Outdoor Classroom Day – The Power of the Outdoors

Outdoor Classroom Day Blog by Jon Cree

Communing with another – a ceremonial transformation. Encounters with a nettle.

Outdoor Classroom Day Blog, by Jon CreeThis week I experienced a palpable shift in one of the teachers on a workshop I was facilitating – let’s call her Jane (real name left out for anonymity). The workshop entitled “lost words”, is based on the book by Robert Macfarlane and Jackie Morris, that seems to have swept up the country’s schools in its magic. It involves facilitating teacher’s sensory observation of non human beings then representing these encounters through various sketching and poetry techniques to rediscover the meaning of the name for said ‘being’.

What I witnessed in this teacher was more than something to do with rediscovering the meaning of adder, otter, kingfisher and willow – it was a shift where the inner and outer worlds met.

At the start of the day there was a distinct reluctance, indeed possibly belligerence, to ‘open up’ the heart to the possibilities of what might come if you just ‘be’ with other ‘more the human’ beings. There seemed to be resistance to allowing the inner and outer worlds collide…”what I can’t take my pen and paper to my sit spot?” was a retort.

On returning from said sit spot a shift had already happened and the shackles of culture started to slip away. Rules of poetry were there to be broken, and with the aid of the words ringing on the Guernsey winds of the likes of poets such as David Whyte, Ted Hughes and Mary Oliver you could see said teacher’s shoulders dropping and a sparkle and smile spreading across her face…Jane was definitely letting down her guard. After some working with senses and words, sketching exercises that emphasised a playful sensory integration of subject and paper, in her case this was flint and paper (I always feel rocks have so much to tell us), there started to be a melding of natural world awareness and expression.

The Power of the Outdoors - Outdoor Classroom Day Blog

Then came the big occasion of the day – 90 minutes of sitting with one being, in her case a nettle. Jane approached her subject as advised in a mindful slow yet playful way, observing from all angles and finding just the right spot and body distance to give both beings respect yet intimacy. I watched and witnessed a rushing at this point to distil the essence of nettle in sketch and rubbing, and then something extraordinary happened in this seemingly ordinary space.

 

Her words started to flow – she had exclaimed at the start of the day that she hated poetry (she is a leader in literacy in her school!) and there was a moment where she sat in ceremony celebrating this resilient yet vulnerable ‘being’ – she literally performed her own small ceremony for said nettle. It was as if Jane had entered her own mytho-poetic world where the inner and outer had collided…her soul and psyche had entered the nettle kingdom.

I know this sounds somewhat far fetched for to get to this stage can sometimes take years and many vision quests, but I was certain in just 5 and a half hours she had entered into a ceremonial conversation with the world…the words were flowing. It was a beautiful moment to witness she was participating fully in the world from which we all come from – not the technological but the natural. I couldn’t but help myself from going over to sit beside Jane and she willingly showed me her sketchbook, made that morning, and the words that just kept coming…she had entered into a deep caring relationship with the nettle.

The Power of the OutdoorsSome may say that this was nothing other than the keen observation and spending time with another being that provoked the words, i.e time for ‘contact’. But I am certain this was down to an opening of heart and the imaginal whispers of the nettle that created an almost sacred space in which Jane could, in her own soft way, make this a ceremonial instance to cement said ‘connection’ rather than ‘contact’.

My words may seem grandiose and exaggerated but I am certain, indeed we know from cultures of the past and present, that ceremony deepens relationship.

I came away feeling that we need to allow our learners more time with the non human and celebrate the ensuing relationship in some form of respectful way with a mixture of ‘gravitas’ and ‘levitas’.

Working with Young People with Challenging Behaviour, in the Outdoors – 3 day course with Jon Cree.
Optional Level 3 Accreditation available.

This course is aimed at any educator who feels they want to engage and work with students in the outdoors who may be reluctant learners (of any age).

This course will delve into:

  • What challenges us as leaders in the outdoors
  • Theory on challenging behaviour
  • Up-to-date neural research; triggers and causes for challenging behaviour
  • Ways of dealing with ‘real life’ scenarios in the outdoors
  • De-escalation
  • How to transfer outdoor strategies into an indoor and other settings – including looking at the validity of sanctions and rewards.
  • Reviewing your own policies

Date: 17th, 18th & 19th June 2019 at Mill Woods, near Laughton, East Sussex OR 20th, 21st & 22nd November 2019 at Parkwood Campsite, Poynings, East Sussex.
Lead Facilitator: Jon Cree
Cost: £325 for the 3 day course, £55 for the Accreditation (optional). This Level 3 West Midlands Open College Network Accredited Course.
Time: 09.00 – 17.00.
Booking: Please book online here for the June course or online here for the November course.
More information: please visit the website.


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.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

International School Grounds Month

What is International School Grounds Month?

Each year, in May, the International School Grounds Alliance (ISGA) calls on schools around the world to take their pupils outside to celebrate International School Grounds Month. They believe that school grounds are hugely important to children and youth, and shape their experience of the world around them.

Why is it important?

International School Grounds Month - Outdoor learning, even in a playground environment, provides opportunities for free play, exploration, development of fine and gross motor skills, physical activity, healthy risk taking and fun.In some cases, school or nursery grounds are the first place children have the opportunity to become acquainted with the natural world. Outdoor learning, even in a playground environment, provides opportunities for free play, exploration, development of fine and gross motor skills, physical activity, healthy risk taking and fun.

In 2016, a study funded by Persil, as part of their ‘dirt is good’ campaign, found that 74% of children spent less than 60 minutes playing outside each day.

 

This is less time than the UN guidelines for prisoners, which requires “at least one hour of suitable exercise in the open air daily”.

Further to this, the World Health Organisation has just released new guidelines to say that ‘children under five must spend less time sitting watching screens, or restrained in prams and seats, get better quality sleep and have more time for active play if they are to grow up healthy’ WHO, 24th April 2019. Visit their website for details.

So more time outdoors is imperative for our young people, and school grounds provide the perfect opportunity.

How can you get involved?

The ISGA is encouraging all schools to use this opportunity to engage their students in learning, play and other activities outside – for an hour, a day, or a week during International School Grounds in May.

For activity ideas, download their Activity Guide which includes a collection of 104 exciting ideas that support learning across the curriculum, promote healthy lifestyles, and encourage play and exploration during free time, before, during, and after school.

Share with us during International Schools Grounds Month

What are you doing for International School Grounds Month?

We would love to know what your school is doing for International Schools Grounds Month, please share your activities with us on social media on our Twitter, Facebook or Instagram page.

 

 

What is Circle of Life Rediscovery doing for International School Grounds Month?

Circle of Life Rediscovery is delighted to launch a new range of bespoke products and services, to develop your school grounds and support outdoor learning and Forest School.

We will be working in collaboration with Vert Woods Community Woodland (VWCW), a locally and sustainably managed community woodland, to supply sustainable wood for the products, with ‘Grown in Britain’ status.

What can we offer?

Forest School Shelters – our shelters are all bespoke, designed for each space, with your choice of tarp material and colour.

Forest School Shelters“Thank you so much for the fantastic shelter. It has completely exceeded our expectations and will provide years of enjoyment for both children and adults! Mark and Tom were helpful and efficient throughout the whole process and I would not hesitate to recommend them to other Forest Schools.”

Becky Evans, Inclusion Leader, Park Mead School.

“We are delighted with our wonderful new Forest School shelter built by Circle of Life Rediscovery. Prior to construction they came to the site to discuss our needs and offer helpful suggestions. They gave us a choice of tarpaulins to suit our requirements and explained the construction process.

Forest School SheltersThey built the shelter in the holidays to avoid any term time disruption. The job was completed on the days stated, despite the appalling weather! Lots of the shelters I researched on line were more like garden buildings or outdoor classrooms. We wanted something more in keeping with our natural setting and as you can see from the photo it looks great within the woodland. It is very solidly constructed. Mark and Tom are obviously talented craftsmen and were also generous with their advice for our site. This was money very well spent. This shelter will serve our forest school well, enabling us to work with the children in all weathers. The wind on site had been a real problem with our temporary tarps. The children absolutely love it!”
Ocklynge Primary School, September 2018.

NEW products for 2019…
  • Wood stores
  • Picnic tables
  • Fire circle/basecamp log seating
  • Wooden planters
  • Wildlife boxes for birds, bats or hedgehogs
  • Tippy taps
Outdoor Learning Services

Please contact us for more details on any of our products and services or call 01273 814226. We look forward to hearing from you.

Katie Scanlan – Operations Manager, Circle of Life Rediscovery.

Transforming education, health and family through nature.

Circle of Life Rediscovery

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.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

Mental Health, Wellbeing, Nature: Children need to go Outdoors

Mental Meandering and the Outdoors

By Kate Macairt (Director CLR)

Children of all ages need to go outdoors to support their mental health and wellbeing. Children need the enriched sensory inputs which outdoors can provide. This does not have to be a beautiful wild landscape or forest, there are wild spaces in every city worth discovering.

In her TED talk (30/9/16) Emma Marris stresses there is no division between humans and Nature. We are part of nature, we are part of the living system of this planet. She encourages us to take a short walk through the urban jungle and find how, no matter how much concrete we pour, time will open cracks and shoot new life. For a disenfranchised young person, the bravery of the little weed forcing its way through such obstacle provides a metaphor which system 1 thinking notices. (See my previous Blog on System 1 and 2).

Mental Health, Wellbeing, NatureConquering Nature has been a significant driving force in the evolution of humans.  The modern human brain still contains elements of our ancestor Neanderthal brain. What was absolute survival behaviour for early humans is still the brain’s default mode and when we are stressed by events in our life we will still adopt the same response as our ancestors: fight freeze flight.

The development of the human for rational logical thinking has set us apart, humans have always explored and questioned their place within the natural scheme of things and in more recent times struggled for domination over other animals, plants, rivers, rocks oceans. The success of the domination has been over whelming and in Earth time super- fast. As a species we have fast tracked the development of our cognitive thinking skills. We are amazing and can create anything we imagine, almost. But it is very clear that now we pay the price for thinking we are above or exempt from the natural system.  It is our young humans who will face the clean up after hundreds of years of irresponsible partying by so called grown- ups.

Perhaps it would be easier now to carry on trashing and abusing the hand which feeds us. Perhaps we do need more gadgets and systems which will help distance us from our nature. Implant chips so we can be read like a robot. Surrender our ability to find our way, turn on our lights, remember appointments and so on.  We should be treading with more caution. History clearly shows that it is not possible to change natural phenomena without there being a knock-on effect and these knock-on effects often create a less safe world for humans.

I am a child of the 1960’s and have grown up with awareness that this is no new argument but what has changed significantly I feel is the effect of the modern human world on children.  In 1989 Morris Berneman wrote ‘Coming to Our Senses’. An acknowledgement of how the evolutionary process has divorced us from our embodied experience of the world. He warns of the de-humanising effect of believing we are above or outside the natural world and the existential void that disembodiment creates.

Remember the two infants, our indoor and outdoor babies? (Again, see my previous Blog).  Let’s assume baby 1 continues to have predominantly indoor experiences, what sensory memories is she forming? Modern urban city life encourages us to stay indoors. From birth until she is three years old Infant 1 has been kept safe inside the aircon apartment, she gets to play with playdough while in her high chair and she likes bubbles in her bath. She has an Ipad on which she watches age appropriate cartoons, she loves Peppa Pig (consider how many products aimed at young children utilise animals with human characteristics, flowers and trees that can talk, and rural locations). There is a beautiful jungle mural on the nursery wall. Baby 1 has been kept safe from germs and is carried from building to car to building in safety seats. All the time her little brain is growing. A baby’s brain grows 64% in the first year of life.  Baby 1 is making the foundation ‘compost’ which will unconsciously impact on her future behaviour as she matures and faces new experiences

Mental Health, wellbeing, nature Baby 2 has also been inputting sensory data. Her arms have been stretching trying to reach the grass as her arm flops over she rolls and now she is lying on her tummy. She grabs at the green spikes which are waggling in front of her she pulls at the strands a chubby fistful of grass… and now to taste! As Baby 2 gets bigger she enjoys mixing mud pies, she will lift the stone and look for the woodlice that live there and she has found her own special place under a bush where some of her toys live. Both babies are safe and have working models of secure attachment. Both babies are having their basic needs met and both will grow up and no doubt do ok at school.  (If you wish to train to work in the outdoors, see our Forest School Training courses).

What Baby 1 lacks is the opportunity to explore her world in its true entirety.  The outdoors and all that it offers is an important part of our story, our personal story and our ancestral narrative. If we are to feel confident in our capacity to be resilient then we need to develop a positive relationship with our world.

A little boy of 3 years is on the beach, I am observing him and his mother from a distance. It is a beautiful sunny day he is following his mum, they are walking up from the sea shore across rocks. He scrambles over the boulders like a bear cub, all fours finding his balance, his little bare feet scrunch as he walks, a little gingerly at first, over the pebbles but in no time he is striding ahead. He is completely Master of his body moves and his quiet humming communicates his sense of satisfaction with life.  Some time passes, the same little boy is again returning from the sea following his mother. This time he slips and falls and for a moment he disappears behind a boulder,  then there is a wail!  Mum is quick to respond, has scooped him up and is hugging him. She picks him up, dusts him off and he is ready to start all over again.  Mum walks on and the boy continues his scrambling and balancing.

See our website for courses based around mental health, wellbeing, natureSo much sensory information has automatically been experienced and the boys developing Superintendent will have noted ‘I fell over, it hurt, but not for long’. He has felt confirmation that the world provides fun and satisfaction and he is completely justified in receiving it. When it goes wrong it hurts but mum’s hug has reassured him to continue. I know, not rocket science is it? But what you may not have considered before is how important it is for that activity to have been outdoors. The power of the event would not have been the same had the boy been in the JungleTumble play world climbing foam blocks and plastic balls.

The dislocation of mind and body may be an effect of Western culture’s preoccupation with individualism and materialism. Eastern cultures have traditionally maintained more awareness of the harmony of mind and body, this can clearly been seen in the difference between Western and Eastern medicine. As the global modern technological world continues to expand our understanding of what reality is in being tested. For several years I have visited and worked in South East Asian countries training child counsellors and psychotherapists to become Play Therapists. The same mental health issues are manifesting in the young of China, Indonesia, Singapore as in London, USA, France. It is our young who have to deal with the ‘knock-on’ effect of the new technology. The seductive allure of computer worlds have been masterfully attuned to our addictive natures.

I loose count of how many young people I have worked with and who supervisees are working with, for whom playing on-line games has replaced most other social events. It is very usual now for young people to spend more time online engaging with each other as an avatar than taking ‘the risk’ of actually going out and engaging with a more unpredictable reality. The problems with this retreat into an internal world of virtual reality is the limited sensory input, the lack of somatic experience to such an extent that the Self is negated and projected onto a computer generated character who becomes ‘Me’.  Circle of Life Rediscovery are running a new course in the Autumn – Mental Health, Resiliency Training in Nature. Please register your interest here.

A child who lacks resilience will be drawn to the computer game and virtual worlds like a moth to the flame. The bedroom becomes the sanctuary the outside world dangerous. I guess it doesn’t take too much imagination to see how that young person who lacks resilience and fears the outdoors world and what is in it, who is addicted to playing violent games in which success equates to body count, how the boundaries between realities may begin to merge until one day you can step out of the bedroom as your avatar and use a real gun or knife and kill real people.

The intense sense of loneliness and isolation from the physical world and others is at the root of most mental ill health.  It does not require amazing gardens or wild plains to find our connection. If you happen to be reading this and are in a busy street with traffic, or on a park bench look down at the ground. Envisage a 10cm square drawn onto the ground. Now look closer at what is inside your square, a magnifying glass is very useful. This is an enjoyable game to play with all ages and if you were to have a 10cm square piece of paper and colouring pens you could try and capture on paper what you see. For the young child this sort of focus activity is very beneficial for connecting System 1 and System 2. The important thing is to be allowed to draw what you want to draw: do your own looking, seeing, interpreting.

Another effective simple outdoor focus game is to prepare a collection of objects, for example petals, leaves, sticks, stones, sweet wrappers. Create one big pile of confusion with them all jumbled together. The game is to see how quickly the chaotic mess can be sorted into piles of same or similar. Again, there is no right or wrong way here. Sorting things how you perceive they should be sorted is satisfying and simple.  It is a child-led (or person-led) activity and is educational because of the intensity of the sensory inputs: the freedom within the activity to make choices ( or to negotiate if in teams) gentle connection between sensory System 1 and pattern seeking System 2.

Learning with NatureI recommend Marina Robb’s book ‘Learning with Nature’ for more ideas on outdoor games and activities.  Whether in a Park, fields, or a scrubby patch in the back yard I encourage you and your children to get out more. Smell, look, taste, listen, touch find out what is safe and what isn’t. Have fun, breathe more deeply stretch your arms in the air, feel your feet grounded on earth. It is never too late to add more enrichment to your sensory network; the ‘compost’ of your foundation brain.

“The whole of science and one is tempted to think the whole of the life of any thinking man, is trying to come to terms with the relationship between yourself and the natural world. Why are you here and how do you fit in and what’s it all about?”
Sir David Attenborough


Landplay Therapy – Two Day Training Course with Kate Macairt.

Landplay Therapy with Kate Macairt

 

Kate will be running her two day Landplay training in Essex on 25th & 26th May 2019. Please visit the Circle of Life Rediscovery website for further information and view full course information here.

 


Transforming education, health and family through nature.

Circle of Life Rediscovery

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.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.


Recommended related reads

Berne Morris: 1989; Coming to our Senses
Brazier C: 2018; Ecotherapy in Practice
Jennings Sue: 2001; Embodiment-Projection-Roleplay
Kahneman D ;2011; Thinking Fast and Slow
Knight S: 2013; Forest School and Outdoor Learning in the Early Years
Louv Richard : Last child in the Woods
Oaklander V : 2007; Windows to  our children,
Robb M et al : 2015; Learning with Nature
Young Jon: 2001: Exploring Natural Mystery: Kamana one

Copyright

Challenging Behaviour – A balanced brain means a pro social mind

Challenging Behaviour – how does the outdoors promote a balanced brain? This was a question put to me on a play structures course last weekend. I had been talking about challenging behaviour and the way ‘movement and making’ can help people of all ages regulate behaviour. So to the question. First what do I mean by balanced brain?

Join Jon Cree for Challenging Behaviour this June or NovemberI was working with a youngster this autumn, Jordan, who, providing he was succeeding with a task, was engaged and controlled…he had a penchant for sawing and took great pleasure in making clean cuts. However as soon as it got hard or he made a hash of sawing he would throw the saw down, stomp and withdraw shouting all his way to the gate of our forest school site.

This became a common occurrence. He would become, very quickly, dysregulated and have difficulty controlling his emotions and behaviours. He also developed the vocabulary and a basic understanding of psychology to try and wind up both his peers and teachers with some choice words!

He displayed a lack of balance. This type of behaviour could be indicative of a sensory processing disorder, ADHD, history of trauma or something else, he was seen as a ‘handful’ in school, where he was always in reactive state, whereas at forest school was more often ‘on task’.

What was happening in his brain at these outbursts was an imbalance of both brain chemicals and lower and higher order thinking. The more reflective brain was being dominated by the reactive brain. Neurologist Jak Panksepp would say the mid-brain pathways are not working in harmony, in this case a lack of control over his frustration saw him reacting with the ‘fast’ or ‘no I can’t do this’ brain….I was sure it wasn’t necessarily indicative of other conditions.

What was needed was time and practise at getting into the pre frontal cortex to recognise the emotions that threw Jordan out of balance and to think about self regulation. Jordan was 12 and at this age the pre frontal cortex…the higher order brain that thinks about feelings and helps regulate behaviour by bringing the brain into balance, is going through a developmental phase.

It is fine to feel frustration, in fact its good and healthy. It is how we respond to the emotion that’s important, not letting it call all the shots. In the moment what helps is ‘calming’ and an approach from us, the adult practitioners, who have a developed pre frontal cortex, that is non threatening, clear, calm, empathetic and soothing to help Jordan re-balance. What happens when his frustration kicks in is either Jordan’s hyper-arousal and he stomps in rage, or some people enter hypo-arousal where the freeze response kicks in and a rigid non-flexible adaptive behaviour is displayed.

What is happening when these two states are witnessed is the autonomic nervous system activating to release certain chemicals such as cortisol or adrenaline and neurotransmitters like noreprophine, opioids etc, that can lead to brain imbalance.

Find our more about Jon Cree and his Challenging Behaviour 3 day course

How does Forest School help bring the brain into balance? Daniel Siegel and Tina Bryson in their book ‘The Yes Brain Child’ propose through 7 daily ‘activities’ optimal brain matter is developed to create a healthy mind.

These include; sleep, physical time, focus time, down time, reflective time, connective time, play time.

While all these exist simultaneously at forest school (excepting sleep, unless you drop off in a hammock!) what the outdoors offers in abundance is physical and play time. One of the key mid brain systems Panksepp calls the PLAY system.

It has been shown that regular integrated play helps to stimulate both lower order thinking and higher order brain development, enabling a more integrated brain to develop. When in extended play mode, it could be through a hunting game or ‘playing with’ saws to see what happens when different techniques and materials are experimented with, then all kinds of higher order thinking and behaviours can develop.

These can include handling disappointment, sustaining attention, making sense of the world, overcoming fears of disappointment, tolerating frustration or coping with feelings of helplessness. Chemicals released through play can include serotonin, oxytocin, noreprophine all of which can counteract too many of the hyper and hypo-arousal chemicals.

Explore Challenging Behaviour in the outdoors with Jon Cree

 

The moving and physical activity at forest school beit running, dragging, swinging, climbing or sawing and chipping also helps both dissipate the reactive chemicals and stimulate resilient balanced brains.

 

When this is a regular programme eventually the combination of an empathic approach, plenty of integrated play, physical activity, daydreaming, a soothing green place and reflective time can see more balance and more pro social behaviour.

In the end Jordan will keep hold of the saw, regulate his behaviour and brain, discovering, through trying out how to make the most of technique and materials, the pleasure from ‘making’.

By Jon Cree

Jon Cree
Jon will be in East Sussex in June and November this year with Circle of Life Rediscovery delivering the 3 day course:  Working with Young People with Challenging Behaviour, in the Outdoors.

 

Working with Young People with Challenging Behaviour, in the Outdoors.

This course is aimed at any educator who feels they want to engage and work with students in the outdoors who may be reluctant learners (of any age).

This course will delve into:

  • What challenges us as leaders in the outdoors
  • Theory on challenging behaviour
  • Up-to-date neural research; triggers and causes for challenging behaviour
  • Ways of dealing with ‘real life’ scenarios in the outdoors
  • De-escalation
  • How to transfer outdoor strategies into an indoor and other settings – including looking at the validity of sanctions and rewards.
  • Reviewing your own policies

Date: 17th, 18th & 19th June OR 20th, 21st & 22nd November 2019
Lead Facilitator: Jon Cree
Where: Mill Woods, East Sussex
Cost: £325 for the 3 day course, £55 for the Accreditation (optional). This Level 3 West Midlands Open College Network Accredited Course.
Time: 09.00 – 17.00.
Booking: Please book online here for the June course or online here for the November course.
More info: Please visit the website here 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.

 

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