Kingswood

Learning outcomes

With each Kingswood adventure, you have the opportunity to select up to three of our suggested learning outcomes, which enable us to tailor our activity sessions to maximise their impact for your group.

climbing
climbing

Team work

Work constructively as a team member

Being able to work with other young people is a key ability, not only in school, work and life but having the skills to empathise with others affects school cohesion, friendships, and well-being. All of our activities involve an element of teamwork, and of course living together in our residential centres it's hard to avoid working with others. However, some of our sessions are deliberately aimed at developing teamwork, allowing young people the space to involve themselves in collaborating towards a common goal, whether that be building a raft, solving a complex task, or producing a piece of work exploring a particular topic.

"The young people have come together and worked as a team this weekend and we are sure that these skills will benefit us throughout the rest of our project."

 

Example activity sessions:

Communication

Communicate effectively with others during the activity

Speaking and listening are core components of effective communication, but so are non-verbal forms, and of course written language and artistic expression are also key opportunities for young people to express themselves, share ideas, concepts and learn from each other. Being able to communicate effectively, especially in situations that are often new, strange or exciting accelerate the skills used in the way we share ideas and information. Listening skills are a focus on many of our sessions, whether that’s learning from our Activity Leaders or brainstorming solutions to the challenges we set our young people throughout their stay. We encourage the use of appropriately used social media and technology which helps provide a bridge for students to express their learning and practise their communication skills.

"The transformation in their team work and communication skills in essentially just 2 days was an amazing sight to see."

 

Example activity sessions:

Problem solving

Devise a plan, execute it and review its effectiveness in solving a problem.

Our learning model follows a widely accepted ‘plan, do review’ format. This relates directly to our session plans and often young people must think strategically and consider their options before then executing their plan. Similarly all activities end in a review session where participants consider the strengths and weaknesses of their planning and action phases and collectively what could be done differently or what learning can be applied to their next problem solving opportunity. Through this ‘experiential learning’ model layers of learning are applied through continued cycles of plan, do and review.

"It was great to stand back and watch the kids form relationships, solve problems, work together and to have so much fun doing these things at the same time."

 

Example activity sessions:

Resilience

Be able to demonstrate resilience through exposure to failures or setbacks.

Building resilience from a young age helps to equip young people for setbacks in their studies, work and all aspects of life. Sometimes called ‘Stickability’ the ability to learn from failures and view them as positive opportunities for learning are key to our approach. We believe that those students equipped with a higher level of resilience find that they enter new situations with more confidence. Through the residential experience and our activities, we impart new skills and support young people to face new challenges which require determination and perseverance. Through progressive sessions participants build resilience and are better prepared for the next challenge, and the next…

"Our children have developed better skills in leadership and team work; they are more determined and resilient; great personal achievements!"

 

Example activity sessions:

Leading and supporting

Use clear communication skills and language as a group leader or supporter to others

The ability to thrive in both leading and supporting roles are equally important life skills. In these activities, as in life, participants are required to take on both leading and supporting roles at different times. Individuals must consider the role they play within the team and how they best communicate with others, especially in sharing ideas or plans and developing positive relationships. By reflecting openly on strengths and opportunities to develop in their roles and consider how they could better lead a team or support their peers to achieve is a core component of this learning outcome.

"The growth in the children’s confidence and relationships with each other and the teaching staff is always amazing."

 

Example activity sessions:

Challenge and risk

React positively to challenges and manage appropriate risk taking

Supported and controlled risk taking helps young people to prepare for challenges in life. We adhere to a clear philosophy of “challenge by choice” and encourage participants to expand their personal boundaries in a safe and supportive environment. Quite often the residential experience itself poses students with the biggest sense of social risk, or failing to complete a group problem solving task might be considered a risk too. We often hear that standing up and speaking in front of others was the biggest challenge experienced during our residential programmes. By the end of their stay many young people say their confidence to try something they wouldn’t have tried before has increased and they are able to understand the benefits of taking healthy risks whilst making sure they can consider the consequences of their actions.

"Your 'Challenge by Choice' ethos, in an exceptionally motivating and encouraging environment, had every student yearning for more ….."

 

Example activity sessions:

Self-confidence

Demonstrate self-confidence in themselves and show trust and support for others

A residential experience is invaluable in building individuals’ self-confidence and self-belief and supporting cohesion and a collective approach within groups. Within the new environment of our residential centres learners can find strengths they didn’t know they had and identify opportunities for reflection, boosting their confidence and engagement in their home community or school life. Quite often, through our broad curriculum of learning activities young people are forced to confront success, often to the surprise of themselves, peers and often their teachers and leaders!

"Kingswood gave my students a chance to grow – they developed their self-confidence & self-esteem during this week and more than they could have achieved in school"

 

Example activity sessions:

Motivation

Be an enthusiastic and motivated group member

We believe that learning is most effective when it is fun. Using our range of carefully chosen and designed activities we hope to motivate and inspire learners to be the best they can be, and learn in a supportive and non-formal setting. Beyond that, staying motivated is a skill to be learned and can be most apparent in our more challenging activities, where young people may need to dig a little deeper to stay enthusiastic and put effort in, to benefit later. Jumping into cold water, climbing high or concentrating hard on a challenging task is where this outcome can be observed. Understanding how your behaviour affects the others around you is a key learning that can be taken away from these activities.

"Kingswood has activities to motivate, challenge and inspire children at all levels of ability and confidence."

Example activity sessions:

Environmental awareness

Show an understanding of how their behaviour effects the environment (local or global)

A connection to the environment not only influences people personally, but environmental awareness and knowledge about our natural world also has global significance. Understanding the human ‘footprint’ on the environment is a core concern for global society. Beyond that we use the term ‘environment’ to describe not just in terms of conservation activities, but also considering our social and moral landscape. Reinforcing aspects of Spiritual, Moral, Social and Cultural education we ask learners to consider what their ‘footprint’ is in all aspects of their life and help them make good decisions for the future.

"Students enjoyed studying outside of the classroom environment and were able to apply key ideas to real life."

 

Example activities:

Learning a skill

Demonstrate a new skill or competence

For many, a Kingswood visit is an opportunity to try something new and learn a new skill. Our skills based activities range across the whole programme. It’s difficult not to learn something new every day, whether that’s tying safe knots to keep your raft afloat, using friction to light a fire or scoring a bullseye on our archery range or making a bed for the first time. Learning a new and practical skill can be an inspiring and motivating experience for young people whole struggle to engage in other learning environments and by exploring how we learn as individuals helps young people to be effective and motivated learners for the future.

"It provides activities they may never have the opportunity to experience and helps them to grow into more confident and courageous individuals."

 

Example activity sessions: