available to special needs, groups of mixed gender, ability to alter attitudes towards each other.
Safety – Understanding of danger/risk, water safety, equipment for personal & group safety, role within the group.
Geography – Formation of rocks, rock strata, erosion, water management, catchment areas, land use, filtration, map & compass skills, clouds & weather.
Physical Education – Skills of movement, co-ordination, balance, running, jumping, climbing, swimming, leisure walking, national parks.
MOUNTAIN BIKING
Personal Skills – Personal challenge, hand & eye co-ordination, balance, self awareness, communication, organisation & independence.
Health Education – Food, diet, fitness, stamina, effects of exercise on the body, water intake.
Safety – Understanding of danger/risk, water safety, equipment for personal & group safety, role within the group, no-go areas.
Equipment – Mountain Bike maintenance, the safety checks before embarking on a trail, importance and use of helmet & safety equipment.
Geography – effects of weather, transport, why used, Forestry Commission, right of way, bridle paths, government pressure groups, differences between managed & un-managed forests, natural terrain.
Citizenship – Group interaction, trust, social skills, communication, role, within the group, understanding of environmental impact.
Equal Opportunities – Available to special needs, groups of mixed gender, ability to alter attitudes towards each other.
Physical Education – Skills of movement, co-ordination, balance, running, jumping, climbing, swimming, leisure walking, national parks.
ROCK CLIMBING
Social Skills – Creation of team skills, tolerance, trust, patience, dealing with pressure, support, communication skills, value of clear commands.
Personal Skills – Awareness of one’s self, determination, overcoming fears, technical skills, use of specialist equipment, development of communication skills.
Equal Opportunities – Need not be seen as a male dominated sport, females have skill, grace & performance, racial mix, climbing walls increase access to all.
Safety - Specialist equipment, responsibility, group awareness, role within the group, safety zones, no-go areas.
Geography – Types of rock, formation of rock strata, effects of weather, quarries –use, transport, why used, texture of rock face, Moor land management, agencies, government pressure groups.
History - History of climbing, social change, class structure, women climbers, social development of clubs, formation of British Mountaineering Council, climbing standards linked to technical improvements.
Physical Education – Balance, suppleness, use of warm up exercises, risk of injury, improved performance with training programmes, running, weight training, development of flexibility.
FOOD TIME!
Food plays a huge role in the success of these days. In the UK we are often faced with poor or changeable weather and often hot food in an outdoor setting is the first thing everybody wants but least expects. Fast food and takeaways are never an option and whenever possible food is fresh and sourced locally. Emphasis is placed on eating healthily with a wide range of fruit and vegetables used. Discussion is encouraged throughout mealtimes based around cooking and nutrition to promote independent living skills.
In outdoor settings the group may be involved in making a controlled fire for a barbeque. This can involve collecting of suitable wood, leaves & tinder to allow us to make fire using primitive techniques. Emphasis is placed on safety, suitability of area, ground, avoiding enclosed spaces whilst carrying out these activities.
On days when weather prevents us from carrying out an outdoor activity the group will be involved in cooking lunch around the minibus, sheltering if necessary. Alternatively we may drive to a local forest to allow the group the experience of cooking and eating outdoors under a natural canopy.
Lunch always finishes with a mug of steaming hot chocolate with marshmallows, a guaranteed hit with young people and workers alike!