title: The adventurous school.
abstract: This paper describes three schools that worked with their local communities to create opportunities for their children to learn how to be skillful adventurers in our complex and ever-changing world. Each involved learners fully in their learning, clarifying what learning means and enabling it to happen through real and purposeful experiences. Each worked proactively with their communities and took local control of designing and developing the curriculum.
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Catherine
authors.initials: C
authors.lastname: Gallimore
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Sian
authors.initials: S
authors.lastname: Davies
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Kathy
authors.initials: K
authors.lastname: Maskell
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: David
authors.initials: D
authors.lastname: Allinson
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Rosemary
authors.initials: R
authors.lastname: Bailey
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Fernanda
authors.initials: F
authors.lastname: Bates
authors.affiliation: Malorees Infants School, London, UK.
authors.forename: Jane
authors.initials: J
authors.lastname: Reed
keywords: community; education; integrated primary care; partnership; public health