OCN Level 1 Introduction to Forest School Principles

OCN Level 1 Introduction to Forest School Principles “Now I see the secret of making of the best persons. It is to grow in the open air, and to eat and sleep with the earth. ” ~ Walt Whitman ~

OCN Level 1 - Intro to Forest School • Basic Introduction to Forest School. Also will build confidence in other outdoor learning • OCN = Open College Network – the awarding body of the qualification • Level 1 = equivalent of D-G grade GCSE • 3 credits = 30 hours of work

What is Outdoor Learning?

Share a childhood play memory with the person sitting next to you. That is what Forest School is trying to facilitate for the Where were you? children and young people of Who were you with? today, who may not otherwise What did it feel like? have the opportunity.

Why is it essential that children spend time outside in the natural world?

What is Forest School Video Clip from Worcestershire

‘Forest School’ definition “Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve, develop confidence and self-esteem, through hands-on learning experiences in a woodland or natural environment with trees. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education. ” ~ Updated Definition published Feb ‘ 12 by the Forest School Association after 5 months consultation with the UK Forest School community.

Key Principles of ‘Forest School’ 1. Forest School is a long- term process with frequent and regular sessions with the same group visiting a natural space rather than a one-off visit. 2. Forest School takes place in a woodland or natural wooded environment to construct a connection and relationship between the learner and the natural world. Participants develop a deep awareness and instinctual respect for the natural world through the long term & regular opportunities to just ‘be’. 3. Forest School aims to promote the holistic development of all, through individualised learning experiences. It nurtures resilient, confident, independent and creative learners. It is for all ages and abilities and its ethos is fully inclusive. 4. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves. 5. Forest School is facilitated by qualified Level 3 Forest School Practitioners. 6. Forest School uses a range of learner-centred processes and play to empower learners to take responsibility for their own learning and development.

Practitioner Long term & repetitive Risk Space Forest School Time Trust & Independence Consolidation Learners

How does the Forest School process manifest? 1. Familiarisation & Exploration – Site, leaders, boundaries 2. Facilitation & Questioning – development of holistic skills, knowledge and understanding 3. Consolidation & Independence – application of skills and learning 4. Transference – of learning to the rest of life

Perceived benefits • • • Confidence - This was characterised by self-confidence and self-belief that came from the children having the freedom, time and space, to learn, grown and demonstrate independence. Social skills - The children demonstrated an increased awareness of the consequences of their actions on other people, peers and adults, and acquired a better ability to work co-operatively with others. Language and communication - The children developed more sophisticated uses of both written and spoken language prompted by their visual and sensory experiences at Forest School. Motivation and concentration - This was characterised by a keenness to participate in exploratory learning and play activities as well as the ability to focus on specific tasks for extended periods of time. Physical skills - The children developed physical stamina and their gross motor skills through free and easy movement round the Forest School site. They developed fine motor skills by making objects and structures. Knowledge and understanding - Increased respect for the environment was developed as well as an interest in their natural surroundings. Observational improvements were noted as the children started to identify flora and fauna. New perspectives - The teachers and practitioners gained a new perspective and understanding of the children as they observed them in a very different setting and were able to identify their individual learning styles. Ripple effects beyond Forest School - The children brought their experience home and asked their parents to take them outdoors at the weekend or in the school holidays. Parent’s interest and attitude towards Forest School changed as they saw the impacts on their children. From 'Such enthusiasm – a joy to see' - An evaluation of Forest School in England: by Forestry Commission. Available to download http: //www. forestresearch. gov. uk/fr/INFD-6 HKEMH

Find out more: Forest School Norfolk: www. norfolk. gov. uk/outdoorlearning Forest School Association: www. forestschoolassociation. org Forest School Training Co: www. forestschooltraining. co. uk Forest Education Network: www. foresteducation. org

Risk Management “The next generation is tomorrow’s workforce. Helping young people to experience and handle risk is part of preparing them for adult life and the world of work. Young people can gain this experience from participating in challenging and exciting outdoor events made possible by organisations prepared to adopt a common sense and proportionate approach that balances benefits and risk. ” – Judith Hackett, Chair of HSE Risk is beneficial to children – they need to explore limits, gain new experiences and develop capacities Our role is to assess & manage risk so that children can still test themselves without exposing them to unacceptable risk

Health and Safety Myths! “Health and safety law is often used as an excuse to stop children taking part in exciting activities, but well-managed risk is good for them. It engages their imagination, helps them learn and even teaches them to manage risks for themselves in the future. They won’t understand about risk if they’re wrapped in cotton wool. Risk itself won’t damage children, but illmanaged and overprotective actions could!” Adventure play parks should be made risk Egg boxes and toilet roll tubes should not Children need to wear goggles when Children should be wrapped in cotton Children should be banned from throwing Adults can’t put plasters on children You cannot sell candyfloss on sticks! www. hse. gov. uk free! be used in craft activities playing conkers! wool to keep them safe! snowballs!

Health & Safety Health and Safety at Work Act (1974) Outlines general duty of employer to their employees and members of the public. Also employees to each other. . . As far as is reasonably practical Health & Safety Executive www. hse. gov. uk

What are the employers duties? Provide adequate First Aid Provide PPE Provide info, training, supervision Regulations Manage Risk (eg. through): *H&S Policy *Risk Assessment *Emergency Procedures *Equipment fit for purpose, checked and maintained Health & Safety at work Act Appropriate Insurance Report certain injuries, diseases and dangerous occurrences Provide adequate welfare facilities

What are the employees duties? Take reasonable care for own and others H&S Report anything that may pose a risk Regulations Health & Safety at work Act Cooperate with employer Use work items correctly (PPE) and follow training given

Managing Health & Safety Hazard: Risk Awareness enables us to prioritise and decide if any action needs undertaking Anything with the potential to cause harm. E. g. Holly berries, fire, knife, wasp, weather, Risk: Control Actions: May address the likelihood or the consequences or both. The chance of harm being done, as well as how serious that harm could be.

Health & Safety at Forest School A good understanding of Health & Safety enables us to prepare, think reasonably through plausible scenarios and empowers us to undertake challenging, child learning Level 3 Forest School Leaders – Handbook • • Value Judgment Health & Safety Policy Training for helpers Risk assessments – Site, Activities, learner, Daily First Aid training & emergency bag PPE – outdoor clothing, safety boots, hard hats, rigger gloves Equipment – safety checks, procedures & maintenance

Woodland Ecology There are no truly ‘wild’ landscapes in the UK (apart from some mountainous regions) Only 12% UK is wooded (compared to average of 44% in other European countries) Only 40% of UK woodland is ‘native’ Native woodlands have higher biodiversity – diverse structure

Native Woodland Structure Canopy – Oak, Ash, Beech Shrub – Hazel, field maple, holly, rowan, hawthorn Field – Bracken, bramble, bluebells, ramsoms Picture from BTCV Woodlands Ground – Mosses, liverworts, fungi

Video Clip of Animal School

Holistic Development & Play “You cannot teach anybody anything. You can only help them discover it within themselves. ” ~ Galileo

Holistic Development • • Every child is unique and develops, usually following a predictable pattern, but at different rates. Although we consider different areas of development they all are interconnected Many factors (biological and environmental) will effect a child’s development Relationships affect how children develop (attachment)

Physical Linguistic Social Areas of Development Spiritual Cognitive Emotional

What is Play?

“Play is the work of the child” ~ Maria Montessori Article 31 of the UN convention on the Rights of the Child states: “…the right of the child to engage in play and recreational activities appropriate to the age of the child…” Play is defined as: “behaviour which is freely chosen, personally directed and intrinsically motivated. ”

Properties of Play • • • Apparently purposeless Voluntary Inherent attraction Freedom from time Diminished consciousness of self • Improvisational potential • Continuation desire

Benefits of Play • Promotes holistic development • Encourages choice and independence • Promotes using ones ideas and imagination • Explore the world & build relationships • Try things out and make mistakes • Take risks • Freedom to express oneself

Sobel’s Design Principles for Educators • Based on observing children’s play in Nature – 7 main themes or ‘design principles’ emerged; adventure, fantasy and imagination, animal allies, maps and paths, special places, small worlds, and hunting and gathering. • The principles are not developmental, instead, Sobel says they are “the weft of the fabric; they run through all the developmental stages. ” • When an educator uses one, several, or all of these play motifs in creating lesson plans, learning becomes an organic extension of the way children explore their world.

Documents & organisations “Imagination is more important than knowledge” - Albert Einstein • The Play Strategy – DCSF • Play England - www. playengland. org. uk • Play Wales - www. playwales. org. uk • Free Play Network www. freeplaynetwork. org. uk • National Play Institute www. nifplay. org • Learning through Landscapes www. ltl. org. uk

Completion of OCN Level 1 • Visit a Forest School session run by a qualified level 3 practitioner & observe session. Get FS leader to sign workbook - page 5 • Complete all questions in workbooks & sign front page • Complete by. . . • Take a copy & send recorded delivery