Nature Pedagogy – the teaching of nature within a nature-centric worldview.

Nature Pedagogy

NATURE PEDAGOGY AND GAMES FOR LEARNING - CPD course in AprilWhilst the use of the terminology ‘nature pedagogy’ may appear relatively new, developing a deep nature connection and understanding how our needs and interests can be met successfully though nature to provide a meaningful contribution to our lives, is our most ancient and biologically responsive blueprint.

As a teacher we often use this word ‘pedagogy’.  Simply stated, it is the method and practice of teaching.  It involves understanding the learner’s needs, their interests and providing relevant experiences that our meaningful.

 

Our modern culture is very disconnected from nature.  Our rational approach to this inconceivably complex and successful living system, is diminished to an object that we can exploit and deny our own animal heritage.

The development of our pre-frontal cortex, that defines human evolution, rest on a much larger sensory-based brain that thrives on relationships and filtering sensory information and feelings.    Our capacity to view nature as an ally, a necessary partner and great, great, great grandparent is determined partly by our capacity to be empathetic, to feel through our senses, and to see a much bigger picture of our past and our future.

The Big Questions?

I have been largely influenced by the big questions: Why? What? How?  I suppose I never stopped being the person who wanted to know why? Why do people believe in god? Why are some people more valued than others? Why is life unfair?  How do people know they are right? What happens when we die? Why is it so difficult for our society to create systems that look after nature – as an absolute priority.  I don’t think there are easy answers, and I know the different points of view are inevitable, despite nature as our common interest.

Nature Pedagogy, Well-being & Therapeutic training in East Sussex this yearWhat I have observed is that young children, particularly the early years have a wonderful facility to experience the world as animistic, that everything is a subject not an object.  A child can easily converse with ‘inanimate objects’ and are very comfortable immersing themselves in their own imagination, which for them, is real.   In the west this facility seems to diminish, whereas in earth-sensory-based cultures it usually prevails.

I have studied many different cultures and worldviews.  I tried for many years to square what seems like story-making about a mountain, or river, the apparent communication that many traditional people have with nature, as not real.  I can’t stop objectifying.  Yet, I have been fascinated by healing practices and the intimacy of those people with nature, all offering different ‘answers’ to those big questions.  How tantalising.

Recently I was listening to a Ted Talk on Animism and the Maori people and the presenter beautifully explained that their worldview is like belonging to a vast family – tree, the humans, the animals, the plants, the seas, the stars, are all family. He asked if we consider our pet dog as part of the family?  Yes, of course.  I know and love my dog Ruby, she doesn’t speak, but she communicates and empathises.  It is only a little more of a jump, and a lot more time,  to feel a meaningful relationship to land, mountain, or tree where  your worldview  transforms to a friendly, caring approach, with gratitude for life.

Our entire system is operated by nature’s own manual.   It is the primary way our neurological system is strengthened and extended.   With our natural senses intact, we can be happy and healthy. Without time in nature, our systems become dysfunctional and we are undernourished, mistaking shopping and screen life with life-sustaining human and nature connection. One cannot replace the other, it will never do that.

Transforming education, health and family through nature.Nature sends out a multitude of natural chemicals (at quantum level everything is energy) and we respond, even if we don’t know it.  This ‘serve and return’ between nature and humans is the way we grow, learn, and thrive.  Nature pedagogy puts us back in touch with our natural and original operating system. Not the human-imposed one, but one that sits in a large wheel of life representing all of life, as we can possibly know it.

From ideas of creation to the life cycle of a plant.   There are many models and methods, tools and skills that help us to find our way back to nature’s medicine, and to provide this for ourselves and our children.  Learning through experiences in nature, building psychological flexibility and pursuing important values increase our well-being and restores a natural balance in all of us.

Keep in touch to find out more about Nature Pedagogy and:

  • Approaches within nature education and key differences
  • Connection Practices & nature awareness games
  • Nature-centric models that inform our planning and holistic approach
  • Experiencing and activities that support an inclusive and nature-centric worldview
  • Indicators of awareness and attributes

Our work draws on best practice from Forest School, ecopsychology, ecotherapy, indigenous and western knowledge,  earth education and deep nature connection.

By Marina Robb, Circle of Life Rediscovery – Director.

Nature Pedagogy related CPD’s & Courses:

21st & 22nd March: Exploring the Natural World & Feeling Self with Ian Siddons Heginworth
This training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles. The theme is ‘Alchemical Ash.’
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 17.00. Cost £175.

1st & 2nd April: Nature Play & the Therapeutic Space
An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’.
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £175.

17th April: Nature Pedagogy and Games for Learning
This workshop brings together new thinking around ‘Nature Pedagogy’.  This includes exploring the models, methods, worldviews and values that underpin our teaching practice in nature.
Location:
Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £95.

25th & 26th May: Landplay Therapy
Post qualifying training for Play Therapists, Counsellors and Psychotherapists. This two -day training will provide you with the tools you need to extend your therapeutic practice to include indoor and outdoor sessions.
Location:
Brook Farm, Messing, Essex Time: 09.30 – 16.00 Cost £165.

Visit our website for full details.

Transforming education, health and family through nature.

Circle of Life RediscoveryCircle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

 

Therapeutic Play: Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play & Nature Connection

Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play - Circle of Life RediscoveryFor over 20 years I have witnessed the power of nature, therapeutic play and safe space to heal young people with challenging behaviour.  These have included ‘targeted’ groups of young people, some at risk of early pregnancy, others with violent behaviour from pupil referral units, children and young people with mental health difficulties.

All these programmes, days and camps have taken place in a natural setting and were held by experienced practitioners.   The combination of a natural setting with competent adults is a perfect combination for connection and well-being.

Challenging Behaviour & Therapeutic Play

All schools will have young people that display challenging behaviour, and part of our work is to understand what this behaviour is communicating and how to meet them in the most empathetic, authentic and boundaried way.

The difficulties that result in challenging behaviours are sometimes referred to as ACE:  Adverse childhood experiences and they are more common than you think.  The original adult-based study found almost two thirds of participants experienced 1 or more ACE and more than 1 in 5 experienced 3 or more ACES.   This has raised the profile and urgency of addressing the needs of children, as the impact on later life shows the potential devastating outcomes from ACE’s, and the cost to society.

Therapeutic Play courses in East SussexAll of us can benefit from therapeutic play and training that helps us understand how best to support young people.  The greater the trauma, the greater the need for professional support.  However parents can be supported to improve relationships with their own children and at the same time, their sense of well-being.

You can download the questionnaire and have a go yourself here.

Green Intervention

If you work with vulnerable groups you are likely to have been drawn to this kind of service because of your own history, which is a blessing and can be triggering when you are not conscious of your own adverse experiences.

The great news is that what we now know is that the relationship that we have with a trusted adult in our early childhood and beyond can mitigate the impacts of ACE’s on mental and physical well-being.  Furthermore, spending more than 20 minutes in the outdoors can reduce stress-related hormones like cortisol and adrenaline.

Research shows that a little stress is necessary for us as it creates a tension that can be good for learning, but too much stress increases our tension, confusion and anger. It can become toxic.

Green exercise optimises your mind-set to improve alertness, attention and motivation, it prepares and encourages nerve cells to bind to one another, logging new information and spurs development of new nerve cells from stem cells in the hippocampus – all good news for healing and restoration. That’s why experienced Forest School practitioners, green intervention facilitators using long term programmes can really make a positive difference to the current lives and future potential of children and young people.

All of us are likely to have difficulties at some point in our lives.  Being disconnected is the source of almost all human problems.  ‘Connection’ enables satisfaction in relationships and starts with those primary (parents/carer) relationships.

As practitioners in education and health working with children and young people, we have a responsibility to provide a safe space to learn skills and strategies so that we can offer a connection-friendly environment.   This includes using effective communication, providing therapeutic spaces and managing our own behaviour.

Nature Connection

Nature connection is a way of opening up your senses which over time results in a satisfying kinship with nature, another nurturing relationship.  Forests and natural environments are considered therapeutic landscapes and have demonstrated many positive psychological effects.

Nature connection and Therapeutic PlayExposure to forests and trees lead to increased liveliness, and decreased levels of stress, hostility and depression. Playing also releases natural endorphins and offers us a way of learning and expressing ourselves on our terms and not through adult lens.  Being in nature can have a profound positive impact on a person’s sympathetic (i.e., fight-or-flight) and parasympathetic (rest-and-digest) nervous systems. Essentially, people feel less stressed and more rested.

We are advocating the need for a new hybrid approach.  This model combines what we know within neuroscience, how we respond to stress, the impact of negative experiences, with how nature provides the ideal restorative environment for all ages.

Therapeutic Play

If you would like to learn more, join us at our 2 day course:

Therapeutic Play, Mill Woods, East SussexNature Play & The Therapeutic Space – 1st & 2nd April 2019.

An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’ and will include:

 

  • Therapeutic nature play.
  • The Forest School Continuum.
  • Exploring effective strategies for working with children displaying vulnerable and challenging needs.
  • Establishing Trust: understanding the fundamental importance of safe space/s and how to utilise it.
  • Psych-ed: Understanding difficult behaviours and the connection between sensory input, emotional response and behaviour (with the impact of ACE).
  • Explore your own triggers and inner landscape.
  • Play ideas: child-led and adult-directed e.g ropes and clay.
  • Key communication strategies: creative, reflective and empathetic skills.
  • Increase the tool kit to include more sensory-based games.
  • Develop understanding of Attachment Theory and how it relates to emotional insecurity.
  • Play skills include sand, puppet and music.

Click here to see full details about this two day course or visit our website for details.

Transforming education, health and family through nature.

Circle of Life RediscoveryCircle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

If you are keen to hear more about events and training please join our newsletter here.

www.circleofliferediscovery.com

info@circleofliferediscovery.com 

01273 814226

 

First by the heart before understood by the mind – Ecopsychology, environmental and art therapy in practice.

Ecopsychology, Environmental and Art Therapy in practice.

We are really looking forward to Ian Siddons Heginworth coming to run a 2 day workshop for us in March ‘Exploring the Natural World and the Feeling Self – Alchemical Ash’, an ecopsychology and practical therapeutic training.  Ian is a highly experienced and creative practitioner who is both insightful and accessible.

Please sign up to our newsletter here to receive future updates about our courses and trainings.

Ecopsychology, environmental and art therapy in practice.I have owned his book ‘Environmental Arts therapy and the Tree of Life’ for many years, and am forever impressed by the depth and breadth of how his writing links our psychology with nature, and in particular the Celtic wisdom of the trees.

For those of us who work with nature as a source of healing, learning,  creativity and inspiration, these days will lead us to understanding how our true selves are intimately entwined and connected to Nature and her cycles.  Ecopsychology, art and environmental experiences are therapeutic. From the physical experience, the absorption of plant hormones that lower our cortisol,  to emotional and psychological experiences that are supported and unravelled through nature’s language of metaphor.

About the Workshops

The training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles and promises practical ecopsychology where we can explore our difficulties and let nature transform them.   At Circle of Life we offer transformational programmes and approaches that draw on old and new wisdom and all of us are willing to learn more about how nature’s gifts can help us to ‘be’ in life, and live in a connected and fulfilling way. We also know that exploring our ‘shadow’ (See our course in April – Nature Play & The Therapeutic Space) and feelings are necessary to be mentally well and enable us to transform and change.  Our work with all ages and background in nature repeatedly shows us the power of nature for long lasting well-being.

Ian’s fine work explores our masculine (the active and outward parts of ourselves) and the feminine (the feeling, inward part of ourselves that receives form the world).  It offers us a way to reconsider our daily life as the year turns around through the months and seasons.  It shows us how we can reconnect to the disowned parts of ourselves that are the compost of our health.

As a Forest School trainer and group facilitator, I hope to integrate the practical knowledge of working and offering activities through the year, with the psychological benefits that nature and these methods affords us.

Ogham Tree Alphabet

This intimate relationship with the living world was not unusual for our ancestors.  Trees have always been of paramount importance.  There is enormous cultural and medicinal value of the trees.  For us in the West, our Celtic ancestors lived in a forested land and a secret form of written language was called the Ogham.  The earliest known form of Ogham was the Tree Ogham or Celtic Tree Alphabet.  Each letter was associated with a name of a tree. The Celtic year had thirteen months with each month associated with a tree.

Ogham Tree Alphabet

 

 

“Each month has offered us the Tree of Life in a different guise” Ian Siddons Heginworth.

 

 

Exploring the Natural World and the Feeling Self – Alchemical Ash

This training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles. The first of two workshops will be held over the Spring Equinox and focus on the Ash – Alchemical Ash. In ancient Britain the Ash was associated with rebirth and new life.  The beginning of March is the time of year when we feel the promise of Spring and we long for it’s arrival, but winter is still here. By the end of March, it will have arrived!

Exploring the Natural World and the Feeling Self – Suffocating Ivy

Ecopsychology, environmental and art therapy in practice.

The second in Autumn, ‘Suffocating Ivy’ – associated with death as well as life, as the female body gives life, so woman brings death. “September comes and the night creeps in…  Even before the leaves start yellowing we know autumn is here….Life is beginning to pull inwards.”  For the Celts, the ivy  is considered the strongest of trees because it can choke and kill anything it grows on, even the great Oak.  The Ivy can help us to meet that which blocks our path to freedom.

 

If you would like to find out more about our ecopsychology and practical therapeutic trainings with Ian please visit our website.

We look forward to meeting you under the trees at Mill Wood finding our freedom, love, innocence and renewal but perhaps not before we meet our loss and feelings felt too by our heart.

Marina Robb – Director, Circle of Life Rediscovery

ANON: Poem found in the Plough Inn, Myddfai, Dyfed, 1998

“Beechwood fires are bright and clear, If the logs are kept a year. Chestnut’s only good they say, If for long laid away. Make a fire of Elder tree, Death within your house shall be.  But ash new or ash old, Is fit for a queen with a crown of gold.

Birch and fir logs burn to fast, Blaze up bright and do not last. It is by the Irish said, Hawthorn bakes the sweetest bread, Elm wood burns like churchyard mould, E’en the flames are cold.  But ash green or ash brown, Is fit for a queen with a golden crown.

Poplar gives a bitter smoke, Fills your eyes and makes you choke, Applewood will scent your room, With an incense-like perfume. Oaken logs if dry and old, Keep away the winter’s cold.  But ash new or ash old, Is fit for a queen with a crown of gold”.

Ian Siddons Heginworth - Ecopsychology, environmental and art therapy in practice.

 

Ian is a leading practitioner, innovator and teacher of environmental arts therapy, a practical ecopsychologist, Author of ‘Environmental Arts Therapy and the Tree of Life’.

Please see his website for more information.

 

 

Circle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

Circle of Life RediscoveryTransforming education, health and family through nature.

www.circleofliferediscovery.com

Tel: 01273 814226

Email: info@circleofliferediscovery.com

 

Working with Nature to Support our Mental Health

World Mental Health Day 2018

It is perhaps normal to think of our physical health. If you hurt your arm, you will happily share that information.  However if your mental health is suffering, it is harder to be comfortable to share that you are feeling stressed, anxious, and even harder to get to a point where you may need to seek more help.

As a culture, we are particularly bad at talking about our feelings, what educationalists would call our emotional literacy.   Many schools across the UK do have programmes to help young people communicate what they are feeling, yet the teachers are rarely honest and open themselves!

Part of the difficulty is that we as adults, educators, health practitioners and parents are not used to sharing feelings and don’t have the communication skills to articulate what is going on for us.  We resist being open, as this feels exposing and dangerous.  What is it about our society that feels so unsafe to share feelings?

We offer tailor-made nature-based therapeutic experiences for children, young people and adults from all walks of life. We can work with young people and families who are experiencing challenges or emotional distress at school or home and are struggling to cope with day to day life.The importance of feeling safe cannot be underestimated.  This both comes from the individual and the container/society.  If the school, home, parent doesn’t feel safe, then it is unlikely to be an environment for people to share openly.  As adults working with young people, we need to be more careful, to provide the quality of listening and helpful words to support the journey of growing up.  At the same time though, I believe it is equally necessary for the adults to do their own work on feelings and to learn how to share what is going on for them and to take the risk of doing that.  I am not saying that we share all our baggage and personal stories, but I am saying that we feel able to choose appropriately what personal information we may say to support a meaningful connection, and to be an active listener.

The World Health Organisation defines mental health:

“Mental health is defined as a state of well-being in which every individual realises his or her potential, can cope with normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.”

In our organisation, we believe in the power of nature to transform our well- being.  Over many years, through our projects,  I have witnessed an increase in physical and mental health, reduced stress and an increase in an aptitude for learning across the ages.  In effect through nature-based experiences we are able to transform education, health and family life.   Our model brings together practitioners who are comfortable with their emotions, skills at listening and care about others well-being.  All our projects support personal development, which means at times going to uncomfortable places and having difficult conversations.

Supporting young people with mental health issuesOur flagship project is known as ‘The Woodland Project’.  This is a partnership project with the Child and Adolescent Mental Health Service (CAMHS) and CAMHS learning disability and Family Intensive Support Service (CAMHS-LD- FISS).  One of our programmes offers young people who have diagnosed mental health issues a monthly day in the woods as a group.   The young people may live with a variety of mental health issues, from eating disorders, depression, anxiety, PTSD, Personality disorder and are some of the most articulate and vibrant young people I have ever met.  They do struggle to work positively with what they experience and are incredibly supportive of each other.

What can be challenging is how our culture stigmatises the young people and families who are living with a range of difficulties. Some behaviour is very cruel.  People share that they feel so isolated, as it is too challenging to access many community spaces.

We are currently running a programme for teenagers who are suffering from mental health issues

Natural spaces are often great levellers, where we can begin to feel relaxed (natural spaces reduce cortisol levels), and free ourselves to have different experiences in a group setting that re-build our self esteem, and give us a new and different perspectives on ourselves and the world around us.  Nature is a very forgiving environment, alongside all the multitude of benefits being outside in a supportive group provides.

Today is a day of celebrating our mental health and supporting ourselves and others to feel safe enough to feel, and be listened to.  My advice is to take a risk and share something that you wouldn’t normally –  the benefit is worth the risk and hopefully you will feel a little bit of joy!

Below are various personal videos about our Mental Health Project with Teenagers.

“The woods is a safe space to re-connect, it is healing and welcoming, I feel like I am not judged and I have learnt about the kind of person I want to be, without pressure and stress.”

CPD’s & Training Programmes

Courses and trainings

 

At Circle of Life Rediscovery, we run CPD’s and Training programmes for health and education practitioners:

 

21st & 22nd March – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Alchemical Ash’.

1st & 2nd April 2019 – Nature Play & The Therapeutic Space with Marina Robb and Kate Macairt.

23rd & 24th September – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Suffocating Ivy.’ 

In 2019 we are developing a 4 day Nature & Mental Health training programme for practitioners, exploring best practise from nature and well-being. Learn how to deliver ‘Green Care’ interventions. To express your interest, please click here.

Group Nature-based Therapeutic Interventions

We offer bespoke Nature- based therapeutic interventions for groups of people experiencing similar needs. These ‘green-care’ group packages are tailor made for particular client groups. Find out more.

Team Building & Away Days

We work closely with clients to deliver bespoke team building and away days for organisations, ensuring an effective and creative learning experience. We aim to draw out your skills, improve communication and confidence, give you a fresh perspective and to inspire! Contact us to hear more or call 01273 814226.

“It was the best away day I have ever been to and I would like to do it all again! The facilitators are enthusiastic and knowledgeable, it was a beautiful and peaceful setting and there was a good mix of sociable and quieter activities. I loved this away day and will have fond memories of the time we spent in your wood. The activities arranged for our team were simple yet meaningful. They were also thoughtfully put together, with activities that: required us to work together on a goal; pushed us (comfortably) to do new things; connected with our sense of fun and silliness; and some were quiet, solitary and mindful. Doing tasks we would never normally do together and never do in our workplace – making fires, using knives to craft things – helped us be and work together in a way that enhanced our team relationships. It rained, but we had a great time! Thank you.”
Dr Simon Tobitt, Senior Clinical Psychologist, Assessment & Treatment Service and Recovery & Wellbeing Service: High Weald, Lewes and Havens.

Donate

If you would like to make a donation to support the future of our Woodland Days to support young people and families, please contact us.

#WorldMentalHealthDay2018

Ideas for Outdoor Maths, by Juliet Robertson

6 ideas for using syringes in a mathematical way outside – explore outdoor maths.

Blog By Juliet Robertson, Creative Star Learning Ltd.

I’ve always used syringes for water play, mark making, as air pumps in technology projects and for having fun in the snow. I’ve always chosen the biggest syringes I could find – 100ml ones.

Find out more about Outdoor Maths on 21st September!

 

But this set, a present from a friend, fuelled the mathematical fire within me. Have a close look at the sizes and see what you notice – this is just the sort of thing to ask older primary aged children.

Can you see:

  • The sizes of the syringes, as well as increasing in capacity, are mathematically linked.
  • The numbers in the squares allow you to quickly measure a smaller quantity than the total volume of liquid possible. The three biggest syringes (10, 20 & 50ml) are all multiples of the smallest two (2 & 5ml).
  • The capacity of the syringes are all multiples of 3 – 3, 6, 12, 24 and 60ml. Again this allows for lots of quick mental calculations.

The syringes provide further learning opportunities:

1. Can you accurately measure the capacity of each syringe?

Show children how to fill the syringes to precisely the correct quantity and how to remove the air bubble.

2. Is there a relationship between the capacity of the syringe and the distance you can squirt water?

How could you set up a fair test to measure this?

3. Does the capacity of a syringe affect the splat it makes on the ground?

Or is this dependent upon ground surface and inclination and height or angle at which the water is squirted onto the ground?

4. What is the longest continuous line you can make with a syringe?

This challenge is surprisingly tricky. Your class will needed to develop skill of using a syringe accurately to create a continuous line. Then there is the task of measuring the length of the line. This is also a good opportunity to practice conversions between metres and centimetres. Be aware that the lines can be surprisingly long, even from a syringe with a small capacity.

5. What is the best syringe strategy for a water fight?

For example, if you could choose between having 1 x 60ml syringe owned by one person or having 20 people on your team, all with 3ml syringes, which side is most likely to win? You will have to agree a set of rules for winning the fight and also what behaviours are acceptable or not. Is there a particular combination of syringes for the best chance of wining?

6. Finally, it is also worth considering a conversation about the medical uses and purposes of a syringe. A discussion may also be needed about what to do if you find a syringe that has been left as litter on the ground.

To find out more and explore further ideas for learning maths outside, come along to our CPD day on 21st September, run by Circle of Life Rediscovery and Juliet Robertson.

Outdoor Maths, Place Value, Nature Counts.

Outdoor Maths, 21st September with Juliet Robertson

Date: Friday 21st September 2018
Lead Facilitator: Juliet Robertson
Where: Mill Woods, East Sussex
Cost: £120.00
Time: 09.30 – 15.30, please arrive by 09.15
Booking: Please CLICK HERE to complete our online booking form where you will also find payment details.

 

Whether you love or loathe the subject, this course will open your ideas to the potential of any outdoor space as a context for learning maths. We will have a lot of fun as we explore ways of:

  • Ensuring fan-ta-stick interactive approaches to mental maths
  • Developing simple lesson structures that are open-ended and begin with what the children know and can do.
  • Taking a playful approach to maths that develops children’s confidence in this subject
  • Using children’s natural curiosity about the world around them to develop data handling and analysis skills
  • Creating a maths-rich outdoor space or school grounds

This course is particularly suitable for those who work with children in KS1 and KS2 including Forest School practitioners, primary teachers, SEND specialists and outdoor educators. Early Years educators may also find the day of value. The course is backed up by oodles of resources on a password protected blog post and the many blog posts that are readily accessible on the Creative STAR website. BOOK NOW.

Explore Outdoor Maths and more with Circle of Life Rediscovery

www.circleofliferediscovery.com

Tel: 01273 814226

Email: info@circleofliferediscovery.com

 

 

Get Real. Get Messy. Get Maths. Get Outdoors.

Outdoors Maths with Juliet Robertson.

There are many reasons why maths is a core part of the curriculum worldwide. It provides us with skills and knowledge that can be used in our daily lives. From the moment we wake up, we are constantly estimating, problem-solving and making quick judgements about quantities and amounts. For example, you may need to check you have the exact change for a bus or wonder if you can still fit into your trousers after several days of a festive celebration.

Join our Messy Maths CPD on 21st September with Juliet Robertson

 

To help you think and plan maths experiences outdoors here are some practical suggestions:

Getting ready to go outside provides many mathematical moments:

  • Time the class to get ready. This can be using a non-standard unit of measurement, such as a song for little children. With older children, this will be using a stopwatch or other timer.
  • Use lining up to reinforce key data handling skills. For example, request children make two lines, e.g. those who are wearing green, those who are not wearing green. This creates a human line graph and can be used for counting and discussing differences between the length of each line. Change the attributes each time you go out. Your children will have plenty of suggestions here.
  • Problem-solve with your class about ways of getting ready quickly and without fuss. Link these to the strategies used to solve problems, so children can see how a skill learned has real life applications.

Maths on the move. Make the most of the distance between your class and your outdoor space:

  • Estimate the number of steps it takes to get outside. Discuss afterwards why everyone has a different answer. Is it possible to standardise this distance and how would we do this?
  • Count aloud and chant in multiples, e.g. multiples of three on each step: 3, 6, 9, etc.
  • What happens to your counting when you take five steps forward and one step back. Consider how to create links between numbers and the pattern of walking forwards and backwards.

Creating a gathering circle in mathematical ways

Explore the size of the circle made when children hold hands, stretch out and touch each other’s fingertips or huddle together shoulder-to-shoulder. Discuss and explore how the size could be measured. This may include:

  • Pacing around the outside of the circle as a non-standard approach.
  • Using a trundle wheel for noting metres or yards.
  • Using a long piece or rope or string. If you put a mark at every metre or yard on the rope then it becomes a giant measuring tape.

Estimating everything

Messy Maths CPD

Children need lots of practice at estimating so they are able to make reasonable guesses based upon experience and knowledge. It is a basic strategy for problem solving and enquiry work as well as a useful life skill. Being outside provides a real context for estimating. It is hard to tell the number of birds in a flock, bricks in a wall or exactly how long it will take to walk to the shops. There is a constant need for everyone to be making estimates of amounts and activities based upon our experiences. Teachers can encourage the children estimate and then to check:

  • Number: having a guess before counting the flock of birds flying overhead – we count ten birds and then use this to count the rest in chunks of ten.
  • Money: evaluating whether we have enough money to buy something we need.
  • Distance: estimating how far away the end of the playing field is.
  • Volume: thinking about the volume of water in one bucket or watering can compared to another.
  • Weight and mass: wondering how much food the birds will eat at a bird table.
  • Time: considering how long it will take to complete a task.

It can help to make group estimates where there is a consensus. With older children, the skill of rounding up or down is a natural progression within estimation.

Playing maths games

All around the world there are strategy games, which were developed using locally found materials on a board that can be drawn onto an outdoor surface. Games involve looking for patterns and knowing the cause and effect of moves undertaken in particular sequences. This usually involves playing the game lots of times and experimenting with different moves. Some basic points include:

  • Children need time to learn each game by just enjoying the experience of playing it. Older children can assist younger ones. Hold a games session so that parents and carers can learn different games too.
  • If a game isn’t going well, ask the children for their ideas about making it better. What rules could be adapted or changed? How can they make the game more exciting?
  • Games can be adapted to help the children acquire specific skills in many areas of maths. When you do this, it can be helpful to seek the children’s thoughts and suggestions. This gives them ownership of their learning and facilitates a personal interest.
  • Children enjoy inventing their own games. Whether you have a pile of stones or a few leaves lying under a tree, challenge them to create a game to help them learn a specific maths concept or skill.

By Juliet Robertson, foMessy Maths under of Creative STAR Learning, UK.

Many of these ideas are expanded upon in her book: Messy Maths: An Outdoor and Playful Approach for Early Years.

 

Circle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

Circle of Life Rediscovery

Outdoor Learning – A Case Study by Juliet Robertson

Outdoor Learning at St Geradine Primary School

One year ago Juliet Robertson spent two mornings working with a small group of teachers at St Geradine’s Primary School in Lossiemouth. The Depute Head, Fiona Stevenson, who was leading the outdoor learning improvements, wrote the report below, with one of the class teachers, Laura McGurke, for their local authority newsletter.
How do you develop a Whole School Approach to Outdoor Learning?
St Geradine School in Lossiemouth was delighted to receive £3000 from the Innovation Fund to support their work in developing outdoor learning.
Their aims were:
  1. To develop outdoor learning within and across their school in order that it is embedded within the curriculum and sustainable for the future, with a view to being able to share/roll out developments to other interested primary schools.
  2. To provide learners with a wide range of fun, meaningful and challenging experiences:
  • Pupils will have opportunities for challenge and enjoyment through outdoor learning experiences.
  • Pupils’ learning and development will be supported and enhanced through meaningful play opportunities.
  • Pupils will develop their skills (e.g. problem solving, team working etc.) and personal attributes (e.g. resilience).
A working group comprising one of their DHTs, P2 teacher and P6/7 teacher consulted with Juliet Robertson from Creative STAR Learning to plan and lead the development.
Through a series of staff meetings they achieved their aims by:
Creating outdoor learning folders:
  • These included risk benefit assessments personalised for Lossiemouth and their school grounds, helpful guides on planning trips to the forest, beach and quarry, ideas for activities in Numeracy, Literacy and Inter-disciplinary Learning (IDL), the Countryside Code, the Highway Code and local maps.
  • Ordering resources to support the stewardship roles, literacy and numeracy.
  • Creating class backpacks with essential equipment for off-site visits in the local area.
  • Beginning to plan for developing the school grounds to enhance learning experiences.
  • Staff involvement in a series of twilight sessions looking at the local area and the opportunities within it for outdoor learning, learning experiences in numeracy and literacy and how to use the beach as a learning context.
The impact on learners:
  1. Improved health & wellbeing (fitness, fresh air, emotional & mental health etc.)
  • Children state they feel better working outside as there is more space available and lots of fresh air.
  • P7 parents have commented on the increase of outdoor play at home as a result of ‘Wolf Brother’ sessions outdoors.
  • Nursery parents strongly believe our outdoor provision is very good.
  • Classes walk from the school to the forest, quarry and beach areas.
Quotes from learners:
  • ‘I enjoy outdoors because it’s very peaceful’ Claudia P7 Pupil
  • ‘It’s a way to encourage children to spend more time outdoors which is extremely enjoyable.’ P7 pupil
  • ‘I enjoy outdoor learning because of the outdoor atmosphere, especially when it’s slightly breezy and the birds are tweeting. It all feels very peaceful and relaxing.’ Aimee P7
  • ‘I like the coolness and I also like the hotness and I like the games we play.’ Lewis P2
  • ‘I think I learn more when I’m outside.’ Evie P2
  • ‘I like running outside because it’s good for my bones.’ Ava P2
  • ‘It was cold. We run outside to keep warm.’ Niall Nursery
 
  1. Connections being made in their learning from curricular areas to the real world and within real contexts; seeing the relevance of their learning; making sense of their learning; interdisciplinary learning experiences.
  • All classes had planned outdoor sessions for the next term. P1 are used the local community and school grounds to support literacy and maths (line and shape, information handling, shape, measurement and number in context). They gathered information to write reports and identified landmarks within Lossiemouth; P2 visited the forest weekly to support all areas of the curriculum; P2-3 classes have used learning walks around Lossiemouth within an IDL on ‘Footprints from the past’; P4-5 classes used the school grounds to support literacy and numeracy and have visited the beach to work on science and poetry writing; P5-7 are using ‘Wolf Brother’ novel as a stimulus to work outside using the forest, quarry and school grounds.
  • SFL staff are using the outdoors to support work in literacy and numeracy.
  • Nursery classes are outdoors every day for focussed and free play.
  • All classes have undertaken a stewardship role with their classes which should promote feeling of responsibility for our school grounds for all e.g. litter, birds, wildlife, willow, garden, composting.
Quotes from learners:
  • ‘I enjoy all of outdoor learning because I enjoy going outside and going to the woods and quarry’ Olivia P7
  • ‘I enjoy outdoor learning because you can engage with nature.’ Mollie P7
  • ‘We planted golden flowers. We sprinkled the seeds in the soil.’ Grace Nursery
  • ‘I put the soil on the seeds. I watered them with water and a watering can. We were raking to put the air in.’ Archie Nursery
  1. Opportunities for creative and critical thinking, challenge and enquiry
  • P2 used small world toys and a fairy tree stimulus to create stories in the local woods.
  • P5-7 used natural dyes to create artwork.
  • Learners at all stages using natural materials to create artwork and to support literacy and numeracy.
  • Learners frequently talking and reflecting about their learning outside.
Quotes from learners:
  • My favourite part of outdoor learning was doing the arty stuff.’ Sally P7
  • I enjoy doing all the different jobs because some are hard.’ Georgina P7
  • I like outdoor learning because we get to hear sounds.’ Aaliyah P2
  • I was putting sticks in a pile. I was pretending it was a fire.’ Aiden Nursery
  • I collected shells and wood and ice and pine cones and old leaves off trees. We sorted it all out into piles.’ Aiden Nursery
  1. Stimulating and varied learning experiences, a different learning environment, more relaxed learning environment
  • Use of school grounds, beaches, forest and quarry.
  • Homework tasks which are outdoor based have been more successfully completed by more learners.
  • Parents are aware and are enthusiastic about the increased variety of experiences outdoors.
  • Learners are more openly talking about these experiences with their families.
Quotes from learners:
  • ‘I really enjoy outdoor learning because it gives me a chance to learn about nature.’ Claire P7
  • ‘I like working outside because it’s easier to learn and I like the activities we do.’ Bella P7
  • ‘I liked how you can learn things and do them at home.’ Bethan P7
  • ‘I really enjoy outdoor learning because I like going out to different places and to see different things’ Fern P7
  • ‘I enjoy doing maths outside.’ Oliver P2
  1. Opportunities for personal achievement
  1. Motivation through experiential learning
  • Staff have reported learners being more engaged and enthused with learning outdoors.
  • Parents have reported increased use of outdoors at home.
  1. Opportunities for risk benefit management; decision making skills.
  • Learners are actively involved in considering possible risks when working outdoors.
  • All classes have established rules and responsibilities and are developing confidence in their routines.
Impact on staff:
  • Every class within the school has engaged with outdoor learning and staff now feel more confident and equipped to take their classes outdoors.
  • Staff have embraced the challenge of working outdoors and are creating challenging and enjoyable experiences for our pupils.
  • Staff feel supported with the Risk Benefit Assessments, class backpacks and bank of resources and have enjoyed reading Dirty Teaching.
  • The teachers who have been leading the development have enjoyed the opportunity to develop something they have a keen interest in and are delighted with the clear impact it has had on staff and learners. They now have a better understanding of the process of development work and how to integrate outdoor learning into all curricular areas.
Developments for the future:
  • To further embed the use of the outdoors in their practice.
  • To continue to develop routines for going outside so that learners are more confident and independent.
  • Develop the school grounds in partnership with the school and local community.
  • Continue to build on the award schemes they have begun.
  • Continue to build a bank of resources and accommodation for these.
Outdoor Learning with Juliet Robertson
If this guest blog post gives you a flavour of what can be kick started with a little support from Juliet, please come along to the Circle of Life Rediscovery CPD on 18th May:
Dirty Teaching – Developing a Whole School Approach to Learning Outdoors. Click here to find out more and book your place!
In this practical course, we look at realistic ways of embedding outdoor practice into the life and ethos of your school.
Circle of Life Rediscovery

Circle of Life Rediscovery is a not for profit CIC company in East Sussex. They provide outdoor learning and nature based experiences including bespoke Camps for schools, Forest School sessions, Enrichment Days plus Forest School Training Level 3 and CPD’s for adults as well as funded programmes. Find out more here.

Outdoor Learning with Juliet Robertson
“I believe strongly in the capacity of schools and teachers to develop their own outdoor practice. I save time re-inventing the wheel or getting stuck on irrelevant matters – keeping the focus on the learning experiences and outcomes for children. I also bring a wealth of knowledge and experience which can help staff think more strategically about embedding outdoor learning into the life of the school.”
Juliet Robertson, Creative STAR Learning. Find out more here.

Valentine’s Day in the Woods

A Parent’s View – We loved it!

A friend had recommended the Circle of Life Rediscovery Family Wild Day Out to me but I didn’t think it would be ‘our thing’.

Whilst wondering what I was going to do over a rainy half term week and how to keep two energetic girls entertained, I thought – why not?

Can't wait to go back at Easter for another Family Wild Day Out!

 

We set off on a grey morning with our water proofs and packed lunch. We met a few other families at the gate and the children soon started to make friends.

 

Jennie, running the Family Wild Day Out, from Circle of Life Rediscovery was there to greet us and gave the children an activity to do whilst we waited for everyone to arrive.

And Relax…..

One thing I noticed when we got to the woodland site, was the smiles on everyone’s faces.  It was like we had left our stresses behind. I also felt the same, I cannot remember when I had a whole day without looking at my phone every 10 minutes or worrying about what jobs needed to be done. We just focused on each other in the here and now.

Making dens and shelters on our family wild day out!
Sticks and Stones….

After our introductions and safety notes (mainly about the fire and our borders) we set off to make dens! I didn’t think the girls would be that keen, but they couldn’t wait!

Off they ran to collect sticks and leaves, they teamed up with some other children and actually made a fantastic den that we could hide in!

 

LOVE-ly Activities

We made our own bird feeders!Shortly after that we sat together and made heart shaped bird feeders which the girls loved.

I noticed that the older children helped the younger children without being prompted – being together in the woods made everyone join together as one big family.

We were able to take them home and have since enjoyed watching the birds whilst eating our breakfast.

 

Slack lining and rope bridges! Fun at our family wild day out!
Testing our Skills!

After lunch we build rope bridges and tried out our slack lining skills – adults too!

We played games in the woods and Jenny pointed out small bluebell buds starting to grow (must come back to see the woods covered in bluebells in the spring!).

 

 

Relight your Fire!

Making our own fires and experiencing woodland cooking!

It was then time to build our own fire, we split into groups, collected sticks and made our fire which was really satisfying!

The children took it in turns to cook pancakes over the fire which were delicious – it was great for them to try out new skills and they were really pleased with themselves.

 

 

Yummy pancakes on the fire!The leader Jenny and her volunteer Peter, were so patient and good with the kids. They spent time with them explaining what we were doing and why – about the importance of nature and the earth.

I was able to take a step back and breathe in the woodland. I don’t think I have ever stood still in a woodland before, just listening to the bird song, it was actually quite magical. As a busy working mum I have never really taken the time to appreciate it.

 

Such a fun family day!Saying Goodbye

We finished the day by sitting in a circle around the fire and had marshmallows and hot chocolate to warm up.

We said our good byes and headed back to the car, I noticed the girls were covered in mud and had scruffy hair, but they were still smiling.

Having mentioned earlier that I didn’t think the Family Wild Day Out would be up our street – I was so wrong, we can’t wait to go back again for some more family time in the woods.

Family Wild Day Out  – Future Dates

Can't wait to go back again at Easter for another family wild day out!

The next dates for the Circle of Life Rediscovery Family Day Wild Day Out are as follows:

3rd April 2018
31st May 2018
8th August 2018
30th August 2018

Please book online in advance! Details can be found on the website or you can book online here.

 

Circle of Life Rediscovery
Circle of Life Rediscovery offers CPD’s and forest school training for adults, residential camps, forest school, woodland days and enrichment days for schools, plus family days in the woods! For more details please see the website.

 

Forest School and Therapeutic Play

A creative approach to managing difficult behaviour – Forest School and Therapeutic Play

Play and the Outdoors - an Experiential & Theoretical Journey into Forest School, Creative and Therapeutic PlayEmotional insecurity can prevent children from positive participation in activities and relationships. Children often use unacceptable behaviour as the way of coping with negative feelings. Forest Play recognises that these children require a more therapeutic approach to enable them to calm anxiety and fully engage in forest school.

Develop understanding of Attachment Theory and how it relates to emotional insecurity.Join our two day CPD course on 20th & 21st March 2018 to learn new creative strategies to help manage difficult behaviour and help young people enjoy all the benefits of forest school.

This course is suitable for forest school leaders and facilitators, outdoor educators, teachers, youth workers and anyone who works with children.

Play and the Outdoors – an Experiential & Theoretical Journey into Forest School, Creative and Therapeutic Play

Day one

  • Theory: Including – Child development and attachment; How to grow a brain; Importance of nature in childhood; Sensory Play and Stress; Group Dynamic: Importance of connection to others; Spectrum’s of emotions.
  • Activities: Role-play – The brain, baby to adult; group work to develop your skills and confidence. Group games and sensory experiences – forest school, fire and the creative use of clay, setting up your space – tarps and shelters, sand play in nature.

Day two

  • Builds on the outdoor skills of participants – fire-lighting, knots, mask making and story making.
  • Importance of risk and challenge. Focus on the need for individual therapeutic play when working with groups and developing skills.
  • Theory: Principles of child-led play – wild play/free-play/therapeutic play; Communication skills – instruction/reflection; Safe boundaries & Health and Safety in the outdoors; Risk Assessment; Directive/non-directive.

Takes place at our woodland site near Laughton, East Sussex
The course is led by Forest School Trainer, Marina Robb (Director of Circle of Life Rediscovery) and creative play and sand therapist Kate Macairt (Creative Spark). Both have many years experience in their field (and forest!) and have co-facilitated successful creative outdoor training programmes for many years.

Location: Mill Woods, East Sussex at our woodland site.

Cost: £165 per person for both days.

 Circle of Life Rediscovery

To find out more please visit the Circle of Life Rediscovery website, or book your place online. For any questions please send an email or call 01273 814226.

Why Teach Literacy Outside?

Here are ten reasons to get outside and teach literacy!

By Juliet Robertson, Creative STAR Learning.

Come and find out more about Outdoor Literacy on 23rd February!

Recently I was asked to think about why I teach literacy outside. Whilst there is a lot of focus on early years and literacy, the value of reading, writing, talking and listening outside for children and young people of all ages is significant.

Here’s 10 off-the-cuff reasons I said…

1. It makes the learning and teaching of spelling and grammar fun, relevant and interesting.

2. Children enjoy making miniature worlds which then become the scene for a story. They can sculpt and shape their imaginative thoughts. This helps them understand about creating a setting with words.

3. The world around us provides inspiration for writing poems. The results are consistently of a better quality than poetry written in the classroom.

4. As we move from place to place, our thoughts, feelings and actions change. This helps us understand that this happens to characters in a story too. We can make our character descriptions more authentic.

5. There is nothing like reading a ghost book or horror story in a creepy place. Or making up your own. The setting doubles the atmosphere created.

6. When we play games we can write down instructions about how to play them. Our knowledge of being outside can be used to write advice to others about how to avoid being stung by a wasp or what to do if a nettle stings you. Functional writing has additional purpose and relevance.

7. Real life experiences help us develop our vocabulary and comprehension. For example, some children find vocabulary introduced in a book confusing. He or she may not necessarily understand that a river, lake, stream and pond are all bodies of water. Sometimes concepts that are read about in a book do not make sense until they are seen, felt or experienced for real.

8. We’re not reading at our desks. Hardly anyone reads at a desk unless they are at school or in an office. Reading for pleasure should be at leisure.

9. The art of naming, describing and knowing about the world around us matters. You can learn the umpteen descriptions to describe the stem of a plant. But without observing these, it is much harder to memorise or to truly know and understand.

10. Children engage with their learning outside and this has a knock-on effect back in the classroom too, according to a recent study.

Outdoor Literacy CPD, East Sussex – 23rd February

Join our Outdoor Literacy CPD on 23rd February, East Sussex
On Friday 23rd February Juliet will be in East Sussex offering an outdoor literacy training session. We’ll be exploring how to make literacy simple, doable and enjoyable, outside – whatever your environment, be this a concrete or natural jungle. For details please see the Circle of Life Rediscovery website or you can book your place here.

 

 

About Juliet Robertson

Juliet Robertson
Juliet Robertson is a former head teacher of three schools ranging in size from 6 to 277 pupils. In 2007 she established Creative STAR Learning to provide Support, Training, Advice and Resources for outdoor learning and play.

Juliet has worked behind the scenes at a national level in Scotland as a consultant, ghost-writer and adviser to many organisations including Education Scotland, Inspiring Scotland and the Forestry Commission Scotland (FCS). Find out more.

 

About Circle of Life Rediscovery

Circle of Life RediscoveryCircle of Life Rediscovery is a Community Interest Company and has been working since 2004 to reconnect people from all backgrounds and ages to the natural world.

We provide nature based programmes that are educational, fun and often life-changing!

These include Forest School Sessions, Woodland Days, School Visits, Camps for Schools as well as Forest School Training, CPD’s and Family Days.