Disclaimer:
This learning journey was originally created as part of the Game On Scotland
programme. Although the original purpose was to support learning around the
Commonwealth Games it can be applied to other educational contexts
Learning journey – Inspiring Journeys
Focus: Connecting journeys near and far
Fourth
CfE Level: Second / Third /
Introduction:
‘5 Continents. 6 Faiths. 7 Languages. 8 Women. 1 daring ambition’: In 2009 eight women from eight different Commonwealth countries were recruited to
undertake a journey to the South Pole: ‘The aim of the expedition was to demonstrate the potential of greater inter-cultural understanding, raise awareness of the
work and value of the modern Commonwealth and to highlight the achievements of women around the world.’ (Call of the White, 2011, Felicity Aston)
From this starting point, learners consider many of the aspects of this inspiring collective journey by the team of female explorers. An important aspect of this learning
journey is that learners are challenged to undertake journeys in their local community and local landscapes. These can be small and repeated journeys, cumulative
journeys, individual or collective journeys, or longer journeys – expeditions starting from their school / establishment or visiting a National Park for example. Connecting
with people in the local community is encouraged, whether it be local athletes, business people, ex-pupils or learning establishments in the area. Journeys can be used
to inspire literacy or creativity activities and curricular learning, and can model real and historic journeys by famous Scots.
This learning journey contains the following learning experiences:
Inspiring Journeys, near and far: – to the end of the world
– journeys with John Muir
– local legacies
Prior learning:
Interdisciplinary opportunities:
Learners will hopefully have been introduced to
one or more explorer from the past, ideally with a
Scottish connection, such as John Muir, David
Livingstone, or Birdie Bowers on the 1911 Scott
Antarctica expedition. Learners will have an
understanding of the reason for and history of the
Commonwealth, and will bring their knowledge
and experiences of their local area to the learning
journey.
Learning about Scotland – great Scots, local
communities, protected landscapes such as our
National Parks, Scotland’s sporting legends and
our strongest Commonwealth sports.
Activities can easily be adapted to suit any level
and take into account a lack of, or greater, prior
learning.
www.gameonscotland.org
Health and wellbeing – learning to travel safely,
learning to recognize and manage risk
appropriately.
Religious and moral education – gender /
equality issues and the differences between the
status of women in different countries.
Skills for life – working with others, time
management and collaborative planning,
communication skills, problem solving and
developing creativity.
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Capabilities:
Successful learners: through opportunities for linking
and applying different kinds of learning in new
situations.
Confident individuals: learners can pursue a healthy
and active lifestyle, and further develop and
communicate their own beliefs and view of the world.
Responsible Citizens: by helping to develop respect
for others, and learning to make informed choices and
decisions.
Effective Contributors: by developing resilience and
self-reliance, and learning they can take the initiative
and lead, and work in partnership and teams.
Learning journey – Inspiring Journeys
Focus: Connecting journeys near and far
Fourth
CfE Level: Second / Third /
C
Relevant Experiences and Outcomes:
Health and wellbeing: (including journeys, safe travel, managing risk, MESP – physical activity and challenge being important in mental health)
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I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own
behaviour and the way others behave. HWB 3-04a / HWB 4-04a
I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 3-16a / HWB 4-16a
I know and can demonstrate how to travel safely. HWB 3-18a / HWB 4-18a
I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future
opportunities. This is helping me to make informed choices about my life and learning. HWB 3-19a
Social studies: (exploring local area, planning a journey, polar environments, comparisons between Commonwealth countries)
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I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a
Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the
environment. SOC 2-09a
Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a
I can make links between my current and previous studies, and show my understanding of how people and events have contributed to the development of the
Scottish nation. SOC 3-02a
I can investigate the climate, physical features and living things of a natural environment different from my own and explain their interrelationship. SOC 3-10a
I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland,
UK, Europe and the wider world. SOC 3-14a
I can assess the impact of developments in transport infrastructure in a selected area and can contribute to a discussion on the development of sustainable
systems. SOC 4-09a
Religious and moral education:
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Through investigating and reflecting upon the responses of world religions to issues of morality, I can discuss ways in which to create a more just, equal,
compassionate and tolerant society. RME 3-05a
Through exploring a range of issues of morality, I can consider the responses of world religions to these issues and relate these to my own developing values.
RME 4-05a
www.gameonscotland.org
2
Learning journey – Inspiring Journeys
Focus: Connecting journeys near and far
Fourth
CfE Level: Second / Third /
Learning experience A: Inspiring Journeys – near and far: to the end of the world
Introduction
Possible learning opportunities / tasks
Possible evidence
Journeys in far off places undertaken by others can be
used to inspire and influence journeys in your local
area. From learning about the inspirational journey of
the women of the Commonwealth Antarctic Expedition,
learners explore their aims and inspirations, the places
and environments, the necessary planning and
funding, and legacies from such journeys.
Learners may also consider and compare the
professional and personal journeys of athletes
competing in Glasgow 2014, while older learners or
those working at a higher level can compare them to
their own aspirations or those of someone close to
them.
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Learners can:
Produce a piece of creative writing / film / artwork or
a drama which is an imaginary extract from their
explorer’s travel diary or memoirs; work effectively as
part of a team
Stimulus
‘Call of the White’, Felicity Aston:
http://www.youtube.com/watch?v=snhNM_rkxW4
Felicity’s next ambition (successfully achieved) was to
ski alone across Antarctica:
http://www.youtube.com/watch?v=xOYIq1V4woQ
Training camp for the women’s expedition:
http://www.youtube.com/watch?v=p8zJP9FoQDc
Key learning
Learners can:
 research a journey undertaken by an explorer
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which received public attention and interest
reflect on their experiences and the impacts of their
journey
describe the route, distance, nature and challenges
of the journey
explain the legacy of the journey.
www.gameonscotland.org
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Research the journey undertaken by Felicity Aston
and the women of the 2009 Commonwealth
Antarctic Expedition – or by a different explorer or
group of explorers.
Consider the nature of the journey – how was it
ground-breaking, what were the main challenges,
what landscapes, habitats, settlements (if any) did
it connect?
Consider the values promoted by this and other
expeditions – how do they connect to
Commonwealth Games Glasgow 2014 values of
integrity, responsibility and endeavour or CGF
values of humanity, equality and destiny?
Recreate the journey to the South Pole through
pictures, film, or as a drama acted out in the school
grounds or local area.
Useful resources
http://www.felicityaston.co.uk/
Kaspersky Expedition website
Additional resources: from BBC class clips – David
Livingstone (discovery of Victoria falls) / Ranulph
Fiennes (considering risk)
Other journeys / explorers:
Rob Roy way /West Highland Way
Mark Beaumont, the man who cycled the world (2008)
http://www.youtube.com/watch?v=MLQmlqma6PE
Felix Baumgartner – mission to the edge of space
(2012):
http://www.bbc.co.uk/learningzone/clips/felixbaumgartners-space-dive/14151.html
3
Describe and explain the ways in which explorers’
experiences can have lasting impacts on people and
society; evaluate the need for inspiring role models in
society.
Reflecting on learning
Reflective questions for learners:
 How did the Commonwealth Antarctic expedition
break new ground?
 What was John Muir’s most influential journey in
the process of promoting conservation of wild
places?
 Do the inherent risks of such journeys detract in
any way from the clear benefits?
Taking it further
Learners could:
 plan a journey in the modern Commonwealth
which raises awareness of an issue in which they
are interested
 consider the challenges different athletes face to
reach the Commonwealth Games.
Learning journey – Inspiring Journeys
Focus: Connecting journeys near and far
Fourth
CfE Level: Second / Third /
Learning experience B: Inspiring Journeys – near and far: journeys with John Muir
Introduction
Journeys in your local area are inspiring and can
provide a wealth of exciting exploration and
discovery opportunities. These are supported by
working towards a John Muir Award (Discovery
or Explorer level). There is also potential to link to
or develop a 3-18 places project (or once in Glow
professional learning communities, input #olpp )
Learners can consider why people explore and
push boundaries, and examine their own role in
sustainability in both local and global contexts.
Stimulus
What motivates people to lead or be involved in
expeditions? Tom Crean, Antarctic explorer, is
described as an ordinary man who was involved
in some of the greatest expeditions of the early
20th century:
http://www.youtube.com/watch?v=dpyrn49wHB0
(this is sponsored by Land Rover but is very
subtle).
Key learning
Learners can:
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plan a journey or series of journeys
(individual or collaborative) in their local
area to explore the community, landscape,
heritage and sustainable development of its
resources
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agree on and carry out a conservation
activity in the local area.
www.gameonscotland.org
Possible learning opportunities / tasks
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Discover, explore, conserve and share through
journeys in their local area – or through visits to
a Scottish National Park. Undertake as a class
the Discover level JMA (four days’ worth) or
Explorer level (eight days’ worth). Consider why
and how some wild places are protected, such
as Antarctica, and our National Parks, and their
local nature reserve.
Collaborate with others to adopt a local place for
regular outdoor learning around a curricular
area, supporting teachers to develop a 3–18
places project.
Possible evidence
Learners can:
Explain the nature and routes of their local journey(s)
and describe John Muir and his legacies in global
conservation and National Parks
Share the experiences of and motivations for your
local journeys through a range of media
Demonstrate that they have engaged with each of
the four challenges in their chosen local area –
discover, explore, conserve, share.
Reflecting on learning
Useful resources
JMA webpages:
http://www.jmt.org/jmaward-home.asp
Additional resources:
Alistair Humphrey‘s micro-adventures, and his bigger
adventures and their legacies:
www.alistairhumphreys.com
Catlin arctic team trekked to North Pole (2009) for
scientific exploration of impacts of sea ice melting:
http://www.bbc.co.uk/learningzone/clips/meet-the-catlinarctic-survey-team-members/7112.html
http://news.bbc.co.uk/1/hi/sci/tech/7962022.stm
National Parks
http://www.lochlomond-trossachs.org/learning/
http://cairngorms.co.uk/learn/
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Link to Games Legacy – John Muir had his own
targets in his mind, which he achieved over a number
of years through example, determination, and
conversations and writings. As a group, can the
learners identify the impacts that some of the other
journeys listed have had?
Taking it further
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Learners could undertake similar exploration, or
a micro-adventure, in their local National Park.
Learners could consider a Duke of Edinburgh
award, and former pupils could be invited to
explore the local area alongside the learners.
Learners could research expedition opportunities
for their personal development, e.g.
www.britishexploring.org
Learning journey – Inspiring Journeys
Focus: Connecting journeys near and far
Fourth
CfE Level: Second / Third /
Learning experience C: Inspiring Journeys, near and far: local legacies
Introduction
Felicity Aston’s Commonwealth Antarctic
expedition created legacies supporting
women’s aspirations. John Muir’s expeditions
and exploits created legacies for conservation.
Legacies are left by all expeditions. This
learning journey encourages young people to
plan for sustainable legacies in their local
community.
Stimulus
A requirement when being recruited for the
Commonwealth Antarctic expedition was for
each woman to promote the legacy of their
success on returning to their own countries.
One of the key legacies was to share the
message that it is possible to aim impossibly
high and still achieve success.
Key learning
Learners can:
 consider the values and process of creating a
lasting impact in their local area – a physical or
tangible legacy
 consider what the CGF values – humanity
equality destiny – mean to them
 describe and give an example of a legacy
 drawing on their experiences in exploring the
local area, in a team situation and with creativity,
design a physical or tangible legacy, perhaps a
metasaga – see resources section.
www.gameonscotland.org
Possible learning opportunities / tasks
 Create a pathway – physically, or in design and
publication – to inspire people to enjoy your local
area.
 Having undertaken local journeys, through a John
Muir Award as above, develop creativity skills in
designing a physical or tangible legacy from your
local journeys and / or in your local wild place.
 Develop a metasaga
(http://metasaga.wikispaces.com/file/view/Mestas
aga_Westray_pdf.pdf ) around the theme of
exploration and adventure for your school.
Useful resources
Metasaga from Orkney – an example:
Metasaga wikipages
A legacy of the adventure of moving away –
focusing on language:
http://www.bbc.co.uk/learningzone/clips/jackie-kayold-tongue/12213.html
Jackie Kay’s poem about Scots moving away and
missing their language.
Glasgow 2014 Games Legacies/ values:
http://www.glasgow2014.com/about-us/games-legacy
5
Possible evidence
Learners can:
Discuss ideas for a local legacy and evaluate
suggestions based on a range of criteria
Create a legacy in their local area
Demonstrate a range of skills to work with the
community to improve opportunities for others.
Reflecting on learning
Reflective question for learners:What could you as a
group do to ensure more people in your community
keep active and well through journeys in your local
area?
Taking it further
Learners could:
 implement one or more of the ideas developed –
harness the power of the community to implement
positive change
 onsider applying for an Active Spaces grant –
www.sportscotland.org.uk – to support this.