Reclaim the Map focuses on developing the individual to make change.  We want citizens to thrive, to influence the world and have a great time doing it ….. to take control, and recognize their capacity to use themselves as a resource, and to be the answer. After all the world that we create is the one they are set to inherit.   
Of course, there is not one but a plethora of answers limited in part by imagination.   

​For those who engage, there will be a rich and dynamic environment to wrestle with.  It is our role to engineer a learning environment.  Students come to transform their perspectives and use this new platform to make their own meaning, leading to a deeper recognition of empowerment.  Come together and create opportunity and lasting memories. We do not present a pre-planned format …..  rather a space to co create, empowering well beyond the program has ended.  See the results of empowered learners back in your classroom.

Learning through life
Consider the UNESCO report on “Learning the Treasure Within  Learning to Know, to Do, to Live With and to Be” ­– based on the four pillars of learning Jaques Delors developed in 1996. You’ll notice that Delors’ thinking was informed by the notions of learning through life and learning throughout life.
Learning to learn and lifelong learning are both fundamental in the development of thinking in our programs. At Reclaim the Map, we focus not only on our students’ experiential learning but their reflective learning.  Their reflections don’t simply reveal about learning to learn. 

This is demonstrated below in reflections from 12 year old students.

Learning from experience

‘This the most frustrating camp I have ever experienced. None of the teachers would answer any questions and everything was dependent on us. This is why it was the best camp I have ever been on. The fact that we needed to do everything ourselves meant that I learned so much more. I am truly grateful for the opportunity to experience.’ ​

Growth mindset

‘My perspective influences how my experience turns out. For example, if one bad thing occurs and my mindset is more negative, then it could ruin my whole experience. If I go through life being a pessimist rather than an optimist, it would be hard to have good, fun learning. This was related to my experience: if I let my frustration get to me and I had a fixed negative mindset, then the whole experience would be horrible. Instead, I had a positive mindset, was optimistic and adjusted my perspective,  I had a great time.

Freedom to collaborate 

‘They gave us the freedom to collaborate with others and figure out our own path. Experiences like this camp help us to plan ahead for ourselves, be confident in our decisions and guide us as we transition from school into the outside world.’ 

Discover how local education outdoors is all about learning through life.
Enabling students to learn through life, so they can learn throughout life, is something of a craft. It relies as much on what we don’t do as on what we do. As the reflections above show, it’s often when we give students the space and time to think and problem solve for themselves, rather than intervening, that they really learn, about themselves, others and the world.

I look forward to supporting your students to transform their perception of the power they have to change the world.

Teacher Perspectives

“When we give students the space and time to think and problem solve for themselves, they really learn about themselves, others and the world”
​Sarah Foley (collaborating educator)