
Airfield construction
You’ll need
- A4 paper
- Pens or pencils
- Sticky tape
- Scissors
- Sticky notes
- Clean items of recycling
What's in a name?
- Airfields are areas of land where aircraft take off and land. The word ‘airfield’ only covers the land itself – it doesn’t include any buildings or installations.
- Aerodromes are areas of land (or water) where aircraft take off and land, as well as the buildings and installations that are there.
- Airports are aerodromes that may handle scheduled air traffic. Airports often have customs and other travel facilities.
Features of an airfield
- Runway – The area of the airfield used for take-off and landing. Not every runway has a tarmac surface – grass is often used for gliders and light aircraft.
- Perimeter track – The roadway around the outside of most military (and some civil) airfields. This is sometimes used as an aircraft taxiway.
- Control tower – The air traffic control centre of an airfield. They’re marked by a yellow board on the outside showing a black ‘C’.
- Signal square – A square marked on the ground, usually near the control tower, containing details of operations and facilities at that airfield.
- Hangar – A large ‘shed’ that aircraft are kept in.
- Taxiways – Grass or tarmac routes between operational areas.
- Apron – Outside parking for aircraft when they’re not in use.
- Cable dropping area – The area where a gliding, paragliding, or parascending launching cable will fall to earth after being jettisoned (dropped) by the glider at (or near) the top of its climb. It can be a wide area, it’s not necessarily just over the runway strip.
- Tow rope – A length of nylon rope that a light aircraft or winch uses to tow a glider into the air. The glider’s pilot will either decide to land with the tow rope attached or will jettison (drop) it during a ‘dummy’ approach prior to landing. In either case, the rope can be dangerous as it’s not easily visible and has a heavy metal ring at the free end.
A bit of history and context
When airfields were first built, people thought it was best to have a triangular pattern of runways to reduce the need for landings to be made in a crosswind. As aircraft developed and landing speeds increased, the length of the runway became more important than the wind direction. Modern airfields confine operations to one or two runways, which are 50 metres wide and 1,500 metres long. Where large, heavy aircraft operate, main runways can be as wide as 75 metres, and as long as 3,500 metres.
The approach and overrun areas must be kept free of obstructions in case aircraft go beyond the runway when departing or landing. The runway threshold (the beginning of the runway the aircraft can use for landing) is marked by a broad white line across its full width. White chevrons before to the threshold indicate a sterile area (an area pilots shouldn’t use to touch down). A broken white line’s used to indicate the runway centreline. Two numbers painted at each end show the magnetic direction of the runway to the nearest 10 degrees.
Airfield controllers work from a glass control cabin at the top of the control tower, where they have a clear view of the airfield. Approach controllers work from another part of the tower – they use radio and radar equipment. In some cases, ground controllers work from a caravan that’s to the left of the runway being used. The caravan is painted in red and white checks, and it has the elevation of the airfield above sea level in black figures on its side. A white letter ‘T’ that indicates the landing direction being used is displayed close by.
Accessing an airfield
Before entering any airfield, you must get permission from the appropriate controlling body – it doesn’t matter whether it’s a private, civil, or military airfield. The only exceptions to this are the spectators’ enclosures at civil airports, or open days at military airfields.
When you’re walking to a point on the airfield, you should follow access roads and signs if they’re clearly marked. If they’re not, ask the airfield controller for full directions to your intended destination, as well as information about methods and direction of aircraft launching or taking off. If the airfield controller isn’t available, stick close to the perimeter wherever possible. Do not cross the airfield directly.
Be aware of:
- Aircraft approaching, landing, or taking off – they may do this from any direction.
- Glider launching cables and equipment.
- Glider tugs trailing towing ropes.
- Parachutists or paragliders.
Before you begin
- Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples.
- Make sure all young people and adults involved in the activity know how to take part safely.
- Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.
Planning this activity
- All the information you need about airfields can be found on this page. You’ll need to read it through and make sure you understand airfields before you lead this activity.
- Ask everyone to bring (clean!) recycling with them so you have enough. A variety of shapes, sizes, and materials is best – but make sure there are no sharp edges.
- This activity works best across two sessions, so everyone has plenty of time to design and make their airfield before then redesigning and labelling it. You’ll need somewhere safe to store the airfields between sessions, though.
- This activity’s been designed to meet several requirements from the Air Activities Staged Activity Badge covering stages, three, four, or six, each of which need different aspects of the airfield covering.
- You’ll need to decide how to present the information about the features and layout of an airfield. It’s up to you to choose what works best for your group. We recommend creating different bases around the space, so people can learn a bit at a time, you could also give people information to take home to learn at their own pace, use pictures and videos, or read the information out loud.
Running this activity
- The person leading the activity should explain that today everyone will be learning about airfields and building their own!
- Place all the recycling materials in the middle of the room.
- Everyone should split into groups of three or four people. Each group will need paper, pens, and pencils.
- Once everyone is ready, they should begin sketching out an airfield map by thinking about the main features that might be present.
- Their drawing will vary depending on whether they choose to create a small airport, an airfield used for private leisure flights and gliders, a commercial airport, or a Royal Air Force base.
- Try to include as many of the following features as possible - can they think of any more?
- Runway
- Perimeter track
- hanger
- taxiway
- cable drop
- windsock
- ground markings
- light signals
- aircraft
- control tower
- They should also include an aircraft that would use the airport or airfield.
- Once the design is complete, each group should talk it through with someone else to see if anything’s missing or needs moving.
- When the drawing is ready, someone from each group should collect some recycling items and the building can begin!
Find the features
- Once the model is complete, each group should write the names of all the features onto sticky notes, but don’t add them to the model just yet.
- Each group should then swap models and labels with another group.
- Everyone should try to label the other group’s model. Is it easy to tell what each feature is?
- Once done, give the models back to their original owners and check the labels against the original design.
- Did everyone get the labels in the right place? Each group should move any incorrect labels until they’re all correctly placed.
- Each group should come up with the rules of access for their airfield, starting with how someone would obtain permission from the appropriate controlling body. They should write down their rules clearly.
- Each group should join with another group.
- The two groups should take it in turns to use their model to demonstrate how someone would gain access to the airfield, following the rules they created.
- On or next to their models, each group should draw out a circuit pattern showing the typical path aircraft follow when taking off, flying a circuit, and landing.
- They should cut out arrows from sticky notes or paper and place them on your runway and around the airfield to clearly show the direction of movement (the circuit).
- They should assign a runway heading, based on compass directions. For example:
- If your runway points east–west, label one end as Runway 27 (for 270°) and the opposite end as Runway 09 (for 90°).
- Mark the runway ends with these numbers.
- Once finished, Write or discuss how aircraft:
- Use the circuit to take off, land, and move between runways and parking areas.
- Follow the pattern to avoid collisions and maintain a safe flow of traffic.
- Include how Air Traffic Control (ATC) uses the circuit to:
- Monitor and direct aircraft.
- Keep aircraft safely spaced
- Communicate takeoff, landing, and taxi instructions with pilots.
- Let everyone share their models.
Things to consider
- Aircraft use runways to take off and land.
- They use taxiways to move between runways and parking areas.
- The runway heading is the direction the runway points, expressed in degrees (to the nearest 10, dropping the final zero).
- Runway headings can change over time due to shifts in magnetic variation.
- Each group should discuss:
- What markings and signals are needed on their airfield.
- What do pilots need to see when taking off, landing, or taxiing.
- How do lights and pyrotechnic signals help aircraft know where to go, especially at night or in poor visibility.
- Then, they should add Markings to their Models.
- They should use sticky notes (or paper), along with pens or pencils, to create the markings, lights, and signals — and then attach them to their model to show where everything would go.
- Once complete, each group should share their newly labelled model for feedback.
Things to consider
Runway markings
- Runway markings are white.
- Each runway is marked with two white painted numerals to show the runway heading or runway number.
- The centreline is shown with a broken white line.
- Where there’s not enough contrast between the runway and its surroundings, or if the runway is more than 45 metres wide, it is bordered by solid white lines known as side-stripe markings.
- The runway threshold (where landing begins) is marked with long white stripes along the runway.
- If the landing threshold has to be moved further up the runway (due to an obstruction), displacement markings are used: four chevrons and a solid bar.
Taxiway markings
- Taxiway markings are yellow
- The centreline is a broken yellow line.
- Where contrast is poor, the taxiway is bordered by dashed yellow edge markings.
- At the junction with a runway, there’s a holding position line: two yellow lines, one solid and one broken, painted across the taxiway.
- Beside the holding position is a sign showing the runway number in white on a red background.
Light and pyrotechnic signals
Airfields use coloured lights to guide aircraft, especially at night or in poor visibility.
Here’s what the colours mean:
- Runway centrelines – white
- Runway threshold – green
- Obstacles or sterile areas – red
- Taxiway centreline – green
- Taxiway edges – blue (used on sharp or dangerous corners only)
- Runway guard lights – orange (warns of an approaching runway)
- Stop bar – red (aircraft must not cross)
Things to Remember:
- Markings and lights are essential for safety, especially in bad weather or at night.
- Pyrotechnic signals can be used where radio communication isn’t possible.
- Pilots rely on clear markings and signals to know where to stop, where to taxi, and when it's safe to take off or land.
Reflection
This activity was all about being a team player. How did people work together to design their airfield? It may have been tricky to use lots of different ideas, while remembering everything that had to be included. Did different people have different roles? For example, maybe some people were great at reminding everyone what to include, while others were creative with the recycling. Did any teams have to overcome problems with teamwork?
This activity was all about communicating. Are models a good way to communicate? What sort of information did people’s models help them share? Did people find it easy to have their voice heard in their group? Did they also listen to others? Why is it important that everyone has a chance to share their ideas?
Safety
All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.
You must run your activities in line with the Safeguarding Code of Conduct for Adults (Yellow Card) and report any concerns to the UK HQ Safeguarding Team.
- Scissors
Supervise young people appropriately when they’re using scissors. Store all sharp objects securely, out of the reach of young people.
- Glue and solvents
Always supervise young people appropriately when they’re using glue and solvent products. Make sure there’s plenty of ventilation. Be aware of any medical conditions that could be affected by glue or solvent use and make adjustments as needed.
- Rubbish and recycling
All items should be clean and suitable for this activity.
- Sharp objects
Teach young people how to use sharp objects safely. Supervise them appropriately throughout. Store all sharp objects securely, out of the reach of young people.
- Make sure the way you share the information is accessible for everyone. Some people may prefer using lots of pictures, others will learn best reading, listening to audio, or watching videos. You could even get people up and moving if it helps them understand the information.
- You could also give people information to take home, but remember that some people will be less able to get stuck in at home, for example, if they’re in temporary accommodation, caring for others they live with, or need support with learning.
All Scout activities should be inclusive and accessible.
People could use their models to help others learn. They could show them to people working towards an earlier stage of their Air Activities Staged Activity Badge.
