How do we teach when it’s possible our students might die?

Clio et cetera

This blog is a copy of a comment I made in response to Sue Cowley who commented on this post about having a content repertoire. She suggested that maybe learning to walk in the hills was a matter of learning through ‘group work’. The irony of this comment is that, in reality, I learnt about hillwalking in a highly structured way, not least because the risks associated with outdoor activities involve death and serious injury. Now I am not suggesting that all people learn about hillwalking and other outdoor pursuits in the way I describe here, but I suspect the model I describe (explicit instruction – observed practice – independent practice) is very common indeed.

The first point to make is that, unlike in reading, maths or history, if people go and do hillwalking without the basics in place, people can die. Mountains are dangerous places and people do die…

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