Outdoor learning manual

Outdoor Learning for Students with
Special Educational Needs and
Disabilities
A good practice guide

About this guide
This guide has been produced as an outcome of an Erasmus+ project 7tled
‘One For All, All For One’, funded by the European Union. The project was
devised and led by Heinrich Kielhorn Schule (HKS) from Hameln, Germany
based on many years’ experience of delivering successful camping and rock
climbing with students with special educa7onal needs and/or disabili7es
(SEND). Involving three other special schools from across Europe, the
project intended to share good prac7ce in outdoor learning on a wider basis,
allowing staff from each school to learn from each other and providing
enriching experiences for their students.
The four schools involved are:
· Heinrich Kielhorn Schule – Hameln, Germany
· Catcote Academy – Hartlepool, UK
· Sùkromná Spojená Škola – Presov, Slovakia
· Kaunas Jonas Laužikas Mokykla – Kaunas, Lithuania
Each school has provided informa7on about the planning, prepara7on and
execu7on of the Learning, Teaching and Training Ac7vity completed during the
project. Each partner has developed the key competencies of a special branch
of outdoor educa7on: Germany for rock climbing and camping, the UK for
Forest School, Slovakia for skiing and other winter ac7vi7es and Lithuania for
coastal ac7vi7es.
The name of the project was chosen to signify the exper7se of each country;
the enrichment each school would gain for their community and the challenge
of learning about outdoor ac7vi7es together. Special schools took part in the
project because of the exper7se about SEND.
The key benefits to students of their par7cipa7on in this project were:
• Improved social, communica7on, motor, par7cipa7on and learning
skills
• Greater self-confidence

• Improved knowledge of the natural world

We hope that this informa7on is useful for other schools or groups in
illustra7ng the general and addi7onal considera7ons required to successfully
deliver outdoor residen7al ac7vi7es for students with SEND.
Further informa7on is available at
hcps://one-for-all-all-for-one7.webnode.com/

Principles
The underlying principle of outdoor learning for students with SEND is one of empowerment
(Kinne/Theunissen, p54 ff.). Focusing on what students CAN do rather the things that they
cannot ensures that their experience is as rich as possible.
Students with SEND are ogen dependent on others for socialisa7on opportuni7es and, as a
result, develop a strong need for security and stability which prevents them from
experiencing challenging environments and interac7ng with the natural world. Outdoor
learning of the type featured in this project provides students with SEND the opportuni7es
to par7cipate in new experiences, develop valuable skills for adult life and play and ac7ve
part in the decisions which affect them. The benefits seen in par7cipants in such ac7vi7es
include improved self-esteem, confidence, resilience and communica7on skills.
It is important to achieve a balance between external support and internal empowerment,
so that any assistance provided by others is inherently enabling and contributes towards
par7cipants’ individual achievement of the intended outcome.
Students with SEND ogen have difficul7es in recognising and responding to common risks
and struggle to solve problems when situa7ons change unexpectedly. Adults suppor7ng
SEND students must con7nuously ensure that they are mee7ng their individual needs and
be vigilant about the environmental condi7ons, no7cing and reac7ng to any changes that
occur. Risk assessment and management is, therefore, an ongoing process for the dura7on
of all ac7vi7es.

Methodology
Designing outdoor learning programmes for students with SEND is based on a construc7vist
approach i.e. individuals form their own understanding of the world through a process of
explora(on, experience and reflec(on. Such programmes must be carefully planned and
managed to take account of students’ addi7onal needs, including increased risk mi7ga7on
measures where necessary.
Ac7vi7es must be focused on students’ interest and engagement and enable them to
par7cipate at their own level and pace. Staff should consider individuals’ developmental
level so that they are enabled to become ac7ve par7cipants, demonstrate their ability and
celebrate their strengths. Methods of reflec7on include self-observa7on and evalua7on,
group discussions, visual aids and resources and use of gestures.
Exploratory learning and reflec7on is most effec7ve when it is able to be experienced
regularly and consistently. Par7cipa7ng schools have found structured 7metabling of such
sessions to be beneficial e.g. weekly Forest School curriculum or intensive sessions delivered
through residen7al trips.

Outdoor Learning in
Germany
Rock climbing and camping, June 2018
Overview
Our school has longstanding experience of organising rock
climbing camps for students with SEND over the age of 12.
Each year we visit the Ith, the northernmost low mountain
range in Germany. This is a basic campsite with cold water, pit
latrines and a grassed area overseen by the German Alpine
Club. Close to the forest, this provides an ideal base for
climbing ac7vi7es on natural rock forma7ons.
These rock forma7ons provide several levels of difficulty to suit
different abili7es and experience. Rock climbing requires a
high level of teamwork from the lead and secondary climbers
to ensure par7cipants’ safety and take account of their
confidence, physical ability and experience.
Addi7onal ac7vi7es on the Ith include caving, walking, tree
climbing, preparing and ligh7ng a camp fire, night walks, wild
swimming, team games and sports and learning about nature
and biodiversity. Par7cipants sleep in small tents, prepare and
cook their own meals and give up their access to social media
and electronic devices.

Intended outcomes
Students with SEND will experience many benefits from par7cipa7ng in both camping and rock
climbing in areas such as improved social, communica7on and physical skills. Their self-
confidence and efficacy will increase, with a posi7ve impact on the following areas:
• Problem solving
• Response to stress and challenge
• Willingness to experiment
• Prac7cal and hands on learning skills
• Par7cipa7on skills
• Percep7on of self
• Independence
• Feeling of empowerment and capability
• Teamwork
• Sense of responsibility
• Ability to push themselves out of their comfort zone.

Planning and organisation
There are many variables for staff to consider when organising outdoor learning experiences for
students with SEND and these will differ according to the planned ac7vi7es and loca7on. The
specific requirements for such a camp requires a significant amount of planning over a period of
at least 10-14 weeks, including the names of par7cipa7ng staff, the loca7on and any equipment
required. For this week on the Ith, we paid par7cular acen7on to the following aspects:

Accommoda(on
The group was accommodated in small tents for 2 to 4 people and addi7onal equipment such as
air macresses and sleeping bags was added to an equipment list for par7cipants. Considera7on
should also be given to appropriate clothing for the day7me and overnight weather condi7ons
and planned ac7vi7es.

Facili(es
The camp site used has basic facili7es, with only a cold water supply for washing and a
communal storage room shared between all users There are no refrigera7on facili7es for fresh
food. The terrain is uneven and there is licle shelter available in the event of bad weather.
Seasonality
Due to the prevailing weather condi7ons and the resul7ng effect on ground condi7ons, the
op7mum 7me for the camp is between May and early September. The par7cular camp
highlighted here took place in June. Extremes of weather at this 7me of year are rare; however
there must be a con7ngency in place to provide alterna7ve accommoda7on in the event of a
poor weather forecast e.g.a youth hostel.
Safety concerns
The camp site and areas for outdoor ac7vi7es were assessed by staff par7cipants during a
planning mee7ng approximately 6 months prior to the trip with students. A briefing was
completed with students on arrival, outlining the boundaries of the camp and ‘no-go’ areas.
Students were shown all of the facili7es and physical demonstra7ons were given where
necessary.

Meals
All meals are self-catered and prepared by staff
and students. Cooking equipment was rented by the
group leaders. One large tent was devoted to cooking; this also had enough
room to accommodate the whole group in the event of wet weather. Meals were carefully
planned to meet nutri7onal requirements and to take account of the lack of storage and
refrigera7on facili7es. Surplus food was stored in air-7ght plas7c containers to ensure freshness.

Ac(vi(es
There were be a mixture of structured and unstructured ac7vi7es to meet the intended
outcomes of this project.

Structured ac*vi*es including walking, orienteering, rock climbing, caving and swimming were
planned by the group leaders and considered during the planning mee7ng by teachers from
each country during the site visit. The needs and abili7es of each student par7cipa7ng in the
camp were taken into account. Ac7vi7es such as rock climbing and swimming were supervised
by suitably qualified and experienced staff.

Unstructured ac*vi*es (exploring the natural environment and objects, socialising, sport
ac7vi7es etc) were important in building students’ confidence and their ability to communicate
with each other and work together to achieve common goals. Daily ‘housekeeping’ du7es were
distributed between all par7cipants e.g. helping with cooking, cleaning, clearing licer, washing
up and keeping the camp site 7dy.

Iden(fying and managing risk
Assessing, mi7ga7ng and manging risk is a crucial part of the planning and execu7on of a camp
which includes outdoor ac7vi7es. The requirements for this were fulfilled by group leaders
according the regula7ons in each country. Most importantly, we ensured that it was possible to

communicate with the emergency services from the loca7ons used and that these loca7ons
were accessible by such services if required. Group leaders for each country maintained
contact details for parents and staff at their school and ensured that informa7on about any
medical needs was readily available at all 7mes.

The local terrain was well known by the host country group leaders and a principle of ‘four eyes
watching’ was employed to ensure student safety. Specific considera7ons for this camp
included:

Daily camp life
• Camp boundaries
• Body orientated outdoor games (rules)
• Tree climbing (rules, height markings)
• Use of pocket knife (storage with staff, use under supervision)
Kitchen
• Gas cooking oven (staff use only)
• Use of sharp knives (under supervision of staff)
Swimming in natural waters
• Supervision with qualified lifeguard in and out of the water
• Supervision of non-swimming areas by staff out of the water
• Swimming in deep water (1:1 staff supervision)
Walking
• Orienteering in the forest (rules)
• Easy climbing on forest and rocky terrain (supervision at the front and back, easy
climbs with individual assistance)
Night walks
• Risk of falling (uneven terrain is being marked by candle in a glass)
• Orienteering (path marking by candles, no junc7ons)
Slack line
• Risk of falling (height maximum 30 cm, grab line for hands above head)
Caving
• Risk of falling due to darkness and uneven, slippery terrain (use of torches and short
ropes possible)
• Fear, panic (small groups, individual assistance, staff in front and rear)
Addi(onal considera(ons for students with Special Educa(onal Needs
Due to the nature of the planned ac7vi7es, accommoda7on and limited facili7es the needs and
abili7es of the par7cipa7ng students must be carefully considered and discussed by staff who
are very familiar with them. Inevitably, there were some students (e.g. those with chronic
health condi7ons or significant care needs) who were not able to be considered and this was
decided by each country individually. Social and emo7onal needs, behavioural problems and
difficul7es with communica7on should be taken into account but should not present a barrier

to par7cipa7on. Due to the 7me spent away from home, a minimum age of 12 years is
recommended and it is beneficial if there is a balance between male and female students.

Staffing and supervision
In general, students with SEND require more support than those without and therefore a
higher staff:student ra7o is required. There should also be a gender balance amongst staff to
ensure adequate supervision. Staff roles can be mul7-disciplinary and include teachers,
assistants and therapists. However, it is important that such staff are able to establish rapport
with students and colleagues and have confidence in the ac7vi7es to be undertaken.
Responsibility for specific tasks should be assigned in the planning phase.

Suitably qualified and experienced instructors for specific ac7vi7es e.g. rock climbing should be
secured well in advance of the camp. It is beneficial to reflect on the success of each ac7vity/
day, par7cularly with a group of students from different countries and with variable levels of
confidence and ability.

Outdoor Learning in the UK
Forest School and adventure activities,
September 2018

Overview
Outdoor ac7vity weeks in the UK are usually centred around a registered outdoor ac7vity
centre. For our Learning, Teaching and Training Ac7vity (LTTA) in September 2018 we iden7fied
Carlton Lodge Ac7vity Centre in Carlton Minnioc, Thirsk as an appropriate venue. The Centre is
registered with the UK Adventure Ac7vi7es Licensing Authority.
The focus for the LTTA was providing a
taste of Forest School, an extension of an
established programme at our school,
Catcote Academy in Hartlepool. The
Forest School Associa7on
(www.forestschoolassocia7on.org)
describes it as “an inspira7onal process
that offers ALL learners regular
opportuni7es to achieve and develop
confidence and self-esteem through
hands-on learning experiences in a
woodland or natural environment with
trees. Forest School is a specialised
learning approach that sits within and
compliments the wider context of
outdoor and woodland educa7on”.
There are thousands of qualified Forest School prac77oners in the UK and beyond, all of whom
share the same ethos and deliver high quality and enriching learning experiences to a range of
par7cipants.

Forest School ac7vi7es recognise the value that each
par7cipant brings to the learning environment and
encourage them to explore the natural world in a
respecuul way. Each par7cipant is celebrated for their
successes and this improves their self-confidence and
efficacy, improving their rela7onship building and
communica7on skills.

Addi7onal ac7vi7es included team building and
problem solving games, making and flying kites, high
ropes*, zip wire*, canoeing*, rag building*, challenge
course* and archery*.

*Led by qualified instructors from Carlton Lodge Ac7vity
Centre

Intended outcomes
Forest School has many benefits for par7cipa7ng students when the guiding principles are
adhered to. Students who experience regular Forest School sessions are known to make
improvements in the following areas:
• Crea7vity, curiosity and problem solving skills;
• Understanding of safe risk taking and how to manage themselves in the natural
environment;
• Leadership skills and playing an ac7ve role in a team
• Independence, self-esteem and confidence;
• Resilience and the ability to make and maintain rela7onships;
• Ability to remain calm, relaxed and self-regulated.
Planning and organisa(on
A significant considera7on in planning an ac7vity week for staff in the UK is the choice of outdoor
centre. This should be iden7fied at least 3 months in advance of the visit to ensure that there is a
good working rela7onship between the group leader and centre staff.

Carlton Lodge was the preferred op7on for this visit for several reasons including cost, loca7on
and flexibility. This ensured that we were able to deliver a good variety of ac7vi7es within a 7ght
budget, and meet the aims of the project as a whole.

Accommoda(on
Although Carlton Lodge has a number of on-site accommoda7on op7ons, a ‘bunkhouse’ was
iden7fied as the most cost-effec7ve for this project due to the limited amount of funding
available per person. This provided small ‘dormitory-style’ bedrooms for between 3 and 8
people and had capacity for the groups from the three visi7ng countries. The UK team erected
two large tents on a grassed area immediately outside of the bunkhouse.

Facili(es
The bunkhouse was completely self-contained and, in addi7on to the bedrooms, provided a
small kitchen, dining room/social area and male and female bathrooms.

The site of the centre includes an ac7vity room, indoor sports hall, grassed areas and a lake for
water based ac7vi7es. It was agreed with the manager that we would be able to use their
‘bushcrag’ facility to deliver our Forest School ac7vi7es.
Seasonality
Due to the unpredictable nature of the weather in the UK, it can be difficult to decide on the
best 7me to hold an outdoor ac7vity week. In general terms, April to September has
temperate and rela7vely more secled weather condi7ons. However, group leaders should take
into account the possibility of extremes in weather and ensure they plan con7ngency ac7vi7es
and arrangements.
Safety concerns
A preparatory site visit was completed by staff from each country during a planning mee7ng
over 6 months prior to the visit with students. This allowed us to iden7fy and discuss any
safety concerns, and ensure that measures were put in place to mi7gate any risk to students.

The bunkhouse is located in close proximity to the lake so alarms were used on exterior doors.
When students arrived, a safety briefing was completed by the group leader outlining the
‘rules’ of the camp. This was par7cularly important because of a significant amount of
permanent fixtures used for adventure ac7vi7es e.g. high ropes course and zip line and
students were shown the areas where staff supervision was required.

Meals
The centre offered catered and self-catered dining op7ons. Due to the limited budget, it was
decided that we would have a combina7on of the two; we provided our own breakfast and
lunch items and two evening meals. The remainder of the evening meals were cooked and
served by centre staff. For catered meals, the centre provided a menu at the start of the week
and par7cipants chose from the two op7ons available.

Ac(vi(es
Structured
All structured ac7vi7es were led by qualified instructors, either from the host school or from
Carlton Lodge. Such ac7vi7es in the UK require qualifica7ons and are overseen by relevant
organisa7ons to ensure quality of instruc7on and the
safety of par7cipants. The nature of the ac7vi7es was
determined by what was available within the Centre’s
facili7es and the exper7se of staff.

Unstructured
A variety of wet and dry weather ac7vi7es were
available to students during ‘free 7me’, including ball
games, cards and socialising. These were essen7al in
fostering a posi7ve dynamic within the group and
ensured that students from different countries could
work together, despite the language barriers.
The ac7vity centre website provided risk
assessments for each of the ac7vi7es undertaken;
this was invaluable in each country’s planning and
prepara7on prior to the visit. When on site, staff
from each country were then able to quickly and
easily manage any risks as they occurred.

The facili7es within the bunkhouse and on-site were reasonably limited and therefore
considera7on was given to the type of student invited to par7cipate. Students with developing
communica7on and social skills, self-confidence and resilience were felt to benefit most from
the type of ac7vi7es available. Addi7onal needs such as au7sm or medical condi7ons were
able to be included within this with some adapta7ons to the demands for socialisa7on.

Due to the nature and natural hazards on site, a high level of staff supervision was required at
all 7mes to help students assess the risks and remain safe. There was a balance between male
and female staff which reflected the make up of students in the group. The UK team was
responsible for the provision of unstructured ac7vi7es and liaising with staff from the ac7vity
centre.

Outdoor Learning in Slovakia
Skiing, February 2019

Overview
Skiing is an outdoor educa7onal ac7vity that has been an important part of ‘Health and
Movement’ in the Slovak Educa7on Programme for many years. It helps to develop students’
knowledge and skills, including physical, prac7cal and motor skills. Our skiing programme
usually takes place as a 5 day outdoor learning ac7vity in a mountain resort between
December and April.

Súkromná spojená škola (Private School for Children with Au7sm) has organised an outdoor
week in the High Tatras na7onal park in northern Slovakia annually since 2010. Due to the
complex of the students we have developed our experience and knowledge in the detailed
planning of outdoor weeks, including the considera7on of all possible risks and differen7a7on
of the ac7vi7es.

When choosing a loca7on for this project, we considered a number of criteria: transport
accessibility, services, loca7on, terrain condi7ons and level of difficulty, weather, facili7es,
possible con7ngencies in case of bad weather and cost. The Vyšné Ružbachy ski resort (located
in the Pieniny Na7onal Park and close to the High Tatras Na7onal Park) was iden7fied as the
preferred loca7on.
Intended outcomes
• ski training ac7vi7es are aimed at gaining knowledge and skills related to the basics of
downhill or cross-country skiing;
• skiing increases mo(va(on to exercise;
• skiing develops addi7onal skills such as self-esteem, self-awareness and decision
making while encouraging friendship and fun;

• skiing and snow sports are ideal for children with addi7onal needs who may have
social and communica7on issues. It is a social ac(vity but does not involve the
demand of learning and following any ‘rules’;
• inclusion is an integral part of the skiing programme. Students with SEND are taught to
get used to community environments, where they can learn to move safely and use
equipment under the guidance, and where necessary with the help, of specialist
teachers and instructors;
• families with children ogen par7cipate in sport in their leisure 7me and familiarising
students, par7cularly those with au7sm, with such environments supports their family
in being able to experience a wider variety of ac7vi7es themselves.

Alongside developing skiing-related skills, the ac7vity has the poten7al to promote addi7onal
skills and competencies including social, emo7onal and communica7on skills, understanding
of biology, geography, design and technology, indoor physical ac7vi7es and problem solving
skills.

Choosing a loca(on
Accessibility
• Vyšné Ružbachy has good infrastructure; there
is a small airport in Poprad, the nearest large
town and a major interna7onal hub in Krakow,
Poland which is approximately a 3 hour drive
• Vyšné Ružbachy is located in the Pieniny
Na7onal Park and near the High Tatras
Na7onal Park
Resort considera(ons
• appropriate accommoda7on, services,
leisure facili7es and ski equipment rentals
• cost effec7ve
• a beau7ful natural environment with
sufficient snow throughout the winter
months
• slopes of varying difficulty and sufficient
ligs to support all categories of skiers from
beginners to advanced sports
• staff experience related to ski tours, tourists and visitors from abroad

Accommoda(on
• as a spa town, Vyšné Ružbachy has very well organised services with many
accommoda7on op7ons
• for this ac7vity week we decided to stay in the San André pension, located directly
below the slope with a ski lig. Each bedroom includes en-suite bathroom facili7es. Ski
equipment rental is located on the ground floor of the building and the restaurant and
leisure facili7es are a short walk away
Meals
• breakfast and dinner were in the form of buffet tables, where everyone could choose
what they wanted and the individual ea7ng habits of the children from each country
were able to be catered for
• there was a hot meal for lunch every day
Facili(es
• in addi7on to the dining hall, there was a swimming pool, sauna, tennis hall, gym,
board games and a conference room where social evenings and planning sessions
were held
• the conference room was equipped with a projector and sound system
Environment
• Vyšné Ružbachy is a spa area with thermal springs, a natural crater and beau7ful
walking routes in the mountains. It is close to other na7onal parks to allow for day
trips e.g. to Pieniny Na7onal Park and the High Tatras
Slope condi(ons
• Vyšné Ružbachy is located at an op7mum al7tude for ensuring plen7ful snow cover
throughout the winter and there are snow machines to supplement the natural snow
allowing the slope to be in con7nuous use during the season
• there are 3 ligs on the slope
• the terrain was chosen to suit the skills and poten7al ability of students par7cipa7ng
Staff
• a cer7fied ski instructor was included as part of the host team
• other host team members were SEND teachers who organised individual ac7vi7es
within the programme.
• teachers from each country facilitated communica7on between the students (AAC
method was used), and provided individual access to individual needs of students.
Ac(vi(es
All ac7vi7es were planned to take account of the needs and poten7al of students with au7sm
and other addi7onal needs. A 7metable was produced and sent to each country prior to their
arrival and included sports, leisure and social ac7vi7es. Many of the students live in urban
environments so outdoor walks and a longer excursion were planned to allow them to
experience the natural surroundings.
Skiing
Skiing ac7vi7es were planned for morning sessions for three out of five ac7vity days. It was felt

that students would be most relaxed and ready to learn new skills at this 7me. For the majority
of the group, this was their first experience of skiing and it is important that staff are able to
tailor their instruc7on to students’ behaviour and learning style.
The first skiing lesson was focused on ge{ng familiar with ski equipment e.g. like walking in ski
boots; using ski poles; and moving on skis and snow. The second session was focused on
building on the founda7ons e.g. skiing on flat terrain with help of poles; acemp7ng a small
downhill sec7on; learning techniques to stop; learning to fall safely; and ge{ng back up with
help of poles. The final lesson was focused on stretching and exercises on skis; learning to step
uphill on skis; downhill skiing with a focus on slowing down and safe braking; and learning how
to turn right and leg on skis (slalom). The most able students were able to use a ski lig and ski
down a longer downhill sec7on.

Swimming
Swimming was planned ager a busy day when all par7cipants needed to relax and recharge.
There were qualified lifeguards amongst the staff team and adequate staff supervision to
ensure student safety.

Free (me
The facili7es available to students during ‘free’ 7me were chosen to indirectly encourage them
to par7cipate in group ac7vi7es e.g. sports hall (football, tennis, basketball), table football,
pool, board games. This helped to foster friendships between students from different countries
and was a good opportunity to test problem solving skills related to communica7ng!
Building bird boxes
This hands-on ac7vity focused on using problem solving, communica7on, teamwork and
prac7cal skills. Students worked together in teams to construct and weatherproof a bird box,
with staff supervising the safe use of tools. Each group received a package consis7ng of wood
cut to size, screws, screwdriver, wood glue, sandpaper, nails, hammer, wood varnish, paint
brush and a picture of the finished product.
Social evenings
Social evenings were planned as to bring the group par7cipants together and focused on
sharing daily experiences; ge{ng to know each other; and strengthening rela7onships. The
ac7vi7es included a mix of social, music and movement/rhythmic/circle games e.g.Karaoke,
Boomwhackers, Stop and Go, Move to the Music etc.
Planned excursion
To provide a break from the skiing ac7vi7es a day long excursion was included in the middle of
the week. This enables par7cipants to experience the beauty of the Slovak High Tatras
mountain range and the magical atmosphere of the Belianska cave.

Ružbach´s Crater
A walk through the spa town was planned to help students to orient themselves in the local
environment and to recognise the beauty and character of the surroundings.
Skiing
• each par7cipant had ski accident insurance;
• a place of medical treatment (local medical centre for children and adolescents) was
agreed in advance in case of injury or illness;
• each par7cipant had to be equipped with skis, ski boots, poles, a helmet, gloves and ski
clothing;
• considera7on was given to the risks arising from the winter weather condi7ons:
adequate clothing - hat, gloves, ski clothes, winter boots with thick soles to avoid the
frostbite and hypothermia; facili7es available for drying clothes; sunburn and windburn
preven7on; con7ngency plans in case of lack of snow or extreme weather;
• the level of skill and experience of par7cipants was paramount when choosing the
loca7on;
• to eliminate injuries, it was important to ensure the following:
• skiing equipment was correctly put on and removed, independently or with the
assistance of an adult

• implemen7ng the “White Codex”
- load, ride, and unload the ligs safely, either independently or with the
assistance of an adult;
- ski or ride on appropriate trails and areas, control speed, and return to the
base area, either independently or with the assistance of adult;
- get off of the ski trail, independently or with the help of an adult, if he or she
falls down and get into the posi7on necessary to con7nue skiing or riding,
independently or with the help of an adult;
- braking on the slope;
- climbing and descending on foot;
- respect of signs and markings.
• ample rest 7me was allowed;
• first aiders were available; plans were in place to ensure swig medical treatment
and that parents were informed quickly.
Accommoda(on and facili(es
• teachers from each country were responsible for students in their group;
• students were familiar with the ‘rules’ of the accommoda7on and sports facili7es;
• ager 10 pm the building was locked and students secled in their rooms;
• swimming was allowed only under the supervision of a lifeguard.
Exclusion criteria
Due to the physical nature of skiing and requirements for basic co-ordina7on skills it was
necessary to select students with underlying ability to understand instruc7ons; imitate
others’ ac7ons; follow the white codex; co-ordinate movements and balance. It was also
important for students to have some level of fitness and strength and to be emo7onally
resilient enough to overcome feelings of homesickness.

Equipment
Student must have skis, ski boots, poles, a helmet, gloves and snow-proof clothes and must
be willing and able to wear and move using the equipment.

Age
The recommenda7on for this kind of ac7vity is that students are a minimum of 12 years old.
The host team was responsible for organising the ac7vity programme and ensuring that it ran
smoothly. Staffing was determined by each country individually according to the individual
needs of the students and the diversity of each group. Both of these aspects were discussed
during a planning mee7ng prior to the ac7vity week. All ac7vi7es were supervised; ac7vi7es

such as music sessions were delivered by a specialist music teacher. At the end of each day, staff
and students reflected on how well the ac7vi7es had gone.

Skiing lessons were led by a cer7fied instructor who is also a teacher; the specialist SEND
teachers from each country could then model the skills to their students, according to their
needs and learning style.

Outdoor Learning in Lithuania
Coastal activities, June 2019

Overview
This LTTA, in June 2019, featured coastal ac7vi7es in Lithuania. The sand dunes of the Curonian
Spit and renowned Bal7c Sea resorts, such as Nida and Palanga, acract many domes7c and
foreign visitors and oﬀer a variety of outdoor ac7vi7es for students with special educa7onal
needs. They develop students’ mul7func7onal knowledge, prac7cal competencies and motor
skills.

Kaunas Jonas Lauzikas School has over 25 years’ experience of organising summer outdoor weeks
for their students on the Bal7c Coast. These usually take place over 7 – 10 days in the summer,
between June and August to take advantage of warm weather and sea temperature.

The resort of Nida was chosen due to these factors:
• the unique environment of the Curonian Spit;
• the opportunity to provide a variety of ac7vi7es for students;
• accessibility;
• good weather condi7ons;
• well-developed infrastructure.
Intended outcomes
The ac7vity programme was carefully planned to develop students’ physical skills, conﬁdence and
emo7onal wellbeing whilst improving their knowledge and apprecia7on of the natural
environment. The intended outcomes were related to:
• Social integra(on of SEN students under supervision of their teachers using the natural
environment;
• Acquiring Mul7func7onal knowledge and prac7cal competencies through ac7vi7es such

as swimming in the sea, fishing, building with sand, finding and collec7ng amber and
beach games (Boccia, Horseshoes, Relay);
• Increasing self-awareness and self-esteem;
• Developing social and communica(on skills through teamwork, shared experiences and
spending 7me with people from different countries;
• Mo(va(on to par7cipate in sports;
• Courage and resilience when trying new things and adap7ng to a new environment.
The planning for the LTTA began 7 months before the arrival of students; in large part due to the
popularity of the resort and the need for accommoda7on for a large and diverse group. The
group leaders for each country also had to make the necessary travel arrangements for their
students (passports, travel insurance, permission from parents, travel bookings etc). There was
also discussion and agreement amongst the staff group about the sleeping arrangements.

Infrastructure
Accessibility:
• Nida is considered to be an accessible resort. Palanga Interna7onal Airport is 87km away;
Klaipeda Interna7onal Port is 50 km. There are larger airports in Kaunas and Vilnius;There
is a regular ferry service between the mainland and Curonian Spit.
Resort characteris7cs:
• Nida offers many op7ons for accommoda7on, services, beach ac7vi7es and equipment
rental;
• Nida is situated in the Neringa Na7onal Park on the Curonian Spit, a 98 km long, thin,
curved sand dune that separates the Curonian Lagoon from the Bal7c Sea. It is a UNESCO
World Heritage Site;
• Staff at the resort have experience with visitors from abroad.
Accommoda7on:
• Accommoda7on in Nida should be booked 6 months in advance to ensure maximum
choice and value for money. The op7ons range from budget guesthouses to luxury hotels;
• For this group, the Zuvedra guesthouse was chosen due to its size, loca7on, proximity to
local restaurants and overall cost. Bedrooms could accommodate between two and four
people; some rooms had an en suite bathroom and others used shared facili7es;
• There were refrigerators, electric kecles, cups and teaspoons in teachers’ rooms if
needed.
Meals:
• The nearby restaurant Senasis Uostas provided all of the meals for the LTTA; this was a 10
minute walk from the guesthouse. Packed lunches were provided when the group were
away from Nida on excursions;

• Tradi7onal Lithuanian food was served to help the group immerse themselves in the
local culture and cuisine. Some members of the group were able to order a meal of
their choice for an addi7onal cost; this was important due to their individual needs e.g.
Au7sm.
Facili7es:
• Nida is renowned for its unique natural environment so it was planned to spend as much
7me as possible outdoors. This was very important due to the limited facili7es with the
guesthouse;
• Arrangements were made with a local school, adjacent to the guesthouse, to use some
of their facili7es for sports, games and group ac7vi7es.
Coastal equipment:
• The host team provided equipment for sports and games (Boccia, Horseshoes, Relay etc),
fishing, fish smoking; beach mats and sun umbrellas; and a First Aid kit;
• A packing list of suggested clothing and other items was provided for each student.

Staff:
• A number of teachers within the overall team were qualified lifeguards;
• Teachers from each country adapted the programme of ac7vi7es according to the
individual needs of their students.
Ac(vi(es
All ac7vi7es were carefully planned to give students with SEND a memorable experience of
experience of visi7ng the Curonian Spit and Bal7c Coast. These included ac7vi7es in sea and
lagoon water, on the sand and sand dunes, amber and coastal nature and learning about fish

and migra7ng birds. The programme included visits to a Bird Ringing Sta7on, Dolphinarium, Sea
Museum, Amber Museum and Witches’ Hill. In addi7on, there were ac7vi7es which focused on
developing social, emo7onal, communica7on and problem solving skills. Each country
presented tradi7onal games, songs and dances in the evening.
Swimming in the Bal7c Sea was students’ favourite ac7vity despite cool sea temperatures. This
was enjoyed by the majority of students, regardless of their needs.
Building sand castles is possible on the Bal7c Sea coast because of the unique sand and each
team created a unique design. This allowed students to express their crea7vity, work as a team
and improve their social and co-opera7on skills. Each team received an award for the most
realis7c, tallest, biggest or most beau7ful sand castle.

Collec(ng amber is very popular in Nida. Amber is fossilised tree resin known for its colour and
natural beauty and it is widely used for decora7ve objects and jewellery and as a healing agent
in folk medicine. Most visitors look for amber on the beach; it is washed up by the 7de ager
storms or in certain periods when underwater sea streams flow up the beach. Unfortunately
we did no experience either of these during the LTTA so staff bought pieces of amber for
students to collect, using their cogni7ve and fine motor skills. Each country took some of the
amber home as a souvenir.

Beach games were included to challenge students’ physical abili7es and take advantage of the
water and sun. Students also used teamwork and social skills.

Fishing took place in the Curonian Lagoon using flexible fishing rods. A licence is required to
fish in this loca7on. All fishing equipment was prepared beforehand by the Lithuanian team:
fishing rods, hooks and bait. The fish caught were all small and were returned to the water.
Students had to use concentra7on and pa7ence in this ac7vity and experienced sa7sfac7on
and confidence when they were successful.
The fish smoking ac7vity showed students the process of how their food was prepared.
Specialist smoking equipment was used and permission was gained from the local Fire
Department to set a fire. The cooked fish was enjoyed by many of the group!

An excursion by boat to Ventės Ragas Ornithology Sta7on was a new experience to many
students. It gave everybody an adventure of travelling by water and the challenge of sea
sickness for some.
There were many opportuni7es for walking due to the distance between the resort facili7es
and the beach and sand dunes. Witches’ Hill and the Ornithology Sta7on also required
walking.
Morning exercises are a tradi7onal part of our summer camps and helped to raise students’
awareness of healthy lifestyles. Each morning students were led through a series of physical
ac7vi7es by a teacher from the host team;

Tower building was a group ac7vity organised by the German team required specially made
wooden blocks and a rope with a hook hanging from it, controlled by mul7ple strings. This
ac7vity required teamwork and coopera7on and use of cogni7ve skills and concentra7on.
Social evenings (games, songs and dances) organised by each country provided the
opportunity to spend 7me as a group and have fun, whilst learning more about tradi7ons and
cultures.

Sightseeing (excursion in Nida, Ornithology Sta7on, Sea Museum, Dolphinarium, Amber
Museum) was an important ac7vity which familiarised students with the natural surroundings
of Curonian Spit. The tour of Nida helped students to understand where their accommoda7on,
meals and beach ac7vi7es were located in rela7on to each other. The Ornithology Sta7on, Sea
Museum and Dolphinarium introduced students to the species na7ve to the region. The
Amber Museum taught students about collec7ng amber on the beach.
All ac7vi7es were planned according the needs of par7cipa7ng students, par7cularly those
with Au7sm who required prepara7on for what to expect during the programme. Indoor
ac7vi7es were planned between 1pm and 3pm in the agernoon due to the strength of the sun.

• Every par7cipant had to have travel insurance to provide access to free health care if
required;
• Teachers from each country could provide first aid to their students and inform parents
of any issues. There was a medical centre in Nida in case of emergency;
• To mi7gate the risk of heatstroke and sunburn umbrellas, sun cream and sun hats were
essen7al. Indoor ac7vi7es were planned when the sun was strongest;
• All par7cipants had a reusable water bocle and there was ample drinking water
available in the guesthouse;
• Teachers from each country supervised their students during swimming ac7vi7es and
there were qualified lifeguards on the staff team as well as beach lifeguards. Some staff
remained on the beach with students who did not want to par7cipate in swimming. The
local ‘flag’ system, indica7ng swimming condi7ons was also used;
• Travelling by boat presented the risk of sea sickness; this was mi7gated by liaising with
parents and medica7on, in some cases. The boat was equipped with life jackets;
• Fishing took place under supervision of teachers to ensure no one fell into the water of
the Curonian Lagoon and that par7cipants too care using fishing hooks;
• The fire for fish smoking was under permission from the local Fire Sta7on, due to the risk
of forest fire. This permission was granted based on the day, 7me, loca7on and weather
condi7ons. Students were supervised when in close proximity to the fire to ensure there
were no injuries.
The outdoor ac7vi7es, simple accommoda7on condi7ons and new environment of the
Curonian Spit required careful considera7on and selec7on of students. Basic selec7on criteria
to assure the wellbeing and safety of each student were:
• Physical health to par7cipate in ac7vity programme;
• Necessary documents (passport) and parent permission;
• Behaviour and ability to mix with other students.

• The majority of the ac7vi7es were organised by the host team;
• Teachers from each country supervised their students and organised an evening of
ac7vi7es and games;
• Each country provided the number of teachers required to supervise students and this
was discussed and agreed in a planning mee7ng prior to the LTTA;
• Both male and female teachers were included in each team to ensure adequate
supervision and support for students;
• There were teachers’ mee7ngs every night ager students has gone to sleep to reflect on
the day’s ac7vi7es and discuss the following day’s programme.

Appendix 1
Rock Climbing for people with SEND: Technical information
Legal Requirements
Qualifica(ons
A person responsible for leading or performing outdoor rock climbing with students as part of a
planned school ac7vity must be qualified through comple7ng an appropriate educa7on
programme, either as ”Trainer C Breitensport des DAV“ in Germany or a comparable
programme through a corresponding organisa7on for instructor educa7on.
Physical requirements for Climbing
All par7cipants should be able to reach the climbing site on foot using the normal access paths
and without significant assistance from an accompanying person.
Selec(on of Climbing Areas and Routes
• Climbing areas will only be considered for this ac7vity if they have a sufficiently large and
rela7vely flat area at the foot of the climb that can be readily viewed by the responsible
par7es;
• The climbing area should have an angle of at least 20 degrees from ver7cal, and have
hand and footholds that are large and easily recognised. Climbing areas having smaller
steep stretches, rather than one longer steep face, are preferred to minimise any
possible anxiety from a climber viewing a long drop;
• The en7re length of the climbing route must be visible from the ground;
• At the beginning the length of the route should be no more than 5 to 10 metres so that
the students can gradually get used to the height and exposure;
• Increases in the steepness and length of routes must be chosen to match the capabili7es
of the individual student. Students should be challenged, without demanding too much.
At the end of the climb
Students with no previous experience in roped climbing should first be on routes where they
can walk back to the base of the climb, rather than being lowered on the rope. Students should
unrope at a safe distance from the cliff edge. The student should always be accompanied on
the descent and, if necessary, belayed.
Safety
In the vicinity of the climbing route:
• Trees should be carefully checked for rocen, dead or low hanging branches. If the
hazards cannot be removed, or if they cannot be closed off and avoided, then another

climbing area must be selected. The risk of par7cipants being injured by falling
branches should be as low as possible;
· As a fundamental principle, being in the woods during high winds is too dangerous;
· Similarly, being on higher crags during a thunderstorm must be avoided;
· Steep areas with a fall hazard near where students gather can be closed off with a
spare climbing rope. Extra staff are necessary to monitor the students in these areas;
· Students who are not climbing must maintain a safe distance from the climbing routes
to avoid being struck by falling rocks. The distance from the route should be at least 2
to 5 meters;
· All par7cipants and staff must wear climbing helmets, even when they are not
climbing or belaying.

Climbing Rules
As a fundamental principle, all climbing will have a toprope belay. All belay and rappel anchors
will be redundant, with two or more separate points acached to the rock. Only belay devices
that provide enhanced braking will be used; examples include the Mammut Smart, Edelrid
Mega Jul, and Petzl Grigri. The students will be belayed by properly trained and experienced
personnel.
Par7ally trained assistants may belay only with immediate supervision and with backup.
Students may only belay when they have acquired the necessary skills, trained according to
regula7ons, and sa7sfactorily demonstrated their capabili7es. They will then be backed up by
a qualified person. The climbing route should be as close to a straight line as possible, without
traverses, and directly below the anchors. In the event the student falls or needs to take
tension, having the climber directly below the anchor will avoid a pendulum swing, which
could lead to injury.

Group size
A group up to a maximum of 6 students will require 5 to 6 assistants if, at most, two routes are
climbed at the same 7me. Two assistants will belay; one will be in charge at the base of the
climb; one take care of the students at the end of the route, if they are not being lowered off;
and one experienced climber will accompany the climbing students. The maximum group size,
both students and assistants, will be 12 people.
Methods
Independent climbing / self-confidence
The most important goal is for the students to overcome the challenge of climbing on their
own ini7a7ve and by their independent ac7on. They should decide on their own when to
climb, how ogen, which routes, how high, if they want to turn back, etc. Advice should be
offered only sparingly.
Ac(ve accompaniment
In order to give students becer support than verbal advice from the ground, they can be
ac7vely accompanied. Only an experienced, calm, restrained and competent climber should

undertake this task. The accompanying climber should be cau7ous, not urging but offering
offering solu7ons, impar7ng safe procedures, and direct their acen7on. The accompanying
climber is protected by a sling acached to the belay line by a locking carabiner above the
climber.
Zone model (Comfort/Challenge/Stress and Panic)
The student’s climbing experience should be in the range between comfort zone and challenge
zone. Each student requires enough 7me to process the experience. Each student will
determine how much is enough. That could be a few metres, or an en7re route.

Lowering off
Low angle routes and routes with ledges are not well suited for the student to learn the
procedure for being lowered down. Inexperienced or anxious students tend to stand
anywhere they are comfortable, and it can be hard to convince them to put their weight on the
rope again. The process of pu{ng one’s weight on the harness and rope is a cri7cal moment,
and without experience can cause considerable anxiety. The leadership team should carefully
consider which par7cipants are good candidates for learning this skill, and how much 7me is
available to teach them. The team should avoid situa7ons requiring endless repe77ons.
As soon as the student has climbed a metre or two, ask him to sit in the harness as if on a
chair, and at the same 7me pull the belay rope 7ght. The student should posi7on his feet at
about hip height on the rock. The student should keep only one hand on the rope, with the
other hand free to catch himself if he 7lts to the side.
Steeper walls are becer suited to lowering off students, but lower angle walls are more
suitable for beginners. It may be desirable to keep beginners on climbs where they can walk
down and do not need to be lowered. During lowering off the student may be assisted by an
accompanying climber. Using a sling and carabiner to connect the student and instructor, they
can be lowered off together; this method provides the student with an example of how to
move and balance his body. The instructor can also rappel on a separate rope set up close to
the student’s rope. That is an advantage because the student’s experience is not complicated
by having the weight of the instructor on the same rope. The instructor’s rappel setup should
have a locking func7on to allow having both hands free.
Equipment
As a fundamental principle, all climbing equipment must meet European Norms (EN). Even
greater security is provided by mee7ng UIAA standards. The manufacturers’
recommenda7ons as to service life must be followed. The following items will be required:
• Climbing helmets with adjustable size, in a variety of base sizes;
• Climbing harnesses in a range of the needed sizes;
• Belay devices, including brake boosters and those with assisted braking such as the
Grigri;

• Via ferrata set, also called lanyard; for people under 40 kg only use equipment approved
under new standards;
• Climbing rope; single rope, dynamic; Sta7c rope (for defining boundaries of areas and
for via ferrata);
• Locking carabiner, preferably with ball-lock system;
• Climbing protec7on gear, including stoppers and Friends;
• Webbing slings, 60, 120 and 240 cm;
• Rappelling equipment for climbing instructors;
• Climbing shoes in a range of sizes; many students prefer running or sport shoes; because
they find climbing shoes uncomfortably 7ght;
• Rope sack;
• Rucksacks to transport the equipment.
Building a Via Ferrata
As the high point of this climbing experience, the students chose to climb the Kamelfelsen.
From the summit, all of them were lowered down the par7ally overhanging wall to the base of
the cliff.
The route we chose was the Alter Weg, which has a difficulty of UIAA 2-. The students were
belayed on toprope to the flat area in front of the chockstone, and then went to the summit by
a via ferrata.
To reach the flat area by the chockstone the route goes up 6 to 10 meters of low angle face,
followed by a ver7cal chimney. Any ver7cal sec7on of a climbing route is not appropriate for
via ferrata because in the event of a fall the climber would drop to the next anchor point,
which would present too much danger of injury. From the flat area by the chockstone the
route is mostly a traverse, with licle eleva7on gain and therefore a long fall is not possible.
The via ferrata leads to the summit ledge, and then to the summit block of the Kamel. From
the summit ledge there is a wonderful view over the Weserbergland and it is a great place for
a picnic, and to prepare for lowering the students down individually.
The via ferrata was constructed using a sta7c rope, which has less stretch under body weight
than a dynamic climbing rope. Using their via ferrata lanyards, the students could hang on the
rope without dropping much when their weight comes on the rope. The via ferrata sta7c rope
was acached to a locking carabiner at the anchor points by a clove hitch, which made it
possible to take up tension. The sta7c rope should be as 7ght as possible from one anchor
point to another.
At each anchor point the student must first unclip one carabiner and clip it in on the far side of
the anchor, and then do the same with the other carabiner. It is cri7cal to do this one at a 7me;
if both carabiners are unclipped at the same 7me there is danger of a groundfall! Therefore,
the students must be ac7vely accompanied.

The ﬂat area, with the chockstone behind it. Belay to here on
toprope. The via ferrata begins here; each student gets a via
ferrata set and clips in the carabiner on both lanyards. The sta7c line is 7ght above and
below, oﬀering good protec7on on
both sides.
Suitable anchor possibili7es that are
distant from the via ferrata rope may be
reached with longer slings, or with
mul7ple slings.
The sta7c rope is anchored to a ring
that was already in place using a
locking carabiner and clove hitch.

The sta7c rope is anchored to a
stopper, extended with a webbing sling.
The sta7c rope is anchored to a sling on a
horn.
The end of the sta7c rope is acached to
an anchor.
A stance and res7ng place on the summit
area prepared with slings for the students
to clip into.

Ac7ve accompaniment during lowering
oﬀ.
Lowering oﬀ is done using a Munter hitch
at an anchor and using a separate bolt
anchor (not shown) to change the
direc7on of the rope.
Student with ac7ve accompaniment at the
summit block

Suitable Climbing Areas on the Lüerdisser and Scharfoldendorfer Cliffs
Zwilling: Southeast side and the leg side toward the mountain; only possible with lowering
off
Northwest Buchenschluchuels: From the Nordwest-Riss (Northwest crack) to the Schöne
Wand; only possible with lowering off
Wilhelm-Raabe-Klippe: Schmale Wand; only possible with lowering off
Pilzstein: leg valley side to the Großen Band; exit and return on foot is possible in some areas
Teufelstrichter: Micelweg and Südwand; Wall height 25 to 20 Meter; difficulty UIAA 4 to 4+;
only possible with lowering off
Hexenkanzel: From the Linker to the Rechter-Riss; wall height 25 Meter; large steps on the
exit route; exit and return on foot is possible in some areas
Probierstein: Wall height 8 Meter; in the area from the Verschneidung (dihedral) to the Ratz
and Rübe; exit and return on foot is possible; good beginner climb
Steinbruchriffe: Gestuge Rippe, becer with exit and return on foot, since there are steps in
the descent. The leg area of the wall can be done with lowering off. On the Dreieckswand,
Nebenkante und Nebenkanten-Wand exit and return on foot is possible; good beginner climb
Steinbruchriffe-Turm: Southeast side; only possible with lowering off
Teufelsküche: Südwest-Kante, Miclerer Fels Südost-Kante; only possible with lowering off

Acknowledgements
This wri7ng of this guide would not have been possible without detailed contribu7ons
from the following people:
Heinrich Kielhorn Schule, Hameln: all students and staﬀ, in par7cular Anke Hausocer,
Marion Finke, Chris7an von der Embse, Birute von Below, Karsten Graf, Johannes Fischer
and Stefan Runde. In addi7on the DAV Hameln (Alpine Club)
Catcote Academy, Hartlepool: Emma Straker, Paul Sowerby, Alan Pounder, Lisa Richardson
and David Kitson and their amazing students
Sùkromná Spojená Škola, Presov: Maria Strakova, Marek Straka and Eva Turáková
Kaunas Jonas Laužikas Mokykla, Kaunas: Salomeja Ratkeviciene (Director), Raminta
Kruopyte (project coordinator), Daiva Krutejeviene, Deividas Milaknis, Nijole Milakniene,
Loreta Vasiliauskiene, Vaida Budginaite (ICT specialist).
This guide is dedicated to the memory of Alan Chapman,
Headteacher of Catcote Academy. Alan devoted his life to
ensuring that children and young people with SEND had
every opportunity possible to par7cipate and thrive. His
passion and commitment ensured that people with
addi7onal needs have a voice and are able to live
meaningful and produc7ve lives.

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