Explorers Day Provokes Minds in Our Y6s

Quality, active learning experiences are central to promoting learner engagement. They are also an effective way to go beyond developing mere subject-specific knowledge and promoting genuine depth of understanding. With this in mind, Explorer Day was created by the Year 6 team to guide discovery, provoke thought, and mark the culmination of our study of Shackleton's Journey in a fun way. A number of students were quick to notice that this was also, in fact the day of Shackleton’s birthday.

“The quality I look for most is optimism, especially in the face of reverses and apparent defeat.” Ernest Shackleton.

The first challenge presented to the students was constructing a team tent without any guidance or instruction. Problem-solving ability, as well as individual and collective attitudes, were put to the test.

With a flurry of activity, the groups set to work, grabbing poles and trying to figure out which ones went where. Some poles were too long, some too short, and some were just plain stubborn. Connecting them into one cohesive unit added another layer of complexity as everyone grappled with the unfamiliar mechanisms. Not all groups experienced success. Upon reflection, the students identified willingness, perseverance and confidence as the key ingredients to successful groups. This tied in with what we knew about the men from the Endurance who were able to survive in harsh conditions.

“I liked building the tent because there was lots of teamwork, and it was really fun going inside and having a little party after building the tent.” Athena

“I learned that you have to use a lot of teamwork to be able to do lots of things, especially surviving in bad climates.”
Maria M

“When things are easy, I hate it.” Ernest Shackleton.

One common danger Shackleton and his crew faced was performing vital tasks during relentless storms. These whiteouts had roaring winds, almost zero visibility, and could feel both claustrophobic and disorientating. To recreate some of these difficulties, students were tasked with multiple ropework problems while blindfolded.

In a whirlwind of organised chaos, voices rose to be heard, and individuals pulled in different directions, thwarting the group's collective efforts. Blindfolds intensified the confusion and excitement and added to the feelings of discomfort and frustration. In some groups, leaders emerged, communication improved, and a compromise was reached. Slowly but surely, some groups completed their task and were left to reflect on the feelings of accomplishment and camaraderie that come from overcoming chaos together.

“It was really fun! You had to work in a team to untangle ropes, make shapes and choose leaders and names for the team.”
Sophie

“I have often marvelled at the thin line which separates success from failure.” Ernest Shackleton.

The final challenge was an orienteering course with a culminating puzzle. Map reading, navigation and problem-solving were put to the test. 

Armed with maps and a desire to get back first, students raced off around the school grounds to find checkpoints and clues. Some students demonstrated great spatial awareness, teamwork and speed to get back quickly but were bested by the puzzle. Others strolled into the endpoint and unlocked it quickly. 

“I really liked doing the orienteering because it was fun running around looking for clues!”
Theresa

“I learned how to find things easier on a map and how hard it must have been for Shackleton on the expedition!“ Alma

All in all, the students deemed Explorer Day a huge success. It brought our topic on Shackleton to a close with some sense-making activities that created real-world connections.

Mr Shane Gielty
Primary Teacher