Experiential Learning, Guided Play and Community Development

Adventure Learning works with educators and partner organisations to develop practical, curriculum-based learning through guided play and experiential learning.

Drawing on extensive experience in London’s parks and school grounds, activities combine exploration, movement, investigation and problem-solving. The approach is particularly suited to low-resource settings, using locally available materials rather than specialist equipment.

Myanmar: Educator Training Programme, 2026

In September–October 2026, Hugh Dames, founder of Adventure Learning, initiated and led a five-week online training programme for educators in Myanmar, hosted by COPE-EDU.

The programme explored practical approaches to teaching mathematics, English, geography, science and other subjects through guided play. Participants experienced activities themselves and adapted them to their own pupils, environments and available resources.

Adventure Learning engaged The Water Agency as a specialist workshop partner, extending the programme’s environmental learning through expertise in water, climate change and resilience.

Environmental Learning and Community Resilience

Environmental learning is an established part of Adventure Learning’s work. Hugh Dames was an Earthwatch Ambassador in 2017.

Activities such as mapping and story mapping develop spatial awareness and understanding of local environments, while practical mathematics, including measurement and geometry, helps learners apply knowledge to real-world challenges such as setting out plots and planning spaces.

These examples form part of a much wider repertoire of practical learning activities.

Adventure Learning’s approach has the potential to work hand in glove with community resilience programmes, complementing specialist environmental expertise by making learning accessible, engaging and locally relevant.

Participatory Design and Community Assets

Adventure Learning also draws on Hugh Dames’ experience in participatory design, public-sector programme management and community asset development.

This includes leading the national School Works participatory design programme involving 22 schools across five local authorities, and initiating and leading Waltham Forest’s Schools at the Heart of the Community initiative, bringing council departments together to explore greater community use of school assets.

Related work examined how town centres and public spaces could better serve children, families and local communities.

The underlying principle remains consistent: work with communities to make better use of their existing knowledge, places and resources.

International Collaboration

Adventure Learning welcomes partnerships in education, teacher development, learning through play, environmental education and community resilience.

Its contribution combines practical learning design, participatory approaches, partnership development and evaluation, working alongside local educators and specialist organisations to create programmes suited to their communities and circumstances.