Spend the night on our tent site, in our shelter or dormitory (with accompanying teacher bedrooms) or rent rooms on the island.
Right next to our tent site, shelter and dormitory there are toilets and bathrooms, a well-equipped kitchen and a dining room.
We can arrange a camp school/training courses for groups on all educational levels. Our experienced instructors will gladly teach environment, nature, island culture, team building exercises, sailing, survival trips, outdoor activities, crafts and much more.
Example of 5-day school camp:
Day 1, arrival and setting up of camp.
Day 2, seal safari to a desert island with a nature guide.
Day 3, sailing lesson with sails and sailing in the Archipelago.
Day 4, fishing. Prawn traps and nature instruction.
Day 5, round-off and departure.
Meals can be ordered. Call for a customised offer, we can handle just about anything.
Combine the school camp stay on Strynø with sailing on the schooner Fylla.
Spend a week at Camp school in the South Funen Archipelago. Students receive solid maritime experience on the beautiful schooner at the beginning of the week. The rest of the time is spent at Øhavets Smakkecenter, where you sleep in a tent, make bonfires and sail in a dinghy or a sea kayak. Or maybe you just want to be outdoors and enjoy a seal safari?
Remember to book a ferry trip/return trip in time. This is done via telephone. Call +45 6251 5100. See also ferry times at http://www.strynoe.dk/faergeplan. A reduced-price ticket can be purchased for the group.
Strynø’s grocery store
Strynø’s grocery store (Let Køb) is a 10-minute walk from the centre and offers a wide range of goods at reasonable prices. The shopkeeper will gladly deliver your goods if you make a large-volume purchase. However, it is a good idea to order goods in good time, if you intend to buy larger quantities. You can contact the shopkeeper at 6251 5253
Remember to bring your own detergent and brush as well as dish towels (possibly one per student) – even if you eat in the galley.
All our bathrooms are equipped with bathing machines. A hot bath costs DKK 10 which is why it is a good idea to have 10-krone coins with you.
When you spend the night in, cleaning is required after you leave. We would be happy to do the cleaning after you leave for DKK 1500. You can also save the fee and turn the cleaning into a fun activity for your students.
During your stay at Øhavets Smakkecenter you can cook yourself in the kitchen or on the camp fire, or you can enjoy refreshments from the galley.
The food is served on the table for breakfast, lunch and dinner, or each and everyone can make a packed lunch at the buffet after breakfast.
Stokkebækskolen – year 6 – 2012
Sille: It was cool to be outdoors and sail in a sea kayak. It was nice around us, and so I think it was kind of funny because the water was so shallow.
And Rikke was good at explaining what we should do.
Daniel: The best on Strynø was sea kayaking – the balance game.
Matilde: What I liked about Smakkecenteret was how we slept. I think it was pretty cosy. It was also pretty fun to sail in the sea kayak.
Johanne: Smakkecenteret was a very positive experience. It was the whole of Strynø and last but not least the people living on the island. The kayak trip was really fun and it was exciting to learn how to kayak.
Frederik (Frede): Kayaking was fun because I sailed in competition with Superman. It was mega cool that there was a soccer table, because we totally trashed the girls 12-5 – mega cool.
Here you get a small teaser about the 10 courses, which Øhavets Smakke- og Naturcenter offers to schools. There are five school camp programmes for years 5-6 and 7-9 respectively. All programmes are adapted to the different school years and cover FFM. Each programme contains a teacher’s and a student’s part. Each programme contains:
– Target group, subject, duration and time spent on movement
– The purpose of the course
– A brief description of any advance planning, as well as what kind of work it is a matter of
– Clear overview of Common objectives and learning targets covered by the programme.
– Teacher’s Guide to the implementation of the programme
– Signs of learning
– List of equipment to be used (if any equipment is to be used at all)
– Background knowledge and student guidance
Several of the programmes are interdisciplinary, and emphasise that students work independently and move actively.
You can see and hear like a seal?
The students work with light and sound, where vision and hearing are tested in air and in water. They experience first-hand how light and sound are affected by water and air. The students carry out systematic examinations, in which they themselves are subjects, and analyse the results afterwards. They discuss the characteristics of light and sound based on their own results and put into perspective the adaptations of seals and humans. The programme can be combined with a seal safari.
Mathematics, of course
Subjects: Nature/technology and mathematics
In this interdisciplinary programme students work with large trees. They must use their theoretical knowledge of mathematics and nature/technology in practice, when they determine the height and volume of a tree. In addition, students determine the species of the tree, its food chain and food web, and they discuss biodiversity in old and young trees. Through their work students learn how to make models as well as to create a presentation.
The Stone Age Diet:
Subjects: Nature/technology and home economics. Possibly history
During the Stone Age Diet course, students use a different approach to put together a meal directly from nature. This means that students must use their knowledge from both home economics and nature/technology. Students get a better understanding of where raw materials come from, and what they are dependent on based on the season, climate, type of habitat. Students can make camp fires, cook food over them and plan the workflow and distribution in connection with the collection and preparation of food. Having experienced the challenges of living as a Stone Age human, students discuss and put into perspective various aspects of living as a Stone Age human, and how this is different from the modern way of life.
Examine the shallow water
Students must use their own field studies of the shallow water to form an understanding of how plant-and wildlife interact in an ecosystem. There is ample opportunity for immersion into the individual parts of the food chain, and students can get acquainted with the wondrous microscopic world.
Subjects: Nature/technology and sports
This programme must be obviously planned for the start of a stay, as it gives students an overview of Strynø. The course moves the students to action and improves their cooperation. Students must take part in an orienteering course around Strynø and solve professionally relevant tasks along the way. On the orienteering course, students get to do small physical exercises, gather organisms in nature and do team-building exercises.
Subjects: Biology and possibly sports
In the programme students work with biology and possibly sport, once they get acquainted with the diver’s reflex. Students should examine changes in the heart rate under different conditions. They see themselves, how their heart rate is affected through systematic experimentation. Subsequently, students analyse their results and discuss the significance of the pulse. The pupils put the adaptations in seals and humans in perspective. The programme can be combined with a seal safari.
From primary producer to consumer – a marine food chain
This course allows students to independently examine and immerse themselves in each part of the marine food chain through field studies, microscopy and dissection. By looking at the organisms in each stage, they acquire knowledge about biological taxonomy and classification, of the organisms’ morphological, anatomical and physiological adaptations, as well as their adaptation to habitats. After discussing the organisms in detail, the students could also put it in a larger context and gain a greater perspective by looking at the whole food chain and ecosystem.
Nature in motion
Subjects: Biology and sports
Students must independently invent an outdoor activity like an orienteering race. Along the way they must use their knowledge in biology to develop posters for the orienteering race, and they must subsequently complete an orienteering race created by their classmates. In this way, they get to test first-hand what works and what does not work as intended.
Nature and the landscape’s mathematics
Subjects: Biology, mathematics and Danish
The programme is based on work with three whole subjects – biology, mathematics and Danish. Students use their theoretical knowledge from trigonometry to examine and determine distances with calculations. Students should also visit the area, to which they measure the distance and describe selected organisms very briefly. The programme ends with the preparation of a documentary about the selected area for the rest of the team.
Water power on Strynø
Subjects: Physics and biology
In this programme, physics and biology are combined when working with water cycle, salinity and tidewater. Students work both theoretically with the manufacture of models and practically with systematic studies and trials.