Outdoor Education

Shiplake College is accredited with NICAS – National Indoor Climbing Award Schemes.

Year 7-8: Introduction to Climbing

Students begin their climbing journey by learning foundational skills such as knot tying (e.g., figure-eight knot), putting on a harness, and basic belaying. They are introduced to climbing on bottom-rope systems, where they can safely practice movement on the wall, focusing on balance, body positioning, and foot placement.

At this stage, climbing is an excellent medium for developing self-confidence as students conquer their initial fears of height and unfamiliar environments. It also encourages teamwork and trust as they depend on their peers to belay them safely.

Year 9-10: Intermediate Techniques and Problem Solving

As students’ progress, they move on to intermediate climbing techniques such as route reading, dynamic moves, and improving grip strength through advanced holds. They may also be introduced to bouldering, which develops problem-solving skills as students work out shorter, more complex routes (or "problems") without a rope.

These years focus on building resilience and mental focus, as climbing increasingly demands both physical and cognitive engagement. Overcoming more challenging climbs helps students deal with fear responses and enhances their decision-making abilities.

Year 11: Consolidating Skills and Leadership

Students consolidate their technical skills, including lead climbing, anchor setup, and understanding the physics of rope systems. They also focus on safety practices and risk assessment, essential for independent climbing.

Climbing at this level promotes leadership and responsibility, particularly as they mentor younger students or manage aspects of group activities. The sense of achievement from climbing harder grades fosters self-discipline and the ability to set and meet goals.

Year 12-13: Advanced Indoor Techniques and Outdoor Opportunities

In their final years, students refine advanced climbing techniques such as bridging, flagging, and dynamic movement, which improve efficiency and control on more challenging routes. They may explore advanced route reading and projecting techniques to tackle harder indoor climbs.

This stage emphasises personal development through goal setting, resilience, and further honing problem-solving skills, as students navigate more complex climbs and environments while continuing to build confidence and independence. Climbing becomes a tool for enhancing emotional regulation and managing stress under pressure. These activities promote independence, self-motivation, and adaptability, essential traits for personal and professional life beyond school.

Climbing as a Medium for Personal Development

Across all stages, climbing serves as a powerful platform for personal growth. It develops:

• Confidence: Overcoming fears and achieving physical goals.
• Resilience: Pushing through failures and persevering with difficult routes.
• Teamwork: Supporting others through belaying and encouragement.
• Risk Management: Assessing and minimising potential hazards.
• Problem-Solving Skills: Strategising movements and adapting to challenges.

By Year 13, students not only have advanced climbing skills but also a deeper sense of self-awareness, resilience, and responsibility, ready to tackle challenges both on and off the wall.

Year 7-8: Introduction to Kayaking

Students begin their kayaking journey with the basics, including learning how to correctly hold a paddle, execute forward and reverse strokes, and maintain balance in calm water. They are introduced to basic water safety, self-rescue techniques, and understanding how to navigate using simple manoeuvres like turning and stopping.

At this stage, kayaking builds confidence as students become comfortable on the water. It also fosters awareness of the natural environment and develops teamwork as they practice group activities, such as rafted paddling or small challenges.

Year 9-10: Intermediate Techniques and Leadership

Building on foundational skills, students advance to intermediate techniques like edging, draw strokes, and low-brace turns. They are introduced to paddling in moderate water conditions (e.g., slow-moving rivers) and begin to tackle controlled capsizing and assisted rescues.

These years emphasise problem-solving as students learn to navigate new challenges and apply technical skills to varied environments. Leadership begins to emerge as students are encouraged to take responsibility for helping peers and planning short paddling routes.

Year 11: Refining Skills and Independent Planning

Students refine their kayaking skills, including high-brace techniques, sculling, and basic rolling. They are introduced to reading river conditions, such as identifying currents and avoiding hazards. Supervised, independent trip planning is encouraged, where students assess risk, pack appropriate gear, and plan routes.

This stage promotes independence and decision-making, as students gain the skills needed to lead small groups or tackle more complex waterways. Overcoming challenges on the water builds resilience and enhances their ability to stay calm under pressure.

Expedition currently available for Year 11 Silver Duke Of Edinburgh pupils only. Currently held in Wales and Scotland.

Year 12-13: Advanced Kayaking and Outdoor Adventures

In the final years, students explore advanced skills, such as white-water kayaking, mastering the Eskimo roll, and paddling in challenging environments like tidal rivers or sea. They also gain experience in expedition-style trips, including multi-day journeys requiring self-sufficiency.

Advanced kayaking promotes adaptability and self-reliance, as students must respond to dynamic water conditions. These activities further strengthen teamwork and leadership as they take on group responsibilities, including managing logistics and ensuring safety during expeditions.

The expedition is open to Gold Duke Of Edinburgh pupils only. Currently held in Sweden.

Kayaking as a Medium for Personal Development

Across all stages, kayaking provides rich opportunities for personal growth, including:

• Confidence: Building trust in their abilities and decision-making.
• Resilience: Tackling physical and mental challenges on the water.
• Teamwork: Collaborating to ensure safety and success during group paddling sessions.
• Environmental Awareness: Gaining a deeper appreciation for natural waterways and ecosystems.
• Risk Management: Identifying hazards and applying safety techniques.

By Year 13, students will not only have developed advanced paddling skills but also the character traits, such as resilience, responsibility, and independence, needed to thrive in life’s challenges, both on and off the water.

Year 7-8: Introduction to Canoeing

Students begin with the fundamentals of canoeing, including basic paddling techniques such as forward, reverse, and J-strokes. They learn how to enter and exit a canoe safely, maintain balance, and navigate calm water. Safety skills, including capsize drills and understanding buoyancy aids, are also introduced.

At this stage, canoeing fosters confidence, coordination, and a growing appreciation for teamwork as students often work in pairs to paddle effectively.

Year 9-10: Intermediate Skills and Group Challenges

Students advance to intermediate canoeing techniques, such as sweep strokes, prying, and draw strokes, to improve steering and manoeuvrability. They also develop an understanding of ferry gliding and controlling their canoe in slow-moving rivers. Activities like canoe-based challenges or relay games are incorporated to encourage group interaction.

This level emphasises collaboration and problem-solving, as students must communicate and coordinate to navigate together effectively. They begin to develop leadership skills by planning and organising small group activities.

Year 11: Leadership and Journey Skills

Students are introduced to canoeing on larger water bodies, such as lakes, with changing conditions. They learn journeying techniques, including efficient paddling, packing equipment, and basic navigation. Leadership skills are further developed as they may plan and lead short group expeditions or coordinate safety measures.

This stage promotes independence, resilience, and risk management, as students take on greater responsibility for themselves and their group while on the water.

Year 12-13: Advanced Canoeing and Outdoor Expeditions

In the final years, students refine their canoeing skills, focusing on advanced techniques such as solo paddling, tandem canoeing efficiency, and cross-deck strokes. They may also experience outdoor expeditions, such as multi-day canoe journeys on rivers or lakes, requiring self-sufficiency and an understanding of environmental stewardship.

The expedition is available to Gold Duke Of Edinburgh pupils only and is held on the Dordogne river in France.

This stage develops leadership, self-reliance, and environmental awareness, as students apply their skills in real-world scenarios. Overcoming the physical and mental challenges of canoe expeditions builds resilience and prepares students for future adventures in outdoor pursuits.

Canoeing as a Medium for Personal Development

Canoeing provides opportunities to:

• Build confidence through mastering new skills.
• Foster teamwork and communication in shared paddling experiences.
• Strengthen resilience by overcoming challenges, such as adverse weather or long distances.
• Develop environmental responsibility by connecting with and protecting natural waterways.

By Year 13, students are equipped with technical expertise and life skills, such as problem-solving, independence, and leadership, which extend far beyond the canoe.

Year 7-8: Introduction to Mountain Biking

Students start with the fundamentals of mountain biking, including proper bike handling, balance, and basic riding techniques such as braking, shifting gears, and cornering. They learn how to ride safely on beginner trails and flat terrain, focusing on developing confidence and control. Safety practices, such as helmet fitting and bike checks, are also emphasised.

At this stage, mountain biking promotes coordination, self-confidence, and an appreciation for outdoor activity.

Year 9-10: Developing Skills and Trail Challenges

Students’ progress to intermediate skills, such as navigating uneven terrain, basic technical climbs and descents, and understanding body positioning for different trail conditions. They begin riding moderate trails that involve small obstacles, requiring quick decision-making and adaptability.

This stage enhances resilience and problem-solving as students learn to handle increasingly complex challenges. They also strengthen teamwork by participating in group rides, where they support and encourage one another.

Year 11: Advanced Techniques and Leadership

Students refine their skills with advanced techniques, such as mastering switchbacks, pumping through rollers, and efficiently tackling steeper climbs and descents. They may be introduced to trail maintenance, learning about environmental responsibility and sustainable riding. Leadership opportunities arise as students plan group rides or assist peers in developing their skills.

At this level, mountain biking fosters independence, leadership, and environmental stewardship, as students gain confidence navigating advanced trails and take on greater responsibility.

The Silver Duke of Edinburgh have this as an option for their expedition phase. This is normally held in Wales.

Year 12-13: Technical Mastery and Outdoor Expeditions

In the final years, students focus on technical mastery, including riding more advanced trails, handling drops, and managing speed on technical descents. They may participate in longer outdoor expeditions, such as multi-day rides, which require planning, endurance, and self-sufficiency.

This stage emphasises resilience, adaptability, and self-reliance, as students face physical and mental challenges. The camaraderie and sense of achievement from completing more demanding rides also build teamwork and leadership.

Gold Duke of Edinburgh have this as an option during their expedition phase in Scotland.

Mountain Biking as a Medium for Personal Development

Mountain biking encourages students to:

• Build confidence and perseverance through physical and technical challenges.
• Foster resilience and problem-solving by adapting to varied and unpredictable terrain.
• Develop teamwork by riding in groups and supporting peers.
• Strengthen environmental awareness by learning to respect and preserve natural trails.

By Year 13, students have the technical and personal skills to tackle demanding trails and outdoor adventures while demonstrating leadership and environmental responsibility.

Year 7-8: Introduction to Archery

Students are introduced to the basics of archery, including proper stance, bow handling, and aiming techniques. They learn the mechanics of drawing, anchoring, and releasing the arrow, focusing on consistency and safety procedures. Early lessons include shooting at close-range targets to build confidence and accuracy.

This stage fosters focus, discipline, and self-confidence, as students develop foundational skills and a sense of achievement from improving their precision.

Year 9-10: Developing Technique and Accuracy

Students advance to refining their form, learning techniques such as string alignment, gap shooting, and adjusting aim for varying distances. They practice shooting at different target sizes and ranges, improving precision and control. Students may also begin to explore scoring systems and participate in friendly competitions to encourage a sense of challenge and progress.

This level promotes concentration, resilience, and goal setting, as students strive for consistency and improve through practice.

Year 11: Advanced Skills and Leadership

Students work on mastering advanced techniques, such as fine-tuning their draw length, understanding wind conditions, and adjusting for target trajectory. They may take part in team challenges or organised competitions, where leadership and strategy are emphasised. Students may also help mentor younger participants, fostering collaboration and teamwork.

At this stage, archery develops patience, leadership, and confidence, as students take on new challenges and responsibilities.

Year 12-13: Precision and Performance under Pressure

Students focus on achieving high levels of accuracy and performing consistently under pressure. They may practice techniques for long-range shooting, handle more advanced equipment, and participate in more competitive events. Strategic thinking and emotional control are emphasised as they work to overcome the mental challenges of precision shooting.

This stage enhances resilience, mental discipline, and self-reliance, preparing students to tackle challenges with poise and determination.

Archery as a Medium for Personal Development

Archery provides students with opportunities to:

• Improve focus and discipline by refining their skills.
• Build confidence through measurable improvement in performance.
• Develop patience and emotional control by managing stress and pressure.
• Foster teamwork and leadership through group activities and mentoring peers.

By Year 13, students emerge with technical expertise and the mental resilience to excel in archery and other aspects of life.

Year 7-8: Introduction to Air Rifle Shooting

Students learn the basics of air rifle safety, proper handling, and understanding the mechanics of the rifle. They are introduced to correct shooting posture, breathing techniques, and how to align the sights with the target. Practice begins at short ranges with fixed targets to build confidence and foundational skills.

This stage fosters self-discipline, focus, and responsibility, as students adhere to safety protocols and practice consistency.

Year 9-10: Developing Precision and Technique

At this level, students refine their shooting technique, including trigger control, sight adjustments, and managing recoil. They start shooting at varied distances and sizes of targets, improving accuracy and adaptability. Team shooting exercises may be introduced, encouraging camaraderie and cooperation.

This phase promotes patience, resilience, and self-improvement, as students strive to refine their precision through practice and constructive feedback.

Year 11: Advanced Skills and Competitive Practice

Students focus on advanced techniques, such as controlling heart rate, reading environmental conditions like wind, and improving their performance under timed scenarios. They may participate in friendly competitions or simulated shooting challenges, where precision and mental focus are emphasised. Leadership opportunities arise as students assist younger peers with basic techniques and safety.

This stage enhances critical thinking, teamwork, and confidence, as students take on more complex tasks and assume greater responsibility.

Year 12-13: Mastery and Performance Under Pressure

Students work toward mastering air rifle shooting, emphasising precision, control, and consistency under competitive conditions. They may engage in longer sessions focusing on endurance and mental discipline, or practice with moving or reactive targets for added complexity. Leadership roles, such as mentoring younger students or organising practice sessions, are encouraged.

This stage develops emotional control, resilience, and strategic thinking, preparing students for high-pressure environments both on and off the range.

Air Rifle Shooting as a Medium for Personal Development

Air rifle shooting helps students:

• Build focus and discipline by mastering technical skills.
• Develop emotional control and resilience by managing performance under pressure.
• Foster teamwork and leadership through collaborative exercises and mentoring roles.
• Learn responsibility and accountability through adherence to strict safety protocols.

By Year 13, students demonstrate advanced technical skills, mental toughness, and the leadership abilities to mentor others in a highly controlled and disciplined environment.

Year 7-8: Introduction to Bushcraft Basics

Students begin with foundational skills such as shelter building, fire lighting with flint and steel, and basic knot tying. They are taught how to safely handle tools like knives and saws and are introduced to concepts of outdoor safety and environmental awareness. These activities are designed to build confidence and a sense of independence in a natural environment.

This stage fosters self-reliance, teamwork, and respect for nature, as students gain hands-on experience and begin to connect with the outdoor world.

Year 9-10: Developing Advanced Skills and Practical Knowledge

Students’ progress to more advanced techniques, such as cooking over an open fire, carving tools, purifying water, traps and learning about plant and tree identification for foraging. They might also learn navigation using maps and compasses and practice building more complex shelters. Group challenges are introduced to encourage collaboration and problem-solving.

This phase promotes resilience, problem-solving, and leadership, as students begin to take ownership of their skills and tackle more challenging outdoor scenarios.

Year 11: Survival and Leadership Training

Students are challenged with simulated survival scenarios, requiring them to apply all their skills in fire lighting, shelter building, and resource management. They might also learn emergency first aid and how to manage risks in a wilderness environment. Leadership roles are encouraged, as students take charge of planning and executing group tasks during overnight trips or extended outdoor activities.

This stage enhances decision-making, initiative, and collaboration, as students step into leadership roles and refine their practical knowledge.

Year 12-13: Mastery and Mentorship

Students refine their Bushcraft skills to a high level, focusing on precision and efficiency. They might engage in longer expeditions, learning advanced techniques like tracking, using natural materials for tools, and more complex navigation. Mentorship roles are emphasised, as older students support younger peers by teaching them skills and overseeing group tasks.

This stage develops mentoring abilities, resilience, and creativity, preparing students to take on leadership positions and approach challenges with confidence and adaptability.

Bushcraft as a Medium for Personal Development

Bushcraft provides students with opportunities to:

• Cultivate self-reliance and problem-solving skills by adapting to the outdoor environment.
• Develop leadership and mentoring abilities through group challenges and peer support.
• Build resilience, teamwork, and a deeper connection to nature through hands-on learning.
• Gain practical life skills that boost confidence and foster a sense of accomplishment.

By Year 13, students emerge as confident, resourceful individuals capable of adapting to and thriving in the challenges of the natural world.

Year 7-8: Introduction to Orienteering Basics

Students begin with the basics of orienteering and volunteering skills, such as learning how to read a map, understanding symbols, and using a compass. They will follow a set course in a controlled area, developing essential map-reading and orientation skills. Additionally, they will have the opportunity to set their own courses, encouraging creativity and teamwork as they challenge one another’s groups in navigational tasks.

This stage builds confidence, teamwork, and problem-solving skills, as students start to engage in the process of planning, executing, and leading basic orienteering challenges.

Year 9-10: Developing Navigation Skills and Strategy

At this stage, students learn how to use a compass, pace themselves, and plan a basic route. They will apply these skills on more complex courses, where they must consider factors like terrain difficulty and time management. Group challenges are introduced, fostering collaboration and requiring students to work together to navigate more challenging courses.

This phase promotes decision-making, teamwork, and strategic thinking, as students navigate increasingly difficult courses and learn to adapt to changing conditions.

Year 11: Advanced Orienteering Techniques and Solo Navigation

Students work on refining their orienteering techniques, incorporating advanced skills such as adjusting to weather conditions, interpreting contour lines, and navigating at night or in challenging environments. They may participate in longer expeditions or competitive events where they are required to plan and navigate independently. Leadership roles are encouraged, with students taking on more responsibility for planning and executing orienteering activities.

This stage strengthens leadership, resilience, and adaptability, as students demonstrate the ability to lead teams and manage their own navigation under pressure.

Year 12-13: Mastery and Mentorship

In the final stages, students perfect their orienteering skills, engaging in advanced challenges like long-distance orienteering expeditions, navigation in remote areas, and navigating with limited resources. They may also take on mentorship roles, guiding younger students through orienteering courses and sharing their knowledge and skills.

This stage fosters independent thinking, mentoring abilities, and mental toughness, as students refine their technical skills and lead others in complex navigation tasks.

Orienteering as a Medium for Personal Development

Orienteering helps students:

• Develop self-reliance and critical thinking by planning and executing routes independently.
• Build teamwork and communication skills when working with others to solve navigation challenges.
• Enhance resilience and adaptability, learning to cope with changing environments and unexpected obstacles.
• Foster leadership skills through mentoring and guiding others in challenging orienteering tasks.

By Year 13, students will have developed a deep understanding of navigation, critical thinking, and leadership, equipping them to succeed both in orienteering and other areas of their lives.

Our skiing trips welcome students of all abilities, from complete beginners to more experienced skiers. For beginners, the focus will be on fundamental skills, such as balance, turning, and stopping on gentle slopes. Intermediate skiers will refine techniques like carving, edge control, and speed management on moderate terrain. Advanced skiers will tackle more challenging slopes, improving control and mastering advanced techniques for varying snow conditions.

Skiing not only develops physical skills but also helps students build confidence, resilience, and teamwork, as they learn to support each other on the slopes. Regardless of experience level, all students will grow both as skiers and individuals, with skiing offering a unique opportunity for personal development, fitness, and social bonding.

Supporting Personal Growth Through Skiing:

Skiing is a great medium for developing confidence, teamwork, and resilience. For beginners, it’s about building the confidence to control their movement on the slopes. For intermediate skiers, it’s about overcoming fears and improving their technique. Advanced skiers focus on mastering skills and pushing their limits. Skiing as a sport promotes physical fitness and mental toughness, helping students to develop a positive mindset that can carry over into all areas of life.

Every other year, advanced skiers have the opportunity to compete in the Independent Schools Ski Championships. This event is designed for skiers who have reached a higher level of proficiency, focusing on refining technique, increasing speed, and competing against other schools. The championships provide a platform for students to challenge themselves and test their skills in a competitive environment, encouraging self-discipline, focus, and sportsmanship.

This event is ideal for those who have mastered the basics and intermediate techniques and are looking for a more competitive and challenging skiing experience. It offers a chance to represent the school, push personal limits, and engage in a team-based environment while competing with other talented skiers.

Supporting Personal Growth Through Skiing:

Skiing is a great medium for developing confidence, teamwork, and resilience. For beginners, it’s about building the confidence to control their movement on the slopes. For intermediate skiers, it’s about overcoming fears and improving their technique. Advanced skiers focus on mastering skills and pushing their limits. Skiing as a sport promotes physical fitness and mental toughness, helping students to develop a positive mindset that can carry over into all areas of life.