A growing movement in Czech education is trading traditional classrooms for mountain trails, as more schools adopt the “Stezka Českem pro školy” (Czech Trail for Schools) project. The initiative aims to simplify the complex planning process of multi-day treks, giving educators the confidence to lead students into the wilderness.
The project was conceived by founder Martin Úbl after he noticed an increase in families with young children on the trails. Úbl recognized that these journeys could align with the national framework education program, integrating subjects such as biology, geography, history, and physical education through direct experience in the landscape.
Overcoming the Planning Barrier
For many teachers, the prospect of leading a group through the mountains is daunting due to the immense responsibility and the dozens of hours of preparation required. Planning involves securing equipment, arranging transportation, booking accommodation, and convincing both school leadership and parents.
To address this, Stezka Českem provides comprehensive manuals and detailed descriptions of six mountain ranges: the Jeseníky, Beskydy, Krkonoše, Šumava, Orlické, and Krušné mountains. These resources include practical information and options for shortening routes to suit different age groups.
Diverse Approaches to Trekking
Educators are implementing the program in ways that suit their specific student populations. Petra Šubrtová, a teacher at ZŠ Petřiny – sever in Prague and a lifelong scout, utilizes a “light” approach. She leads her fourth-grade students on a four-day trip to the Jeseníky mountains, covering approximately 40 kilometers with a 1,700-meter ascent.
Šubrtová focuses on inclusivity, traveling from hut to hut to avoid carrying tents or heavy food supplies. She also brings along several parents to help manage crisis situations, such as when the group gets completely soaked by rain.
In contrast, Hana Šimková from ZŠ Černilov adopts a “heavy” trekking style. Identifying as a “vandrovnice” (wanderer), she led a mixed group of fifth, eighth, and ninth graders on a six-day trek through the Šumava mountains using tents and sleeping bags, even facing freezing temperatures in early May.
Beyond the Physical Challenge
The significance of these treks extends beyond physical fitness. Teachers report a marked increase in student self-confidence and the formation of friendships between children who rarely interact in a traditional school setting.
To enhance the educational value, the project provides contacts for professional organizations, including the Czech Tourists Club (Klub českých turistů), the Mountain Rescue Service (Horská služba), and the Forests of the Czech Republic (Lesy České republiky). These partners can provide lectures on local history and regional characteristics.
Future Outlook
As more schools share their successes and photos on social media, the project may see a further increase in participation from educators who previously felt unqualified to lead such trips. There is a possibility that more schools could develop full-scale projects that encompass the entire cycle from initial planning to final reflection.
the integration of professional regional partners could lead to more specialized educational programming being embedded into these mountain crossings.
Frequently Asked Questions
Which mountain ranges are currently described in the project?
The project provides descriptions for six ranges: Jeseníky, Beskydy, Krkonoše, Šumava, Orlické, and Krušné mountains.
What is the difference between “light” and “heavy” trekking in this context?
“Light” trekking involves moving between mountain huts with minimal gear and pre-arranged meals, while “heavy” trekking involves carrying tents, sleeping bags, and supplies for camping.
How can schools participate in the program?
Schools can register on the Stezka Českem website to receive small rewards, or they can simply use the available manuals and resources to plan their own trip without formal registration.
Do you believe multi-day wilderness treks should be a standard part of the primary school curriculum?
