Conference Agenda

This presentation is basically a story about the evolution of a classic summer camp game – a game facilitated all over the world to thousands of youth/students every year, probably one most of the assembled audience have played (or even facilitated) at some point.

The game, Predator & Prey, has long been played on Odyssey Institute “Week Without Walls” programs, but there have always been logistical limitations. Ben obsessed over how to iron these out for a very long time and eventually settled on a dream – to radically upgrade Predator & Prey and bring it into the 21st Century.

Having now accomplished this, we are excited to share the results: a version of Predator & Prey that uses a web-based app and QR codes to generate data that dramatically enhances the richness and complexity of debriefs (learning outcomes) whilst also greatly simplifying game facilitation.

We will share all of this and also our plans for the future, which will involve further technological advances and a desire for a truly global impact.

Ben Tamblyn
Chief Dream Realizer, Odyssey Institute

In this presentation, I’d like to share with you our ideas and experiences, concerning stand up paddleboarding (SUP) in relation to leadership and teamwork dynamics, on and off the water, some of the pros and cons of the equipment and activities, safety risks and mitigations and how SUP may be integrated into a wider outdoor education programme. This will be followed by a brief overview of what to look for in a good, safe SUP provider and how we measure student perceived success and achievement using an app for that purpose to help parents to understand the benefits of SUP and Outdoor Education in general.

Troy Wells
Director, SUP Hire (Thailand)

•To consider current ‘good practice’ in regards to Risk Control
•Provide training to meet the needs of the Leadership Team, who may have a role to play during a visit, possible emergency and critical incident whist acting as a “first point of call”.
•Provide ideas and materials that will assist the School & staff to improve and develop their own emergency planning relating to visits-
• To enable Leadership Team members to provide better support to Visit Leaders in the event of a visit emergency
• Undertake five Emergency & Critical incident scenarios.
• A certificate of attendance will be issued by Current Trends to all staff who fully complete the
(valid for 24 months)

Liam Warren
Deputy Head of Operation, Dover Court International School

Graham Wardle
Technical Advisor/Risk Consultant, Current-Trends

In this comprehensive workshop, we will guide you through creating transformative experiential learning programs. We will look at how you can integrate these programs with academic subjects, establish strong connections between service activities, and cultivate partnerships with your local community. Experiential learning can truly be an immersive educational experience that students not only enjoy but also find profoundly enriching, offering them the opportunity to develop critical life skills, broaden their horizons, and make a meaningful impact on their communities and beyond

Heidi Oxley-Whitnell
Service Learning & CAS Coordinator, United World College Thailand

Pierre Echaubard
Director, NatureMind-ED

After explaining who we are and what we do I review a personal development booklet and guide that we use on our activities and expeditions around the world. Using real life stories and anecdotes I explain the methodology and principles around certain aspects of personal development some which include the Polaris Methodology which can be seen on slides 7-11. Our method is based on questionnaires that the participants fill in about themselves, their hopes and dreams and their fears. During a trip we open the students to opportunities that will allow them to share their strengths and face some of their fears. This is done through service and teamwork with other participants. We also explain the principle of consequence awareness, a hugely powerful tool that helps people make wise and good decisions, this will be explained in detail during the presentation. Last of all we show the audience how we make booking trips and activities easy and streamlined to help all educators out there get some ideas on how to make the safety and paperwork process a little easier and less time consuming.

Matthew Barnsley
Director, Polaris Outdoor Ltd

A brief presentation on how we are integrating weekly Forest School sessions into our PYP Units of Inquiry at St. Andrews, Green Valley. Following this we will divide into small groups and “brain storm” how we could integrate Forest School/outdoor education into a unit of inquiry/curriculum topic to enhance learning. To end the session I will share what a unit of inquiry might look like with weekly Forest School sessions and the benefits of this approach.

Our aim is for participants to develop ways of using Forest School sessions to provide learning opportunities that meet the objectives of outdoor education, primary and secondary curriculums. This is also a way to justify the benefits of Forest School and outdoor education in general.

Ben Shield
Head of Place Based Learning, St Andrews Green Valley

Hear from a group of UWC Thailand students as they share how outdoor learning experiences are woven into the fabric of the learning experience.

Rob Carmichael
Director of Outdoor Education, UWC Thailand

In this presentation, we’re thrilled to showcase (and share with our fellow educators) the incredible power of individual student action to change the world:

We will share how, thanks to ongoing efforts by students, our organisation was able to design the world’s cheapest sanitation system, the Safe Water Garden (SWG), which holds the promise of lifelong life-saving sanitation for < US$ 200 per family. Impressed by the educational rollout model –and the role that schools and communities are playing in this model!– the UN invited SWG to exhibit at the 2023 UN Water Conference in New York as only one of 6 examples of a "scalable nature-based WASH innovation".

We will then share how students –as we speak– are once again leading the next phase in this project: Transforming villages into vibrant sustainable communities. They do so by working directly with local families to jointly figure out to leverage WASH (Water, Sanitation, Hygiene) to have healthy and sustainable livelihoods. This includes the co-design of local eco-tourism businesses run by village women.

Our aim is for all participants to (re)discover that students love big visions, get really dug in, make lasting differences, and will display natural passion and ownership if schools help them by simply opening the door to big-ideas opportunities.

Marc Van Loo
Founder and CEO, LooLa & Safe Water Gardens

A short presentation modeling how St Andrews School Green Valley are working to combine the core strands of ecoliteracy and outdoor education into an adaptable whole school framework.

Followed by collaborative scenarios that draw on a practical tool kit.

Our aim is for participants to develop the skills and resources required to create meaningful, learning opportunities that meet the objectives of outdoor education and ecoliteracy whilst aligning with primary and secondary curriculums.

Jo Clark
Outdoor Education Lead, St Andrews International School Green Valley

Rosie Giordano
Ecoliteracy Coordinator, St Andrews International School Green Valley

The presentation titled “Cultivating Responsible Stewards: Integrating Leave No Trace Ethics into Outdoor Education” focuses on the integration of Leave No Trace principles into outdoor education programs. It explores how outdoor educators can instill and promote responsible outdoor ethics among participants.

Outdoor education provides a unique opportunity to connect people with the natural world. However, it’s essential to ensure that this connection is founded on principles of environmental stewardship and sustainable outdoor practices. The presentation delves into the following key points:

Leave No Trace Principles: It introduces the core Leave No Trace principles, which emphasize responsible behavior in the outdoors, minimizing the impact on the environment, and respecting natural spaces.

Integration into Education: The presentation discusses how these principles can be seamlessly integrated into outdoor education curricula, emphasizing the importance of hands-on, experiential learning.

Environmental Stewardship: It highlights the significance of nurturing a sense of environmental stewardship among students, teaching them to appreciate and protect the natural world.

Experiential Learning: The presentation explores how students can best learn these ethics through practical experience, guided by knowledgeable outdoor educators.

Promoting Sustainability: It outlines the role of outdoor education programs in promoting sustainability and responsible outdoor practices in the broader community.

Ultimately, this presentation aims to inspire outdoor educators and program organizers to embrace Leave No Trace as a guiding philosophy, ensuring that outdoor education not only educates but also instills a sense of responsibility and ethical conduct, creating responsible stewards of the environment.

Brandon Chee
Wilderness Outdoor Educator, THE NEST @ MAEPS SERDANG

The presentation titled “Wilderness Resilience: Equipping Students with Medical Skills for the Outdoors” centers around the integration of Wilderness Medicine education into outdoor educational programs. It emphasizes the importance of preparing students with essential medical skills to enhance their safety, confidence, and competence while exploring the wilderness.

Summary: Outdoor education is a powerful tool for personal growth and environmental appreciation, but it also comes with inherent risks. This presentation explores the following key points:

Wilderness Medicine Education: It introduces the concept of Wilderness Medicine, a field that focuses on medical skills and knowledge tailored to remote and outdoor environments. This knowledge encompasses first aid, injury management, environmental hazards, and evacuation procedures.

Student Empowerment: The presentation highlights the significant role that Wilderness Medicine plays in empowering students with the confidence and competence to handle medical emergencies in the wilderness.

Practical Training: It discusses the importance of hands-on, practical training in Wilderness Medicine. This includes scenarios, simulations, and real-life applications of medical skills in outdoor settings.

Safety and Preparedness: The presentation underscores the importance of creating a culture of safety and preparedness in outdoor education programs. It encourages students to become responsible and resourceful explorers.

Resilience and Problem-Solving: Wilderness Medicine education not only equips students with medical skills but also fosters resilience, critical thinking, and the ability to adapt to unexpected challenges in the outdoors.

Environmental Stewardship: It reinforces the idea that well-prepared and responsible outdoor enthusiasts are more likely to be effective stewards of the environment.

In essence, this presentation advocates for the integration of Wilderness Medicine education as a crucial component of outdoor educational programs. By equipping students with medical skills and the ability to respond to emergencies, it not only enhances their safety but also instills a sense of wilderness resilience and responsibility, enabling them to be more confident and informed outdoor adventurers.

Brandon Chee
Wilderness Outdoor Educator, THE NEST @ MAEPS SERDANG

Come and delve into the realms of trans-disciplinary learning through values based non-formal education. Based on the principles of Kurt Hahn this workshop/presentation will focus on the values of the Round Square organization and The Duke of Edinburgh’s International Award. Particularly their mapping and overlap with IB Diploma Programme (and other educational curricula). Suitable for novices and experts.

Chris Cartwright
Director of Experiential Learning, Keystone Academy

This session will look at a number of different ways in which we have approached the Grade 1 curriculum in an outdoor setting to help children to realize that learning can happen absolutely anywhere, provided you are comfortable in your surroundings. We will look at actual samples taken from our journey of learning how to teach more outdoors with a ‘split-screen’ focus of hitting curriculum outcomes while also developing comfort within and a sense of stewardship for the natural world that surrounds us. We hope to open the workshop to others sharing their experiences as well so at the end of the session, attendees will hopefully walk away with a toolbox of ideas with which they can encourage their colleagues to ‘Break Out’ more often.

Jeff Morey
Primary Teacher, UWC Thailand

Emma Wilson
Primary Teacher, UWC Thailand

Using the power of storytelling to connect people with the outdoors and grow deep connections to the environment is extremely effective. Learn how the power of storytelling can be shared with students, educators, and other stakeholders through podcasting. Educator and podcast host Kevin O’Shea shares his own story of how he created a platform for environmental educators to share their passions with the Nature Talks Podcast. He also gives some “How to” about creating your own podcast to empower the students you teach to share their actions and stories related to SDGs and more.

Kevin O’Shea
Year 3 Teacher, The International School of Penang

Positive transitions-care management is foundational for creating a sense of belonging in international schools. From a feeling of secure attachment, students can then stretch their comfort zones to explore their personal limits through outdoor education programs.

Learn how the UWC Thailand team framed their Grade 11 Orientation and Grade 12 Transition programs through an outdoor education and experiential lens, to support Arriver, Stayer and Leaver students to transition well through the school.

Aleka Bilan
Director of Wellbeing, UWC Thailand

In the subject I currently teach (World Arts and Cultures –WAC, a subject that it’ll be discontinued by 2026), what I strive to do is to implement experiential learning as much as I can. This spans from creating artefacts based on far away (for some) cultures, to first-hand experiences with works of art and material cultures found in the region around us. I have always wondered why none of my teachers at school saw their subjects in such a way, outside of the classroom.

Now that I became an educator, I not only value experiential learning as one of the most effective tools for learning, but I truly believe that the involvement of the body and the senses in the learning environment are the components that will make that learning indelible through time.

In this sense, what I propose for this presentation is the tentative outline of what I would like to implement at UWC Adriatic, which is the creation of an Outdoor Educational Programme encompassing the majority, if not all, of the subjects that we teach here at Adriatic. In this sense, I would like to present some ideas of how I intend to develop this programme in our local Karst, an area that is very much rich in terms of both nature and culture. What I envision for this session consists of a practical workshop to explore the ways in which each subject might (or might not) be connected to the outdoor and come up with creative ideas on how to harmonise experiential learning with the overarching structure implemented by the course of study.

Enea Zaramella
Teacher and OE, UWC Adriatic

The Outdoor Learning Cards provide a framework of activity that will encourage the development of a wide range of physical, personal learning and thinking skills within the curriculum. The cards have been designed in order that learners can progress through increasingly complex and demanding tasks, starting at a level that best suits them and their level of prior knowledge, skill and understanding.

In covering four elements of Outdoor Learning:

  • Team building
  • Orienteering
  • Journeying
  • Bouldering

The Cards will allow learners to understand and make connections between the different types of physical activity and through a range of compelling learning experiences pupils will become more:

  • Competent and Confidence
  • Creative through communicating ideas solving problems and overcoming challenges
  • Able to Perform as part of a group, team or as an individual
  • Aware of the value of Healthy and active lifestyles, through Outdoor

Learning, and include regular, safe and enjoyable activity in their own lives. There is a great emphasis within the Cards on group and team working, as well as assessment and evaluation, which will be readily transferable to other activities. Individual challenge and competition is also catered for through orienteering and bouldering.

By their very nature most of the activities described in the Cards will allow for progressive learning to take place, by moving from simple contexts that make limited technical, strategic, tactical, compositional and physical demand to increasingly complex and challenging contexts. Through a range of activities and experiences outlined in the cards learnerswill have the opportunity to develop speed, strength, stamina and suppleness, which will benefit the broader PE/OUTDOOR curriculum. In integrating the Cards into the curriculum planning process all of these factors need to be taken on board and balanced against effective use of time and the need to provide a range of different types of activity and experience. In planning the Curriculum learners should have the opportunity to complete pieces of work involving the key processes in PE, the Outdoor Learning Cards provide many opportunities for this to take place.

  •  Developing skills – Developing foothold and hand hold techniques in Bouldering
  • Making and applying decisions – Route planning and finding in Journeying
  • Developing physical and mental capacity – Taking part in an orienteering competition
  • Evaluating and improving – Reviewing as part of Team Building
  • Making informed choices about healthy active lifestyles.

More importantly the different activities outlined in the Cards provide plenty of opportunities to make the connections between these process and develop them in increasingly demanding and challenging contexts. This can be seenthrough Journeying, for example, which could be developed as part of the Duke of Edinburgh’s Award scheme. Any overnight journey will require skill development in navigation and use of equipment and the application of these skills while on the journey, applying them in different contexts as situations change. Participants need to be fit for the activity and be able to evaluate andreview progress and performance on an on-going basis. Walking whether recreationally or in more demanding environments is an activity that can be an accessible part of an active lifestyle.

 All the activities can be developed as part of a well-planned curriculum programme, whether it is moving onto the Duke of Edinburgh’s Silver Award, taking part in representative orienteering competitions, applying team building skills across the broader school curriculum or in different environments. All of which provides opportunities for pupils to bring together their knowledge and understanding of the key concepts and application of key processes as an individual or as a team/group member.

Graham Wardle
Technical Advisor/Risk Consultant, Current-Trends

The focus is on connection before content, and how the importance of relationships and creating and maintaining a strong group culture is where the ‘Gold’ is. Through a hands on approach we will dive into what makes a great lesson, team session, expedition, or camp. Be it in a classroom, on the river or in huts, the 4 key pillars will ring true whilst I also focus on the importance of a good balance for you as a leader. You don’t need to be bad to get better.

Nick Haywood
HS PE Teacher, Saigon South International School

At the OFFSEAS conference, we are excited to introduce “Educational Travel Insights Magazine”, a pioneering publication designed to inspire and inform the educational travel community. Our presentation will outline the magazine’s mission, its unique value to trip providers, trip leaders, and consultants, and our distribution model. We will also discuss ways to get involved with this innovative platform.

Key Points of the Presentation:

Magazine’s Mission and Content Focus:

The magazine aims to be a platform for sharing knowledge, fostering safety, and celebrating educational travel experiences globally​​. It offers a blend of general overviews, in-depth analyses, case studies, interviews, and expert insights, tailored to educators, trip leaders, trip providers, and consultants​​.

Benefits to Audience:

For trip leaders and school administrators, the magazine provides insights into designing, organizing, and benefiting from educational travel programs​​.

Trip providers will gain perspective on creating and managing tailored travel experiences​​.

Consultants and educators can access resources and insights for continuous professional development​​.

Distribution Model:

Educational Travel Insights Magazine will be published periodically in both print and online formats, ensuring wide accessibility and preference accommodation​​.

Community Engagement and Sustainability:

The magazine emphasizes community collaboration, safety, and safeguarding in educational travel​​. It aligns with contemporary values of sustainability and social responsibility in educational travel​​.

Call to Action:

We invite attendees to contribute to and engage with the magazine, fostering a richer, more connected educational travel community.
Opportunities for involvement include content contribution, advertising, and collaborative initiatives.


Our presentation at OFFSEAS will highlight how Educational Travel Insights Magazine serves as a crucial resource and community hub for stakeholders in educational travel, enhancing opportunities for learning, safety, and business growth. We look forward to engaging with you and exploring the possibilities this magazine brings to the world of educational travel.

Dan Skimin
Principal Consultant, ETI360

Sebastian Wong
Senior Consultant & Director of Risk Mitigation, ETI360

If students don’t EXPERIENCE Nature then they won’t KNOW it. If they don’t KNOW Nature then they won’t LOVE it. If students don’t LOVE Nature then they ill not be MOTIVATED TO TAKE CARE OF IT.

The KEY to a Sustainable Future is people (kids, parents, teachers, leaders & communities) that have a deep CONNECTION and RESPECT for Nature.

During this workshop we’ll explore why It’s crucial we teach and learn outdoors to discover and cultivate our personal relationship with the Natural World so we can Grow Global Citizens for a Sustainable future. Come prepared to spend the entire time outdoors being active!

Kenny Peavy
Educator, Green school Bali

An interactive session relevant for anyone working in the education industry exploring what it means to create inclusive working environments, why diversity is important, and to explore the opportunity that exists as the outdoor and experiential learning industry grows, post-pandemic. 

The session will consider the importance of diversity and ways we can use inclusive practices in culture-setting; be it through awareness of unconscious bias, language choices, communication styles, and having an understanding of different leadership tendencies. 

We will discuss how we can create equal and equitable opportunities for those wanting to enter the outdoor education industry, and how we can collectively challenge the status quo by creating pathways for underrepresented groups in the outdoors; both through the workplace, and in setting examples for youth going on experiential education trips.

We will discuss how we can all contribute to creating inclusive environments, consider initiatives we could start at OFFSEAS – for example a mentorship program or peer coaching – and close the session by setting personal actions and goals relevant to our own workplaces.

Rebecca Walker
Chief Operating Officer, JUMP Foundation