TV presenter, explorer, Head of Expeditions for National Geographic Pristine Seas, and CLOtC Ambassador Paul Rose, tells us why he thinks the world is the best classroom…
Exploration & Career
Q: You’ve spent your life at the front line of exploration — from polar regions to deep oceans. What first inspired you to pursue a life of adventure and discovery?
I was generally hopeless at school. I remember the early 1960’s when my life’s heroes were in their prime: Hans Haas was using military diving gear to film his fabulous shark documentaries; Mike Nelson was up to his neck in Sea Hunt adventures saving downed jet pilots; and Jacques Cousteau had invented SCUBA diving, written the Silent World and was exploring the world’s seas on the ultimate diving expedition on Calypso.
I had just failed my Eleven Plus, hated school, loved the sea and knew nothing…except that I wanted to be a diver.
Q: Is there one expedition or location that has particularly shaped your outlook on the world?
Antarctica. I worked for the British Antarctic Survey from 1992 to 2002, and for the American Antarctic Programme from 2002 to 2011. Working with scientists at such a powerful and influential frontline has been an excellent influence and shaper of my perspective.
Q: As Head of Expeditions for National Geographic Pristine Seas, you work in some of the most remote places on Earth. What does a “typical day” on an expedition look like for you?
Each day is a big one! We survey a large area every day and this means deploying and recovering our arrays of BRUV’s (Baited Remote Underwater Video systems) which run all day and another set which run overnight. The science and media dive teams make three or four dives every day to complete a comprehensive survey and to record the natural history. Our submarine which carries three people, one pilot and two scientists makes one or two dives per day down to 700m. On top of that we support a land media team and bird team.
All our work is in support of, and in partnership with our government and community hosts. Because of this we are hosted at community events, and we run ‘Ship Days’ for community members to join us onboard for a good tour. These are wonderful and sometimes we have 150 people a day!
Q: How has exploration changed since you first started — both in terms of technology and public understanding?
The single biggest change is communication. We used to accept that once you are on expedition that there would be no, or very little, communication at all. This was frustrating, such as when we made new discoveries and wanted the world to know, or had emergencies – but it was equally liberating!
Q: You’ve spoken passionately about the wide range of roles needed to make an expedition happen — from drivers and AV technicians to medics, scientists and translators. Why is it important to highlight these different skills, and how can learning beyond the classroom help children see the real career possibilities in exploration?
I enjoy making the point that exploration is for everybody and that science exploration in particular needs support teams and this is a great opportunity for everyone. Field work teams need all skills and all trades – cooks, boat drivers, plumbers, carpenters, builders, divers, climbers, doctors, electricians, heavy equipment operators, mechanics of all kinds. Anyone interested let me know and I’ll connect you!
Television Work & Connection
Q: Through your TV series such as The Dales and The Lake District, you’ve helped bring the beauty of the UK to people’s homes. Why is it important to connect people with the community and landscapes on their doorstep?
Getting stuck into nature locally helps us to connect more effectively with global issues. When we are in tune with nearby green spaces, rivers, lakes, forests, coastlines and the wildlife inhabiting and passing through it, we keep our observational skills sharp, and this means that news on things like climate change, loss of species and habitat, pollution, over-extraction and terrible decision making by many politicians, really hits home. We have our senses to nature open, we cannot ignore the facts, and are enabled to influence the decision makers.
Q: Do you think there’s a sense of “everyday exploration” to be found close to home?
Absolutely. I grew up in a council flat and as a boy I spent many nights sleeping on the balcony. That feeling of being tucked up in blankets, watching the lights of the Rainham factories and chemical works was a great thing – especially if nature played along with a thunderstorm. That to me was exploration, I loved it and it triggered my dreams of bigger things.
Being an explorer is a healthy state of mind and, combined with micro-adventures, is a powerful tool. Sleeping on a balcony, camping in the garden or local park, walking a new local route, helping neighbours get out a bit more, picnics in unusual places, getting out in thumping terrible weather – are just a few examples of local hoots that work wonders.
Learning Beyond the Classroom
Q: You’re a passionate supporter of learning beyond the classroom. Why do you believe it’s so important for children to learn outside traditional settings?
Learning outside and developing our key observation skills when we are young means that we grow up close to nature. Our instincts and perspectives become nature based, bringing us closer to understanding that we are part of nature, not a separate entity.
A substantial amount of every school subject should be taught beyond the classroom. It should be the default that lessons are run outside and beyond the classroom, and that teaching inside is reserved for subjects that need special equipment and services.
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Q: What skills or qualities do young people develop through learning outside the classroom that they might not gain in a classroom alone?
A sense of applying the subject. Learning outside the classroom develops observational skills with experiences such as seasonal changes, weather patterns, river flows, soil erosion, wildlife behaviour, busy city life, farm work, construction sites, industrial complexes, community interactions etc, and if school subjects are taught in these environments then the learning is seen to be instantly applied and so it fits and sticks.
Q: Many schools face practical barriers to taking learning outside the classroom. What would you say to educators who want to start but don’t know where to begin?
First step – engage with CLOtC! If learning outside the classroom was mandatory, as it should be, then there would be no barriers, only encouragement. Fortunately there is good support for schools from CLOtC and their very accessible extended network. It’s useful if teachers visit other schools LOtC programmes, learn how they have overcome any hurdles, see the benefits first hand, and get their support and encouragement.
Q: Do you have a personal memory of a learning outside the classroom experience that had a lasting impact on you?
I shone at three things in school: trips away from school, sports and metalwork. Those classrooms were not for me: overheated – I can still smell the hot paint on the radiators; stale air – always waiting around; assembly – teachers who were only interested in the bright ones; uniforms; incomprehensible and dull lessons. I was so bored and full of diving and motorbike dreams that one day I forgot what a margin was and to the delight of a particularly terrible teacher, put my hand up to ask.
And then when I was 14 my Geography teacher stepped outside of the classroom and all the horrors that it held for me, and took the class out to the Brecon Beacons. I remember that as we got closer to Wales he became less of a teacher and more of a mountain enthusiast. This grey, heavy, lumbering teacher in bad clothes transformed into a bright, smiling, solid, cagoule wearing, inspiring man.
I fell in love with that man and the way he shouted at some of the bright lads who were cruising school but were clueless in the outdoors. I was bursting with pride when he bellowed “You’ll lose your life down there boy!” at one of them as he tried to escape the wind on a high ridge by running down an obviously terrible gully. I almost wept when he saw me doing well and told me so.
I shall never forget how alive and in-tune I felt as I sat on the doorstep peeling spuds at the Merthyr Tydfil Youth Hostel after a day in the hills.
Q: If you could design the perfect “day of learning outside the classroom” for a group of children, what would it include?
Walk, cycle, swim, snorkel, canoe or boat ride to an early picnic/second breakfast at a farm, forest, river, beach, lake or park.
In poor weather everyone meets at a warehouse, sports hall or community centre, airport, shopping centre, golf club, factory, workshop.
Briefing on observational skills (field notes, photography etc) and adventure sessions (short and achievable, exciting) suited to the area, then applied outside – no matter what the weather.
Lunch meeting with community members to listen, learn and to share thoughts. Gather the morning learning points and consolidate them into the curriculum.
Work alongside skilled tradespeople – farmers, fishermen, technical trades, market stall holders, window cleaners, car dealers.
Return to the start point to reset, compile all experiences and reflections into curricular notes.
Plan the innovative return trip home – escorted and safe, but mind expanding!
Q: What gives you hope for the next generation of explorers, scientists, and environmental champions?
We are in good hands! Awareness of global issues and the opportunities they represent has never been higher. Young ones who connect with life outside the classrooms see themselves applying their knowledge and fresh perspectives to exciting challenges.
There is no limit to the ambition of young ones who are comfortable with themselves in nature as they have experienced it, ground–truthed it, themselves. That learning and confidence is the most effective tool against fake news and determined ignorance of science that is driving terrible business and political decision making.
And finally...
Q: Favourite place you’ve ever explored? Antarctica
Q: Item you can’t go on an expedition without? Made to measure earplugs
Q: One lesson the wilderness has taught you? Confidence and freedom
Q: Childhood adventure that started it all? Swimming at Bracklesham Bay when I was 12 yrs old. I swam out beyond the breaking waves and just laid on the surface watching the birds and clouds in light rain, feeling the uplifting and supportive waves, a bit cold but totally relaxed and happy. Two hours later I was cold and could not see the shore. I was not worried at all and just slowly swam with the waves and eventually arrived to an unrecognisable beach to find my Dad looking like hell and with a lesson to teach me!
