We will run alternate weeks at our bases at Treacle Valley and at Cockington with a different focus each week. At Cockington we will run an art-based programme, while our Treacle Valley sessions will be focused on traditional crafts and conservation. We want to create friendly and welcoming spaces where you can come and meet other families of children with SEND, learn some new skills, be inspired and have some fun.

Children are very welcome to attend and depending on their age and numbers we may provide alternative activities for them so that parents can relax and enjoy the sessions.

To sign up, please complete our Microsoft Form by clicking here!

Our dedicated John Muir Award student became a vital part of the team, collecting data and making a valuable contribution to seaweed and climate change research.

Surveying seaweed along our beautiful coastlines plays a crucial role in understanding the effects of climate change. As climate change indicators, seaweeds provide valuable insights into shifts in our marine ecosystems. By participating in the #BigSeaweedSearch, anyone can actively contribute to a nationwide effort to collect important data that helps scientists and researchers monitor these changes and research their findings in more depth.

The John Muir Award, known for its dedication to exploring and conserving wild places, provided the perfect platform for our student to actively engage in a very meaningful environmental project. Through their involvement in the #BigSeaweedSearch, they not only contributed to a vital conservation initiative but also gained firsthand experience in scientific research and citizen science.

Now, you might be wondering, how can you get involved and become a seashore explorer yourself? It’s easier than you think! Joining the #BigSeaweedSearch allows you to monitor the impact of environmental change on Britain’s sealife on your next visit to the beach. All you need to do is head out to your local beach, armed with curiosity and a keen eye for detail. As you explore the seashore, bring their ID form to document the living seaweeds you encounter, noting their types and abundance. Your observations will contribute to a nationwide database, empowering scientists and researchers to better understand the effects of climate change on our coastal ecosystems.

Participating in the #BigSeaweedSearch is not only a chance to contribute to scientific research but also a fantastic opportunity to be an active participant in the conservation of our precious marine environments here in Torbay.

Learn more and participate in the #BigSeaweedSearch at: https://bigseaweedsearch.org/

Our modern world simply doesn’t require the study of basic survival knowledge; knowledge that was once essential to our ancestors. Yet this understanding of the world around us equips us not only with ways to survive, but it gives us a sense of the interconnectedness of all things, and their mutual interdependence. It starts by learning the name of things, and then the whereabouts of those things, and then the properties of those things. What they might thrive near to. What they might need to grow. And gradually, a relationship develops along with an understanding.

Bramble can be used for cordage.  King Alfred’s Cakes can be used to keep an ember. Dried fern is good to catch the first light of a fire.    

This is where bushcraft comes in – a set of skills and techniques that enables individuals to live and survive in the wilderness, using only natural resources.

Bushcraft also offers numerous benefits to our students and young people, from building confidence and self-reliance to developing leadership skills and fostering a sense of community. So, what are some of the other benefits that we have seen from facilitating bushcraft skills?

Developing Self-Reliance and Problem-Solving Skills

Learning bushcraft skills encourages young people to think critically and develop their problem-solving skills. For instance, they might learn how to find and identify the right of wood to use for a fire, how to start and maintain a fire safely, and how to build a shelter using natural materials.

These skills require a deeper understanding of the natural environment and the resources available. By learning how to work with what nature provides, young people develop self-reliance and the ability to solve problems creatively, which can be applied in many areas of life.

Building Confidence and Resilience

Bushcraft can be challenging and requires determination and perseverance. As young people overcome obstacles and master new skills, they build confidence and resilience, which can help them to tackle challenges in other areas of their lives.

Bushcraft activities also require teamwork and communication, which helps to build social skills and a sense of community. Young people learn to work together to achieve common goals, which is a valuable lesson in any setting.

Connecting with Nature and Learning Environmental Stewardship

Bushcraft provides an opportunity for young people to connect with the natural world and to learn environmental stewardship. As they learn about the plants, animals, and resources in their environment, they develop an appreciation for the natural world and often cultivate a desire to protect it.

This connection with nature can also have positive effects on mental health, reducing stress and anxiety and promoting overall well-being. Once students understand more about a wild place, they often begin to feel a sense of safety there.

“In every walk with nature, one receives far more than he seeks” – John Muir

Developing Leadership Skills Outdoors

Bushcraft requires young people to take responsibility for their own safety and well-being, which helps to develop leadership skills. By learning to navigate the natural environment and work together as a team, young people can develop the confidence and skills to lead and direct others.

By developing self-reliance, problem-solving skills, confidence, and resilience, young people are better equipped to face the challenges of life. By connecting with nature and learning environmental stewardship, they can develop a greater appreciation for the natural world and become better stewards of the environment. And by developing leadership skills, they can become better equipped to lead others in any setting.

To find out more about our Bushcraft programmes, please get in touch.

Using acrylic paint pens, our students then painted meaningful, personal positive messages onto rocks, before sealing. We then hid them in Torre Abbey park for people to find. We left the hashtag #TaleblazersRocks on the back so that people could share it on social media if they found one.

The students were really engaged with this project and loved finding hiding places for their messages.

Time – dating objects

The second session in January focussed on the theme; time. We learnt how we can date rocks using relative dating by comparing the rock to other rocks in order to decide if it is older or younger. Another method we learnt was ‘absolute dating’ where we measure the physical properties such as radioactive isotopes (radiocarbon dating, K-Ar, uranium) of the object itself and use these measurements to calculate it’s age. If you want to read into this more please visit; https://archaeology.ncdcr.gov/blog/2021-04-14/relative-absolute-dating

Below you can watch one of the videos from the session, which will take you through time by showing you the movements of the plate tectonics from 540Ma to the Modern time.

Life – Charles Darwin’s Finches

Last weekend the focus was on ‘life’ and with enthusiasm, Rich talked about Charles Darwin’s Finches. Charles didn’t realize it at the time, but the most important specimens that he brought back from the Galapagos were finches. Once back in England ornithologists John Gould examined the finches and discovered that Charles had brought back 13 different species of finch, and they were all unique to the Galapagos. This realization played a significant role in Darwin’s formulation of his theory of evolution. The most important differences between the finches were their beaks – some were small whilst others were large. The common theme was the availability to catch food. Their distinctive beaks being an adaptation to distinct natural habitats or environmental niches.

If you are intrigued and want to find out more about Charles Darwin’s Finches, why don’t you head over to this website to read some more; https://www.princeton.edu/news/2017/11/27/study-darwins-finches-reveals-new-species-can-develop-little-two-generations

If you are interested and would like to find out more about our course, please visit our website below.