Calderglen High School's S3 JMA canoe residential
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The document summarizes a canoe trip taken by S3 students at Calderglen High School as part of a John Muir Award masterclass. Key aspects of the trip included developing life skills, outdoor interests and skills, vocational benefits, and providing an externally recognized qualification at low cost. The trip helped students gain confidence, form lasting friendships, become more engaged at school, and take on leadership roles including becoming prefects. Teachers observed students working better as a team and being more focused in their studies after participating.
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Residentials with families are a relatively new concept and one that Learning Away was keen to explore. Two of the Learning Away school partnerships – the South Hetton and SMILE Trust partnerships – embraced the idea, carrying it out in diverse and challenging ways.
This slideshow was made by Louise Kelly*, one of the first participants in the SMILE Trust family residentials, to describe her experience. It is part of a suite of resources including filmed interviews with staff, case studies (some written by the participating families themselves) and strategic planning tools to help schools decide whether organising family residentials could address identified issues in your school. Visit learningaway.org.uk/resources for more information.
* Names have been changed
Why brilliant residentials?
So what is it about the residential that uniquely builds this lasting and impactful sense of community? And how does this experience translate into short, medium, and long-term outcomes for students?
Learning Away has developed a diagram, setting out our theory about the changes that happen to learning through brilliant residential experiences. Find out more: www.learningaway.org.uk
Visual timetable developed by a student
Residentials present a unique set of challenges for special schools, but these need not be seen as barriers to taking young people on overnight trips. A group of schools participating in Learning Away have developed a suite of resources to show how they planned, delivered and evaluated brilliant residentials. Find out more at www.learningaway.org.uk/resources/special-needs
Visual timetables enable students to express their preferences for activities, meals and friendship groups and proved to be a great success. This visual timetable was developed by a student at Sanderson High School.
Bulwell EAZ Learning Away Planner (theory of change)
This document outlines the planning for a residential camp program involving two schools. The program aims to build confidence and teamwork skills in students. It will involve outdoor activities, problem-solving tasks, and an overnight stay at a secure campsite with indoor facilities. Evaluations will assess whether students have improved skills in areas like independent learning, risk-taking, and working with others from different schools. The goal is that students will become more confident learners and community cohesion will increase between the schools.
Canterbury High Schools Learning Away Planner (theory of change)
This document outlines the planning for a learning away programme to help a significant cohort of students at risk of not achieving a level 2 threshold by the end of year 11. The plan is to book Carrotty Wood for its size, cost, and variety of activities. Staff from various departments will be involved and funding will be identified. Hard to reach students will be targeted to participate and their families will be engaged. The programme aims to get students learning outside the classroom more through further residentials. Impact will be evaluated through pre-and post-tests, predicted and actual GCSE grades, coursework, and student/staff surveys.
Transition beads in action: recognising transition skills
For their Learning Away programme, the Walney partnership schools use the Critical Skills approach to tackle KS2 – 3 transition issues through the vehicle of action research; students and teachers are co-researchers, examining the quality of transition together. The schools developed a number of resources to enable young people to personalise their experiences at camp, and to subsequently use their experiences to help plan the camp for the following year’s Year 6 students. This slideshow shows the bead system in action - a co-constructed system to record children's skill development over the camp and leave them with something to remind them about what they had achieved. You can find more information, resources and tools about co-constructing residential experiences with children and young people on the Learning Away website: http://learningaway.org.uk/resources/
Case Study Walney Transition Residential
Two primary schools arrived at an outdoor camping site attached to one of the schools to take part in a two-day residential program. The students set up tents with companions of their choosing and participated in teambuilding activities like rock climbing. Transition skills that would help with moving to secondary school were discussed, and beads were awarded when students demonstrated these skills. Activities continued over the two days, and on the final day students evaluated their experiences, discussing which activities helped them feel more confident about transitioning to secondary school. The program aimed to help primary students develop skills and relationships to support their upcoming move to secondary education.
Curriculum integration: the Canterbury team considers academic progress
This document analyzes the outcomes of a residential camp held at Hampton Court Palace in 2012 aimed at inspiring students and increasing attainment in subjects like math, English, science, drama, history, PE and design technology. Assessment results showed significant improvements in all subjects, with math scores increasing by 11-41% and over 75% of students achieving or exceeding their English targets. Students reported that being in the historic environment of the palace provided inspiration and motivation that helped them learn and concentrate more than they do in a typical school setting. The partnership between the school and Hampton Court Palace was deemed an educational success and one that will continue in the future.
Lower-cost residentials: activity ideas suggested by the Bulwell and Walney s...
The Walney and Buwell partnerships of schools share their ideas for low-cost, curriculum-integrated activities in this illustrated slide show. This slide show is part of a suite of resources written by the Learning Away community of schools, and designed to support more schools in the UK and beyond to offer more, high quality residential experiences for their students. Find out more at learningaway.org.uk
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Winter residentials campaign - communications launch in London 18/09/17
Winter residentials campaign - communications launch in London 18/09/17
OEAP Brilliant Residentials slides - 6 October 2016
OEAP Brilliant Residentials slides - 6 October 2016
Camping residential programmes - a low cost alternative (South Hetton Learnin...
Camping residential programmes - a low cost alternative (South Hetton Learnin...
Learning Away case study KS1-2 transition Walney partnership
Learning Away case study KS1-2 transition Walney partnership
Developing a school-led Learning Away camping residential
Developing a school-led Learning Away camping residential
Family residentials: 'My residential' by Louise Kelly
Family residentials: 'My residential' by Louise Kelly
Bulwell EAZ Learning Away Planner (theory of change)
Bulwell EAZ Learning Away Planner (theory of change)
Canterbury High Schools Learning Away Planner (theory of change)
Canterbury High Schools Learning Away Planner (theory of change)
Transition beads in action: recognising transition skills
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Curriculum integration: the Canterbury team considers academic progress
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Lower-cost residentials: activity ideas suggested by the Bulwell and Walney s...
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