P4–P7 Curriculum for Excellence

Island Survival

Exploration and discovery on the Isle of Great Cumbrae. Children will be immersed in island life, unearthing the historical secrets of the Island, investigating living things, whilst working together to overcome team challenges and enjoying a residential experience that develops their health and wellbeing. All teaching content matches Curriculum for Excellence requirements.

P4–P7: Island Survival

EXAMPLE COURSE LENGTH 5 Days (4 nights with 12 teaching sessions)

EXAMPLE COURSE TIMETABLE DAY

MORNING

AFTERNOON

EVENING

DAY 1

Arrive midday

Castaway Team Building

Orienteering

Met by tutor in Largs, introduction to the local area.

Can your team work together to complete challenges such as crossing the sinking sand, taming the magic cane or transporting goods between the islands?

Navigate your way around the grounds, learning about the Island, past and present (and tiring everyone out before a good night’s sleep!)

Welcome and outline of the course Allocation of wellies/waterproofs.

DAY 2

Planet Earth - Biodiversity, Interdepence and Inheritance: Rocky Shore Survival

What Wanders at Night?

Explore a whole new underwater world and discover life under the sea! Children will delve into the fascinating world of algae and animals, discovering their adaptations and lifecycles. They will be encouraged to discover, explore and experience habitats and to develop curiosity by asking their own questions. Investigations will take place on the rocky shore, in our aquarium, and using microscopes in the laboratory.

Investigation into the nocturnal inhabitants of the Island.

DAY 3

People, Past Events and Societies: Hidden Histories

People, Place and Environment: Tourist Town

Star Gazing

What was island life like in the past? Enter a world of Vikings, shipwrecks, smugglers and pirates and discover the varied past of the Isle of Great Cumbrae. Investigating Scottish historical themes and exploring how sustainable previous ways of living were (for example comparing a Viking meal with their own) and discovering how past individuals and events have shaped today’s society.

How does Millport compare with your local town? Thinking geographically children will explore, ask and use innovative ways to answer their own geographical questions such as: why is Millport here? What physical processes have shaped the landscape here? How sustainable is Millport? How is it connected to my place? Why is it like this? Leading on from Hidden Histories children will contrast past societies with Millport today.

Amazing Adventure

People, Place and Environment: Exploring Energy

DAY 4

DAY 5

An opportunity to journey over or around the Island in a new and adventurous way! Take the hilltop challenge or cycle the Island, or harness the power of the waves kayaking or sailing.

Sharing Experiences

Where does our energy come from? How long will it last? What energy should we be using in the future? From the eastern shore of the Island we can observe several forms of energy production and evaluate the use and impact of each of them. We will explore a variety of forms of fire lighting in preparation for this evening’s activity.

Discover the cosmic night sky away from the busyness and brightness of everyday life. Identify some constellations that travellers have used to aid navigation for over a millennia and explore our place within the solar system.

Campfire Before gathering to share our experiences of the week.

Depart at midday.

Share your experiences of the island through media such as a poem, play, story, or poster. After a short period for preparation (in small groups) children present their chosen way of ‘sharing’ their experiences on the Island.

Please note: to ensure safe and quality learning experiences for children, the timetable may alter depending on weather conditions and local factors at centres.

Please see details of the full day and half day session options below.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Curriculum for Excellence and Teaching

Teaching Teaching content matches the requirements of Curriculum for Excellence, encouraging curiosity by allowing children to direct their own learning, form their own questions to be answered and take ownership over their own learning experience. Throughout the week hands on discovery and enquiry learning ensures that children are involved all of the time, enhancing their opportunities to learn whilst having fun. Energetic and engaging activities delivered through a variety of styles, including Assessment is for Learning techniques, provide accessibility to all children and enable achievement, development and enjoyment.

Learning will take place outdoors, uniting subject areas and encouraging themes across learning such as learning for sustainability, and connect ‘responsibility for all’ areas such as literacy, numeracy, health and wellbeing. Over the course of the week the following experiences and outcomes are covered in addition to those outlined in each session: Health and wellbeing HWB 2-05a, 2-11a, 2-12a, 2-13a, 2-14a, 2-16a Listening, talking and writing (including John Muir diaries) LIT 2-07a, 2-10a, 2-09a, 2-21a, 2-22a, 2-23a, 2-24a Expressive arts EXA 2-01a Social studies SOC 2-08a, SOC 2-14a Numeracy MNU 2-01a, 2-03a, 2-09a, 2-10a, 2-10b, 20-11b, 2-20a, 2-20b, 2-22a Technologies TCH 2-02a, 2-02b,2-04a, 2-04b

Successful learners

Taking part in cross-curricular activities which engage a variety of learning styles and give students ownership over their own learning, independently and in group settings.

Responsible citizens

Developing their understanding of the world and Scotland’s place in it. Having a positive impact on the environment, evaluating technological, environmental and scientific issues.

Confident individuals

Effective contributors

Achieving success in a variety of areas of study; assessing and taking managed risks in unfamiliar settings; relating to others and themselves; forming and expressing their own opinions on a range of topics. Working in teams, communicating in different ways in different settings, developing initiative and taking the lead when appropriate.

John Muir Completion of the course will lead to eligibility for The John Muir Award, an environmental award scheme which takes place in wild places. It encourages awareness and responsibility for the natural environment, in a spirit of fun, adventure and exploration. Discover a wild place, explore its wildness, conserve - take personal responsibility and share your experiences. Children will be given John Muir Diaries and have the opportunity to reflect on their experiences each day.

Arrival On arrival our experienced field teacher will meet your group on the mainland in Largs, and lead a short session in which children will locate themselves on a map, make observations about the surrounding area linking it to places further afield. This map will provide the basis for the ‘Island Survival’ course theme, as we discover how early settlers became established, identify edible things on the sea shore, try starlit navigation and more. We will then accompany you on the short 8 minute ferry ride to the Island whilst setting the scene for the rest of the week. Please see the full day and half day session options below with which you can make up your course. Please contact us to discuss your requirements if you would like to cover additional topics. Tel: 01475 530581 [email protected]

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Planet Earth – Biodiversity, Interdependence and Inheritance: Rocky Shore Survival (Full Day Session) Outline Explore a whole new underwater world and discover life under the sea! Children will delve into the fascinating world of algae and animals, discovering their adaptations and lifecycles. They will be encouraged to discover, explore and experience habitats and to develop curiosity by asking their own questions. Investigations will take place on the rocky shore, in our aquarium, and using microscopes in the laboratory.

Experiences and Outcomes All children will: l l l l l l l l l l

Describe some animal adaptations. Identify and name some animals they have collected. Classify living organisms into groups. Recognise the similarities and differences of living things. Recognise an animal lifecycle. Recognise that invertebrates and vertebrates are different. Become familiar with energy flow within an ecosystem. Use a microscope to observe organisms not visible to the naked eye. Discover sub-tidal creatures in the aquarium. Contribute positively to the cleanliness of the ecosystem.

Most children will:

Recognise animal similarities and differences. Identify and name a range of animals using identification keys. l Explain the term ‘biodiversity’. l Draw organisms at different stages of their lifecycle. l Describe the interaction between plants and animals within an ecosystem. l l

Some children will:

Explain how animals’ similarities and differences affect their classification. l Suggest reasons for the distribution of the living things they find. l Explain the possible impacts on biodiversity. l Describe animal lifecycles. l



Curriculum for Excellence topic links: I can identify and classify examples of living things, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. (SCN 2-01a) I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. (SCN 2-02a) By investigating the lifecycles of plants and animals I can recognise the different stages of their development. (SCN 2-14a)

Learning Opportunities Learning will take place on our local rocky shore, next to the Centre, which showcases Scottish marine invertebrates. The day will allow children to explore the habitat through exciting activities and games focusing on identification, classification, biodiversity, energy flow and food webs. The adaptations of animals and plants will be discovered and simple abundance recordings will be taken. Children will be introduced to the edible inhabitants of the sea shore and consider how they are used in everyday items such as cosmetics and fertilisers. There will be an opportunity for children to use a variety of microscopes, including a Scanning Electron Microscope to get a close look at the microscopic creatures at different stages of their lifecycle. A visit to the Centre’s aquarium to observe sub-tidal creatures will complement the discoveries made on the rocky shore, and offers shelter in the event of occasional wild weather. Children will also experience elements of Curriculum for Excellence inquiry and investigative skills including asking questions, gathering and recording data, being aware of hazards and taking ownership of managing risk, presenting data and reporting on findings. Children will contribute positively to the cleanliness of the habitat by helping gather, remove and recycle plastics found washed up on the sea shore.

John Muir Conservation of a wild place: Before carrying out a beach clean we will have a look at possible impacts of plastic in marine ecosystems, such as ingestion, entanglement and the transportation of alien species. By removing and sensibly disposing of plastic, children are making a long term positive contribution to the local ecosystem, and preventing the plastic from being washed out to sea and impacting on another location.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Amazing Adventure (Full Day or Half Day Session)

Outline Children have an opportunity to journey through, up or around the Isle of Great Cumbrae in a truly new and adventurous way! Which challenging journey will you undertake?

Hilltop challenge

Children enjoy a breathtaking view from the highest spot on the Island, completing challenges along the way which will encourage exploration and further develop their understanding of the natural world.

Island by bike

After an introduction to safe cycling we will set off on our circumnavigation of Great Cumbrae, stopping along the way to take in the spectacular scenery and spot some local wildlife (birds, seals, porpoise and dolphins are all possibilities).

Water sports (provided by sportscotland National Centre)

Take to the water, harnessing the energy of the waves to get a different perspective of the Island. Windsurfing is an exhilarating and addictive sport, guaranteed to provide thrills on the water. Powered by wind, it’s possible to blast yourself effortlessly across the water at speed or express yourself as you throw your board into freestyle manoeuvres. An opportunity to try windsurfing using modern, stable boards. The day will be wet, fun and exhilarating. Kayaking is a rewarding activity and the Centre can equip you with the skills to get you started for sea or river kayaking. Our instructors teach to a very high standard and are happy to deliver tailored sessions. Enjoy a wet and exhilarating day being introduced to the varied possibilities of canoeing and kayaking, trying out a variety of boats and learning some fundamental skills. Dinghy sailing: Try this exciting sport with our experienced instructors. These optional extra activities are available as full day for £40, half day £25. A full day could include two different water based activities.

Experiences and Outcomes All children will: l l l l l

Develop communication and collaboration. Share a new experience. Challenge themselves physically and mentally. Have a positive experience. Be able to reflect and evaluate on their experiences and recognise their achievements and success.

Most children will:

Take responsibility for each other and equipment. Make decisions and choose to challenge themselves further.

l l

Some children will:

Take on a leadership role within the group.

l

Curriculum for Excellence topic links: Health and wellbeing HWB 2-05a, 2-11a, 2-12a, 2-13a, 2-14a, 2-16a Social studies SOC 2-08a, SOC 2-14a

John Muir Exploring a wild place through a different form of transport will give children a new perspective on their journey.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Castaway Team Building (Half Day Session)

Outline Can your team work together to complete challenges such as crossing the sinking sand, taming the magic cane or trading goods around the Scottish Islands? Children will be introduced to qualities that the ‘perfect team member’ might have before taking part in a variety of challenges to test and hone their communication, cooperation and consideration skills. Teams will reflect upon and review their performance with the assistance of staff, developing and improving their skills throughout the tasks. Challenges include a range of icebreakers, problem solving games, and brain teasers with particular emphasis placed on communication and cooperation, self awareness, trust, empathy, support and sharing. Activities are tailored to meet individual group needs and are suited to a wide variety of learning styles.

Experiences and Outcomes All children will:

Identify and apply behaviours and processes that promote social wellbeing and positive relationships such as communication, collaboration and support. l Develop an awareness of the benefits of being able to work with others. l Regonise their feelings and reactions change depending on what is happening around them. l Recognise factors influencing success. l



Most children will:

Develop an awareness of the concept that the skills of social wellbeing are transferable to many areas of everyday life. l Be aware of positive relationships and their impact on others. l Recognise each individual has a unique blend of abilities. l Evaluate and compare performance in team challenges. l



Some children will:

Develop the ability to review group performance objectively and alter plans accordingly. l Understand their own behaviour and that the way others behave is shaped by feelings and reactions of themselves and others. l





Curriculum for Excellence topic links: Health and wellbeing: Mental and emotional wellbeing: I am aware of and able to express my feelings. (HWB 2-01a) I understand my feelings and reactions can change depending on what’s happening around me, helping me to understand my own behaviour and the way others behave. (HWB 2-04a) I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. (HWB2-05a) Social wellbeing: I value the opportunities I am given to make friends and be part of a group in a range of situations. (HWB 2-14a)

John Muir All activities take place around FSC Millport grounds. They will be part of the John Muir Award ‘Discover’ and ‘Explore’ sections and develop children’s awareness of the qualities and attributes John Muir had as an explorer that made him a special figure in Scottish and world history.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival People, Past Events and Societies: Hidden Histories (Half Day Session)

Outline What was island life like in the past? Enter a world of Vikings, shipwrecks, smugglers and pirates and discover the varied past of the Isle of Great Cumbrae. This session provides children with an opportunity to understand and critically evaluate past events, and to place them in a worldwide context. They will do this by investigating Scottish historical themes and exploring how sustainable previous ways of living were (for example comparing a Viking meal with their own) and discover how past individuals and events have shaped today’s society.

Experiences and Outcomes All children will:

Investigate and gain knowledge of aspects of local Scottish history. l Recognise how past events or the actions of individuals or groups have shaped Scottish society. l Gain an understanding of historical concepts. l Know and understand stories of the British Isles and its people. l Identify cause and consequence of events. l Identify challenges affecting people and places. l Investigate floating and sinking objects in water. l

Most children will:

Place local events in the context of worldwide events and chronology. l Describe and contrast a society in the past with island life today. l Discuss the differences and similarities of a society in the past with today’s. l Recognise the impact people from beyond Scotland have had on the life and culture of Scotland. l

Some children will:

Frame historically valid questions. Explain the differences between the lifestyles, values and attitudes of people in the past. l Analyse events and make connections to other historical occurrences. l Explain why a group of people from beyond Scotland settled here in the past. l l

Curriculum for Excellence topic links: I can use primary and secondary sources to selectively research events in the past. (SOC 2-01a) I can interpret historical evidence from a range of periods to help build a picture of Scotland’s heritage and my sense of chronology. (SOC 2-02a) Investigate a Scottish historical theme to discover how past events, individuals or groups have shaped Scottish society. (SOC 2-03a) I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. (SOC 2-04a) I can discuss why people and events from a particular time were important, placing them within a historical sequence. (SOC 2-06a)

Learning Opportunities Learning will take place both in the grounds and museum of FSC Millport and within the town of Millport itself. This provides a unique and inspiring opportunity for children to combine factual information with personal imagination and form well balanced opinions based on true historical occurrences. Activities will be provided that allow children to place their exploration within the wider chronology of Scottish history, while extending their ability to think critically and develop perspective and judgement. The children will also investigate the buoyancy of objects in a sheltered pool along the sea front to solve a miniature raft building practical challenge that investigates floating and sinking objects.

John Muir Whilst exploring the history of their wild place, children will consider how humans have shaped the land, and if true wilderness exists. In addition to considering the history of Great Cumbrae they will also consider a sustainable future for the Island.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival People, Place and Environment: Tourist Town (Half Day Session)

Outline How does Millport compare with your local town? Thinking geographically children will explore, ask and use innovative ways to answer their own geographical questions such as: why is Millport here? What physical processes have shaped the landscape here? How sustainable is Millport? How is it connected to my place? Why is it like this? Leading on from Hidden Histories children will contrast past societies with Millport today.

Experiences and Outcomes All children will: l

Most children will:

l

l

Formulate geographical questions. Identify geographical differences and similarities with their own locality. l Enhance their locational and place knowledge. l Create a piece of beach art using natural and non-natural objects.

Identify routes to enquiry to answer their geographical question. l Identify environmental or social issues of concern. l Identify interconnections between this place, their home and the wider world. l Recognise what might change over time.

Some children will:

Explain how processes and people have interacted and shaped a place.

l



Curriculum for Excellence topic links: I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. (SOC 2-07a) I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. (SOC 2-08a) I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. (SOC 2-08b) I can explain how the physical environment influences the ways in which people use land by investigating and contrasting to my locality. (SOC 2-13a)

Learning Opportunities Children’s fascination with place will be encouraged with an introduction to the area local to the Centre, through sensory discovery, geographical enquiry and contemporary sources. The distinct landscape around FSC Millport will provide the inspiration for children to deepen their understanding of how our environments are created and changed. Children will use a range of sources and equipment to create locational and spatial awareness, developing questions such as: How and why is it like that? How and why is it changing?

John Muir Children will consider our place and interactions with the natural world, building on the exploring element of the award.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival People, Place and Environment: Exploring Energy (Half Day Session)

Outline Where does our energy come from? How long will it last? What energy should we be using in the future? From the eastern shore of the Island we can observe several forms of energy production and evaluate the use and impact of each of them.

Experiences and Outcomes All children will: l l l

Give an example of ‘renewable energy’. Recognise not all human activity is negative. Formulate ideas of how energy could be produced in Scotland in the future.

Most children will:

Describe the term sustainability. Describe positives and negatives of human impact. l Recognise the importance of renewable and non-renewable l l



Some children will:

Be able to form arguments for and against renewable energy sources. l Explain how some human impacts can be positive as well as negative. l Explain their own ideas of how renewable energy can be harvested in Scotland in the future. l



energy in Scotland Curriculum for Excellence topic links: By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy. (SCN 2-04a) Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use. (SCN 2-04b) Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. (TCH 2-02a) I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. (TCH 2-02b) I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. (SOC 2-08a)

Learning Opportunities Learning will take place both in the grounds of FSC Millport from a viewpoint across the Firth of Clyde on the Isle of Cumbrae a short walk from the Centre. Activities will enable children to explore energy production through a variety of games and activities that challenge them and encourage them to think about energy production. Each energy form (wind, coal, nuclear, tidal) will be introduced in turn and the environmental impact of these human activities will be considered. Children will also consider the future of energy production through a ‘year 3000 news report’ activity which encourages them to consider the future of energy in Scotland.

John Muir Our environment is changing. In addition to active conservation of the area on previous days, today children have the opportunity to engage in discussions about real world issues and the action they can take in their everyday lives to contribute positively to their future.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Planet Earth – Biodiversity in the Clyde: Journey by Boat (Half Day Session)

Outline Head out on our research vessel (the RV Actinia) around the shores of Cumbrae, looking out for porpoises, sea birds and seals. Children will have a chance to see the diversity of organisms which live under the surface of the Clyde. When we return to shore we will look at organisms caught humanely in the Clyde, such as crabs, plankton and cat sharks, investigating their behaviour and how they are adapted to the environment they live in. We will go out on the water with each group of 10 students for about 30 minutes. There is an additional cost of £10 per student for this activity.

Experiences and Outcomes All children will: l

Most children will:



l

Observe animal behaviour around the Isle of Cumbrae and in our aquarium. l Describe some animal adaptations. l Travel on a boat, following the route of the journey on a sea chart.

Link adaptations that some organisms have, to characteristics of the environment in which they live. l Describe some ways people are impacting on the Clyde environment.

Some children will:

Describe animal lifecycles.

l

Curriculum for Excellence topic links: I can identify and classify examples of living things, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. (SCN 2-01a) I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. (SCN 2-02a) By investigating the lifecycles of plants and animals I can recognise the different stages of their development. (SCN 2-14a)

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival Sharing Experiences (Half Day or Evening Session)

Outline Share your experiences of the Island through a creative medium such as a poem, play, story, or poster. After a short period for preparation (in small groups) children present their chosen way of ‘sharing’ their experiences on the Island. This will be a great way to reflect on the week, remembering challenges and enjoyable memories, and considering the ways in which aspects of the course can be taken away and built upon in the future.

Experiences and Outcomes Curriculum for Excellence topic links: Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. (EXA 2-04a) Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. (EXA 2-05a)

John Muir In order to gain the John Muir Discovery Award children share their experiences of discovering, exploring and conserving a wild place. This can be through any medium they wish.

FSC Centres Centres that offer this course MIL

Millport

Tel: 01475 530581

To discuss or book this course, simply: 1. Choose the time of year you would like to attend. 2. Contact Millport or check availability online. *Please note to book this course the minimum size of your group must be 12 students and one member of staff.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses

P4–P7: Island Survival People and Places

FSC’s approach to course design and delivery couldn’t happen without people and places.

People FSC is an Investors In People charity, our staff are the reason why schools return year after year. Our trainee teaching staff spend more time in training than some spend in their entire employment at other organisations. They undergo three weeks of intensive training followed by a four week training period at one of our Centres. After completion of this they spend nine months on placement before being able to become an FSC field teacher. The training doesn’t stop when they become a field teacher; FSC provides ongoing professional development including training from all the awarding bodies. Many of our teaching staff maintain close links to exam boards, becoming moderators etc. Our non-teaching staff are equally well trained, in addition to on the job training they can attend a staff conference each year to take time away from their role, reflect, share best practice with staff doing similar roles at other Centres and consider how they can better do what they do.

Places FSC believes the environment can really engage, motivate and inspire students; would you prefer to learn about succession from a textbook or see it while standing on the shores of an island? Is there a more exciting place to discover urban regeneration and natural spaces than the heart of Glasgow? Would you rather climb a mountain in the Highlands or an artificial wall? This is why FSC has carefully selected Centres across the UK to ensure access to a range of inspirational teaching sites. It’s not just the teaching sites that provide inspiration, each of our Centres has its own unique character; most are historic buildings that provide an interesting contrast to the school environment. They offer a safe, secure and caring atmosphere to help create the best conditions to encourage learning. They also house all the equipment needed for fieldwork and classroom based teaching. FSC is investing in new technology for the Centres. We recently dedicated a weekend to accommodate people who work in technology and challenged them to identify new ways in which technology can aid fieldwork. FSC is also working with the Open University to explore how smart devices such as tablets can help students collect, share and analyse the data they collect in the field where mobile signals are rare.

I believe that immersion in the outdoors and the natural world helps instil lasting values of care, respect and responsibility of self, others and the environment that are essential for creating a more compassionate society and a sustainable future for our planet. I believe that students who engage with an FSC course will have the opportunity to connect, enjoy and care for wild places and to become aware and responsible for the natural environment in a spirit of fun, adventure and exploration. Personally I enjoy working with younger students the most. I find at these ages, their honesty, innocence, openness to learn and try new things is very motivating. I always feel privileged to be able to work with them, seeing and being part of their development in that short space of time; increasing in confidence and team skills, becoming more aware of and understanding themselves and the world around them.

Protecting fieldwork opportunities for everybody FSC is a vocal champion and advocate for outdoor education and fieldwork. We feel that fieldwork should be a vital element of an imaginative and contemporary education. The priorities for our campaigning work over the next couple of years include: • Continuing to fight for high quality field studies as part of a broad and balanced curriculum in schools and universities. • Striving to ensure that everybody has access to inspiring fieldwork and ensuring that the big changes in school exams, funding for poorer children and teacher training don’t prevent young people of all ages, abilities and backgrounds being able to experience the outside world. • Building innovative links between fieldwork, health and wellbeing. Visit http://www.field-studies-council.org/supporting-us/campaigns for more information. Financial support for those that need it most Our bursary fund gives financial assistance to young people aged 4-19 attending school or college in the state sector who live in the 10% most deprived areas of England, Wales, Scotland, Northern Ireland or the Republic of Ireland. Visit: http://www.field-studies-council.org/supporting-you/the-fsc-bursary-fund for more information.

Please visit http://www.field-studies-council.org/outdoorclassroom/ for alternative P4–P7 courses