Alternatively, you can email
Learningaway@lotc.org.uk
Find out more about the people involved in Learning Away.
Lower-cost models
Curriculum integration
Evaluation toolkit
Winter residentials
Planning tools
Co-construction
Student leadership
Early Years and Key Stage 1
Special needs
Families
“Staff and student ownership of the design and delivery of the residential experience can make a real difference. Involving students in designing, planning and leading residential experiences has a positive impact both on student leaders and the young people they are supporting”
The Learning Away school partnerships discovered a huge amount about devising, delivering and evaluating brilliant residentials – and co-construction was key.
Some of the material they generated is now available in this library of learning resources, which includes activity ideas, links to case studies and downloadable templates to help you co-construct residentials at your school.
Creating posters and flags personalised the residential experience for the young people involved in co-construction and co-design. These are the worksheets the Walney partnership used to explain the ideas.
Co-construction and co-design of brilliant residentials involves choosing activities and tasks for the residential itself. This slideshow includes a selection of activities used by Walney schools on their co-constructed residentials.
These ‘generic’ resources have been created using source material gathered from all of the Learning Away partnership schools. A wide range of templates, tick lists and sample documents can be found throughout the Learning Away resources; the list below includes templates relevant to low-cost residentials.
Planning the bigger picture – a template
Brilliant residentials: kit list
Parental permission form – sample
The ‘deep reflection’ framework used within the Mango Model of co-construction is neatly captured in this resource created by Thomas Tallis School.
This slideshow provides more information about the ‘transition beads’ concept the Walney schools used during transition camps.
Walney partnership’s Learning Away evaluation includes comments from co-constructors, recommendations for further transition support and key questions to develop teaching and learning. Download it here.
The Centre for the Use of Research and Evidence in Education (CUREE) prepared an evaluation report for the Paul Hamlyn Foundation, focusing on the impacts of high-quality residential experiences. Hypothesis 7 suggests that “high-quality residential learning programmes can offer rich opportunities for student leadership, co-design and facilitation of learning that can be extended and sustained back in school to positive effect”. Read their report here.
For more related case studies, scroll to the bottom of this page.
