1 10 2 https://glenkensarchive.scot/glenkens_archive/files/original/7/488/GoWild_OutdoorEducationCamps_Report.pdf 2787e01bde9588bfa3936663750f21ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild Outdoor Education Camps – report Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild! Creator An entity primarily responsible for making the resource GCAT Contributor An entity responsible for making contributions to the resource GGLP Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document PUBLIC ‘Go Wild’ Outdoor Summer Camps Between 2019 and 2023, a series of ‘Go Wild’ Outdoor Summer Camps were led by the Galloway Glens Scheme. 120 P7 pupils completed a week-long camp with a focus on responsible access and giving young people the confidence to enjoy and connect with the Galloway outdoors. Participants qualified for a John Muir Trust Award. This report gives an overview of how the camps came about, how they were run, and the benefits delivered. PUBLIC PUBLIC 1. Why Go Wild? 1.1 The aim of Go Wild is to foster a deeper connection between children and their local natural environment, giving children the skills to enjoy and explore the great outdoors. 1.2 The Go Wild ethos is to provide a nurturing, responsive environment where every child is valued and included, with activities that children feel empowered and enabled to repeat for themselves without access to specialist equipment and resources. 1.3 Go Wild’s approach is one of mutual respect, shared discovery and gratitude for the environment and each other, modelling constructive, engaged, respectful behaviour by the deliverers, and a focus on empowerment and self-esteem boosting. 1.4 We couldn’t have predicted the covid pandemic but it meant that Go Wild became even more needed for our young people. After the Covid lockdowns many children were isolated from each other and living in an environment full of anxiety about the future. Go Wild became even more important to these children as a way for them to connect with the natural world to support their wellbeing and to be part of a team focused on working together and having fun again. 1.5 More than anything Go Wild is about fostering a life-long love of nature, wildlife and the great outdoors. 1.6 We have as part of the Go Wild Camps been delivering the John Muir Discovery Award. The aims and objectives of the award are in sync with the Go Wild ethos and it gives children a nationally recognised award to take forward as a valuable achievement through their career as they move through secondary school. PUBLIC PUBLIC 2. The Origins of Go Wild? 2.1 Go Wild was an idea conceived as part of the original Galloway Glens Landscape Partnership bid. It was then developed with partners and people experienced in outdoor education and passionate about reconnecting young people to nature. 2.2 Mary Smith was instrumental in the development of the ethos for Go Wild and Galloway Glens Education and Community Engagement Officer Helen Keron was a driving force behind developing a deliverable model. Mary trained as a teacher with an outdoor learning specialism and has over the years coordinated, delivered, and evaluated the Go Wild camps. Fortunately, Mary is now a ranger at NTS Threave so she is carrying on the great work she started with the “Go Wild” Camps. 2.3 Originally conceived to use outdoor activities to foster a deep connection between the child and their natural surroundings, Go Wild achieves this through learning to explore and conserve nature. The aim is to use as little brought-in equipment as possible and encouraging a child’s ownership and connection with countryside spaces. PUBLIC PUBLIC 3. Who is Go Wild for? 3.1 Go Wild targets children who would benefit from the experience of being in the great outdoors and connecting with nature. 3.2 A key part of the project is to target children who may, for whatever reason, particularly benefit from spending time in nature, or have less opportunity than most to do so, and to make it as accessible to them as possible. This involves liaising with schools to identify and reach these children, and actively removing barriers to participation. 3.3 Reasons for why Go Wild will benefit these young people vary, from, the children not normally simply getting the opportunity to play outside in nature, to benefitting their mental health and wellbeing, to building confidence and a group of friends prior to starting secondary school. 3.4 Go Wild has over the years worked with primary schools in the Ken/Dee valley area to identify children just finishing primary 7 before they start in first year at secondary school. Originally in 2019 and 2020, children participating in Go Wild had to come from primary schools in the geographic area that Galloway Glens covers. However, we began to realise that it was as important to look at the feeder primary schools (some outwith Galloway Glens) who send children to the secondary schools in the Galloway Glens area (Kirkcudbright Academy, Castle Douglas High School and Dalry Secondary School). The reason for this was that it was children from the smaller feeder schools, such as Palnackie, Auchencairn and Shawhead primaries, whose children were most anxious about going to the “big” school. Go Wild was a great opportunity to help them meet other children going to the “big” school after the summer and therefore make that transition much less scary for them. 3.5 Go Wild has supported over 100 children who may not normally have had the opportunity to connect with nature, learn outdoor skills, meet new friends ahead of secondary school and foster a life-long love of the countryside and nature. In addition, it has also allowed over 75 children achieve their John Muir Discovery Award, a valuable nationally recognised award which demonstrates a concern for conserving and looking after nature. PUBLIC PUBLIC 4. Working with Schools? 4.1 From the first year of Go Wild in 2019, we worked closely with primary schools to reach the children who might benefit the most from participating in Go Wild. Initially, we approached the Headteachers of the primary schools in the Galloway Glens Scheme area: Kirkcudbright, Castle Douglas, Crossmichael, Kells (New Galloway) and Dalry. However as Go Wild evolved we opened up opportunities to Primary Schools outwith the area who were feeder schools to Kirkcudbright Academy, Castle Douglas High School and Dalry Secondary School all in the Galloway Glens catchment. 4.2 Initially we broadened our primary school catchment for recruitment purposes because it was hard to reach children after 2020 and the 2021 Covid lockdowns. At this time schools were not able to have visitors in school and parents, teachers and children were still nervous about social contact against the context of the Covid epidemic. 4.3 In 2021 children were not able to visit secondary schools prior to starting. Parents from the smaller schools were particularly worried about the children struggling to make the transition into secondary schools with no prior visit. Therefore, when the opportunity was advertised for Go Wild Camps in 2021 parents asked if it would be possible for their children to take part even if the primary school was out with the Galloway Glens Area. This caused us to expand our catchment to include all the feeder schools for the secondary school in the Galloway Glens area. 4.4 We found early contact with head teachers was very important to the recruitment process. We tried a variety of ways to reach out to schools. In 2019, 2022 and 2023 We reached out to head teachers and went into schools and talking directly to the Primary 7 year olds about how fantastic Go Wild is. We also offered “Go Wild” taster days so the children who would benefit the most from taking part in the camps had an opportunity try out some of the activities. In 2021 weren’t able to do this due to Covid regulations in schools leaving a tight timescale for recruiting and delivery. So advertised directly to reach parents in communities via facebook and local newspapers. 4.5 April has proved to be the best time to start approaching schools. We suggest emailing the headteacher initially and then phoning to get a face to face meeting. We would advise being mindful about the school day and phoning at lunchtime or after 3.00pm. From there you can organise the Go Wild promotional sessions whether that be a presentation or a taster day. As the final term is incredibly busy for schools we found it was important to remind the schools to push the opportunity out to parents via letters (from the school and Go Wild) and a printed and an electronic poster for Go Wild. PUBLIC PUBLIC 4.6 We found that schools where our Go Wild deliverers worked were more engaged because deliverers were able to promote Go Wild in both the classroom and the staff room at lunchtime. 4.7 Schools often recommended to parents that it would be beneficial for their children to attend Go Wild but at the end of the day it was down to the parents to whether children attended Go Wild or not as its in the school holidays. We did discuss whether Go Wild should take place in school time but this wasn’t possible due to the amount of curriculum work schools had to get through. Also, Go Wild has a freedom that schools don’t have which gives children a more holistic type of outdoor experience within smaller groups and 1:5 ratio of deliverer to children. 4.8 The John Muir Discovery award is a great “carrot” for engaging with teachers and parents. It’s a nationally recognised award which fosters a love of the natural world and inspires young people to explore, discovery and care for wild places. PUBLIC PUBLIC 5. Design of Go Wild (Locations, Deliverers, Activities and costs) 5.1 Go Wild has been a 5 day camp held in three different rural locations within the Galloway Glens area, the Garroch Estate in Glenkens, Threave National Nature Reserve, Barhill Wood at Kirkcudbright. The camps run from 10am – 3pm each day and free transport is provided. The children need to attend camp everyday to achieve their John Muir Discovery Award as well as their Go Wild Award. 5.2 Location. We needed time to build up a positive relationship with landowners and land managers prior to running a “Go Wild” camp. Galloway Glens was able to secure these three locations for the Go Wild camp because we had a good working relationship with the landscape owners. 5.3 There is always an anxiety when you first approach locations for Go Wild in relation to public liability etc. However once landowners understand the ethos of Go Wild being linked to encouraging the children to explore and conserve nature and “leave no trace”, they were happy to support. We alleviated any concerns about liability by asked deliverers to have their own public liability insurance and we provided a Risk assessment (please see Appendix Risk Assessment). 5.4 Deliverers. Over the four years of Go Wild we have had 11 different deliverers working on the camps. As their experience grew and the programme evolved we found that, rather than recruit every year, we would often work with the same pairs of deliverers. This has worked well as they know what works and doesn’t work and have built up expertise specific to Go Wild. 5.5 By 2023 all deliverers are either experienced countryside rangers with skills in education or they are trained teachers with a passion for connecting young people to the natural environment. We have learned that working with qualified teachers gives schools comfort in promoting the Go Wild opportunity to young people and parents. Its also means that the Go Wild Programme links to learning for sustainability and outdoor learning, both of which are becoming more valued within the school curriculum. 5.6 We have now built up a team of deliverers who are experienced and confident in delivering Go Wild and John Muir Discovery Award. The skills they have are special and fully supportive of the Go Wild ethos that its not education as delivered in school but the a holistic experience where learning, skills development are embedded into the Go Wild experience. 5.7 Activities and Programme. Activities have included: Group games, putting up a tarp, knife skills, whittling, making bows and arrows, talking sticks, den building, knots, exploring, fire PUBLIC PUBLIC making and cooking, river walk, river stone stacking and nature art, learning about herbs and tea making, making bows and arrows, wildlife tracking, tree ID and meeting archaeologists. 5.8 Children are actively encouraged to take part in risk assessment and planning and supported to overcome challenges and giving them the skills for responsibly accessing landscape places. Although there is a base camp, we teach the children the ethos of “leaving no trace”. 5.9 The individual camp programmes are similar but also respond to the unique landscape places in order to help children connect with the place. For instance, Barhill Woods at Kirkcudbright has a Red Squirrel Hide and Threave Nature Reserve is delivering an innovative landscape restoration project. Garroch Estate has a stunning Oak Wood and feels wilder than the other two landscapes. Please see Appendix for a typical programme. 5.10 Costs and Budgets. Go Wild costs are quite high in comparison to school budgets. There are two n deliverers per group of 10 children. Go Wild has also had a project administrator who did liaised with schools, parents and was also bus chaperone on the free bus which took children to and from camp. In 2022 we had a John Muir Trust coordination role. 5.11 Our final year of Go Wild has been more steam-lined with Galloway Glens Education taking on recruitment, coordination, liaising with schools and parents, and doing John Muir Discovery Award Trust administration. This has demanded time from the Galloway Glens administrator and education and community engagement officer. 5.12 Over the years Galloway Glens has built up a Go Wild kit which includes wet weather clothing, midge spray suncream, knifes, first aid kits water containers, tarps, string, rope, flint and steel, art materials, cooking gear and ground sheets. 5.13 2023 Costs per Camp are as follows: • Deliverers - £2000 • Design and print of posters/certificates £150 • Go Wild kit (value of) £600 • Administration 7 days @ £150 • Management and coordination 15 days @ £200 If you are starting from scratch you would need to factor in additional time building up relationships with landowners, and recruiting deliverers. 5.14 In 2022 and 2023 Go Wild has run an awards ceremony at Galloway Activity Centre. It’s a great opportunity for our Go Wilders to get together with friends they made during the Go Wild camps and for the three camps to meet each other and take part in some fun outdoor activities for free. It also allows parents to chat and have a lovely afternoon out. The costs involved are around £1500. PUBLIC PUBLIC 6. What has Go Wild Achieved? 6.1 Go Wild has developed a unique experience like nothing provided anywhere else in Scotland. It brings together nature with wellbeing and confidence building as well as teaching practical skills which will help young people respect, love and value the great outdoors and nature. 6.2 Go Wild has made an effort to target those children who are likely to benefit the most and / or are less likely to be able to access a similar opportunity or the outdoors. We have also worked hard to attract children who have been negatively impacted by the covid pandemic or lack confidence. 6.3 Go Wild has helped young people from smaller primary schools meet other children going to the “big” school, thereby helping with transition from Primary to Secondary. 6.4 Go Wild has removed the barriers to participation – no cost, no equipment needed, transport provided, contact established with children and families to mitigate concerns and accommodate additional needs. 6.5 Go Wild has a high quality delivery with a child and environment-centred ethos with a minimum 1:5 adult to child ratio. Schools just don’t have the capacity, time or budgets to provide this type of bespoke experience. 6.6 There is a focus on building confidence and connection with a local wild places - week-long camps allow for immersion in the outdoors and effective relationship and team building, having a single site as ‘base camp’ enables children to feel ownership and develop connection with place. 6.7 Although other outdoor-based opportunities are available locally, they tend to be either school residentials (which have costs and other barriers such as overnight stays), one-off events or have cost, accessibility or social barriers to participation. Go Wild is an attractive brand to both children and their parents. Its not formal education so deliverers are able to have a relaxed supportive delivery style which makes Go Wild feel very different from school. 6.8 The feedback from parents and children from our Go Wild camps has been very positive there have been no negative feedback. It has been sometimes life changing for children and parents have been so grateful for the support and fun that their children have had through the Go Wild experience. (Appendix Feedback) PUBLIC PUBLIC 7. Go Wild the Future? 7.1 Who will take Go Wild forward when the Galloway Glens Landscape Partnership is completed? We have been having conversations with a number of locally based organisation to explore who might take on the delivery of Go Wild next year. 7.2 We are delighted that Go Wild Castle Douglas is being taken forward by the team at Threave National Nature Reserve. Engagement Ranger, Mary Smith, is a teacher and has vast experience in developing, coordinating and delivering Go Wild and John Muir Discovery Awards. Also Go Wild is very closely linked to the Threave Landscape Restoration Project an experimental restoration project which is leading the way nationally. Doing Go Wild will continue to be an excellent experience for young people due to the extensive expertise of the team at NTS. 7.3 Kirkcudbright Development Trust and Glenkens Community and Art Trust have supported the funding for Go Wild funding this year (2023) through area committee funding applications. The plan is that these locally based organisations could take forward Go Wild Glenkens and Go Wild Kirkcudbright forward in the future. 7.4 The success of Go Wild in its current design and form is in no doubt and there is lots of potential to take the model and deliver Go Wild more widely across the Dumfries and Galloway Region. The challenge is funding which would need to be sourced to enable Go Wild to go ahead. Going forward a funding package that sources local area committee funding along with a larger project grant specific to another Landscape scale environmental and heritage project may be the best way forward. 7.5 It is important that the Go Wild model and ethos which has been tweaked and refined over the year is used to inform any expansion of the project. That child and environment centred approach mentioned earlier along with building a life-long love of the natural world and the skills to access the countryside will stay with some of our Go Wilders for the rest of their lives. 7.6 In a backdrop of a young peoples’ mental health crisis and more and more evidence that nature helps restore young people’s wellbeing, we are in no doubt that Go Wild has an important role beyond the Galloway Glens Scheme PUBLIC PUBLIC Appendix 1) Risk Assessment 2) Sample activities for the weeks (inc. alternative Friday and an equipment list) 3) Feedback from Go Wild participants. PUBLIC PUBLIC GGLP ‘Go Wild’ Summer Activity Programme: Threave Estate, Castle Douglas Advance Risk-Benefit Assessment Risk-benefit assessments weigh, with equal consideration, the duty to protect children from avoidable serious harm and the duty to provide them with stimulating learning opportunities. Children are encouraged to be involved in assessing and managing risk throughout sessions. Event or activity: Activities Days 1-5 Date assessment completed: Location: Assessment completed by: Signed off by: Activity Fire lighting Benefit Possible result or Likelihood– risk Is risk apparent outcome - worst case assess for ages and controllable? scenario and ability Teaches children safe and Injury by burns, severe Medium responsible fire use, Controls Decision (including restrictions and/or exclusions) Yes See Go Wild RBA for Open Fire; children are Yes – activity is ended if burns, fire out of control, instructed; children are fully supervised; long children are not able to managing risk, helps build fire spreads to surrounding hair is tied back; loose clothing is secured; follow guidelines safely confidence and area; smoke inhalation and the area is cleared of obstacles; wind speed enjoyment outdoors irritation and direction is checked; children are kept at safe distance and are kneeling / 3-point contact; adequate water is at hand PUBLIC PUBLIC Activity Benefit Possible result or Likelihood– risk Is risk apparent outcome - worst case assess for ages and controllable? scenario and ability High Campfire Teaches children safe and Injury by burns, severe cooking responsible fire use, Controls Decision (including restrictions and/or exclusions) Yes See Go Wild RBA for Open Fire; children are Yes – activity is ended if burns, injury from utensils instructed; children are fully supervised; long children are not able to follow managing risk, helps build preparing food; injury from hair is tied back; loose clothing is secured; the guidelines safely confidence and eating / drinking food that area is cleared of obstacles; wind speed and enjoyment outdoors is too hot; fire out of direction is checked; children are kept at safe control, fire spreads to distance and are kneeling / 3-point contact; surrounding area; smoke adequate water is at hand; children are inhalation and irritation reminded to allow food to cool Minibeast Encourages connection Scrapes, cuts or bruises Low Yes Children are advised to tuck in tops / zip up hunt and exploration, seeing from lying down / crawling jackets; sharp stones, branches, other sharp or environment from across ground spiky objects cleared from area Yes different perspective, increases knowledge and awareness of invertebrates and their role in ecosystem Tree Encourages connection Injury due to falling from climbing and exploration, seeing environment from Medium Yes Rules established – one child in tree at a time, no Yes – activity ended if child tree; injury from falling climbing above twice head height; tree assessed not able to follow guidelines branches; for accessibility and stability; area around tree safely different perspective, cleared of large rocks / other hazards; close managing risk, adult supervision PUBLIC PUBLIC Activity Benefit Possible result or Likelihood– risk Is risk apparent outcome - worst case assess for ages and controllable? scenario and ability Medium Controls Decision (including restrictions and/or exclusions) Shelter / Teaches useful outdoor Injury due to falling Yes Children are advised and assisted when den survival skills, good team branches, tripping, rope assessing suitable site for building; adult building building activity, uses burn supervision Yes creativity and planning, thinking about risk, encourages exploration, fun and challenging Using tools Encourages exploration, Cuts from saw blades; for cutting challenge, learning about injury from falling branches poles and Medium Yes See Go Wild RA for Tools; children are fully Yes – ability and suitability of instructed; 1:1 adult supervision; stability is individual children to work access and safety, ensured; tools are covered and returned to box with tools assessed on the day branches opportunity for children when not in use; during to improve accessibility shelter building Pond / river Teaches about variety of Injury due to tripping or Medium Yes Site is chosen for ease of access to water; site is dipping freshwater life and role in falling on bank when chosen with shallow water; adult supervision; Yes – activity is ended if ecosystem; exciting and accessing water; drowning; suitable waterproof footwear and clothing children are not able to follow engaging learning excessive cold due to required; change of clothes / towel on hand guidelines safely or become experience; managing falling in water too wet / cold risk Badger Teaches wildlife tracking Injury due to trip or fall on survey in and signs, involves rough ground Low Yes Adult supervision; children made aware of terrain children in conservation, PUBLIC Yes PUBLIC Activity Benefit wooded teaches observation, area patience and teamwork Swallow / Teaches bird recognition house and behaviour, involves martin children in conservation, survey at teaches observation, Kelton patience and teamwork Possible result or Likelihood– risk Is risk apparent Controls Decision (including outcome - worst case assess for ages and controllable? scenario and ability None anticipated Low Yes General Yes Medium Yes Adult supervision; children made aware of Yes restrictions and/or exclusions) Mains Walk to Exercise, exploration of Injury due to trip or fall on Osprey estate, teaches bird rough ground, injury due to terrain; keeping to path with undergrowth Hide – recognition and behavior, falling in river between path and riverbank footpath teaches observation, across patience fields and beside river Boat to Exercise, exploration of Injury due to trip or fall Threave site, teaches history of Castle Medium Yes Adult supervision and assistance; boat manned Yes – suitability of individual entering boat, drowning, by trained staff; life jackets worn; rules for children for activity assessed site, enriching and injury due to fall from climbing established on the day unusual experience castle ruins enhancing interest in history of castle PUBLIC PUBLIC GGLP 'Go Wild' Summer Programme 2023 - Barhill Woods Monday Session 1 - Discover / Explore Date: 07/08/23 Resources (other than Time 10:00 Objectives Where Activity essential) Initial introduction/ name check Community Introduce and welcome to Barhill Outdoor gear Classroom Gear / clothing distributed as Alternatives required 10:15 Welcome and introduction Woodland What is Go Wild? What do they Whiteboards, John Muir Wet weather Classroom want to achieve? Set behaviour info, Tarps, Parachord/ - tarp already contract for week. Decide Tribe Rope, Paper, Coloured set up Name. They are the guardians of Pens, Felt, Soft Toys for between this space for the week. Explain name game trees John Muir Award/ Outdoor learning Award opportunities. 10:30 Woodland Name Game Ice breaker PUBLIC PUBLIC 10:45 Explore spaces to be used. Woodland Explain Leave no trace principle. Woodland walk to: Use colour cards as they walk to Set boundaries find and gather parts/elements Ask Questions of the forest matching the Colour cards colours on the cards. Use as an opportunity to point out hazards and stinging flora etc.. 11:15 Snack Woodland Circle, Filmed questions - Camera to film Pre-evaluation (Mary) Classroom e.g.What responses, snacks. do wild places mean to you? Do you know how to use wild places for play and enjoyment? 11:30 11:30 John Muir chat (Mary) Safe fire-lighting & Fire Safety Woodland Explanation of award, Classroom background, who was JM? Woodland Demonstration of fire safety for Trowel / folding shovel Wet weather Classroom the week / Smores after lunch Firewood, kindling - shelter Flint and steels, building matches, swap with marshmallows/ Day 2 chocolate digestive biscuits PUBLIC PUBLIC Fire gloves, Fire Bucket Hairbands 12:00 Lunch Handwashing Facilities, (Mary leaves at lunch) Hand Sanitiser 12:45 Game Woodland Name Game revisit Soft Toys & Balls 13:00 Introduction to Journey Stick Woodland Explain Journey Stick. Start String/Art supplies Activity for the week Classroom Journey Stick by picking a stick blindfold trail and something that reminds - set up them of this first day in the string trail to woods and attach to the stick. follow and / or blindfold, in pairs 14:00 Introduce I Naturalist App & FSC Woodland Explain to group about the Guides Classroom Citizian Science project and app, and hand round FSC ID Cards and Ispy Books 14:30 Collect wood for fires / dens Woodland Gardening Gloves PUBLIC PUBLIC 15:00 Meditation/mindfulness/gratitude Meditation glade Seeing is believing. Choose sit and see spot, get comfortable and spend 5min guided through meditation and then feedback to group. Discuss what's been seen today, what they hope to see tomorrow. 15:30 Leave no trace Woodland Clear away any remaining items Classroom from the day, remind that we are guardians of the woods and need to leave space clear. 16:00 Bus collects. Deliverers do site check. PUBLIC Mindfulness for kids PUBLIC Tuesday GGLP 'Go Wild' Summer Programme 2023 - Barhill Woods Session 2 - Discover / Explore / Conserve Date: 08/08/23 Resources (other than Time Objectives 10:00 Initial introduction/ name check Where Activity essential) Community classroom Gear / clothing distributed Registration sheet as Outdoor gear Alternatives required 10:15 Walk up to squirrel hide. Woodland Count sightings. Discuss FSC ID Sheets/ Ispy Woodland factors impacting red Books or Scavenger Hunt squirrel pop. decline and Sheet conservation efforts. 10:45 Snack Woodland 11:00 Create own 'Wild Code' Woodland Classroom Come up with own 'country code' Paper, pens Indoor classroom activity if wet for being outside / conserving wild places PUBLIC PUBLIC 11:45 Light fire Woodland Classroom Demonstration of safe fire Firewood, kindling lighting Flint and steels, matches Prepare ground Bread mix, mixing bowl, spoon Have a go - individual mini- Water, fire gloves, Fire fires Buckets Bring minifires together as Hairbands Tarp set up if wet main fire 12:00 Lunch 13:00 Bug Hotels to learn the importance Poppty Ping Doughnut Woodland Classroom Bread Woodland Group to create some bug of the smaller residents of the forest hotels in the classroom area and the habitats they live in. 14:30 Nettle Bracelets /Nettle Tea Get to know a tree Woodland Classroom introduction to Wild Food Group shown how to make nettle cordage and their own nettle bracelet 15:00 Journey Stick Review Hot chocolate Woodland Classroom Group to share their item for their journey stick and why they chose it. What they liked about the day, what they wouldn't want to do again 16:00 Pick-up PUBLIC PUBLIC Wednesday GGLP 'Go Wild' Summer Programme 2023 - St. Mary's Isle Session 3 - Discover / Explore Date: 09/08/23 Resources (other than Time Objectives 10:00 Initial introduction/ name check Where Activity essential) Main trail St. Mary's Isle Explain purpose of Outdoor gear location for day, check all gear needed is there and wander down to start of the trail. 10:30 Main trail St. Mary's Isle To wander and explore Arrive at trail, give an briefing of the the trail, collect firewood day and begin to walk the trail. along the way. 11:45 Light fire FSC ID Charts, Ispy Books Collect appropriate Firelighters, Kindling just firewood - discuss incase, flint and steel, cotton wool buds, waxed card. 12:00 Lunch Lemon/Orange Cakes Fire lighting kit, Wood, Tinfoil, after lunch Cake Mix, Lemons, Orange PUBLIC Alternatives PUBLIC 12:45 Explore the beach environment, map Map and / or name key Pens / paper / Pocket knife/ Split into two groups and the area and collect some treasures features, String map a trail for the other to make a Driftwood mobile and find special spots group to follow, placing a maybe an item for their Journey Stick "treasure" for the other group to find. 14:00 Walk back to start point continuing Ispy books /Scavenger Hunt Ispy books/Scavenger Hunt 15:45 Review of day lists Review activity 16:00 Collect from St. Mary's Isle. PUBLIC PUBLIC Thursday GGLP 'Go Wild' Summer Programme 2023 - Barhill Woods Session 4 - Discover / Explore Date: 10/08/23 Resources (other than Time Objectives 10:00 Initial introduction/ name check Where Activity essential) Community classroom Gear / clothing Registration sheet distributed as Outdoor gear required 10:15 Welcome and introduction and warm-up Woodland Classroom game, talk about plan for the day. (Circle, sitting) Plan for the day, Ninja 10:30 Snack Woodland Classroom Fruit 11:00 Shelter building Near Woodland Group shown Classroom basic frames for shelters, then in pairs or threes construct their frames. PUBLIC Gardening Gloves, Whistles Alternatives PUBLIC 12:00 Lunch Wild Pizza on Fire Gloves, Fire Bucket, Pre- open fire made Pizza Dough, Pizza Topping sauce, Cheese, Wild Food toppings? 13:30 Free play/child led Groups to personalise and decorate their shelters. Allow groups to decide on games, activities and ways to use space with shelters in place. 15:00 Leave No Trace Pack up and deconstruct shelters Return items to nature PUBLIC PUBLIC 15:30 Journey Stick Review Woodland Classroom Group to share their item for their journey stick and why they chose it. What they liked about the day, what they wouldn't want to do again 16:00 Collection from community classroom. PUBLIC PUBLIC Friday GGLP 'Go Wild' Summer Programme 2023 - Barhill Woods Session 5 - Conserve and create Date: 11/08/23 Resources (other than Time Objectives 10:00 Initial introduction/ name check Where Activity essential) Walled garden car park Gear / clothing Registration sheet distributed as Outdoor gear required 10:10 Welcome and introduction Recap on agreements (Circle, sitting) Plan for the day 10:20 Den Building 00:00 Den Relection String and found branches. sharing ideas for Den improvements 12:30 Lunch 13:00 Den completion session 13:30 Parents Arrive Show parents around the woodland and share what they have PUBLIC Alternatives PUBLIC learned…show the Dens off. 14:30 Final Site tidy up?leave no trace 15:00 Tribal farewell PUBLIC PUBLIC Friday (Alternative) GGLP 'Go Wild' Summer Programme 2023 - Barhill Session 5 - Share Date: 11/08/2023 Resources (other than Time Objectives 10:00 Initial introduction/ name check Where Activity essential) Walled garden car park Gear / clothing Registration sheet distributed as Outdoor gear Alternatives required 10:30 Arrive at site Main site - Oaks 10:15 Welcome and introduction Recap on agreements (Circle, sitting) Plan for the day 10:30 Warm-up game Blindfold lead Woodland Blindfolds Rope 10:45 Snack PUBLIC orchestra PUBLIC 11:00 Creating and sharing inspired by Barhill Create piece of art Encourage use of natural Outdoor classroom from natural materials e.g charcoal if very wet materials and / or Clay, pastels, paper, pens, piece of writing string, scissors inspired by week Lost Words book (acrostic poems) 11:45 Light fire Group organise safe Firewood, kindling fire-lighting Flint and steels, matches Water, fire gloves Hairbands 12:00 Lunch Celebratory firecooked lunch 12:30 Game Throw the ball and say.. 12:45 Continue art activity Evaluations Children photograph art Chat to children / children film each other PUBLIC BBQ PUBLIC 13:15 Filmed evaluations Circle - sharing, Recap 'eyes down hands Good-byes up', gratitudes, tell me something you enjoyed / learnt etc. 14:30 NOLA Review Group to complete their NOLA Evaluations Clear up site to make it look like we have never been 15:00 Leave No Trace there 16:00 Pick up PUBLIC NOLA Papers PUBLIC Equipment Who Equipment needed provides? Food Whiteboard Chocolate Digestives Day Menu Monday Smores Poppty Ping Drymarker pens Marsmallows Tuesday Doughnuts Lemon/Orange Fire Tarp Oranges Wednesday Cakes Parachord Lemons Thursday Pizza Friday BBQ Cake Mix Paper Plain/Chocolate Cooking Coloured Pens oil Crayons Cinnamon Soft Toys Christy Apples Colour Paint Cards Christy Brown Sugar Kindling wood Grated Cheese Stir in Pasta Sauce Flint & Steels Pots Plain Fire Gloves Christy Flour PUBLIC PUBLIC Fire Bucket Christy Yeast Sachet Fire Pit Christy Drinking Water String Sausages Art supplies Burgers FSC ID Cards Christy Buns ISPY In the woods books Sauce Work/Gardening Gloves Paper plates Lighter/Matches Christy Napkins Tinfoil Handwash Kettle Washing up liquid Mugs Tea Towel Mindfulness for kids Book Christy Pencils Binbags Tinfoil Outdoor Learning Award Resources Christy Binbags Washing up Bowl Washing Up Liquid Water Carrier Blindfolds Christy Rope Christy PUBLIC PUBLIC Pocket knife Christy Food Glue Card PUBLIC PUBLIC Feedback from Go Wild Camps Parent /carer’s feedback Parent and carer feedback was overwhelmingly positive, with a lot of spontaneous feedback verbally, by text and on Facebook. The majority said their child had grown in confidence since taking part in Go Wild. • “She learnt new skills and was ‘tested’, and this really helped her confidence”. • “It was wonderful to get him away from the screens for a while, I noticed his mood improved.” • “I think the handing out of certificates at the end - and especially that the certificates are personalised with feedback/praise for the children - is a really nice touch.” • “She was unsure at the beginning, but was absolutely hooked by the end of the first day, and utterly adored it” • “It rekindled her love for being outside.” A key benefit of the week for some parents and carers was the respite it gave them and their families, particularly when the child attending the week had some additional support needs: “..I also want to say thank you from my younger two boys as well as during the time [my son] has been with you we have managed to spend some time concentrating on them which they have really enjoyed. Thank you so much from the bottom of our hearts.” Another focus of the feedback was the positive change in confidence and mood observed by parents and carers in their children during the course of the week: “I haven’t seen a smile this big in a while” “Again thank you all so much for such an amazing opportunity for [him], he has blossomed and we are so hopeful that this will help in our quest to get him to enjoy the outdoors more” PUBLIC PUBLIC Parents and carers also reported that the weeks had helped ease concerns about the upcoming transition to secondary school: “Thank you very much, [my daughter] has absolutely loved her week and she is feeling a lot happier about starting Castle Douglas High School now”. The fact that the opportunity was free, and included transport from home when the children lived locally was also appreciated: “When I first heard about it…my heart sank, I thought oh no, how much is this going to cost me – then I found out it was free! What an amazing opportunity it has been for him. He was at the window waiting for the bus every morning, he loved every minute of it” The online questionnaire showed that just under half replied ‘no’ (23.5%) or ‘maybe’ (23.5%) when asked if their child would have been able to attend without the free transport. All of those that said ‘no’ had been targeted through schools. Children’s feedback The spontaneous feedback from children noted by deliverers and the project coordinator was overwhelmingly positive, and this is born out by the feedback from parents. Negative comments were few and tended to be about a particular situation or event, e.g. ‘my boots are wet’ or ‘the smoke keeps getting in my eyes!”. Feedback reflected both enjoyment in the moment - “This is SO FUN!!” - but also, crucially, reflection, sometimes but not always prompted by an adult, on how their perception of themselves and what they could do and achieve had changed. Some examples are “I didn’t think I’d be able to do this, but turns out I can” “I am proud of myself – I think I have achieved a lot this week” PUBLIC PUBLIC “I actually think I would make a good outdoor leader” “I guess I have learnt stuff, actually [adult – what have you learnt?] I learnt I could listen, and be outside all day, and about John Muir, and badgers” (from boy who declared initially that he wouldn’t learn anything) On finally lighting a fire with flint and steel “I’ve done it!!” [Adult – and what’s it called when you keep trying?] “I didn’t give up – I persevered!!” Development of bonds between the children, and awareness of teamwork were also indicated: “I think we make a good team – we look out for each other” “I’ve made friends with (girl who had been ignored socially at school) now, I said sorry about not speaking to her before, I’m glad we got the chance to make bread together”. Towards the close of each week, the feedback from children included lots of indication that they didn’t want it to end, and they wanted the opportunity to do it again. “Can I come back next year, please!!” (this one from lots of children) [What was the worst thing about it?] “Leaving!” From observation, as a deliverer, the most satisfying change was to see how children changed their sense of themselves, that those who initially were used to being either ‘difficult’, or restricted by a physical or behavioural condition, found themselves able to be and respond differently in a supportive, relaxed outdoor context – they were continually challenged both in small and bigger ways, for example by being in a new environment with new people, by facing tasks they were unfamiliar with, by being asked to push themselves in situations that required perseverance and uncertainty. They were able to trust in the adults, their companions and themselves. PUBLIC PUBLIC “Very good, if I had the chance to go again i would definitely take it” “I liked whittling; I would go again” “I really enjoyed making spears and carving” “Been a really, really good experience” “An amazing experience and really fun” “I knew my friends were coming so I thought it would be good, but it was a lot better than I expected” “Being on Go Wild has helped my skills, it has been fun” Me: “What was the thing you enjoyed the least today?” Child: “Leaving” PUBLIC  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild Outdoor Education Camps – report Identifier An unambiguous reference to the resource within a given context GGLP_29 Contributor An entity responsible for making contributions to the resource GGLP Creator An entity primarily responsible for making the resource GCAT Date A point or period of time associated with an event in the lifecycle of the resource 2021 Description An account of the resource The aim of ‘Go Wild’ was to show our children that there are local wild places that are accessible to them; that you can have fun in the outdoors without expensive equipment and without paying entry fees / doing organised activities; that they live in an amazing place. children GGLP https://glenkensarchive.scot/glenkens_archive/files/original/7/489/210929-Go-Wild-2021-final-report.pdf 047433cccbecc282775751596a35e615 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild Outdoor Education Camps – presentation Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild! Creator An entity primarily responsible for making the resource GCAT Contributor An entity responsible for making contributions to the resource GGLP Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document 2021 OFFICIAL OFFICIAL OFFICIAL Overview of Galloway Glens ‘Go Wild’ 2021 • 3 events through summer holidays: • Barhill Woods in Kirkcudbright – July 2021 • Threave (near Castle Douglas) – July 2021 • Garroch Estate in the Glenkens – August 2021 • 4 days, 10am – 4pm • P6 and P7 students from Castle Douglas, Crossmichael, Dalry, Kells (New Galloway) and Kirkcudbright Primary Schools. • Up to 10 children and 2 Deliverers per event, 1 Project Coordinator overall. • Held in the context of the 2020 / 21 COVID pandemic. No in-school previsits were allowed. OFFICIAL OFFICIAL Aims of ‘Go Wild’ To show our children that: • There are local wild places that are accessible to them. • That you can have fun in the outdoors without expensive equipment and without paying entry fees / doing organised activities. • That they live in an amazing place. In doing so, to: • Increase their sense of connectivity and well-being – reinforcing their sense of place. • Increase their confidence in being outdoors. • Increase their self-esteem by overcoming challenges and new experiences. OFFICIAL OFFICIAL A targeted audience • • • • • P7s – children approaching High School transition. Wanted to reach those children that would benefit from it the most. Went to the Primary Schools and asked them to give us contact details of the 7-8 P7s that they felt would benefit the most from an opportunity like this. Where the Headteachers didn’t provide names, the attendees were noticeably those children who already get more opportunities. Then identified and removed as many barriers to attendance as possible: • Free to attend. • Free, escorted transport direct from home addresses to and from Go Wild sites. • No specialist equipment required. • Approachable, single-point contact with Go Wild project (Rosie). OFFICIAL OFFICIAL The ‘Go Wild’ Ethos • A nurturing, responsive environment. Activities and flow of the sessions should reflect the needs and interests of the children. Every child should be valued and included. • Easily replicable. The children should feel empowered and enabled to repeat the activities for themselves without access to equipment and resources. • An approach of mutual respect, shared discovery and gratitude for the environment and each other. Modelling of constructive, engaged, respectful behaviours by the Deliverers. • A focus on empowerment and self-esteem boosting. Children actively encouraged to take part in risk assessment and planning. Children supported to overcome challenges. OFFICIAL OFFICIAL ‘Go Wild’ Practices As far as possible: • Location selected for wildness and lack of existing facilities. • Use only of simple equipment. • No use of porta-loos – the groups decided on a suitable area • Daily group discussion around activities and planning • Ongoing risk assessments of activities by the children. • Creation of a ‘Countryside Code’ by each group themselves. • Activities designed to empower and teach outdoor skills safely: fire-lighting, working with wood, tree climbing, shelter / den-building. • Clear understanding and adherence to ‘Leave No Trace’ • Group reflection at the end of each day on how it went / thankfulness. OFFICIAL OFFICIAL Costs of project: Per Event (example 10 children / 4 x 6 hour days) Transport (Community Transport): £367 Deliverers’ time (including prep & set-up): £2,000 Consumables (snacks, equipment): £165 Co-ordinator’s time (session attendance, pick-up & drop-off): £84 • Expenses (Deliverer & Coordinator travel) £100 • Pro-rated Project Coordinator’s time £667 • • • • Total: £3383 = £338 per child per event. OFFICIAL OFFICIAL Evaluation: Parents / Carers Confidence in the outdoors before Confidence in the outdoors after Go Wild 6 5 Score out of 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 OFFICIAL 10 11 12 Average OFFICIAL Evaluation: Parents / Carers Comments included: • She learnt new skills and was ‘tested’, and this really helped her confidence. • It was wonderful to get him away from the screens for a while, I noticed his mood improved. • I think the handing out of certificates at the end - and especially that the certificates are personalised with feedback/praise for the children - is a really nice touch. • She was unsure at the beginning, but was absolutely hooked by the end of the first day, and utterly adored it • It rekindled her love for being outside. OFFICIAL OFFICIAL Evaluation: Children Taken from informal feedback gained on bus journeys to and from events: • Very good, if I had the chance to go again I would definitely take it • I liked whittling; I would go again • I really enjoyed making spears and carving • Been a really, really good experience • An amazing experience and really fun • I knew my friends were coming so I thought it would be good, but it was a lot better than I expected • Being on Go Wild has helped my skills, it has been fun • “What was the thing you enjoyed the least today?” Child: “Leaving” OFFICIAL OFFICIAL Lessons Learned for 2022 • Buy-in by Headteachers is essential in order to get names of the referred P7s. • Getting into schools is then critical in order to enthuse the pupils and ensure a high take-up. • Just sending them sign-up forms leads to a high level of self-selection out of the process. • The role of the Project Coordinator remains essential unless the E&CE Officer can allocate 25% time working to it through April / May / June and over the Delivery weeks. • The remuneration for PC and Deliver roles is set at about the right level. • Add the John Muir ‘Discover’ Award delivery back into the PC role for 2022. OFFICIAL OFFICIAL Lessons Learned for 2022 • Recruiting Deliverers: • Prioritise mixed-gender teams. • Prioritise teams who already know the camp areas. • Make it clear in the job description that the contract includes prep work on day and week plans, risk assessments, pre-site visits and feedback. • Make it clear in the job description that suitable Public Liability Insurance must be in place before the contract is awarded. • Which will require First Aid certification. • Make it clear that ability to plan and deliver a John Muir ‘Discovery’ award is critical. OFFICIAL OFFICIAL Lessons Learned for 2022 • Managing Deliverers • Go through the ethos of Go Wild in some detail. • Agree the rough outline / content of the weeks in order to achieve the JMA, while allowing for child-led development. • Activities should include: • Fire-making and outdoor cooking • Den-building and shelter making • Whittling • River / sea walking OFFICIAL OFFICIAL Lessons Learned for 2022 • Managing the Project Coordinator • Go through the ethos of Go Wild in some detail. • Add the planning, application and submission of the John Muir awards back into the job description for 2022. • Detailed information on the process is available on the John Muir website. • Ascertain quickly whether they want the Bus Chaperone role. • If not, recruit the Chaperone early and ensure that they liaise. • Agree the feedback questions in advance. • Support them in lone working i.e. home-visits. • Final payment on receipt of the End of Project report. OFFICIAL OFFICIAL Resources available • Risk Assessments: • High Level • Operational Risk Assessments: Fire, Tools. • Activity risk assessments. • Family Communications: • First letter • Permission slip • Detailed letter OFFICIAL OFFICIAL Resources available • Procedures and Protocols: • Emergency Procedures • Adult / child ratio • Confidentiality, Data protection • Behaviour and wellbeing • Mobile phones • Administering medication • Toilet arrangements • Midgies & Ticks • Complaints • Equipment checklist OFFICIAL OFFICIAL Resources available • Example Session plans • Templates: • Daily risk assessments • Deliverer’s Notes • Register • Incident Record Form • Deliverer feedback forms • Family feedback forms • Deliverer Documentation: • Job description for Deliverers • Contract for Deliverers OFFICIAL OFFICIAL Supporters of ‘Go Wild’ • • • • • Thanks to NTS Threave Estate for offering their land and also David’s time for the Castle Douglas sessions. Thanks to Nick Roper-Caldbeck for permission to use the Garroch Estate. Thanks to Rob Asbridge of Kirkcudbright Barhill Woods for his support and contribution. Thanks to the Primary Schools for working with us. Thanks to the Heritage Lottery and Dumfries & Galloway Council for underwriting and supporting the scheme. OFFICIAL  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Go Wild Outdoor Education Camps – presentation Identifier An unambiguous reference to the resource within a given context GGLP_30 Contributor An entity responsible for making contributions to the resource GGLP Creator An entity primarily responsible for making the resource GCAT Date A point or period of time associated with an event in the lifecycle of the resource 2021 Description An account of the resource The aim of ‘Go Wild’ was to show our children that there are local wild places that are accessible to them; that you can have fun in the outdoors without expensive equipment and without paying entry fees / doing organised activities; that they live in an amazing place. children GGLP