8
Essential skills
3
Skill steps per activity
4
Nights at Condover Hall
2
Assessments, start and end

The programme

What a Skills Builder residential is

A residential built around a framework, rather than an adventure week with some reflection added at the end.

Skills Builder is a nationally recognised framework for eight essential skills. Each one breaks into progressive steps, which is what turns a good week away into progress you can evidence.

The activities are the ones JCA has always run. What changes is that every session targets three specific skill steps, with observation cues and assessment questions written for them.

Students self assess on arrival and again before they leave. Four further steps run through the parts of the stay that are not activities at all: shared living, mealtimes, downtime and the Group Charter.

See how the programme works

What changes, against a standard residential

  • The skills are named in advance, not inferred afterwards
  • Instructors observe against three specific steps per activity
  • Students assess themselves at both ends of the week
  • The learning carries on outside the activity sessions

What your students take home

Six things that are true of every Skills Builder residential, whichever activities you choose.

A shared language for skills

The Skills Builder Universal Framework gives
students, instructors and teachers the same
words for what is being built.

Three skill steps per activity

Each session targets three, so progress is
observed rather than assumed.

Assessment at both ends

A one page self assessment on arrival and
before departure, in the students’ own words.

Skills past the activity field

Four steps are practised through group
living, mealtimes, downtime and the Group
Charter.

Instructors who facilitate

Observation cues and assessment questions
are built into the session, not added on at the
end.

Evidence for enrichment

Contributes to the Enrichment Framework,
and to reporting for senior leaders, students
and parents.

How the week works

Step one
Set the baseline

On arrival the group writes its Group Charter
and every student completes a one page
self assessment.

Step two
Practise and observe

Each activity targets three skill steps.
Instructors observe against those three and
ask the same questions all week.

Step three
Review and evidence

Reflection points across the stay, an end self
assessment and a celebration before
departure.

Sample Itinerary

1 Morning

Arrival and welcome, introduction to Skills Builder, Group Charter, baseline self assessment.

2 Afternoon

Initiative exercises or escape room style challenge. Problem Solving, Listening, Speaking.

3 Evening

Egg Protector or similar team challenge, then reflection and Skills Builder Passport.

1 Morning

Raft building, or an activity block focused on Teamwork and Leadership.

2 Afternoon

Survival skills, Gladiator Wall and rotating challenge sessions.

3 Evening

Orienteering or evening team review, with a Teamwork and Leadership check in.

1 Morning

Crate stack, Jacob’s Ladder or high ropes. Teamwork and Staying Positive.

2 Afternoon

Fencing, buggy building and sensory trail rotations.

3 Evening

Reflection review and Skills Builder Passport, with a Staying Positive check in.

1 Morning

Abseiling, climbing, archery or axe throwing. Aiming High and personal challenge.

2 Afternoon

Zip wire, kayaking and canoeing, or another water based challenge.

3 Evening

Camp fire, group debrief, students share their examples of skill evidence.

1 Morning

Final Skills Builder Passport, end self assessment, group sharing and certificates.

2 Afternoon

Lunch and departure.

3 Evening

Departure day, no evening session.

What you can show afterwards

The reflection and assessment sit inside the residential, so nothing has to be added when you get home.

  • A one page baseline self assessment for every student
  • A Skills Builder Passport with reflection points across the stay
  • A one page end self assessment before departure
  • Instructor prompts connecting each activity to school, work and life
  • A celebration and certificates before your group leaves

Contributes to the Enrichment Framework

Through:

  • Outdoor and adventurous learning
  • Physical activity and challenge
  • Life skills development
  • Personal development
  • Evidence of pupil outcomes
  • Partnership working
  • Inclusive participation
  • Structured reflection
Read the Enrichment Benchmarks on gov.uk

Staying at Condover Hall

Welcome to 78 acres of wide-open space, woodland, lakes and one seriously impressive Elizabethan backdrop.

Condover Hall is a Grade-I-listed manor with historic charm on the outside and wall-to-wall adventure on the inside – the perfect setting for your family getaway.

Families enjoy a brilliant mix of:

  • Beautiful countryside
  • Big outdoor activities
  • Relaxing family spaces
  • A dash of Robin Hood magic

From archery (perfect for your inner outlaw) to zip wires through the trees, this is where stories come to life and adventure happens around every corner.

Start your Family enquiry

Our team is here to help

Ready to give your secondary students an adventure packed with confidence, resilience and big memories?

Call 01273 647 200 or use the link below.

Make an enquiry

Frequently asked questions

Yes. Tell us your learning aims when you enquire and we will shape the programme around them.

They complete a baseline and end self assessment, record reflection points in a Skills Builder Passport and take part in a celebration before departure.

It makes the skills explicit. Activities are mapped to specific steps, instructors use observation cues and assessment questions as they go, and students self assess at both ends of the week.

It is designed to be inclusive and adaptable, subject to group needs, activity suitability, site facilities and our standard pre visit process.

A framework and partnership supporting the teaching, learning and measurement of eight essential skills: Listening, Speaking, Problem Solving, Creativity, Adapting, Planning, Leadership and Teamwork.

No, and that is deliberate. Each activity focuses on three steps so the learning can be observed, discussed and evidenced rather than gestured at.