Case Studies

For many learners, sixth form follows a familiar and well-established path. Choose three or four A levels, attend lessons in the classroom, sit exams, and begin thinking about university or future employment. But for Guto, that journey looked a little different.

After completing his GCSEs, Guto found himself in a position that many 16+ learners can relate to. While he had a general idea of the subjects he enjoyed, he was not entirely sure what direction he wanted to take or what his long-term career might look like. 

What he did know, was that he had always been drawn to the outdoors.  

“I didn’t really know what I wanted to do,” he explains. “But I’ve always had an interest in the outdoors. Things like surfing and climbing have always been a big part of what I enjoy.” 

When a teacher at Ysgol John Bright introduced him to the Agored Cymru Level 3 Learning in the Outdoors qualification, it presented a new and unexpected option. After looking into the course and speaking with tutor Nick Fleet about what it involved, Guto quickly recognised that it offered something different from the traditional sixth form and A level experience.  

“It just sounded really good. I thought, yeah, this is for me,” he says.  

A flexible approach to post-16 learning

One of the most distinctive aspects of Guto’s journey is the way he was able to combine the Level 3 LiTO qualification with his A levels. Although his own school did not offer the LiTO course, he was able to access it through a local “link course” arrangement, attending another school once a week while continuing his other studies. 

 “Every Wednesday I went to a different school to do it,” he explained. “So I was doing my A levels and the Level 3 at the same time.” 

This flexibility gave Guto the opportunity to shape his education around his interests, rather than feeling limited to a single, purely academic route. Alongside his other two subjects, Physical Education and Welsh Baccalaureate, the LiTO qualification provided a more practical and applied element to his studies.  

For Guto, this balance was not just beneficial, it was motivating. 

“Because this was something I really wanted to do, I made this course more of a priority,” he reflects. “It felt more relevant to what I might want to do in the future.”  

His experience highlights an important message for learners considering their next steps. Sixth form doesn’t have to be one-size-fits-all. With the right opportunities, it can be shaped into something that reflects both the interests and the ambitions of learners. 

Learning beyond the classroom 

A key difference in Guto’s experience was the nature of the learning itself. While traditional A levels often centre around classroom-based teaching and written exams, the LiTO qualification offered a far more practical and immersive approach.  

“I’ve always preferred practical things,” Guto commented. “So having a course like this was perfect for me.” 

The course has been designed to build skills gradually, allowing learners to develop both confidence and competence over time. Early sessions focused on foundational knowledge such as map reading and navigation, before progressing into more advanced activities including orienteering, expedition planning, and a range of outdoor sports.  

“It sort of built up over time,” he says. “We started with smaller walks and learning things like map and compass work, then moved into more advanced stuff like orienteering and planning.” 

This structured approach ensured that by the time learners reached more demanding challenges, they felt prepared and capable.  

The expedition: from first skills to summit 

One of the most memorable moments for Guto came at the end of his first year, when he took part in a three-day wild camping expedition in the Carneddau mountain range in Snowdonia.  

“At the end of first year, we did a camping expedition. Three days, two nights,” he recalls. 

For Guto, the experience stood out not just because of the location, but because of how it brought everything he’d learned on the course so far together.  

“We found a really good spot on the first night, next to a little stream at the base of a mountain called Carnedd Llewelyn,” he says. “And then on the second night, we camped by this old reservoir lake. That was really good as well!” 

What made the experience particularly valuable was the preparation that led up to it. Rather than being thrown into the deep end, learners had spent months developing the skills they needed to succeed.  

“It all built up gradually,” Guto explains. “We did the theory as well, like what equipment we’d take, what tents we’d use and why, and how to plan everything.” 

As a result, when it came to the expedition itself, learners felt confident in their abilities.  

“So when we went, we knew exactly what to do,” he says. “We knew what to bring, how to deal with conditions, everything like that.” The experience not only tested their skills, but also reinforced their independence, teamwork, and confidence in outdoor environments.  

Smaller groups for stronger engagement 

Another aspect of the course that stood out to Guto was the learning environment. With a relatively small cohort made up of learners across year groups, the atmosphere was very different from a typical sixth form classroom. 

“There were only a few of us, so it wasn’t crowded,” he explains. “Everyone who was there wanted to be there, and that made a big difference.”  

This shared interest created a more focused and supportive environment, where learners were able to fully engage with both the practical and theoretical elements of the course. 

“It meant everyone got involved,” he adds. “You didn’t have people who didn’t want to be there.”  

The teaching itself further reinforced this experience. With input from both school staff and external expertise, including a tutor from Bangor University, sessions combined practical activity with applied theory in a way that felt relevant and engaging. 

“It was more hands-on, even when we were doing theory,” Guto says. “It was all linked to things we were actually doing.” 

Skills for now, and for the future 

Although the LiTO qualification is highly practical, it also includes a strong theoretical component. Initially, this was something Guto had not expected. 

“There was more theory than I thought there would be,” he admits. “But I actually enjoyed it because it was all about things I was interested in.”  

Assignments included tasks such as risk assessments, activity reviews, and equipment comparisons. Because these were directly linked to real experiences, they felt purposeful rather than abstract. 

Since completing the course, Guto has already begun to see the impact of these experiences. He now works as an Adventure Coordinator, leading and supporting activities such as high ropes, climbing, and bungee experiences. 

“I think the course definitely helped,” he says. “It gives you more confidence and more experience.”  

That confidence is particularly important when working with others in outdoor environments. 

“If people are scared, it’s about knowing what to say to reassure them,” he explains. “Helping them trust the system and feel safe.” 

A different way forward 

Guto’s journey demonstrates that sixth form does not have to follow a single, traditional pathway. By combining A levels with a vocational qualification, he was able to explore his interests, gain practical experience, and take meaningful steps toward a future career at the same time. 

For learners who may be unsure about their next steps, or who feel that a purely academic route may not suit them, his experience offers a valuable perspective. 

“I think it’s good for people who already know the outdoors, but also for people who don’t know anything,” Guto says. “You can build yourself up in a safe environment.”  

“If you’ve got even a small interest in the outdoors, it’s definitely worth doing.”  

His story is a reminder that with the right support and opportunities, learners can create a pathway that works for them, combining knowledge, experience, and passion in a way that prepares them for whatever comes next.