Grades 7/8

For many Grade Seven/ Eight students, their first Outward Bound expedition will be an introduction to wilderness living and travel, or will build on the skills they have learned elsewhere. Our younger grades will travel distances that are suitable to their abilities and aptitudes. The types of teaching strategies that Outward Bound instructors employ, such as initiative tasks, problem-solving and short hands-on lessons are ideal for students in the eleven- to twelve- year old age range; also, youth at this age enjoy being in groups with others like themselves and thrive in this type of learning environment. As with the rest of our fall and spring courses, schools have the option of choosing either a hiking or canoeing trip in the fall or spring seasons or a dog sledding and snowshoe course in the winter. Although the elements are the same, the activities will be adapted for younger students by having a solid skill progression, more in-depth lessons, and by traveling more suitable distances to each campsite. 

Grades 9/10

At thirteen or fourteen years old, students are ready for an increased level of physical challenge and a greater focus on leadership development. Our expeditions will support this in increasing the distance traveled between camps or the skill levels required in the expedition. This is also the year that schools may choose to start a winter program for their students, as it is often more physically demanding than camping in the spring or fall. More interpersonal skills will be needed as students face increased challenge in their expedition, and the abstract thinking that many teens are developing at this point will be developed in group problem-solving activities. The opportunity for thirteen- and fourteen- year olds to be a part of something important fosters a sense of empowerment and responsibility.

Grades 11/ 12

By the ages of fifteen to seventeen, youth are coming to a place of greater independence and desire to use the talents and skills they have built up. Wilderness travel offers a wonderful opportunity for these students to take ownership of their successes on expedition. The use of approaches such as “Leader of the Day” and self-evaluations assist in the development of a diverse array of leadership styles and strategies. Wilderness solos, an aspect of course described under the “Optional Course Elements” description, become a greater focus and are often longer than those for younger grade levels. The number of days the students will be on expedition, whether canoeing, hiking or dog sledding, will increase, as will the distance traveled. The student evaluation done by instructors will put greater emphasis on group-leadership, interpersonal skills and the degree to which students can perform tasks and skills unassisted by instructors, for an increasingly empowering experience.