George Mallory once said he wanted to climb Mount Everest simply “because it’s there”. If it’s there, we want to climb it. With a variety of local crags to choose from, there are options for new and experienced climbers.
After an initial safety briefing, participants will be given an in-depth introduction to the equipment they will be using during the session. Participants will then receive demonstration before moving on to the activity where they will be instructed throughout.
Subject links: Biology, English, Maths, PE, Physics, Science
|English||Listening||2a 2c 2e|
|Maths||Calculations||3a 3b 3e|
|Science||Forces & motion||2b 2c|
|History||Chronological Understanding||1a 1b|
|Physical Education||Selecting and Applying Skills Tactics & Compositional Ideas||2a 2b 2c|
|Physical Education||Acquiring & Developing Skills||1a|
|Physical Education||Evaluating & Improving Performance||3a 3b 3c|
|Science||Forces & motion||2b 2c|
|Physical Education||Acquiring & Developing Skills||1a 1b|
|Physical Education||Breadth of Study||f|
|Physical Education||Outdoor and Adventurous Activities||11a 11c|
|Science||Working Scientifically (Scientific Attitudes)||Evaluate risks|
|Science (Biology)||The Skeletal & Muscular Systems||The structure & functions of the human skeleton to include support/protection/movement & making blood cells|
|Science (Biology)||The Skeletal & Muscular Systems||Biomechanics – the interaction between skeleton & muscles|
|Science (Biology)||The Skeletal & Muscular Systems||The function of muscles & examples of antagonistic muscles|
|Science (Physics)||Motion and Forces (Describing Motion)||Speed & the quantitative relationship between average speed/distance & time (speed = distance ÷ time)|
|Science (Physics)||Motion and Forces (Forces)||Forces as pushes or pulls; arising from the interaction between two objects|
|Physical Education||Physical Education||Develop their technique & improve their performance in other competitive sports [for example athletics & gymnastics]|
|Physical Education||Physical Education||Take part in outdoor & adventurous activities which present intellectual & physical challenges & be encouraged to work in a team; building on trust & developing skills to solve problems either individually or as a group|
|Physical Education||Physical Education||Analyse their performances compared to previous ones & demonstrate improvement to achieve their personal best|
|Science||Working Scientifically (The Development of Scientific Thinking )||Evaluating risks both in practical science & the wider societal context including perception of risk|
|Science||Working Scientifically (The Development of Scientific Thinking )||Recognising the importance of peer review of results & of communication of results to a range of audiences|
|Physics||Forces||Forces and fields: gravity|
|Physical Education||Physical Education||Develop their technique & improve their performance in other competitive sports [for example athletics & gymnastics] or other physical activities [for example dance]|
|Physical Education||Physical Education||Take part in further outdoor & adventurous activities in a range of environments which present intellectual & physical challenges & which encourage pupils to work in a team; building on trust & developing skills to solve problems either individually or as a group|
|Physical Education||Physical Education||Evaluate their performances compared to previous ones & demonstrate improvement across a range of physical activities to achieve their personal best|
This activity promotes Effective communication, Growing resilience, Managing risk, Problem solving and critical thinking, Recognising abilities and development needs, Skill development.
Read more about our values and ethos.