What is Forest School?

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1 What is Forest School? An inspirational process that offers children, young people and adults regular opportunities to achieve, and develop confidence and selfesteem through hands on learning in a woodland environment. (Forest Education Initiative 2005) Forest School is different from Outdoor Education as most people know it. Where Outdoor Education is task led, based around an issue or a problem to be solved, Forest School is led by the learners interest within a loosely structured framework of intended outcomes that builds on the interests and curiosity of the learner. Forest Schools differ from other forms of learning in that they focus on the whole person. In an environment outside the formal educational settings of classrooms. A woodland creates its own learning environment framed by safety routines and established boundaries. Children experience active learning, in a less structured manner which suits the individual learning styles of many children.

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3 The History of Forest School Forest School in the UK has been adapted from a Scandinavian approach to learning. The original source of the concept was from Sweden in the 1950s and spread to the other Scandinavian and European countries. In the mid 1990s a group of nursery nurse students and lecturers from Bridgewater College visited Denmark and witnessed the benefits of the Danish Forest Schools first hand. They were so inspired that they brought the concept back to the UK and started what is now recognised as Forest School.

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5 What is key to Forest School? There are 4 distinct overlapping factors: Practitioner Qualified Level 3 Forest School practitioner, with their own speciality and value judgments that facilitate appropriate and safe learning experiences. Learners A group of individual learners who have unique needs, abilities and interests and are at different stages of development. Time Regular sessions of an appropriate length throughout the year. The children are allowed the time to revisit, build on and consolidate learning. Space Appropriate, secure and safe physical space, social space and emotional space. Learners are able to choose to work alone or with others.

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7 What happens in Forest School? You cannot teach anybody anything. You can only help them discover it within themselves. Galileo It is fundamental that children s s basic needs are met before any higher learning can take place (Maslow s pyramid of Hierarchical needs). Warmth correct clothing provided Food healthy snacks and meals Drink hydrated water/hot drinks Safe individuals feel safe both physically and emotionally Each forest School site is unique. It is designed to fit the environment you are working in and to meet the needs of the group. The Forest School Leader will carry out a daily site risk assessment. A safety brief, pitched at the appropriate level for the group, will be delivered at the beginning of very session. All sessions are designed around the needs of the group, to ensure they are learner-led. led. Many areas of the National Curriculum from Foundation Stage to Key Stage 4 are intrinsically covered, in the Forest School experience without the programmes needing to be curriculum led. Activities are set up so they are within the capabilities of every person within the group (i.e. small achievable tasks). Teamwork skills are developed through games and activities. Individual skills and self-esteem are heightened throughout activities such as hide and seek, shelter building, tool skills, lighting fires, the list is endless.

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9 Research findings from the Forest Education Initiative. Research findings from A review of the Forest Education Initiative in Britain. Liz O Brien and Rebecca Lovell children in three case study areas were tracked over eight months. The data was analysed by exploring the changes highlighted in the children each week. 8 themes were identified, 6 relating to the impact on the children and 2 concerning wider impacts. The themes relating to the children included: Confidence this was developed by the children having freedom, time and space to learn and demonstrate independence. Social skills children gained increased awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play. Communication language development was prompted by the children s experiences. Motivation and concentration the woodland tended to fascinate the children and they developed a keenness to participate and the ability to concentrate over longer periods of time. Physical skills these improvements were characterised by the development of physical stamina and gross and fine motor skills. Knowledge and understanding the children developed an interest in the natural surroundings and respect for the environment. The 2 themes concerning wider impact were: New perspectives Forest School gave teachers a new understanding of the children as they observed them in different settings. Ripple effects children took their experiences home and talked about them to friends and family, which sometimes led to families visiting woodlands more frequently.

10 Tools Tools are used in Forest School in a traditional woodland manner and are introduced gradually with a structured safety base that the children become familiar with. All tools are handled initially on a 1:1 basis and all adults and children must go through and recite a tool talk each time. The use of tools in the wood promotes trust and self-confidence for those taking part and they both develop gross and fine motor skills.

11 Role of the Forest School Leader For Forest School to be effective we need a Level 3 practitioner. This is the qualification I will have after completing a 2 day out-door first aid course and an Assessment Week (both to take place in July). Finally I have to complete a portfolio of research and evidence. As a level 3 practitioner during Forest School sessions I will constantly : Evaluate children s progression and re-adjust throughout the day to meet each child s needs/requirements. Observe closely to plan for next steps Introduce relevant skills, knowledge and resources based on what the children are interested in and need to develop Set up the children to achieve by breaking tasks into small achievable chunks Focus on process rather than product Ensure tasks are open no right or wrong way of doing things (exceptions to this are health and safety procedures). At the end of the session there is a final review. This is very important part of the session. The children could be asked to shout out, draw, act or play a game to review the session they have just experienced, reflecting on what they have done. This will enable them to take something with them when they leave the woods and so encourage parental interest. This will hopefully also lead to enhanced communication within the school, with friends as well as with parents/guardians.

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13 Early Years Forest School Trip

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