This suite of resources enables classroom teachers to undertake integrated and progressive residentials that form part of the curriculum; they also allow senior leaders in schools to develop strategies that support ‘brilliant’ residentials.
This section includes:
- Subject-based resources for a classroom, year group and department
- Thematic approaches to teaching and learning
- Planning tools for the progression of subject skills
- Planning tools for the progression of key/learning skills
- CPD for teachers and other staff
- Staffing and timetabling strategies
- Evaluation strategies to monitor and enhance practices.
Integration with the curriculum ^
When residentials are integrated with the curriculum and the wider life of the school, they have greater impact on attainment. These integrated residentials also provide more opportunities for raising standards and influencing the ethos of a class, year group and the whole school. ‘Brilliant’ residential programmes can also spearhead changes in curriculum organisation and help introduce pedagogical approaches. They can be integrated through:
- themes, projects and subjects in and out of the classroom
- life, work and study skills that can be applied by teachers and young people in both settings
- a greater sense of relevance and meaning for young people, contributing to improved attendance and behaviour, enhanced learner engagement and raised attainment and aspirations
- the involvement of young people and staff in the leadership and co-construction of residentials and in influencing school life.
New skills, new experiences and knowledge and enhanced levels of trust elicited by residential visits transform classrooms by providing new resources for curriculum study, new skills with which to approach tasks and new confidence between teachers and young people to work in more engaged ways.
Progression from 4 to 18 ^
A progressive programme with a sequence of co-ordinated residential experiences from age 4 to 18 builds on the experiences of young people and staff, widening horizons and raising aspirations. Driving down the age at which young people experience their first residential experience lays solid foundations for this way of learning. Maintaining them until they leave school capitalises on the skills learned by all and supports transition at every point. Both staff and young people become experts at teaching and learning in an integrated way and each transition is smoothed over, maintaining engagement.