Activities & Facilities

We offer a wide range of exciting and educational activities which are tailored to your requirements and the age groups on site. They are led by experts and have been designed to fulfil requirements outlined in the National Curriculum.

Countryside Walk

Walking around the beautiful countryside surrounding the centre, children will learn about trees, different habitats & points of the compass. During the walk there is the opportunity for trekking games, shelter building and climbing trees. The walk gives time to chat to children on a one to one basis and in small groups; finding out how they are coping with the current Covid situation and life in general. The walk is an important wellbeing activity, helping children to see how important it is to experience fresh air and nature.

Equipment First Aid ruck sack, all children’s medication, compasses, maps, bivvy and ruck sacs if collecting sticks.

National Curriculum Links

Early Years Foundation Stage (EYFS) curriculum:

1.Communication and Language:

Listening and Attention: Engaging with sounds of nature and instructions during activities helps to develop listening skills.
Understanding: Following simple directions and understanding the information about nature supports language comprehension.
Speaking: Opportunities to talk about their experiences and describe what they see, enhancing their expressive language skills.

2.Physical Development:

Moving and Handling: Activities like walking, climbing trees, and building shelters improve gross motor skills, coordination, and balance.
Health and Self-care: Understanding the importance of outdoor activities for health, and learning about self-care, such as dressing appropriately for the weather.

3.Personal, Social and Emotional Development:

Self-confidence and Self-awareness: Engaging in new activities and exploring the environment helps build confidence and self-awareness.
Managing Feelings and Behaviour: Experiencing nature can be calming and assist in managing feelings and behaviour.
Making Relationships: Interacting with peers and adults during the walk fosters social skills and relationship building.

4.Literacy:

Reading: Recognizing simple signs or labels during the walk (like tree species or direction signs) can be an early form of reading.
Writing: Drawing or making marks about their countryside experiences can lay the foundations for early writing skills.

5.Mathematics:

Numbers: Counting objects like leaves, stones, or trees during the walk.
Shape, Space, and Measure: Understanding basic concepts of size, shape, and distance through practical outdoor activities.

6.Understanding the World:

People and Communities: Discussing their experiences and relating them to their own lives and communities.
The World: Learning about nature, different types of habitats, plants, and animals.
Technology: Using simple tools or equipment like a compass or magnifying glass.

7.Expressive Arts and Design:

Exploring and Using Media and Materials: Using natural materials for creative activities, like stick art or leaf rubbing.
Being Imaginative: Encouraging imagination through role-playing or storytelling inspired by their surroundings.

Key Stage 1 Links:

1.Geography:

Fieldwork Skills: Children will develop basic fieldwork skills by observing and recording information about the school’s grounds and its surrounding environment.
Map Skills: Introduction to using simple compass directions (North, South, East, West) and basic locational and directional language (e.g., near and far; left and right) to describe locations and routes on a map.

2.Science:

Plants and Animals: Identifying different types of trees and learning about local wildlife, which aligns with the science curriculum focused on understanding basic characteristics of plants and animals.
Habitats: Exploring different habitats helps children understand the concept of habitats and the living things that inhabit them.

3.Physical Education:

Outdoor Activity: Engaging in physical activities like walking and simple games promotes physical development and coordination skills.

4.Personal, Social and Emotional Development:

Wellbeing and Social Skills: The walk provides opportunities for social interaction and learning about wellbeing through experiencing nature, which is crucial for personal and social development.

Key Stage 2 Links:

1.Geography:

Map Skills: Utilising the eight points of a compass, and understanding four and six-figure grid references. This builds on their knowledge of the United Kingdom and the wider world.
Fieldwork: Conducting more advanced fieldwork by using symbols and keys, including those found on Ordnance Survey maps, to understand and interpret the landscape.

2.Science:

Living Things and Habitats: Exploring different habitats in more detail, understanding the interdependence of organisms, and the impact of human activity on the environment.
Plants and Trees Identification: Identifying a wider variety of plants and trees, understanding their life cycles and the importance of conservation.

3.Physical Education:

Outdoor and Adventurous Activities: Participating in more challenging physical activities like trekking, shelter building, and tree climbing, which not only aids physical development but also encourages teamwork and problem-solving skills.

4.History:

Local History Study: If applicable, exploring historical features or stories of the local area during the walk, which can be linked to the study of local history or changes in the local environment over time.

5.Art and Design:

Observational Drawing: Children can draw landscapes, plants, or scenes they observe, enhancing their skills in observation and representation.

6.Personal, Social, Health and Economic (PSHE) Education:

Teamwork and Communication: Activities during the walk such as games and group discussions promote teamwork, communication, and interpersonal skills.

Key Stage 3 Links:

1.Geography: Students can apply and extend their skills in map reading and using compass directions. This aligns with Key Stage 3 requirements for understanding geographical similarities, differences, and changes in environment through fieldwork. Specifically, they can:

Utilise the eight points of a compass and OS map symbols in a real-world context.
Conduct fieldwork to observe, measure, and record the human and physical features of the local area, using a range of methods including digital technologies.

2.Science: The exploration of different habitats and trees ties into the Key Stage 3 Biology curriculum, where students learn about ecosystems and adaptations. They can:

Observe and identify different species of flora and fauna, noting adaptations to their environment.
Understand the interdependence of organisms in an ecosystem, recognising the importance of biodiversity.

3.Physical Education: The physical activities such as trekking and shelter building contribute to students’ physical development and skill enhancement. This relates to the PE curriculum at Key Stage 3, which includes:

Developing competence to excel in a broad range of physical activities.
Engaging in outdoor and adventurous activities which present intellectual and physical challenges.

4.Personal, Social, Health and Economic (PSHE) Education: The emphasis on wellbeing, coping with situations like the Covid pandemic, and the importance of experiencing nature can be linked to the PSHE curriculum. Key Stage 3 students are expected to learn about:

Managing changes and challenges in their lives, including the transition to secondary school.
Mental wellbeing, including the recognition and management of emotions, the benefits of physical activity, and time outdoors.

5.Citizenship: The opportunity for discussions during the walk about life and current events like the Covid situation aligns with the Key Stage 3 Citizenship curriculum. It focuses on:

Developing students’ understanding of their roles as members of society.
Encouraging them to engage with and reflect on different aspects affecting their communities and the wider world.

6.Art and Design: The exposure to natural environments and landscapes can inspire creative work in art, relevant to the Key Stage 3 curriculum which includes:

Exploring and recording observations from experiences and environments.
Using a range of techniques and materials, including drawing, to express ideas and experiences.

Mountain Biking

Children will learn how to safely ride a bike on the purpose-built cycle track/obstacle course whilst using the correct safety equipment. Through this activity the children will learn about the health and environmental benefits of cycling. Road safety awareness and basic bike maintenance is also incorporated. Children gain self-esteem and confidence through this activity, as well as learning how to follow and respect instructions.

Equipment: Bikes, helmets, gloves, pump, cones for marking a course out. First aid kit is in the workshop.

National Curriculum Links

Early Years Foundation Stage (EYFS)

Physical Development: Enhancing motor skills, balance, and coordination through biking.
Understanding the World: Introducing basic concepts of road safety and the environment.
Personal, Social and Emotional Development: Building self-confidence and understanding the importance of safety and following instructions.

Key Stage 1

Physical Education: Focus on developing balance, agility, and coordination through bike riding.
Science: Learning about health and the environmental benefits of cycling.
Personal, Social and Emotional Development: Gaining self-esteem and following instructions.

Key Stage 2

Physical Education: Participating in outdoor and adventurous activities, improving personal physical skills, and working as a team.
Science: Understanding the importance of physical activity for health.
Design and Technology: Basic bike maintenance skills can be linked to understanding how things work.

Key Stage 3

Physical Education: Advanced skill development in cycling, focusing on personal fitness and outdoor adventure.
Science: Deeper understanding of the health benefits of regular physical activity.
Personal Development: Building self-confidence, road safety awareness, and the importance of following safety instructions.

Campfire

A campfire will be built by the children. They will collect the sticks and will learn which wood can be used for the fire. The discussion around the campfire (before it is built and lit) will involve fire safety, the fire triangle and how to cook

marshmallows or damper bread. Children will experience how to assess risks, build and light a fire using fire steels, as well as the scientific aspects of fire. The campfire activity often leads to open discussions, with children and adults chatting about their culture and visiting relatives abroad etc.

Equipment: Sticks, campfire trolley which has in it fire first aid kit, fire steels, cotton wool, cooking sticks, paper, kindling, firelighters., newspaper if used. Buckets of water for washing hands and extinguishing the fire. Enough stumps around the campfire for children and staff

National Curriculum Links

Early Years Foundation Stage (EYFS)

Understanding the World: Learning about fire safety and the natural environment.
Physical Development: Engaging in activities like collecting sticks.
Communication and Language: Participating in group discussions.

Key Stage 1

Science: Basic understanding of fire and its uses.
Personal, Social, Emotional Development: Learning about safety and working together.

Key Stage 2

Science: In-depth understanding of fire, including the fire triangle.
Personal Development: Risk assessment and team collaboration.
History/Geography: Discussing cultural aspects of fire usage.

Key Stage 3

Science: Advanced understanding of fire and environmental impact.
Design and Technology: Building and maintaining a safe campfire.
Personal Development: Enhancing teamwork and leadership skills.

Archery

Children will learn how to shoot a bow and arrow whilst being made aware of the safety aspects of archery. They will learn about the names of the parts of the bow and arrow. Numeracy games will be incorporated such as counting up their own scores. Children gain confidence/self-achievement through this activity and learn how to follow instructions in a methodical way.

Equipment: Bows, arrows, arm guards. Target faces to put on the boss’s which are in situ, arrow holders, planks to indicate standing area, cones to mark out exclusion zone. Score cards or whiteboard, pens or marker.

National Curriculum Links:

EYFS:

Enhances fine motor skills and focus, introduces basic safety concepts.

Key Stage 1:

Develops coordination and listening skills, introduces numeracy through scoring.

Key Stage 2:

Focuses on improving physical skills, understanding safety and technique, and teamwork through group activities.

Key Stage 3:

Enhances precision, concentration, and personal skill development, along with understanding the importance of following instructions and safety procedures.

Teambuilding

Activities include: blindfold trail, crossing the raging river, rescuing animals from an island, transporting an egg safely. A carousel of 3 to 4 of these activities is undertaken so each group experiences each activity.

These help to develop group work, co-operation and communication through active problem-solving challenges. Children are organized into small groups of 7-8 and initially discuss as group what it means to be a member of a team; this will incorporate the school charter/school values.

Each activity lasts about fifteen minutes and after each activity a group evaluation is undertaken; this helps the group to focus on what can be achieved within the next activity. A sense of empowerment and achievement is attained through teambuilding, as well as the other life skills previously mentioned.

Equipment: The equipment required for each team building activity is in the pond shed and is labelled or grouped together on ashelve/box.

National Curriculum Links:

Early Years Foundation Stage (EYFS):

Focuses on developing social skills, teamwork, and basic problem-solving.

Key Stage 1:

Enhances cooperation, communication, and understanding of working together towards a common goal.

Key Stage 2:

Builds on team dynamics, collaborative problem-solving, and introduces more complex team challenges.

Key Stage 3:

Develops advanced teamwork skills, leadership, and strategic thinking in more challenging activities.

Shelter Building

Children are split into teams of 5-7 and will build shelters out of sticks and camouflage nets. This encourages cooperation and communication. Shelter building also focuses on design and technology and mathematical aspects such as different shapes.

Equipment: Canes/sticks, camouflage nets , tarpaulins.

National Curriculum Links:

EYFS:

Focuses on creativity, basic construction concepts, and teamwork.

Key Stage 1:

Enhances understanding of materials, simple design and construction skills.

Key Stage 2:

Develops teamwork, problem-solving, and practical application of design and technology concepts.

Key Stage 3:

Encourages advanced teamwork, design, and technology skills, and application of mathematical concepts in construction.

Gardening

The program of garden to plate will be followed. Children will be shown how to use different tools safely and then cultivate an area in preparation for either sowing seeds or planting seedlings, followed by watering in. Fruit or vegetables will be harvested and either taken to the Gorsefield kitchen for use in a meal that the children will eat or taken back to Manorfield to be used in the school kitchen or sold at the Pantry Kitchen. The children will have a greater understanding of propagation methods and where the food they eat comes from, as well participating in a healthy wellbeing activity.

Equipment: Forks, spades, rakes, hoes, trowels, hand forks, dibbers, lines, riddles. Seeds, plants, compost, pots, watering cans, labels, marker sticks for spacing.

National Curriculum Links

EYFS:

Focuses on basic plant knowledge, sensory experiences, and simple gardening tasks.

Key Stage 1:

Enhances understanding of plant growth, basic gardening skills, and environmental awareness.

Key Stage 2:

Develops knowledge about ecosystems, plant life cycles, and sustainable practices.

Key Stage 3:

Encourages advanced study of botany, environmental science, and sustainable agriculture.

Art

Children, as individuals or small groups, will undertake an art project based around the natural environment of Gorsefield using the Andrew Goldsworthy style as a focus. Many aspects of design and nature are incorporated within this activity, giving children the ability to freely express themselves within the natural environment. After each group has completed their project they will take turns to explain their creation to each other.

Equipment: Reference books, photographs. paper, paint crayons, art boards, cut circles of wood and natural materials from the grounds.

National Curriculum Links:

EYFS:

Focuses on exploring and using media and materials, encouraging creativity and imaginative play.

Key Stage 1:

Enhances skills in drawing, painting, and sculpture, using a variety of materials and learning about different artists.

Key Stage 2:

Develops techniques in art and design, including control and use of materials with creativity and experimentation.

Key Stage 3:

Encourages an increased awareness of different kinds of art, craft, and design, fostering more sophisticated art techniques and appreciation.

Orienteering

Children in small groups using a map will locate different orienteering markers around the grounds of Gorsefield. The orienteering activity enhances map reading skills, communication, the ability to listen to each other and team work.

Children gain a sense of achievement and self-esteem when they have completed the activity. The adult marking the sheet gives affirmative feedback to the members of the group and this is an integral part of the activity.

Equipment: Maps, markers/control punches, marker cards, pens.

National Curriculum Links:

EYFS:

Focuses on basic map understanding and following simple directions.

Key Stage 1:

Enhances spatial awareness, basic map reading, and following directions.

Key Stage 2:

Develops map reading skills, teamwork, and problem-solving in an outdoor context.

Key Stage 3:

Encourages advanced orienteering skills, strategic thinking, and physical endurance.

Self-led Activities for you to try at Gorsefield, at school or at home

Sound mapping

sound mapping activity guide.pdf