In partnership with Guildford Grammar School, Educated by Nature has embarked on an innovative project to bring play back into the lives of Year 7 students through an Adventure Playground. Nestled in the natural area next to the volleyball courts, this space is far from a conventional school plyaground. It’s an evolving, dynamic environment where adolescents can build, tinker, explore, and take risks—all crucial components for developing resilience, creativity, and a deeper connection to the outdoors.
The Vision: A New Kind of Play Space for Year 7s
This project started to provide Year 7 students with a space that respects their need for play, creativity, and connection. As students transition from primary to secondary school, the demands on their time and focus increase. This often leaves little room for unstructured, imaginative play. Recognising this, Guildford Grammar School approached Educated by Nature. They had a vision to create a play space that would act as a ‘bridge’—a place where these students could retain the freedom and wonder of childhood play within an environment that encourages growth and learning.
Through six weekly sessions each term, students from different school ‘houses’ come together to design and bring their ideas to life by building and making structures that are transient, ramshackle, and playful. Working with materials like wood, rope, and repurposed items, students experience hands-on creativity and collaboration. This is not about constructing a playground in the traditional sense, but rather about exploring open-ended creation. Students work together to construct temporary forms that foster autonomy and imagination.
Aesthetics and Risk
An Adventure Playground is also known as a Junk Playground, which gives insight into what the space looks like! These types of spaces rarely meet adult perceptions of aesthetics and can often be seen as ‘messy’ or ‘risky.’ Two elements that are crucial for this space to work as it should. When play spaces are neat and tidy, it limits the potential for exploration and play, potentially stopping engagement altogether. Students are more likely to try out new skills, attempt to create new inventions, and play in more creative ways when there is no pre-determined way the space needs to ‘look.’ This ownership over the space supports them to engage more deeply, connecting with the resources, tools, and skills required. As facilitators for this space, we ensure we remove Hazards from the space (those dangerous elements that are not easily identifiable for the students), but we leave in opportunity for Risk. Risk helps students develop awareness, concentration, self-management and executive function skills. They are empowered to grow as individuals and members of a community.
The Role of Educated by Nature Facilitators and School Staff
Educated by Nature facilitators work closely with Guildford Grammar School staff—Year Level Mentors—to guide students through each stage of this playful process. Together, we create an atmosphere of trust and encouragement, where students feel comfortable to explore, take risks, make mistakes, and try again. From using basic hand tools to experimenting with creative structures, students are encouraged to let their ideas shape the space. This sparks curiosity and fosters a love for learning through hands-on experiences.
Each session follows a flexible structure that allows students’ interests and ideas to lead the activities. This approach emphasises process over product; the value lies in the journey of creation, adaptation, and exploration. Through this, adolescents gain more than practical skills—they build confidence, resilience, and a stronger connection to their peers and their environment.
Why Play and Outdoor Learning Matter in Year 7
For Year 7 students, the benefits of this Adventure Playground extend far beyond physical play. This type of environment supports social and emotional development in ways that traditional classrooms or playgrounds rarely achieve. By working on group projects, students practice social skills, communication, and collaboration. Through navigating challenges and setbacks, they build resilience and adaptability. In designing and building with their own hands, they gain a sense of autonomy, pride, and confidence.
In an era dominated by screen time and academic pressures, a space encouraging physical activity, creativity, and interaction with nature is incredibly valuable. Research consistently shows that play and outdoor learning contribute to reduced stress, improved mental health, enhanced cognitive development and deeper connection between adolescents. For students on the cusp of teenage years, these experiences are not just beneficial; they’re transformative.
Creating a Model for Other Schools
We’re hopeful that other schools will feel inspired to explore similar initiatives. This project has had significant positive impact on Guildford Grammar’s Year 7 students. Adventure Playgrounds offer a powerful way to reimagine the role of play in education. They create spaces where young people can explore, build, and connect with nature. For schools seeking to enrich their adolescents’ lives with hands-on, outdoor experiences and connection, Educated by Nature can offer expertise and support.
If you’re interested in learning more about the Adventure Playground model, or partnering with Educated by Nature at your school, we invite you to reach out. Together, let’s provide more students with the opportunities to play, grow, and connect in spaces that celebrate the joy and wonder of outdoor learning.