€¦ · Web viewYou are required to produce a portfolio covering all sections of Unit 1–Unit 5. This should also include your record of experience pre- and post-training course,

Forest School Leader OPEN AWARDS LEVEL 3

HANDBOOK

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Forest School Programme Leadership OPEN AWARDS Level 3

CONTENTSForeword 3

Course Requirements 4

Assessment Information 4

Unit Outcomes and Assessment Criteria 6

Malpractice 8

Referencing Guidance 9

Background Information 10

What is Forest Schools? 10

Forest School Ethos 11

The 6 Principles of Forest Schools 12

Forest School Values 13

Unit 1 – Learning and Development at a Forest School 15

Unit 1 Resources 28

Unit 2 – Forest School Programmes and the Woodland Environment 29

Unit 2 Resources 30

Unit 3 – Practical Skills for a Forest School Programme 35

Unit 3 Resources 38

Unit 4 – Planning a Forest School Programme 54

Unit 4 Resources 56

Unit 5 – Delivery of a Forest School Programme 60 Risk Assessments 61

General Resources 72

Appendices 79

Useful Reading 86

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Email: [email protected]

Post:Nikki GrahamEast Barnby Outdoor Education Centre,Wades Lane,East Barnby,Whitby,YO21 3SA

FOREWORDThis handbook provides information and guidance for completing your OPEN AWARDS Level 3 Forest Schools. Guidance for completion of each section (Unit 1 Unit 5) are included, along with example resources. Relevant experience must also be recorded within your portfolio to indicate application of this knowledge, supported by evidence of your six taught forest school sessions.

Course RequirementsThe Forest Schools Level 3 course contains 96 guided learning hours (GLH), along with 84 hours of self-study. This includes:

Initial training week (5 days) Portfolio of Evidence 6 month consolidation period (Optional) 16 hour First Aid for Forest Schools Assessment (3 days plus evenings). Follow-up tutorials/ skype sessions/ emails/ phone conversations

You are required to produce a portfolio covering all sections of Unit 1–Unit 5. This should also include your record of experience pre- and post-training course, and will incorporate your final session observation conducted within the assessment period. The 6 month consolidation period should also include the teaching of 6x 2 hour forest schools sessions over 6 weeks. These sessions will not include tool use or fire lighting but can cover any other areas of the course that you can safely deliver with your group. It is important to remember that all sources used within your portfolio must be referenced using the Harvard Referencing system. Information on how to use this is included in your information pack.

Submission and Marking

On completion of your Forest Schools training week you have 1 year to produce your portfolio, run your forest schools sessions, and complete the assessment. This should take at least 96 hours of self-study time to complete. You are advised not to leave it to the last minute… so plan your time wisely!

The portfolio may be typed or written, and may be submitted either electronically or in paper form to the contact details provided. All work must be your own work in alignment with the OPEN AWARDS plagiarism guidance on page 2.

After Submission

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Once your portfolio is submitted, you should allow for 8 weeks for marking. Following marking, papers must be moderated by an external moderator prior to results being sent to OPEN AWARDS. Once submission of results has been completed, it will take up to 4-6 weeks for qualification documents and certificates to be produced and delivered to you.

Assessment InformationEach unit has a supplementary page with an Assessment Information Grid. The Assessment Information Grid gives recognised methods of assessment for OPEN AWARDS units. If a method is marked ‘P’ (Prescribed), that method must be used in the assessment of the unit. Methods marked ‘O’ (Optional) are recommended methods and you will select the activity or activities most appropriate for your learners and context. Some units will have a combination of ‘Prescribed’ and ‘Optional’ methods.

Assessors must always refer to this Grid before devising assessment tasks. OPEN AWARDS also provides Assessment Definitions for a wide range of assessment activities online.

Key: P = Prescribed: this assessment method must be used to assess the unit.O = Optional: this assessment method could be used to assess the unit.

Unit 1:

Case study o ProjectWritten question & answer/test/exam Role play/simulationEssay P Practical demonstrationReport O Group discussionOral question and answer O Performance/exhibitionWritten description P Production of artefactReflective log/diary o Practice fileTutor Testimony Witness TestimonyProfessional Discussion Examination of Products of Work

Unit 2:

Case study Project OWritten question & answer/test/exam Role play/simulationEssay O Practical demonstration OReport O Group discussionOral question and answer O Performance/exhibition OWritten description P Production of artefact oReflective log/diary o Practice fileTutor Testimony Witness TestimonyProfessional Discussion Examination of Products of Work

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Unit 3:

Unit 4:

Case study O Project OWritten question & answer/test/exam Role play/simulationEssay O Practical demonstration OReport O Group discussionOral question and answer Performance/exhibition OWritten description P Production of artefact OReflective log/diary o Practice file pTutor Testimony Witness TestimonyProfessional Discussion Examination of Products of Work

Unit 5:

Case study O ProjectWritten question & answer/test/exam Role play/simulationEssay O Practical demonstration OReport O Group discussionOral question and answer O Performance/exhibitionWritten description P Production of artefactReflective log/diary P Practice file pTutor Testimony Witness TestimonyProfessional Discussion Examination of Products of Work

Unit Outcomes and Assessment Criteria5 | P a g e

Case study ProjectWritten question & answer/test/exam O Role play/simulation

Essay O Practical demonstration PReport O Group discussion OOral question and answer P Performance/exhibitionWritten description O Production of artefact PReflective log/diary o Practice file oTutor Testimony Witness TestimonyProfessional Discussion Examination of Products of Work


Unit 1: Learning and Development at a Forest School Programme (M/616/6303 – 6 credits, 30 hrs)

1 Understand relevant theories of learning and development and their to a Forest School programme.2 Understand how a Forest School programme can support holistic development and learning. 3 Understand the impact of behaviour on learning and development at a Forest School programme.4. Be able to reflect on own Forest School training.

Unit 2: Forest School Programmes and the Woodland Environment (K/616/6302 – 3 credits, 18 hrs)

1 Understand the structure of Woodlands.2 Know how to identify a range of flora and fauna.3 Understand the importance of flora and fauna identification for the Forest School Programme Leader.4 Understand the management of woodlands as a sustainable learning environment.

Unit 3: Practical Skills for a Forest School Programme (A/616/6305 – 3 credits, 18 hrs)

1 Be able to facilitate a range of woodland skills appropriate to a Forest School programme.2 Be able to facilitate campfire management appropriate to a Forest School Programme.

Unit 4: Planning a Forest School Programme. (T/616/6304 – 3 credits, 15 hrs)

1 Understand the development of the Forest School ethos. 2 Understand the ecological impact of a Forest School programme. 3 Know the relevant policies and procedures required for a Forest School

programme 4 Be able to plan a Forest School programme.

Unit 5: Delivery of a Forest School Programme. (H/616/6301 – 3 credits, 15 hrs)

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1 Be able to deliver a Forest School Programme2 Be able to assess the impact of Forest School on participants.3 Be able to evaluate a Forest School programme.

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MalpracticeThe Forest Schools qualification follows the OPEN AWARDS national awarding body guidance on malpractice:

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What is learner Malpractice?

Malpractice is any deliberate activity,

neglect, default or other practice that

compromises the integrity of the

assessment process and/or the validity of

certificates. Malpractice can involve

learners, centre staff or others. Learner

Malpractice is any attempt to compromise

the integrity of assessment by learners

themselves. Assessors and verifiers must

be able to authenticate all the assessment

evidence you produce. This means that they

can be sure that you have produced the

evidence yourself without undue assistance

from anyone, and that the evidence is

representative of your achievement.

What classes as Malpractice?

There are five main types of Learner

Malpractice:

Collusion is the preparation or production of

work for assessment jointly with another

person

Impersonation is where someone other than

the learner prepares the work submitted for

assessment.

Plagiarism is the use, without

acknowledgement, of the intellectual work of

other people, and the act of representing the

ideas or discoveries of another as one's own in

written work submitted for assessment.

Misconduct in tests or examinations includes

having access, or attempting to gain access,

to any books, notes, telephones, internet-

connected devices, or any other material

which has not been supplied or authorised by

the invigilator under test conditions

Fabrication of results or observations in

practical or project work.

Consequences

The centre where you are studying towards

your qualification will have a policy on

malpractice, which will outline the penalties.

If anything you submit for assessment is not

authentic, you will not be able to achieve

that unit without producing new evidence.

There may be more severe penalties,

including being removed from your course.

It isn’t worth it…


Referencing GuidanceTo avoid plagiarism, you should ensure all content taken from external sources (not your own work) is referenced. There are several referencing systems used to do this, however the system used for this course is the Harvard referencing system. Use the following link to assist with Harvard referencing:

Harvard Referencing, Anglia Ruskin University: https://libweb.anglia.ac.uk/referencing/harvard.htm

Example applications: IT (In-text) RP (Reference Page)

Example Reference RequirementsOwn text, un-supported by research No-referencing requiredOwn words, based on researched text Reference IT + RPDirect quotation/Copied text Quotation referenced with quotes, IT and RPOwn images Reference your image (IT + RP), although

using your name and date takenOnline images Reference IT + RPFull copied table Reference IT + RPAmended text in copied table Reference original source IT + RPRelevant source used for general research Reference RP

It is advised that work submitted must be your own work, and therefore must not be written collaboratively or copied from another’s work.

Please be aware, all submitted portfolios undergo a plagiarism check. Any flagged similar or copied content must be referenced to the Harvard referencing standard. Any failure to do so will be treated as plagiarism.

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https://libweb.anglia.ac.uk/referencing/harvard.htm


Background InformationWhat is Forest Schools?

History

Forest Schools have been running in Scandinavia since the 1950’s, where in Denmark it became an embedded part of the curriculum for pre-school children. Preschool leaders naturally entertained their children, by playing in the woods, including using tools and lighting fires. School teachers noticed that the development of children who had attended those forest nurseries was streets ahead of other schools starters in terms of independence, confidence, socialising, and academic achievement. The Danish government formalised them and Forest Schools were born.

The first Forest school was developed in this country by Bridgwater College in 1994 after observing the Danish schools. The concept has spread and in 2003, an informal “Forest School Network” was instigated by practitioners. They agreed on standards leading to qualifications offered by the Open College Network (OCN). In 2012, the Forest School Association was formed – a charitable organisation which is effectively the national governing body. Information from this organisation can be found at www.forestschoolassociation.org.

How do they operate?

Running a forest school is an ongoing process within an organisation; students develop an “ownership” of a forest area through a program (often learner initiated). The program will involve a series of games and activities through regular visits to woodland, designed to build self-esteem, communication and self-confidence.

A Forest schools site, is usually in area of woodland, which the children will develop over time under supervision, to contain fixed shelters, a fire area, specific areas in which to carry out creative art, use of tools, games, exploration, nature study and in addition to a designated toilet area.

At the end of each visit all students will be encouraged to take home something they have found or made in the forest.

It is Forest School policy to avoid harming the environment used, by consultation with the land owners in conjunction with any woodland management plans in operation. Sites should

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http://www.forestschoolassociation.org/


be used on a rotational basis with each area being allowed to recover after a designated period of time.

Forest School Ethos

The ethos of Forest School is based on a fundamental respect for children and young people and for their capacity to instigate, test and maintain curiosity in the world around them. It believes in children's right to play; the right to access the outdoors (and in particular a woodland environment); the right to access risk and the vibrant reality of the natural world; and the right to experience a healthy range of emotions, through all the challenges of social interaction, to build a resilience that will enable continued and creative engagement with their peers and their potential.

Forest School is based more on the process of learning than it is on the content - more on the 'how' than the 'what'. This means that genuine Forest School practice steps boldly out of the shadow and limitation of 'planned activities' and ventures collaboratively into the realms of the unplanned, unexpected and ultimately unlimited. Children and young people are given encouragement to direct their own learning - this often requires catalysing on the part of the Forest School leader either through stimulating play in the outdoors or through 'scaffolding' a child's learning, but mostly through simply observing how children are in the outdoors.

Significantly, and on many levels, a woodland environment is central in supporting this very dynamic approach to learning: the passage of time, from the changing of the seasons, to the contemplation of an ancient tree; the dynamic nature of an outdoor environment - an infinite source of smells, textures, sounds and tastes; a range of visual stimuli from near to far, high to low, very big to very small; and the infinite layers of historical, cultural, spiritual and mythological significance that speak of our deep relationship with trees and woodland through the ages.

Courtesy of FSTC.

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The 6 Principles of Forest Schools

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Forest School is a long term process with frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaption, observations and reviewing are integral elements of Forest School.

1

Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.

2

Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.

3

Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

4

Forest School is run by qualified forest school practitioners who continuously maintain and develop their professional practice.

5

Forest School uses a range of learner-centred processes to create a community for developing and learning.6


Forest School Values

Inspiration

Forest Schools Education - the first act of a new-born is to inspire, to take in breath, and from that moment onwards we never stop inspiring.

We know that Forest Schools has an opportunity to inspire and our techniques and approaches as the means of creating genuine experiences for the purpose of inspiration and transformation.

To that end, we recognise that must inspire individuals to become ambassadors for nature and champions for wellbeing. We have an opportunity to support them in harnessing their potential and passion towards that which speaks to their truest self and to pass onto them that same inspiration that we have been given during our journey.

Aspiration

To aspire is to be on a journey.

We believe in building aspirations for our trainees at every level in terms of their ability to achieve, apply the approach in a diverse range of situations and to transform the lives of those they mentor.

We will build an aspiration for becoming a Forest Schools practitioner and working to use our shared approach to create experiences that can affect the wellbeing and self-worth of a person. They will be encouraged with the aspiration of succeeding in new areas of study in order to create those experiences, whether it is in woodland skills, educational theory or programme planning.

Transformation

To be inspired to change and to aspire to that change are important foundations, however, the process of growth is in itself a core element of the Archimedes approach to Forest Schools.

In being able to transform, we become able to create and re-create ourselves as we wish. Transformational learning is a process that allows anyone to learn how to learn. It focuses on the

core ability and qualities of a person and helps create a sense of self-awareness, which then becomes a foundation for personal development.

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Unit 1 - Learning and Development at a Forest School Programme

Section 1 – Learning Theories1.1 Summarise two recognised learning theories and explain their relevance to a Forest School programme.

Summarise: Give a brief statement of the main points of somethingExplain: Give a detailed account of reasons in relation to a particular situation

As a useful hint for all the questions within this course, it is important that you understand what the question is asking. For example, this section asks:

‘Summarise two recognised learning theories and explain their relevance to a Forest School programme’.

You should therefore research several learning theories and summarise two of these which are relevant to the forest schools programme. The second part to this section is to explain how your chosen learning theories are relevant to the Forest Schools programme. Use information regarding learning theories in the appendix for support. For a strong answer, try to specifically relate how the theories selected apply to forest schools activities and support this with any relevant diagrams.

For reference about question command words, see Appendix.

1.2 Explain how you have applied current learning theories to your own Forest School programme

For 1.2, you need to give a detailed explanation to how you applied learning theories to your own forest schools programmes, including why you did what you did. Also think about how implementation of these theories supports your groups learning and development. These do not need to be the two you used in 1.1, but can be any theories you have utilised within Forest Schools sessions.

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Sections 2 - 4Much of these sections are research based, so be sure to put the time into understanding exactly what the question is aiming towards and the related content. As the following questions are fairly self-explanatory, only short relevant advisory information is provided.

2.1: Summarise the Forest School approach to learning

Give an overview of how the forest schools approaches learning, arising from its values and ethos. This should just be clear and concise.

2.2: Outline the concept of holistic development

Give a brief outline of holistic development.

2.3: Explain how holistic development is facilitated through Forest School

Apply holistic development and link it to activities carried out within forest schools. Give specific examples to help your explanation. Remember, to explain you should go into a high level of detail to answer the question.

2.4: Explain how Forest School promotes self-esteem and emotional intelligence

2.5: Explain ways in which Forest School fosters resilient, confident, independent and creative learners

2.6: Explain how Forest School promotes appropriate risk taking and how this impacts on learning and development

2.7: Evaluate the key principles of play and their relevance to Forest School

To Evaluate, you should be researching and presenting each principle and come to a conclusion of the how relevant each is to forest schools.

2.8: Explain how learning and development through play has been implemented during your own Forest School sessions

3.1 Summarise factors affecting the behaviour of Forest School learners

3.2 Explain how a learner’s behaviour could impact on own and others’ learning and development

3.3 Evaluate methods of encouraging behaviour that is appropriate at Forest School

4.1 Explain the role of the Forest School programme leader in promoting learning and development

4.2 Summarise your own personal development and learning during the Forest School training process and explain how this may inform your own wider practice

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Unit ResourcesUnit 1 Resources

Learning Theories

Theories of Learning – Background Percy, S. (2017)

In around 800 BC Socrates introduced recollection, developed by Plato’s formation of the Theory of Recollection, as an attempt to prove the immortality of the soul. Plato deduced that there must be OPEN AWARDS in items in the mind present from birth which explains the act of learning later in our lives (Scott, 2007), therefore recalling information from a previous life and applying it to the now.

The next big break (over 2600 years later…) was a leap into Behaviorism. Ivan Pavlov’s experiment used a dog along with conditioned stimuli - in this case a bell ringing - and an unconditioned stimulus – in this case, food. The dog associated the bell with food, being an association between a conditioned stimulus and an unconditioned stimulus known as ‘classical conditioning’ (Henton & Iversen, 2011). Extensive investigations have gone onto this field, progressing towards secondary conditioning, the use of multiple stimuli, and even reversing the effect by extinction of conditioning brought upon the subject. The first behaviorist John Watson, followed by Burrhus Skinner, looked at Behaviorism whereby knowledge construes a repertoire of behaviors (Watson, 1913; Skinner, 1938; Skinner, 1993). This research developed type of skill based education, theoretically affecting all individuals equally with little opportunity for differentiation. Away from the involuntary classical conditioning, Skinner derived operant conditioning using rewards and punishment to change behavior. Although none specific for the student, today’s education extensively uses rewards and punishment to condition behavior. Positive Behavior for Learning (PBfL) in schools is an example of a widely used policy which encourages positive attitudes to education, although excessive use is suggested to lower attainment (Kohn, 1999). Most teaching methods linking to behaviorism, however, are not individual, analytical, or made to encourage full understanding.

Following the Second World War, a paradigm shift occurred with advances in the field pushing forward from focus on just behavior. In 1968, Jean Piaget moved from the personality centered behaviorism and linked this with psychoanalytical studies, Sigmund Freud’s focus on the unconscious mind in the late 1800’s. The link between this observable and mental behavior is cognitive theory (khanacademymedicine, 2013). Piaget came up with the cognitive constructivism theory where the learner is able to build knowledge on their own personal experience by actively constructing curiosity rather than passively absorbing

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information. Models, or schemas, are suggested to the student which they change and enlarge through assimilation and accommodation. This is the process of taking in information, understanding it, and through accommodation potentially producing new ideas from existing knowledge (Wadsworth, 1984; “Cognitive Constructivist theory,” n.d.). Within education, the teacher should facilitate the learning, using appreciation of the students’ prior knowledge, without being passive. This would allow constructivism to occur, thus stimulating independent learning. Piaget also developed a theory for children’s stages of development based on this individual cognitive construction, reacting to stimuli in the surrounding environment.

In similar time frame, Albert Bandura (1963) synthesised the Social Learning Theory – this moving away from the person themselves but to the learning influences to the surrounding social situation. This theory heavily focused on observing others behaviors, receiving instruction to carry out a desired behavior, or behaviors observed in the media (Live model, verbal instruction and symbolic respectively). This observation and duplication of behavior is known as vicarious reinforcement, stimulated by the observations of subsequent rewards or punishment to the observed behavior (Bandura, 1977). Bandura built up his theory over the following 30 years with self-efficacy being a primary focus, the ‘can do’ cognitive attitude explaining how low personal drive links to depression and linking this to the levels of social integration. Social cognitive theory has now been applied to school achievement, emotional disorders and mental or physical health (Conner & Norman, 2005).

During 1978, Lev Vygotsky researched into social constructivism with focus on extrinsic motivation, the incentives from other people whether it be praise or sanctions, and intrinsic motivation, personal reward from enjoyment or desire to learn and therefore increase effort. Vygotsky emphasised that a more knowledgeable other (MKO) plays a major role within education to impart knowledge to others. This research could be the basis to many schools using vertical tutoring, incorporating students from all years within secondary schools to produce tutor groups. The effectiveness of this from my experience is, however, debatable due to social interaction – or lack of - between different age groups. Vygotsky also invented the Zone of Proximal Development model (ZPD) which demonstrates a learners’ ability to move from what they already know to what they could do with guidance from an MKO and aim for things they cannot yet do (Vygotsky, 1978). Deriving from ZPD, the model of scaffolding to build on prior knowledge is now used heavily in education.

One area Vygotsky researched was that of education within apprenticeships – known as situated cognition. This research of anthropology focuses the social and contextual relationship with learning. Jean Lave and Etienne Wenger suggested that students need to appreciate communities of practice and accept the discipline being learnt as a culture. This association of education with communities takes learning into context so students can learn directly from experience. Tasks and assessments were advised to being authentic to the

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subject culture and legitimate for the abilities of the students, as opposed to just working to the culture of the classroom in unrealistic scenarios (Lave & Wenger, 1991).

Advances in neuroscience have now delved into cognition with respect to the neurology of the brain. Neurogenesis has been found to occur within the adult brain throughout life (Eriksson et al., 1998), which are being linked to the process of neurogenesis (neurological connections being formed) due to learning (Deng, Aimone, & Gage, 2010). Recent research suggests that nutrition, sleep deprivation and drug intake inhibits neurogenesis, and therefore learning (Hamilton et al., 2014; Zhao et al., 2014; and Heberden, 2016). These theories and research depict the progression of behavior, cognition and sociality with education, several of which would be used as underlying assumptions with educational activities whether this be in Outdoor Adventure Education or in the classroom.

References

Bandura, A., & URA, A. (1977). Social learning theory (2nd Ed.). United States: Prentice Hall.

Cognitive Constructivist theory. Retrieved January 15, 2017, from http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm

Conner, M., & Norman, P. (2005). Predicting health behavior: Research and practice with social Cognition models (2nd Ed.). Maidenhead: Open University Press.

Deng, W., Aimone, J. B., & Gage, F. H. (2010). New neurons and new memories: How does adult hippocampal neurogenesis affect learning and memory? Nature Reviews Neuroscience, 11(5), 339–350. Doi: 10.1038/nrn2822

Eriksson, P. S., Perfilieva, E., Björk-Eriksson, T., Alborn, A.-M., Nordborg, C., Peterson, D. A., & Gage, F. H. (1998). Neurogenesis in the adult human hippocampus. Nature Medicine, 4(11), 1313–1317. Doi: 10.1038/3305

Hamilton, G. F., Jablonski, S. A., Schiffino, F. L., St. Cyr, S. A., Stanton, M. E., & Klintsova, A. Y. (2014). Exercise and environment as an intervention for neonatal alcohol effects on hippocampal adult neurogenesis and learning. Neuroscience, 265, 274–290. doi:10.1016/j.neuroscience.2014.01.061

Heberden, C. (2016). Modulating adult neurogenesis through dietary interventions. Nutrition Research Reviews, 29(02), 163–171. Doi: 10.1017/s0954422416000081

Henton, W. W., & Iversen, I. H. (2011). Classical conditioning and Operant conditioning: A response pattern analysis. New York, NY: Springer-Verlag New York.

Khanacademymedicine (2013, December 20). Piaget’s stages of cognitive development | processing the environment | MCAT | khan academy Retrieved from https://www.youtube.com/watch?v=Jt3-PIC2nCs

Kohn, A. (1999, March 3). From degrading to de-grading. Retrieved January 12, 2017, from alfiekohn.org, http://www.alfiekohn.org/article/degrading-de-grading/

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Scott, D. (2007). Recollection and experience: Plato’s theory of learning and its successors. Cambridge: Cambridge University Press

Skinner, B. (1938). Behaviour of organisms: Experimental analysis. Prentice Hall.

Skinner, B. F. (1993). About Behaviorism. London: Penguin Books.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Wadsworth, B. J. (1984). Piaget’s theory of cognitive and affective development (3rd Ed.). New York: Longman

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177. Doi: 10.1037/h0074428

Zhao, Q., Peng, C., Wu, X., Chen, Y., Wang, C., & You, Z. (2014). Maternal sleep deprivation inhibits hippocampal neurogenesis associated with inflammatory response in young offspring rats. Neurobiology of Disease, 68, 57–65. doi:10.1016/j.nbd.2014.04.008

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Current Theories and Forest Schools

The history of learning theories continues to be developed, being increasingly more specific to OPEN AWARDS in methodologies being carried out within education. Arising from the previous theories of learning and development, more current research has led to the following theories being implemented in education (provided with links for more information). These are just a selection of learning theories out there, but others you find from your own experience or research are welcome to be included.

Accelerated learning – Using preferred learning styles (www.alcenter.com)

Cognitive behavior therapy – Solving behavior problems by positive action (www.mind.org.uk and search for cbt)

Emotional intelligence – Self-awareness and empathy (www.emotionalintelligence.net)

Experiential education – Learning by doing and reflecting (www.aee.org)

Flow Theory – Total immersion through heightened challenge and skill levels http://positivepsychology.org.uk/living-in-flow/

Holistic development – Physical, emotional, intellectual, spiritual, social etc.

Schema – Ways of thinking to understand the world (www.changingminds.org/explanations/theories/schema)

Wellbeing and involvement – Happy children learn! (www.earlylearninghq.org.uk & search For Leavers)

Forest Schools operate in the real world and in natural situations. A great emphasis is placed on the emotional well-being of the children, with mutual respect, security and self-confidence encouraged at all times. Because of the environment, learning is not just a mental process but a physical, emotional and spiritual one as well. Learning is play-based, freely-chosen, and child-led and involves real risk. Consequently it allows all learning styles to be catered for, encourages self-esteem and allows for self-regulation and self-motivation in the children. Because activities involve group work, socialisation and empathy develop naturally, and communication skills improve. Children’s experiences are fun and productive so they remain engaged for longer and consequently learn more effectively.

Knowledge of learning theories within outdoor education is therefore highly important in understanding how individuals develop academically and socially, therefore providing the ability to tailor activities and teaching methodologies to your group whilst on beach school visits.

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http://positivepsychology.org.uk/living-in-flow/


- Wolf calls- Camouflage corridor- Woodland bingo- Mud painting- Moles eye view- “Magic spots”- Woodland sculptures

- String and one sloping tarp roof. - String and two sloping tarp roofs. - Flat tarp roof and rock dome. - Flat tarp roof and log pole.- Tepee

- Lid over- Leaning tree- Two-fork- Tepee- Hollow- ‘A’ frames

‘Being’ in the woods“For many children, nature is more abstraction than reality. Increasingly, it is something to watch, consume, wear or ignore. Our job is to put them back in direct contact with it again”.

Richard Louv – Last Child in the Woods

The natural world is such an alien environment for some of today’s children that just being in the woods can be incredibly exciting for them. Some may find it intimidating at first and the thought of being near spiders, getting mud on their hands or scrambling over rough terrain can fill them with horror.

FamiliarisationEarly on in their forest school experience it is good to have a range of activities up your sleeve designed to get them comfortable and respectful of their new environment. Examples are shown here

Tarps and TepeesIf a young person’s first contact with the woods involves getting wet and cold, the chances are that it will be a negative experience. It is always worth having a dry base to retreat to. Here are some ways you can do it.

Natural sheltersChildren love building dens and shelters. If they enjoy doing it at home, under the bed or kitchen table with sheets and towels, just imagine how exciting it is with logs and leaves in the woods.Starting small is always a good idea as it allows quick and safe experimentation. With very young ones this can be done by making a fairy village or teddy town, while older children should understand the principle of model making to test and communicate ideas.

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Full-sized shelters – some considerations

• Choose venue carefully for safety and building material.• How many in a team?• What’s the shelter for?• Attributes – strength, weatherproof, correct size.• Safety rules – maybe get the children to come up with them.• Allow site selection and planning time.• Time limit – 1hr is usually about right.• Everyone in for a photo! Does it work?• Positive review – estate agents, ‘what I like about this shelter’ etc.• USE. Eat, drink or even sleep.• Dismantle after use if not a permanent Forest School site.

Being Still and QuietGetting kids to run around and be noisy is the easy bit. It’s harder work to persuade them to be absolutely still and quiet for any length of time, but the rewards are enormous. Even hyperactive teenage boys will admit that they really enjoy the relaxing peace. Here are some ways of doing it:

- Magic Spot – A favourite private spot for solo contemplation

- Moles-eye view – Team silent floor lying using all the senses

Try out your solo shelter – A refuge to retreat to for peace and quiet

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Schemas

Schemas are an important concept when it comes to the development of our children that it’s worth taking the time to understand them so you can facilitate them when you see them.

What are these schemas?Well it’s really a fancy word for the urges that children have to do things like climb, throw things and hide in small places. They appear through play; perhaps it is the way they choose to do things, or what they desperately need to do out of the blue! Knowing about these urges can help us to understand why our children are so determined to do OPEN AWARDS in things that we might not understand. If we have no idea about the way in which a child exhibits signs of brain development, then we might actually think that the child is being 'difficult' or even try to stop the developmental urges themselves.

How do we use schemas?

Through the identification of schemas leaders recognise and respect the fact that children have a deep interest in a particular way of learning. Children will be encouraged to explore these interests fully through the activities provided during forest schools programmes. By understanding the children’s schemas leaders can gain a better understanding why children are doing OPEN AWARDS in things or behaving in a specific way, which matches children’s preferred schemas, which enables children to learn at a much deeper level.

The role of the outdoors in supporting schema and thinking

Early milestones of development are gauged through physical movements and muscle control either gross or fine motor skills.

Schema develops through movement and ‘doing’ to explore their investigations.

The outdoor space provides a plethora of opportunities for children to explore their schema, right from the very small to the large, e.g. putting sand in a bucket, transporting it to another area, pouring it out, mixing with a stick and adding water, watching tiny creatures in the soil, building large towers.

When outdoor spaces are well resourced children can follow their own lines of enquiry and interests through undirected play.

Children have the opportunity to go over and over the same things allowing them to make full sense of their discoveries.

Children are usually more relaxed outside.

The outdoor space reduced the implications of mess or using large objects or making too much noise. From a practitioner point of view it is more likely that you can observe a variety of schema activities where there is an opportunity for spontaneous play.

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Learning will be supported by

(Using example of rotation to explain)

Using appropriate language

Rotation: spin, turning, around

Using appropriate resources

Rotation: Balls, Balloons, Kaleidoscope, Spinning tops, Windmills, Wheels, Hula hoops

Expanding interests

Rotation: Using a globe when interested in rotation can lead to an interest in other countries, cultures, languages or even the solar system.

Helping to use resources

Rotation: Teaching a child to turn a handle to make something spin.

Giving time to carry out their activity

Rotation: Allowing enough time to allow a child to fully investigate an activity or object

Stories relating to a child’s investigation or schema

Rotation: A story that includes wheels turning or life, water cycles.

Open questions about the child’s activities

Rotation: How are you making it spin? Could this piece of wood be used to turn the wheel?

Recognising schemas

There are a variety of different schemas, some of the most common are described as follows:

Trajectory

This is one of the most common schemas

Vertical trajectory

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A child who is interested in vertical trajectories or up and down movement might demonstrate this by:

Jump up and down Be fascinated with running water Like building high Enjoy carrying sticks Bounce balls Climb up and down ladders Enjoy whizzing down slides

Horizontal trajectory

A child who is interested in horizontal trajectories or side to side movement might:

Place objects in a line or row Enjoy pushing prams and trolleys Constantly walk on lines Like sweeping or mopping the floor Ride a bicycle in straight lines

Transporting

Children fascinated by transporting/carrying objects or themselves from place to place might demonstrate this by:

Carrying bags containing various objects Push prams or trolleys with objects or people in Carry water from sink to the bath Carry planks and bricks around outside Be the bus driver and take friends to places

Connection

Connecting objects together or themselves to people or objects. A child interested in joining things together might:

Glue, sew or fasten scrap materials into lines Nail pieces of wood together in a connecting construction Use string rope, wool, etc. to tie objects together, often in complex ways Drawing and painting sometimes show a series of linked parts Tie up the table legs With string or tie door-knobs together Enjoy toys which involve linking pieces together

Rotation

Rotating objects or themselves. A child who becomes absorbed by rotating objects might:

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Enjoy using whisks Like turning a globe Love sitting in a swivel chair Watch the washing machine Be fascinated with taps, wheels, cogs and keys Construct objects with rotating parts in wood or scrap material Love cars, trucks or anything with wheels Rides a bicycle round and round in circles

Circularity

Circles appear in:

Painting and drawing as heads, bodies, eyes, ears, hands, feet etc Circles to represent animals, flowers, wheels, the sun and other objects

Enveloping

Covering themselves or objects (with paint, clay, sand or other materials) this is often an extension of enclosure. Children interested in enveloping might:

Completely cover objects, space or themselves Like to dress up in hats, scarves or shoes Wrap dolls or teddies in a blanket Wrap things in paper-enclose them in pots and boxes with covers or lids Wrap themselves in a blanket or creep under a rug Glue layers of paper or fabric on a collage Fill a bag with collections of things

Enclosure

Enclosing objects space or themselves. A child who is interested might demonstrate this by:

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Build enclosures with blocks, Lego, large crates etc. Perhaps naming them boats, ponds, and beds.

Leave the enclosure empty or carefully filled in Put an enclosing line around paintings or drawings

Theory original work by Jean Piaget. Selected info from Natureplay.

Activity Connection Enveloping and enclosing

Rotation Trajectory Transporting

Hand Tools

Assault course

Role Play

Cooking

Sculpture

Mud

The Play Types

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There are acknowledged to be a number of different play types (around 16) which provideplay workers, managers and trainers with a common language for describing play. These are now used widely, including the underpinning knowledge requirements in the Playwork Level 3

National Occupational Standards 2004.

• Symbolic Play – play which allows control, gradual exploration and increasedunderstanding without the risk of being out of one’s depth.

• Rough and Tumble Play – close encounter play which is less to do with fighting andmore to do with touching, tickling, gauging relative strength. Discovering physicalflexibility and the exhilaration of display.

• Socio-dramatic Play – the enactment of real and potential experiences of an intensepersonal, social, domestic or interpersonal nature.

• Social Play – play during which the rules and criteria for social engagement andinteraction can be revealed, explored and amended.

• Creative Play – play which allows a new response, the transformation of information,awareness of new connections, with an element of surprise.

• Communication Play – play using words, nuances or gestures for example, mime, jokes,play acting, mickey taking, singing, debate, poetry.

• Dramatic Play – play which dramatizes events in which the child is not a directparticipator.

• Deep Play – play which allows the child to encounter risky or even potentially lifethreatening experiences, to develop survival skills and conquer fear.

• Exploratory Play – play to access factual information consisting of manipulativebehaviours such as handling, throwing, banging or mouthing objects.

• Fantasy Play – play which rearranges the world in the child’s way, a way which is unlikelyto occur.

• Imaginative Play – play where the conventional rules, which govern the physical world,do not apply.

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• Locomotor Play – movement in any or every direction for its own sake.

• Mastery Play – control of the physical and affective ingredients of the environments.

• Object Play – play which uses infinite and interesting sequences of hand-eyemanipulations and movements.

• Role Play – play exploring ways of being, although not normally of an intense personal,social, domestic or interpersonal nature.

• Recapitulative Play – play that allows the child to explore ancestry, history, rituals,stories, rhymes, fire and darkness. Enables children to access play of earlier human

Devised by Bob Hughes, published in full in ‘A playworker’s Taxonomy of Play Types’(PLAYLINK, second edition 2002).

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Unit 2 Forest School Programmes and the Woodland Environment

Section 1 – Understand the structure of woodlands1.1 Explain the vertical and horizontal structures of woodlands

Include the types of flora, fauna, and reasons behind each vertical and horizontal domain within woodlands (either coniferous or deciduous). To explain, research the reasons why the domains are different.

1.2 Differentiate between broad-leaved and coniferous woodland ecosystems

Think about the plant structures, planting locations and origins, and the reasoning behind these. Things to compare in each vertical layer are suggested below.

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Canopy

SpeciesAverage age of treesAge rangeAverage distance between trees

Shrub

Tree seeding presenceSpecies

Herb

Species

Ground

% frequency bare groundAverage number of species in 0.5mDescription of litter

Soil

Dept of soilTexturepHInvertebrates found during soil study

http://www.acegeography.com/lw---deciduous-woodlands.html

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjCzez5hsvZAhWIshQKHebtBFcQjRx6BAgAEAY&url=http://www.acegeography.com/lw---deciduous-woodlands.html&psig=AOvVaw2FT9PE9dYwv4LWncur9NtX&ust=1519991263571806


Section 2 + 3 – Know how to identify a range of flora and fauna 2.1 Produce a brief identification guide for a minimum of 20 woodland species. Include a variety of trees, flowering plants, fungi, birds, mammals and invertebrates.

An example of content you can include for this section is shown below, however you can be innovative with your designs. The descriptions and information should be brief!

Name: Rowan Description Facts/folklore/uses

Diagram or photo

Small to medium sized tree common in upland areas.

Often grows in hedgerows and woodland edges.

An umbel of white flowers in June turns to red berries in late summer.

Also goes by alternative name of mountain ash.

Berries make a delicious jelly/jam. Can be eaten raw for a bit of fun but extremely bitter.

A very important tree in Celtic folklore. Regarded as holy and often planted next to houses in Scotland to ward off evil spirits.

3.1 Explain the importance of flora and flora identification for the forest school leader

Section 4 - Understand the management of woodlands as a sustainable learning environment 4.1 Describe woodland management systems in Britain with particular reference to sustainability and your own Forest School location

4.2 Explain ways in which you could involve learners in sustainable woodland management

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Unit 2 Resources

Comparing broadleaved and coniferous woodlandsLayer Characteristics Broadleaved

woodlandConiferous plantation

Canopy Species

Average age of trees

Age range

Average distance between trees

ShrubTree seeding presence

Species

Herb Species

Ground% frequency bare ground

Average number of species in 0.5m

Description of litter

SoilDepth of soil

Texture

pH

Invertebrates found during soil study

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Impact Matrix to assess the ecological effects of Forest School activities

Area impacted on

Activity Ground layer

Field layer

Shrub layer

Canopy layer

Dead wood

Nesting birds

Foot paths

Animals Other

fires only in fire pit

only in fire pit

only in fore pit

smoke may use all for fire

may disturb

may disturb

walking / playing

may damage earth

may wear away

may damage shrubs

may disturb piles

may disturb

may wear or get muddy

may disturb

climbing trees

may wear bottom

may disturb

usingplants

may remove roots

may remove all plant

may remove all plant

may disturb hiding

findinginsects

damage to ground

damage to floor

damage to shrub

disturbing current habitat

noiselevels

disturb birds

may disturb

may disturb

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Three Year Sustainable Woodland Management Plan for Pre-school WoodlandFactor Where Current situation Target situation preventative measures monitoring method of

managementtimescale

Fire Circle Back of woodland where all paths meet.

Work has begun and is being finished by children

A space for all year groups to sit and gather and have a fire.

Maintain and fix sections that may become broken or worn.

Check each visit for damage.

Children can help maintain the area.

Y1 - buildY2 - improveY3 - maintain

Pathways main walkways bark covered maintain bark cover discourage digging on paths

check each visit bark might need topping up

Y1 - maintainY2 - maintainY3 - maintain

New Trees edge of woodland open field expand the woodland tree covers for protection from wildlife

keep check on trees planted

monthly check Y1 - plantY2 &3-covers

Living Willow Hut

Back next to brick wall open grassed area A living willow hut for children to play in

discourage children pulling up the shoots

each visit check on growth

weave and tie together as grows

Y1-plantY2&3 tie

Nettles on main walkways growth over paths clear pathways cut back to path edge each visit at risk assessments Y1-3 -maintain

Deadwood pile next to miners cottage fence

No dead wood pile, children use it.

a deadwood pile for insects to thrive

Encourage children to put punk on pile

discourage children using the punk

regular building of pile Y1-createY2&3 build

Wildlife in trees/bushes bird & bat boxes Bug hotels, hedgehog & toad homes.

Educate children on helping wildlife.

All year groups to help. avoid damage to wildlife homes

Y1-build Y2 & 3-maintain

Log store in fire circle empty log store full log store continuous filling check levels cycle of filling Y1-3 fill

2012 - 2014

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Unit 3 - Practical Skills for a Forest School ProgrammeSection 1 - Facilitate a range of woodland skills appropriate to a Forest School Programme

1.1 Describe an appropriate selection of clothing and equipment for children on an average spring/autumn day in the woods

Think about the following questions and remember to apply them to spring/autumn weather.

What extras might the leader carry? What extras might both have on a hot summer’s day? What extras might both have on cold and wet day? What extra clothing and equipment would be appropriate for participating in the following

woodland tasks?- Pond clearing- Dead bracken collecting for shelter building- Sawing logs- Cooking on an open fire- Tree climbing

The following questions are all relating to your practical skills with forest schools. You should include photos of your own experiences in each and provide detailed explanations of use.

1.2 Demonstrate how to safely use a range of hand tools and explain their use to a client group. (practical demonstration and photographic evidence)

1.3 Demonstrate the safe checking, cleaning, maintenance and storage of tools at Forest School. (practical demonstration and photographic evidence)

1.4 Insert a photo of your tying of at least eight of the following knots with a brief note of what you might use them for. Describe four different ways of teaching knots.

E.g. Figure of eight; Round turn and two half hitches; Clove hitch; Reef knot; Sheet bend; Timber hitch; Truckers hitch; Bowline; Shear lash; Square lash;1.5 In the spaces below insert photos of items that you have made using natural woodland

materials with a brief description of the process. Choose at least four from the following list:

E.g. Elder jewellery/whistle/pea-shooter; Star; Picture frame; Mallet; Kazoo; Tent peg; Chair; Bench; Name disc;1.6 Erect a temporary shelter using a tarpaulin and ropes with a brief description of the

process

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1.7 Explain how to erect a temporary shelter making use of woodland materials

Section 2 - Facilitate campfire management appropriate to a Forest School environment.The following sections 2.1 and 2.2 comprise of several sub-sections as outlined below. Use information in the appendix along with your own research to help your answers to these questions. Anecdotal and photographic evidence of your own practice is positively encouraged.

2.1 Demonstrate safe siting, lighting and management of a campfire and the surrounding area and explain how this can be taught to a client group.

1 Under the headings below, briefly list your considerations when selecting a site for a fire- Bedrock/soil type- Wind speed and direction- Tree canopy- Season- Any other factors you can think of

2 Provide and annotate a diagram of the fire triangle and fill in the boxes below.

Definition Natural sources Artificial sourcesTinderKindlingFuel

3 List four different methods of creating enough heat to ignite tinder4 Illustrate (photo or diagram) and give advantages and disadvantages for two types of fire lay5 Which would be your preferred method for children to use in your Forest School and why?6 Draw a diagram of your ideal group campfire area showing dimensions, seating, safe working

areas, entrance/exit and emergency equipment storage7 Describe the procedures that you would implement for safe and efficient use of the fire area8 Describe the safety precautions and a clear operating procedure for group use of Kelly/Storm

kettles to boil water

2.2 Demonstrate simple methods of cooking over a campfire with due regard to basic food hygiene and explain how this can be taught to client group.

1 Illustrate and/or describe three different foods being cooked in three different ways on a campfire

2 What basic food hygiene would need to be considered when cooking using the different methods described above?

2.3 Demonstrate and explain how you would extinguish a fire at the end of the session

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2.4 Demonstrate and explain how to leave a permanent fire site safe.

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Unit 3 Resources

Fire Lighting

For children, starting a fire without a match is about as exciting as it gets – let’s be honest, it is for grown-ups as well. A nice way of introducing the topic is to talk about whether fire is good or bad (can be both) and what humans use it for; Chris Holland comes up with 28 different things in ‘I Love My World’.

It’s also worth mentioning the fire triangle – children may already be familiar with it from ‘Crucial Crew’ fire safety talks at school. Before any practical fire-lighting make sure you have a bucket of water to hand and some first aid burn gel.

Many children have never been allowed to strike a match so this could be the first practical thing to do, but they will need to be shown how to do it safely. Principles it demonstrates are;

- Friction produces heat and sparks- Heat from a flame rises- Wood needs to be dry to burn- Fuel runs out if not replaced- Things stay hot after the flame has gone out

Using Fire-steels / flints

A fire-steel is a cheapish (£5-£10) tool consisting of a piece of magnesium and a serrated steel striker. The combination produces a hot spark which can be directed onto tinder (cotton wool, thistle-down, reedmace seeds etc.). With determination and a bit of luck a flame can be produced which children find very exciting.


TYPES OF FIRE

Like a friendly mongrel mutt, any fire can give you feelings of warmth. However, knowing how different fires direct and produce differing amounts of heat can help you make the best fire for different circumstances. The "science" of a fire is based on three elements: fuel, oxygen and heat. The fuel is the material that will start and then keep the fire burning. In order to burn it must have oxygen. The oxygen combines with the gases emitted from the fuel as it’s consumed - that gas is released by heat applied to the fuel. Eventually the fuel is consumed, the energy is released in light and heat and the process is sustained by adding more fuel or reinitiated when a fire is needed again.

The key to any good fire is a quick start, sometimes with only one or two chances to do so. Good tinder - small dry shavings or strands or globs or drippings of quickly combustible material used to start a fire - is critical. Practice with whatever fire igniter you prefer and practice lighting the myriad varieties of tinder you can find outdoors: cattail fluff, birch bark, shredded dry leaves, small blades and stalks of grass, lint from you pockets - practicing what lights quickly and produces enough heat to start your tinder burning is a key skill in becoming a competent fire starter. Tinder is the base of your fire. Most any larger fire will usually be started from a tiny, burning pile of tinder (unless you happen to go the shortcut route and use Boy Scout Juice - lantern fuel!)

Once you're comfortable selecting and using tinder, learn what type of kindling can be used to further fuel your fire. The tinder should burn long and hot enough to generate the gases that will ultimately ignite and start the combustion process with the larger pieces of wood or burning material that will be used to sustain your fire for a longer period of time.

Tinder is usually dry sticks and twigs that can usually be collected on the ground, or in wet country, from downed and dead branches and trees. It's often called "squaw wood" inferring it can be gathered without tools and much effort. Sometimes larger, thicker pieces of bark or even stout canes and stalks from vegetation can be used as kindling. Tinder can also be used to generate a quick burst of heat for cooking, or light for better visibility around the camp. Once a fire is up and going, the larger pieces of wood can be used to maintain the fire with less monitoring than with smaller, more quickly consumed materials. All fires are not the same; they can be built for specific purposes, to accent either heat or light, and can be constructed so as to radiate heat in a certain direction.

TEEPEE FIRE: This is probably the most basic of fire designs. It is often used as a starter upon which bigger, longer-lasting fires are founded. It's also a great fire for a quick warm-up or water-boiling snack break. This fire uses mostly kindling, but larger tepees can be created by adding larger logs vertically to the fire. Many beach fires are large tepee fires where pole-sized driftwood is laid upright against others to form this familiar shape. A tepee fire is a good fire to direct heat upward and can be used beneath a hung pot on a tripod for fast heating.

PYRAMID/PLATFORM FIRE: This fire consists of a foundation framework of large logs laid side by side to form a solid base. A slightly shorter log is laid perpendicular and on top of this first layer. Each subsequent layer is slightly shorter as the platform or pyramid rises. This solid mass of right angle firewood takes a little effort to light but its well worth it for the huge amount of coals it produces, especially when

the fire is lit on the top most layer and burns down through the layers.

A lighter version of the Pyramid fire is the platform. It's similar in shape to the pyramid fire except the logs are layered only along the outside edge (like walls

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on a log cabin) with each level of logs slightly shorter than the ones beneath. This creates a hollow wood platform into which smaller kindling can be placed and ignited. It can provide quick warmth and be the start of any number of larger blazes.

PARALLEL FIRE: Sometimes a fire is built between two long logs. If the logs are the same size, the tops of the log can be used to place pots for cooking. It has the added advantage of prolonging the fire since the insides of the log are burning too, and it’s easy to direct the fire up or down the length of the side log, literally until the entire log eventually consumed. A similar fire is the trench fire, used almost

exclusively for cooking. These work by either blocking the wind or in funnelling the wind into the fire for a more concentrated and hotter "burn". Several pots can be placed over the trench and the fire can be maintained at different levels for a variety of cooking options.

STAR or INDIAN FIRE: A star fire, or Indian fire, is the fire design often depicted as the campfire of the old West. Imagine five or six logs laid out like the spokes of a wheel (star shaped). A fire is started at the "hub" and each log is pushed towards the centre as the ends are consumed. It's another fire that can be kept burning all night long with little maintenance.

REFLECTOR FIRE: A reflector fire is really any fire that has some sort of flat surface behind it to direct the heat back out past the fire. This surface is erected behind the fire and pointed, for example, at the face of a tent, lean-to or other shelter. This back reflector can be made out of a few large slabs of bark, several logs laid against supports and stacked upon each other to form the surface. Rocks can also be used but just like those used to ring a fire, make sure they do not contain moisture. That trapped moisture can be heated to where it's like a steam engine with no release valve. Exploding rocks can send shrapnel and shards flying in every direction!

Several fire starters are on the market, from the basic match to clever kits that contain a flint-like material and striker unit all packaged together. Space-age lighters and water/storm-proof matches all can be your choice of fire starter. The most important thing to remember about fires is learning how to build and lit them long before you need one to save your life. Practice at home; make it a ceremonial task at your next camp out.

As humans I am convinced that the feelings evoked by a good campfire are remnants of our cave-dwelling ancestral days. Even if we have a good coat on our back, and a belly full of warm food cooked on a camp stove, there is something about a fire that makes the campsite complete.

Tom Watson, an avid sea kayaker and freelance writer is also the author of "How to Think Like A Survivor" currently available on Amazon.com and most major bookstores.

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Planning a Fire Pit

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CAMPFIRES

Below we’ve outlined how to build three different campfires for three different purposes. First, we’ll show you how to build the small snack fire. Next, we’ll discuss how to create the perfect fire lay for cooking. And finally, we’ll take a look at how to build a campfire for warmth and comfort after a long day spent hiking.

Snack Fire

Sometimes you just need a fire big enough to warm a pot of coffee or fry the afternoon’s catch. Or perhaps you’re not setting up permanent camp at a stop. You don’t want a fire that’s so big that cleaning it up when you leave consumes too much time. Enter the snack fire. The snack fire is just a basic tepee fire lay. It’s small, but very efficient.

To build it, simply start by placing small twigs up against each other until you form a mini tepee. Leave an open space in the center where you can place the tinder. Newspaper balls, dry leaves, and dry pine needles work best. With practice, you can start a small fire in seconds. To keep the fire going, keep adding small twigs to the lay.

To use it to boil some water for your coffee or broil some bacon, wait until the tepee falls and then put your frying pan or kettle right in the center. Keep adding little twigs around the pot to increase the heat.

That’s it! While this fire won’t keep you very warm and it isn’t large enough to cook much, it’s a good fire to use when you need one quickly or just want a little warm comfort on your travels.

Cooking Fire

You should implement the cooking fire when you plan on staying in a location for more than a day and you want to do some serious campfire cooking. Campers often try to cook by placing their pots and pans directly into the fire. But this typically achieves less than satisfactory results, burning both pans and food. This leads some to tote along a camping stove. But you can make an effective campfire cooking range out of all natural materials.

Start off by building a tepee fire. Make it a bit larger than you would for a snack fire. When you get a good fire going, lay two green logs

side-by-side about 7 inches apart at one end, and 4 inches at the other. The two logs serve as a stove range where you can place pots and pans. You can put your smaller vessels like a coffee pot on the narrower end, and your larger pots on the wider end. This enables you to

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cook several dishes at the same time. Spread or pile the coals to create hotter or cooler cooking areas.

If you want to make it a bit more elaborate, you can rig up a pole over the fire as seen in the picture. Then you can then hang your pots a couple of inches above the fire for care-free simmering.

Comfort Fire

What if you could bring the comfort and warmth of a fireplace with you on your camping trip? Well, with the reflecting fire you can. On a cold night you need more than just a simple tepee to keep you warm. You need something that will focus the heat directly at you. The problem with most campfires is that it throws heat off in all directions. A reflector fire lay solves this problem by replicating how a fireplace works. Fireplaces have a backdrop that reflects heat back towards the house. The reflector fire does the exact same thing.

You can use any fire lay to make a reflector fire- tepee, log cabin, star fire, whatever. We’re just going to place the fire in front of a backdrop to reflect heat.

Try to find a natural reflector to build your fire in front of. A cliff, larger boulder, or earthen bank will work. If you can’t find a natural reflector, build your own by driving two hearty stakes into the ground at an angle in front of your fire. Against these slanted poles, stack up a row of logs from largest to smallest to form a backstop that will serve as the reflector. Use only green wood so it won’t burn.

Now you can sit on your tree stump, eat s’mores, and enjoy the warmth and comfort of a fireplace out in Mother Nature.

Source:Woodcraft by George W. Sears

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Start a Fire with a Bow Drill:

1: Find a bow shaped stick

2: Find a length of cord that is slightly longer than the Bow. Synthetic cord is the most suitable for this task, however anything can be used, shoe lace, the roots and bark of certain trees, reverse wrapped plant fibers etc.

3: Find a piece of wood that is strong and suitable for drilling. It should be something you can hold down with your foot while kneeling. This will be what you drill into to make the ember that will start the fire. Make a small notch in the piece of wood where your drill piece can go.

4: Use a 12-15 in. stick that is almost perfectly straight for the drill piece. Taking the bark off is better, but leaving it on is okay, if you lack a knife.

5: Get something to hold down the drill while you are spinning it with the bow. This can be something from a gloved hand to a piece of wood with a notch in it.

6: Make some small wood shavings or get some small twigs or pieces of nice dry bark as kindling. Place these in a mound over the notch

7: Put the string around the drill. This should make the string much tighter. Finally, vigorously spin the drill on the piece of wood by moving the bow back and forth. (The drill should go through the pile of kindling; don't worry if they shift a bit.

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Making things from Elder Wood

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Knots and Shelters

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http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwju_pK7l8XMAhVJ5xoKHcaNBhgQjRwIBw&url=http://www.onlinecaveman.com/bushcraft/sleeping-under-a-tarp/&psig=AFQjCNHcCogW12MAqXlUXniAqtKM1YGpYw&ust=1462614952615152

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwju_pK7l8XMAhVJ5xoKHcaNBhgQjRwIBw&url=http://www.inquiry.net/outdoor/skills/b-p/wb/knots.htm&psig=AFQjCNHcCogW12MAqXlUXniAqtKM1YGpYw&ust=1462614952615152


For more information, see: http://www.animatedknots.com/

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http://www.animatedknots.com/

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwju_pK7l8XMAhVJ5xoKHcaNBhgQjRwIBw&url=http://www.camping-canada.com/tips_knots_e.asp&psig=AFQjCNHcCogW12MAqXlUXniAqtKM1YGpYw&ust=1462614952615152

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwju_pK7l8XMAhVJ5xoKHcaNBhgQjRwIBw&url=https://www.pinterest.com/mahoganyimages/camping/&psig=AFQjCNHcCogW12MAqXlUXniAqtKM1YGpYw&ust=1462614952615152

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Using Tools

This is one of the more controversial areas of Forest School programmes. It is understandable that many teachers and carers (or more usually their line managers) get nervous at the thought of very young or unpredictable children using sharp and potentially lethal tools, but this needn’t be the case.

The key is to instil healthy respect for the tool and everyone’s safety. A good way of achieving this is by having a formal tool procedure which is used for anything with a sharp edge or point – something like this:

This is my ___________________I use it for ___________________This is its cutting edge and this is the handle (point)When I carry my ______________ I hold it like this.When I pass my _____________ I pass it like this.When I use my ________, I _______________When I am not using my __________ it ____________

This procedure can be introduced very early on with ‘tame’ tools like tent pegs, potato peelers and scissors, so that the principles are ingrained by the time knives and bill-hooks are introduced.

Opinions vary on the need for gloves when using tools, but our view of good practice is to hold the tool with bare skin to avoid slipping and to wear a glove on the wood-holding hand to avoid injury.

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Sharpening a Knife

1: Pick an angle to sharpen your knife. If you already know what angle your

knife is sharpened at, you'll probably wish to sharpen it at this angle again. Sharpening at a different angle will take significantly more time and may take a few goes before any rough angles are smoothed out.

If you have to make a gut decision, choose an angle of 10° - 30° per side. Shallower angles make a sharper edge that doesn't last as long; steeper angles are more durable, so 17° - 20° is a good compromise between the two.

2: Lubricate your whetstone or diamond stone. Sometimes this will be a matter

of soaking the whetstone in a bath of water, other times it will be using specialised oils. This depends on the type of stone you use.

3: Use the correct angle. One of the most difficult aspects of sharpening a knife is

getting the angle right. To make this process a bit easier, try painting the very tip of both

sides of your blade with a sharpie pen. Then, throughout the sharpening, inspect whether

the marker is being removed during the process.

4: Start off on the rough grit side of the stone. Check the grit on your stone, or

the packaging that came with the stone, to identify which is which. In general, whetstones and diamond stones each have different grits on either side. The rough grit side is used to grind the steel down, while the fine grit side is used to sharpen or hone the knife. The grinding process comes first, so you start on the rough grit side.

5: For a symmetrical edge, sharpen the knife by dragging it across the stone

in the opposite direction you would move it to slice a thin layer off the stone. This allows a burr to form and prolongs the stone's life.

6: Continue grinding at this angle until your grind goes roughly halfway

through the steel. This doesn't need to be precise, just well-estimated.

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7: Flip the knife over and sharpen the other side of the blade until you create

a new edge. The easiest way to determine that you have removed enough metal is to sharpen until you have raised a burr, a feature that steel will naturally form when one bevel is ground until it meets another.

Burrs will generally be too small to see, but you can feel it scraping/catching on your thumb if you stroke away (dull side of the knife to the sharp) from the edge. Finer stones produce smaller burrs, but they are still there.

8: Flip the stone over and begin sharpening one side the blade, this time using

the finer grit. Your goal here is to smooth over and eliminate the burrs created by sharpening the knife over the coarser grit. This transforms the blade edge from a ground edge into a finer, honed edge.

9: Flip the knife and begin sharpening the one side of the knife on the fine grit

side of the stone. Again, make sure you hit both sides of the knife with the fine grit.

10: Begin alternating swipes on the fine grit. Sharpen one side of the knife

with a single stroke, then immediately flip the knife and sharpen the other side. Do this several times for the best result.

11: If you wish, further polish or even strop the edge to the desired

sharpness. This makes the edge better suited for "push cutting" (cutting directly into materials, pushing straight down without sliding the blade across the object) but generally impairs slicing ability: without the "microscopic serrations" left by grinding with a stone, the blade tends to not bite into things like tomato skins.

12: Removes tiny pieces of metal. Use the inside of a leather belt. Drag the blade

on alternate sides, across the leather, 50 times.

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How to make a Star

Tools needed:Gloves, string, loppers, scissors/knifeResources needed:Hazel/willow lengths approx. 30-50cm long & less than 10mm diameterHow to:

• Lop 5 lengths of wood of similar length.• Shear lash two ends together.• Continue adding the lengths together, using the same lashing

technique, to make a /W shape.• Turn and thread the pieces so the two un-joined ends can be lashed

together and a 5 point star shape be made.Uses/extensions:

• The star can be used as a decorative object or reviewing tool, similar to a journey stick. Items can be added to the star using lengths of string to make a form of mobile.

• Other shapes can be made for learning & reviewing activities e.g. postcards, viewfinders, ID quadrants, contrasting pallets.

Team building and thinking skills. • Designing and naming other shapes, creating 3-D shapes, angles, volume,

biggest shape out of given number of wood length

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How to make a Bench

Tools needed:Gloves, saw, string, scissors/knifeHow to:A basic bench can be constructed by square lashing the seat log onto two smaller ‘feet’ logs placed perpendicularly.To increase stability, the two feet logs can be cleaved in two to produce flat bases, Bench backs can be added using further lashes.Uses and extensionsFollow on tasks may include:

• Needs analysis of furniture.• Adaptations of existing design• Design and creation of other bench forms.• Introduction and use of different knots, lashings, cord types.• Construction of other furniture pieces e.g. table, puff.• Links to school site and potential furniture construction for there

2.5 Demonstrate and explain how to remove evidence of a temporary fire

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Unit 4 – Planning a Forest School Programme

Section 1 - Understand the development of the Forest School ethos1.1 Summarise the history of Forest School locally and in the UK1.2 Evaluate two pieces of research on Forest School practice

Section 2 - Understand the ecological impact of a Forest School programme2.1 Assess the ecological impact of running a Forest School programme on your own site

A suggested method of completing this task is to produce an ecological survey for your Forest School area to then assess the potential ecological impact of your programme

2.2 Develop a three year management plan for the sustainable use of own Forest School area, based on the ecological impact assessment

Section 3 – Know the relevant policies and procedures required for Forest School programme3.1 Create a Forest School handbook containing relevant policies and procedures in line with statutory requirements and good practice specific to own client group and Forest School site

3.2 Explain the process of managing risk and how it applies to Forest School.

3.3 Produce relevant risk assessment and risk-benefit assessments for your own Forest School sessions

Section 4 - Be able to plan a Forest School programme

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4.1 Plan initial six Forest School programme sessions showing links to own client group’s learning and development objectives and needsThese session plans should be included along with evidence of the session.

4.2 Develop a communication strategy to exchange information with those assisting a Forest School programme and other interested parties

Sample content includes;- Forest School Ethos- Forest School Policy- Staffing/Ratios/ Responsibilities/Qualifications- Risk Assessments- Risk Benefits- Letters to parents/staff/other parties- Activities- Lesson plans- Equipment- Policies and procedures e.g.: disposal of water, toileting, safeguarding, behaviour

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Unit 4 Resources

Ecological Impact of Forest School at WashingwellWashingwell Community Pre-school on site Woodland

Washingwell Community Primary SchoolBucks Hill View

WhickhamNewcastle upon Tyne

NE16 4RB

People who use the woodland: Primary School, Pre-school and Out of School Club.

Description of Woodland: The woodland space used for Forest School is set within the schools grounds behind high security fences and gates. It is a small broadleaved woodland with housing to three sides and open school fields to one. It is mainly flat, slight slope at one side and has no natural running water.

FloraTrees within the woodland are broadleaved and consist of mainly sycamore, silver birch, rowan and a few new wild cherry trees.Plants in the area are nettles, brambles, bracken and gauze. There are a few wild flowers recently been sown, but these have not flowered yet. A few springtime daffodils, snow drops and bluebells appear as well as the occasional dandelion.Fungi are not easily seen within the woodland at Washingwell, the only fungi I have seen has been in the grass areas on the outskirts of the woods.Moss is present in the grass in the woods and also lichen on some of the trees.

FaunaBirds are plentiful in the woodland, we have a male pheasant and about three female pheasants who take refuse there on an evening. We have crows, starlings, wood pigeons, sparrows, blackbirds and blue tits. We also have the occasional thrush, great tit, chaffinch and seagull. We can hear a woodpecker in the neighboring woods but have never heard him in ours. We have placed bird boxes in the woodland to encourage them to nest here.Mammals are quite rare in our woodland, we have seen evidence of foxes and hedgehogs but we have never actually seen them. We do get neighbors cats in the woods but dogs could not get through the fence. On the edge of the school we have deer from the neighboring woodland and farm animals such as horses, goats and sheep. We have placed bat boxes in the woods as they can be seen nearby on an evening.Toads can be found in abundance hiding under wood and stones.Insects are everywhere in the woodland, we have an old rug on the floor to see what is often hiding underneath. Woodlice and worms are in abundance, we have also seen ladybirds, wasps and bees and lacewings, moths and butterflies.

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Abiotic elementsThere is no running water near our woodland site.The soil is mainly dense, dark mud like quality soil.There are no protruding rocks and only a few loose rocks.

History of siteThe woodland once used to be part of Fugar Bar, known locally as the little woods, but when the school was built it became incorporated into their grounds. The site was rarely used until recently, it was just a natural space to the side of the school. It was often visited on an evening and weekend by youths and locals used to fly tip in parts of it. However this can no longer happen as there is a high security fence surrounding the school area with locked gates.

Long term visionThe school has a long term vision for the area to be used by the whole school for Forest School sessions and hands on nature learning. There may be a wildlife rangers club set up in the near future for key stage 2 children.

The pre-school would like to continue using the woodland as a part of their provision, going into the woodland when the children choose to go there. We would like to do more Forest School sessions to expand upon what we already do. Jointly we hope to expand the area by adding more trees to the edge of the woods and developing a sensory walkway to the edge to incorporate all five senses. We will continue to encourage wildlife into the area and help them by providing more hibernation areas and nesting boxes as well as winter food and water during severe winters.

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Session planning checklist

1. What are the objectives?

2. What is your theme, how will this be developed?

3. What activities are you going to be doing?

4. What sequence will they follow?

5. Will they have a logical build-up of understanding for the learner?

6. How are you going to get your learners hooked and motivated?

7. What learning methods will the activities hold?

8. How will this sequence affect the energy glows?

9. What are your contingency/wet weather plans?

Review

1. How will your learners remember the important parts?

2. How will you ensure reflection and transfer?

3. How will you evaluate whether the objectives have been met?

4. Are there any special health and safety issues relating to the site, activity or group?

5. Have you reviewed your risk assessment for the site, activity or group?

6. Have you reviewed your risk assessment for the site, activity and group?

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Checklist of existing policies and procedures

Policy or procedure Policy is held yes or no Date last renewed Location of policy

e.g. Office, files etc.

Health and safety

Accident and emergency procedures

Incidents and near misses

Policy on checking criminal records

Child protection policy

Disability discrimination policy

Teaching and learning policy

Special education needs policy

Behaviour policy

Risk assessment form and guidelines

Health and safety at work

Guidelines for offsite visits and activities

Equal opportunities and diversity policy

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Unit 5 - Delivery of a Forest School Programme

Section 1 - Deliver a Forest School Programme

1.1 Lead the first six in a series of planned Forest School sessions, demonstrating flexibility in response to individuals’ needs.

Evaluate each one as it happens and document any amendments you make to subsequent sessions

Section 2 – Assess the impact of Forest School on participants2.1 Observe three individuals and assess the impact of Forest School on their behaviour and learning

2.2 Make recommendations for further sessions aimed at progressing three individuals’ learning and development.

Section 3 – Evaluate a Forest School programme3.1 Evaluate each Forest School session and make amendments to next session plan as appropriate

3.2 Carry out a summative evaluation at the end of the six Forest School sessions and explain how this will inform future sessions

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Risk Assessments

ACTIVITY Woodland Visits- Generic

VENUE(S)

HAZARDS CONTROL MEASURES

Falling Trees Avoid woods in very strong winds (+ Force 6), do not push on standing dead trees

Falling dead branches Check for and avoid hanging branches and any with significant splits or cracks, particularly in breezy conditions (+ Force 4)

Branch face whip Hold branches for person behind or leave big gap Poke in eye Warn of eye level branches Slippery logs Step over logs not on them Wasp/bee sting Avoid obvious nests and carry appropriate medication Poisoning Only eat items specified by group leaderSAFETY EQUIPMENT

VENUE SPECIFIC RISKS & ADDITIONAL NOTES

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Woodland Activities

GENERIC ACTIVITY Local & Centre Environments

HAZARDS CONTROL MEASURES Risk Benefit

Shelter collapse Use suitable robust materials Student briefing and staff

supervision

Children improve team work and have a sense of completion. Improves idea sharing and motor skills

Injury during shelter construction

Brief students how to hammer in pegs safely

Brief students on safe ways of cutting / breaking wood for shelter construction

Staff supervision

Children have the opportunity to explore the woodland and construct something

Knife cuts Ensure knives are in good usable condition – sharp and in sheath

Brief students on knife safety and safe usage

make appropriate judgement on the suitability of students to use knives

Ensure students have adequate workspace

Close supervision is essential, limit numbers if this is difficult

Ensure all knives are collected at end of session

Children have the opportunity to learn a skill.

Advance their motor skills.

Develop trust and understanding of how to work safely.

Saw cuts Ensure saws are in good usable condition

Brief students on saw safety and safe usage

Ensure students have adequate workspace

Close supervision is essential, limit numbers if this is difficult

Ensure all saws are collected at end of session


Advance their motor skills.

Develop trust and understanding of how to work safely.

Axe cuts Only fully trained staff to use axes, following recognised techniques and guidelines (see


Advance their

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Bushcraft OP’s)

Avoid use unless necessary Do not leave axes where

students may find and use them.

Students are not to use axes

motor skills. Develop trust and

understanding of how to work safely.

Fire Brief students about fire safety Group management Keep fires small Consider having some means to

extinguish fire in emergency – fire extinguisher, water in suitable container.

Don’t light fires where they can spread or get out of control.

Any rock may shatter when heated. If possible avoid lighting fires on rock or concrete. Don’t put rocks around fire. Avoid getting too close to fire.

Keep other fuel and combustibles away from proximity of litfires

Ensure fires are completely extinguished when session is over

If lighting fires in Lavvos ensure they are kept to a very small size and don’t obstruct the entrance. Staff should carry a knife for emergency exit.


They have a new communal space where things can be shared.

They have increased esteem by keeping a fires going and cooking on it.

Burns/Scalds Brief students about the dangers of handling pots and hot liquids

Where possible ensure students are not wearing flammable clothing or hair gels

Ensure students don’t get too close to lit fires - use long sticks if cooking

Children are taught how to cook on the fire so they have an increased skill level therefore increasing their self-esteem.

Careful group management; minimise movement around litfires

If using Kelly Kettles follow the manufacturer’s guidelines to

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avoid burns and scalds

Staff trained in correct use of Kelly Kettles

Falling branch Brief students on safe ways to collect wood

Avoid climbing trees Inspect trees used for collection

– check for large dead branches which could fall

Don’t stand under branches when collecting them for wood

Children get to enjoy the woodland environment which enhances all of their senses. They are made aware of the risks if it is windy.

Cuts caused by bracken

Group to be briefed – use gloves /cut with knife ( under supervision) rather than pulling

Children are able to identify the plant and pull out an invasive species for their shelter foliage.

Poisonous /Irritant Plants

Brief group to avoid contact with irritants such as Hogweed.

If eating or tasting plants ensure they are clean and staff are fully aware of their identity. If in doubt don’t!

Close supervision of all groups but especially S.E.N.D groups

Children become aware of plants uses. Which ones have benefits for us and which ones are poisonous

Slips and Falls Brief students on safe areas to use for collecting materials and working in

Don’t climb trees or rocks Avoid steep or muddy slopes

Students have an area that they can explore. The uneven ground will improve the balance and walking and therefore increase their confidence

Hit by spear/arrow/dart

If using spears, blowpipes or bows carefully consider safe management of this activity. Students should be well briefed before session begins.

Set clear boundaries and a firing line. Students should remain behind firing line whilst shots are taken and only move in front when told to do so by BPC

Children get to make and complete something. They get to use their skills in cresting something useful and fun.

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staff.

Careful choice of firing area – ensure no-one else is in danger.

Consider signage to prevent persons accidentally entering firing area or fire shots into clearly defined area where visibility is clear and no-one could walk in front of firing.

Placement of targets should consider where darts/arrows/ spears fall if they miss – ensure they can’t travel on and harm someone behind target.

Equipment Knives, Saws, Fire steels and flints

Note: It is recommended staff are thoroughly trained and

familiarised with safety, and briefing students in the use of these sharp tools.

This activity can be used as an enhancement to other activities or as an activity in its own right. Therefore locations may vary, however they may often be remote, therefore bear in mind that using knives and saws could result in a deep cut or stab wound if used incorrectly, which could prove very serious if help was some time or distance away

ACTIVITY Conkers


Puncture injuries from tent pegs

Strict supervision of conker drilling. Use only blunt-ended pegs and into firm but soft surface i.e. Grass or carpet.

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Face/eye injuries from swinging conkers

Instruct both attacker and defender to hold strings at arm’s length, attacker on short string and defender on long string

Hand/arm injuries from swinging conkers

The odd knuckle rap or minor bruise is inevitable and acceptable (hands up sleeves helps) but avoid wild swings. Follow official rules sheet.

ADDITIONAL NOTES

Equipment - Bag of conkers, tent pegs, string, laminated rules sheet.FRESH CONKERS IN AUTUMN ARE RELATIVELY SOFT BUT WILL HARDEN THE LONGER THEY ARE KEPT.

THIS ACTIVITY CAN BE DONE ANYWHERE WITH A BIT OF SPACE BUT BEST OUTSIDE BECAUSE OF MESSY DEBRIS.

ACTIVITY Fire lighting (stump/open)

VENUE(S) Any

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burns Equipment and group management throughout the activity.misuse Mange group behaviour around open fire and while adding fuel.

Out of control Fire pit used and water available Unstable fire on stump Make sure when fire built on stump that is stable and fire in not made to

big. Change of flame direction Make sure that group are seated far enough away so flames cannot reach

or harm the groupLeaning over fire on stump All to approach fire in the respect position

cuts Correct use of tools if used (instruction given), group instructed o the correct type of braches to collect for burning.

SAFETY EQUIPMENT

Burns gel and bandages available from staff Spade/shovel for fire pit.


ACTIVITY Using Kelly Kettles

VENUE(S)


Poisoning by firelighter Keep firelighters well away from mouth, eyes and food Burns Set up kettle on flat stone surface

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On lighting keep match or lighter level with or above fingers Wear flame proof glove when putting kindling down the chimney Fan flames, don’t blow Don’t handle hot kettle or tray Wear heat proof gloves when lifting kettle or base All people should be at least 1metre from the fire. Either stood or kneeling

in the respect position. Cups should be placed on the ground when pouring hot water into them.

Scalds Pour using angled handle and cork chain. Instruct on technique Care replacing kettle onto collapsed fire Avoid moving close to kettle or sitting next to Place spout at 180 degrees to air hole in base.

Setting fire to environment Have containers of extinguishing water to hand Explosion Remove cork before heating SAFETY EQUIPMENT

Additional first aid - carry burns packs


BEWARE OF KELLY KETTLE FIRES ON PEAT

BEWARE OF KELLY KETTLE FIRES WHEN GROUND IS VERY DRY

BEWARE OF KELLY KETTLE FIRES ON SLOPING GROUND

ACTIVITY Cooking on an open fire

VENUE(S) Any


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burns Use heat proof gloves and appropriate utensils (see procedures document)

Determine exactly how many people are allowed to cook at the fire at once.

Allocate one person to be in charge of the fire. (see procedures document) misuse Manage group behaviour around open fire and while adding fuel. (see

procedures document) Out of control Fire pit used and water available Cooking Use appropriate utensils to put items in or on the fire

Ensure oil doesn’t get too hot in pans. Use green or soaked wood to use as skewers Warn others when using sharp cooking implements

Change of flame direction Make sure that group are seated far enough away so flames cannot reach or harm the group (see procedures document)

Leaning over fire All to approach fire in the respect position cuts Correct use of tools if used (instruction given), group instructed o the

correct type of branches to collect for burning. SAFETY EQUIPMENT

Burns gel and bandages available from staff Spade/shovel for fire pit. Bucket of water Heat proof gloves


ACTIVITY Shelter Building - Generic


Poke Students briefed on tree hazards

Manual handling Safety briefing – avoidance of lifting heavy weight

Collapse of shelter Instruction on testing shelter for stability

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Slip/trip Appropriate footwear safety brief

Children briefed not to run

Objects falling from heights

Do usual check of working environment Remove any loose branches

Getting lost Set Clear boundaries

SAFETY EQUIPMENT

No specialist equipment needed

ADDITIONAL NOTES

Weather forecast including wind strength and direction Appropriate clothing and footwear (long sleeves and long trousers if risk of contact with

nettles, brambles or barbed wire etc. Use of groups where appropriate Students need clear boundaries

ACTIVITY Tree climb

VENUE(S) Any


Slippery ground Ensure good solid ground to belay from.Anchors for belay Choose good solid trees to climb(alive) back up if needed

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tangles supervise and discuss route choice falling debris during set up inspect for wind blow and hung up branches excessive wind consider stopping activity if wind speeds exceed force 4Misuse of equipment correct instruction and group monitoring

SAFETY EQUIPMENT

Standard leader pack


AWRENESS OF TREE ENVIRONMENT AND TREE BRANCH STRENGHS

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General Resources50 things to do before you’re 11 ¾

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Artists Pallet

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Communication Strategies

Social MediaWeekly updates will take place on social media showing pictures of the activities. Older children will update a blog to show what they have done each week

E mail Emailing list to parents about any information and changes also emailing out consent forms

Through school Consent forms and letters sent from children at school if parents request hard copy instead of email

Mobile Phone Mobile Phone on site all the time in case of emergency or school and or parents need to contact.

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Forest School Games and Activities

ExploratoryScavenger huntWolf pack territory scoutString orienteeringBadgerteeringTreasure mapping GeocachingTrail makingSardines

SensoryBlindfold tree huggingCamouflage corridorWoodland palettesForest cocktails/witches potionsStepping stones

SoloPersonal shelterMagic spotMicro-safari

CooperativeTeam shelter buildingMini tarp erectionGiant spider’s webTeam rain storm

ScientificMeasuring tree heightsMeasuring tree girthsMini beast huntLeaf keysBud keys

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Hunter/GathererEat a fruitEat a leafMake a bow and arrowMake a spear throwerTrack an animalFox and rabbitHide and seek

ArtyTwig mobilesLeaf crownsTree faces

MusicalLeaf compositionsWoodland orchestra

Using toolsMake furnitureMake frames and stars

AdventurousTree climbingObstacle courseWoodland OlympicsMake and use a rope swing

Review and reflectReflection treeJourney stickJourney strip


Roles and Responsibilities of a Forest School Leader

• Promote and provide Forest School experiences which adhere to and apply the 6 principles of the Forest School ethos.

• Adhere to their own values, policies and procedure as outlined in their Forest School handbook.

• Have an awareness of school/setting/organization policies and possibly negotiate some issues with management if there are discrepancies between these and their own Forest School handbook

• Undertake risk–benefit analyses and implement risk management systems.

• Ensure appropriate welfare requirements are in place for the group (clothing/shelter, hand washing, drink & food, toilets).

• Communicate with all stakeholders, including landowners, other staff, parents, management, participants, local community etc.

• Ensure appropriate ratios are maintained at their Forest School and provide clear guidance and induction processes for helpers supporting their Forest School program, to ensure a consistent approach.

• Share planning and evaluations of sessions recorded with relevant staff.

• Record observations of individual learners learning processes and share with other relevant staff.

• Reflect on their own practice; undertake continued professional development and network with other local Forest School practitioners.

• Undertake a baseline ecological survey of the Forest School site, establish environmental impact monitoring systems and create a simple management plan for the site for the duration of the program.

• Implement the management and maintenance of the Forest School area. This may be negotiated with the landowner.

• Ensure that equipment, tools and outdoor clothing are fit for purpose and appropriately stored and implement maintenance schedules

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AppendixQuestion command words

Command Word Action

Describe Give an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship).

Explain Give a detailed account of reasons in relation to a particular situation. This usually requires an understanding of processes. Explanation is a higher-level skill than description.

Evaluate Consider several options, ideas or arguments and come to a conclusion about their importance/success/worth.

Summarise Provide a brief account of relevant information.

Compare and Contrast Describe the similarities (compare) and differences (differences) between things, not just write about one example.

Identify Name or otherwise characterise.

Analyse Break down the content of a topic, or issue, into its constituent elements in order to provide an in-depth account and convey an understanding of it.

Demonstrate To show, exhibit, prove or express such things as subject specific knowledge, understanding and skills.

Actions sourced from AQA.org.uk:

A-Level Geography 7037: Command Words, 2018. Assessment and Qualifications Alliance. [Online] Available at <http://www.aqa.org.uk/resources/geography/as-and-a-level/geography/teach/command-words> [Accessed

29 January 2018].

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NYCC Guidance

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Useful ReadingAnonymous, (1985). The Ever-Changing Woodlands. Readers Digest, New York.

Beames, S., & Brown, M. (2016) Adventurous Learning: A Pedagogy for a changing world. Routledge, Abingdon.

Beames,S., Higgins, P., & Nicol, R. (2012) Learning Outside the Classroom. Routledge, Abingdon.

Blamey, M., Flitter, R. and Flitter, A. (2013) Wild Flowers of Britain and Ireland, 2nd Ed. Bloomsberry Natural History, Oxford.

Countryside Code: https://www.gov.uk/government/publications/the-countryside-code

Danks, F. & Schofield, J. (2013) The Wild Weather Book. Frances Lincoln Ltd, London.

Danks, F. & Schofield, J. (2012) The Stick Book: Loads of things you can make or do with a stick (Going Wild). Francis Lincoln Ltd, London.

Danks, F. & Schofield, J. (2009) Go Wild!: 101 Things To Do Outdoors Before You Grow Up. Francis Lincoln Ltd, London.

Deakin, R. (2008). Wildwood: A Journey through Trees. Penguin Books Ltd, London.

Doyle, J. and Milchem, K. (2012) Developing a Forest School in Early Years Provision. Practical Pre-school Books, London.

Fairclough, M. (2016) Playing with Fire. Woodbridge, John Catt Education Ltd.

Gilbertson, K. et al. (2006). Outdoor Education: Methods and Strategies. Champaign, USA: Human Kinetics.

Kagan, S. & Kagan, M. (2009) Kagan Cooperative Learning. Kagan Publishing, California.

Knight, S. (2011) Forest School for All. SAGE Publications Ltd, London.

Kyriacou, C. (1998). Essential Teaching Skills. Cheltenham: Standly Thornes Ltd (pp 16-29)

Learning Theories in Plain English (summary of theories) https://madeinheene.hee.nhs.uk/Portals/6/Learning%20Theories%20in%20plain%20English.pdf

Leave No Trace: https://lnt.org/

Loughran, J. J. (2002). Effective reflective practice in search of meaning in learning about teaching. http://oneteacher.global2.vic.edu.au/files/2014/09/Loughlan-242761j.pdf

Mabey, R. (1972). Food for Free. Harper Collins Publisher, London.

Mears, R. (2002). Essential Bushcraft. Hodder and Stoughton, London.

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http://oneteacher.global2.vic.edu.au/files/2014/09/Loughlan-242761j.pdf

https://lnt.org/

https://madeinheene.hee.nhs.uk/Portals/6/Learning%20Theories%20in%20plain%20English.pdf

https://www.gov.uk/government/publications/the-countryside-code


Muddy Faces – Den Building https://www.muddyfaces.co.uk/download/Den_Building_MuddyFaces.pdf

Phillips, R. (1983) Wild Food. Pan Macmillan, London.

Pike, E.C.J., & Beames, S. (2013) Outdoor Adventure and Social Theory. Routledge, Abingdon.

Rackham, O. (2015). Woodlands. William Collins, London.

Reflection activities for students (UW Extension) http://www.extension.umn.edu/b-assets/extyouth/driven-to-discover-citizen-science/Reflection-with-Youth-UWExtension.pdf

Smith, A., Lovatt, M., & Wise, D. (2003) Accelerated Learning, a user’s guide.Network Educational Press Ltd, Stafford.

Tudge, C. (2006) The Secret Life of Trees. Penguin Books Ltd, London.

Sterry, P. (2007). Complete Guide to British Trees. Harper Collins Publishers Ltd, London.

Useful Web-sites

www.forestschools.comwww.foresteducation.orgwww.forestresearch.gov.ukwww.goingwild.net www.woodlandtrust.org.uk www.wildmanfood.co.uk www.johnmuiraward.orgwww.muddyfaces.co.ukwww.firesteel.co.uk

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http://www.firesteel.co.uk/

http://www.muddyfaces.co.uk/

http://www.johnmuiraward.org/

http://www.wildmanfood.co.uk/

http://www.woodlandtrust.org.uk/

http://www.goingwild.net/

http://www.forestresearch.gov.uk/

http://www.foresteducation.org/

http://www.forestschools.com/

http://www.extension.umn.edu/b-assets/extyouth/driven-to-discover-citizen-science/Reflection-with-Youth-UWExtension.pdf

http://www.extension.umn.edu/b-assets/extyouth/driven-to-discover-citizen-science/Reflection-with-Youth-UWExtension.pdf

https://www.muddyfaces.co.uk/download/Den_Building_MuddyFaces.pdf

Documents

€¦ · Web viewYou are required to produce a portfolio covering all sections of Unit 1–Unit 5. This should also include your record of experience pre- and post-training course,