Forest School

Did you know that offering Forest School as part of your education is one of the best learning and health opportunity for children? Why not make it part of every child’s experience this Autumn?

The Covid crisis has shown an increase in 60% of our population’s appreciation of the natural world. Yet still so many of our children have not had access to nature during these months or as part of their educational experience.


Circle of Life Rediscovery was founded in 2007 to enable those members of our society to have access to nature – 50% of what we offer is free to more vulnerable groups. We decided the greatest impact we could have was to train people to practice themselves.

Learning with Nature


We are leading trainers in Forest School, with our Director, Marina Robb authoring two books, Learning with Nature and this year’s new publication due to come out end of 2020, ‘The essential Guide to Forest School and Nature Pedagogy’ (Co-authored with Jon Cree, Director of the Forest School Association).


We work closely with experts in the field and across the world to bring the best practice possible to children, young people and adults who work with young people within their service. My previous blog, exposed the link between the deforestation and the wildlife trade, linking to the prevalence of ‘zoonotic’ diseases like COVID 19.

The thing is, we are all connected. By offering learning and health opportunities in nature we can put our well-being and caring for nature at the forefront of all our sectors. We need to mimic natures joined up ways, by joining up our thinking to provide an education that reflects all our human aspects.

Why is this so important? Support the Nature Premium

We are getting behind the new campaign launched by the Forest School Association last week, ‘The Nature Premium’. Their website says it all and the currents statistics are pretty alarming. Our children spend less time in nature than prison inmates. We rely on our Natural Health Service. It is a vital medium to our mental health. It is however not equally accessible for all, leaving many families, young people and adults without many of the benefits.

Support the Nature Premium


“Time in nature is crucial for children’s mental and physical well-being: the benefits are far-reaching and well-documented. Nature provides a way to feel refreshed, revitalised, calm and relaxed.




People who visit nature have greater life satisfaction, more self-worth, more happiness and less anxiety. Other benefits include better resilience, improvements in social functioning and social inclusion. Its benefits for physical well-being are critical too: in the UK obesity affects around 1 in every 5 children aged 10 to 11 and in 2014-15 the NHS spent an estimated £6.1 billion on overweight and obesity-related ill health. Research published in 2018 showed that children used more energy on a school day with Forest School (playing in woods), than on a school day with P.E. Wildlife Trust research also found that natural environments can play a key role in increasing physical activity levels. Not all children enjoy organised games and team competition: playing in a nature rich environment is more inclusive.” (The Nature Premium Website).

So why not get in touch to see if we can support you to get your children into the outdoors:

  1. We can offer you Forest School and outdoor learning days on site or a nearby park, or at our Community woodland near Laughton, East Sussex.

    “Thank you so much for another fantastic day of fun and learning at a beautiful site hosted by highly professional facilitators The students really had a brilliant time and had a day to remember. I wish there was time in the curriculum to spend more days like today.”
    Steve Green, Ringmer Academy.

  2. Learn to be a Forest School practitioner – our next training starts in November 2020 – we are endorsed by the FSA and will offer the most extensive learning experience that will set you up to offer the best Forest School practice!
Forest School Training


“The Forest School Training was by far the best training I have ever experienced – a great balance of theory and practical skills. Just truly an amazing experience, I feel confident to now deliver sessions.”




“I loved how all the participants were bought together through activities, games and music and how I have noticed nature at a different level. There was an excellent combination of outdoor and classroom lessons.”

“I loved everything about this training, from the skills learned, enthusiasm of the trainers and have learnt so much about nature. Thank you for an AMAZING time with a lovely team.”


Transforming education, health and family through nature.

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

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

Just Imagine…a Blog for Mental Health Awareness Week

Just Imagine, by Kate Macairt – Circle of Life Rediscovery Director

This week is Mental Health Awareness Week 2020. Thinking back to New Year’s Day 2020, there I was sending out positive messages to family and friends; ‘2020 Vision Happy New year!’ I think I was imagining a year in which climate activists, friends of the earth XR Greta… all would grow in strength and more of the population of the world would wake to the Crisis and demand our Leaders re-wrote the rule book.

See our Play Therapy course with Kate Macairt. Mental Health Awareness Week 2020


Then came February, remember February? We were all still busy, busy earning money ferrying children to and from school trying to juggle responsibilities as we sat in traffic jams.


I remember listening to BBC World Service and the speakers were taking this corona-virus thing very seriously but somehow it didn’t seem to be part of our story here, our crisis were the storms and floods which had decimated areas of the country.

Come April everything had changed. Life as we knew it had stopped. We were all required to retreat into our safe ‘caves’ and enter an internal space where the imaginings and memories began to resonate more.

According to research by Kings College London (quoted in the New Scientist 9th May 2020) people are sleeping more and reporting that they are experiencing more dreaming, this is partially due to turning off the alarm clock and getting more REM sleep, and also because without the daily stress of going to work and earning money people have begun to relax allowing their internal unconscious processing to function better.

taking walks and listening to the birds

For many who could get outdoors it has become a pleasure to take a walk, to watch the birds, to notice how Spring was waking up the earth. There has been a sense of collective cooperation within the isolation and folk united to clap and thank the workers who were suddenly recognised for their importance.

As the weeks progressed, I lost count of the days, it seemed as if Father Time had relinquished control to Mother Earth and each passing day relaxed more of the old routines.



A realisation dawned that DOING less and spending more time BEING made them feel happier. Of course, there are those who feel lost without the old work routine and worries about money and paying bills are real for us all. For some families I work with time at home has deepened relationships but for others the confinement has revealed cracks and stresses and a disintegration of connection.

Even for the most sanguine there has been an underlying anxiety which has seemed to fluctuate from day to day. Our innate fear of death has been fed into with each media report.

Mental Health Awareness Week 2020

This week is National Mental Health Awareness week. How ironic, it needs to be re-designated as National Mental Health Awareness Year. The statistics for 2019 mental health illness before the virus crisis was showing a dramatic upward curve. Anyone who works with children, young people and adults will recognise that modern life was becoming intolerably stressful for a large number of us.

Our work with CAMHS


I know that I am not alone in feeling concerned about how our already struggling mental health teams will cope with the return to ‘normality’.



The increase in suicide is not being reported and I know the CAMHS (Child and Adolescent Mental Health) services are running at a fraction of their normal work load, Social Services are aware of a frightening increase in domestic abuse cases.

The Woodland Project

Circle of Life Rediscovery works in partnership with organisations in Sussex to support children and young people who are accessing mental health services, and their families. You can find out about their work here.
Their Woodland Project in East Sussex offers days out in nature for families who have a child with a severe physical or learning disability, families who have a child experiencing mental health issues and 11-18 year olds who are accessing mental health services.

These old -world problems will inevitably be a destabilising factor in whatever form the ’new’ world takes. Now we are being encouraged to come out of our safe spaces and re-integrate, I am sensing a new anxiety taking grip, there are so many uncertainties and for many a realisation that a return to life as it was pre 2020 seems impossible and undesirable.

So, what can we do? Now is the time to start dreaming for the external reality we desire. Now is the time for us to imagine the world that we would want our children and grandchildren to live in. Now is the time to awaken our minds and look deep into our shadows. I think we have been forced to experience a new way of living which has given us time to process the inner world or unconscious mind and create new neural connections to our experience of outer world and conscious mind, we are experiencing ourselves in a new way.

I understand that lockdown is an infringement of liberty and many argue that there is a dark and sinister authoritarian force at work. There are so many contradictory ‘conspiracy’ theories bouncing around the internet to add to our anxiety, it seems a great testament to the power of the human imagination to create stories.

Story telling is an intrinsic part of my work as Play Therapist. Working non-directively with children I have come to appreciate how well they can utilise archetypes to play out the struggle between good and evil. The child’s struggle is to explore and ultimately accept the negative aspects of themselves and their experiences and balance them with their positive attributes.

Read about my work

In a Jungian sense the battle is within ourselves. “I have seen the enemy and he lies within”. The Shadow has featured in stories since humans first began telling tales, our ancestors had good reason to fear the darkness, they did not need to imagine monsters.


Our modern technological culture has become obsessed with the power of the shadow baddie.

We have been absorbing the narrative for decades, Dracula will suck your blood and make you bad, Darth Vador is lurking waiting to take control and reduce you to a robotic killing machine, the devil will tempt you to join him in his ghastly ways, the green goblin will try and destroy the world and so on and so on.

The narratives have become so ingrained in our unconscious mind we may not even be aware and perhaps in times of personal Fear we need to identify the baddie, we need to externalise the enemy; the baddie is always the ‘Other’.

Of course, I am aware that for some to be the shadow baddie feels powerful – and then it is real, the appeal of and obsession with the Baddie is seductive to some and dangerous for many! Have our modern stories, imaginings and narratives led us to unconsciously connect power with being bad? Where have all the heroes gone? I am purposefully imagining a future in which self-questioning is a norm and being fair, considerate, tolerant, grateful, loving is what we demand of ourselves and those we choose to govern us.

What can we do to feel hopeful about our personal and world recovery from the trauma that is this coronavirus global pandemic? I have been reflecting on this and I feel very apprehensive. If I start to attach to the narrative of good versus evil how do I know for sure which side is which?

Mental Health Awareness Week

We are all mammals and lone individuals, we have an instinctive drive to seek a tribe or pack to belong to, it helps us to feel safe. But our tribalism inevitably creates a need for the Other, the enemy. Is it our own shadow aspects we project onto the enemy?


If we are to create a future which is less stressful, more collaborative and cooperative do we need to start acknowledging our personal greed, spite, envy, hatred, despair and fear and be more aware of how we may try to project our shadow onto others?

We can change, we have all reduced consumption in this enforced lockdown, we have all stopped driving, flying and shopping as much and Mother Earth is less stressed. Can we imagine that this will become the new normal? Do we want to? Production and consumption has kept us focused on the external world of doing things and our internal world of sensory based feelings has been ignored, we just have not had time for reflection, and we have not been providing ‘being’ time for our children either.

Nature Connection

Nature Connection, Outdoor Education and Forest School in the old world (pre 2020!) were available to a minority of children and families. Circle of Life Rediscovery (CIC) has been pioneering projects aimed at extending the provision to mainstream schools and organisations for years. Since ‘stay at home’ many more people now appreciate the simple pleasure of connecting with our living world and I am sure that outdoor play and activities will be a vital part of the healing process for all ages.


We will need to allow time for dreaming and imagining a more satisfying life which balances inner and outer worlds and gives us time to ‘be’. I suggest we need to be more consciously aware of how stories of the shadow infiltrate our minds. Stories, movies, videogames are a great escape, but we enter an other’s imagined world and all too often it is a world of their projected fear.

We need to free time to imagine the world we want. Does it sound too idealistic? Is this an example of Utopian dreaming? Perhaps,
“the future is not there waiting for us. We create it by the power of imagination” – Vilayat Inayat Khan; Sufi Master.

Nature Play & The Therapeutic Space

Play is essential for all of our well-being and learning. In the below interview link, Marina Robb and Kate Macairt discuss the impact of sensory input on the brain and will provide an introduction to:

The holistic person – being and doing
The Importance of the senses
Simple play examples
What is play?
How does it look in and out of doors Setting up the space
The Nature Play continuum
Reflective language
The Power of play

https://youtu.be/dHNkjkvRe7Q

Two Day Training with Kate Macairt and Marina Robb

Nature Play & The Therapeutic Space

This two-day training has been created to help those working with groups of young people and children to understand why some children present difficult behaviours and are unable to participate in the group activities.
READ MORE.


Date: This will now take place on either Wednesday 29th and Thursday 30th July OR Thursday 24th and Friday 25th September.
Location:
 Mill Woods, near Laughton, East Sussex, BN8 6BP
Cost: £175.00
Time: 09.00 – 15.30
Booking: please book online here.


Transforming education, health and family through nature.

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

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

Nature Play and the Early Years

Nature Play is essential for all our learning and development. In the early years of our lives we explore and experiment. What makes the human species so special? It has to do with all the care and time we are given by the adults around us as well as the variability in our experiences and the places we inhabit.

Nature Play in the Early Years


Growing up for children takes a long time in the human species. Our brains prune as we grow older, leaving in place well-trodden neural pathways.

These provide us with the ability to create, think outside the box, transfer knowledge and learning, socialise, regulate our feelings and grow internal self-worth and autonomy.

Nature is the best way to play and learn in the early years. A diverse environment, full of sensory experiences with space and time is ideal for early year’s development. Apart from how trees and green spaces reduce cortisol, our stress hormones, we grow an ecological identity, a long-lasting kinship with the wider non-human world that remains loyal and provides a key refuge for years ahead.

Nature Play in the Early Years


Applying a child/person-centred, play-based approach in nature – we embody abstract concepts and apply knowledge and understanding that comes from direct experience.

What’s exciting is that our education system is beginning to value this approach to learning.



We are beginning to see that there is a direct link between childhood play and discovery and arriving at adulthood able to take appropriate risks, adapt to new environments and provide solutions to new problems.

Juliet Robertson from Creative Star Learning


Juliet Robertson, based in Scotland is one of the leading experts in play and learning in the outdoors. She has helped to support many organisations, government and charitable agencies, schools and nurseries to bring nature play and education into mainstream learning.




Local authorities in Scotland are exploring how using outdoor space could optimise physical distancing. Read the recent Guardian article here.

Circle of Life Rediscovery aims to transform education and health through nature and we are delighted to be working with Juliet (and other people and partners) to realise this vision. Change is needed from the top-down and bottom-up.

Here today we are offering a number of downloadable materials from Scotland that clearly provide the thinking and framework demonstrating the benefits and approach for broadly defined ‘ outdoor learning’.

Common Ground Interview with Juliet Robertson

Please see below for our recent Common Ground interview with Marina Robb and Juliet Robertson, they discuss:

  • What common values underpin our practice with children?
  • What is the role of nature in ‘good’ education?
  • What policies and ideas are working in Scotland and how can we learn from this?

Juliet is offering a number of webinars to show how teaching in nature through play, can be seen through a mathematical or English lens. The webinars explores a diversity of ways of embedding literacy and maths in an outdoor space.

Messy Maths & Outdoor Literacy in the Early Years – Webinar

Messy Maths: Join Juliet via Zoom on 21st May, 3pm – 4.30pm. Please click here to register for the Zoom webinar. After registering, you will receive a confirmation email containing information about joining the webinar. Visit our website for full details.

Outdoor Literacy: Join Juliet via Zoom on 25th June, 3pm – 4.30pm. Please click here to register for the Zoom webinar. After registering, you will receive a confirmation email containing information about joining the webinar. Visit our website for full details.

Messy Maths & Outdoor Literacy CPD’s

A Nature Mandala

If you are local, you may be able to join Juliet and the Circle of Life Rediscovery team in person in the Autumn – Covid permitting! Juliet will be running 2 CPD events – Messy Maths and Outdoor Literacy.

Free Resources to download!

Please sign up to our newsletter to receive 2 free documents:

  1. Outdoor Learning – Practical guidance, ideas and support for teachers and practitioners.
  2. Taking Learning Outdoors.

All the while, we remain a voice for learning and developing in nature and cultivating and deep appreciation for this land beneath our feet.


Transforming education, health and family through nature.

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

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

Forest Kindergarten Training

‘Opening up the Outdoors’

Forest Kindergarten is modelled on a Forest School approach


Forest Kindergarten is modelled on a Forest School approach and is based around child-centred learning through play in the Early Years. Forest Kindergartens offer young children frequent visits and regular play opportunities in a local, natural setting all year round – this could be a woodland, park or even a beach!

What are the benefits of Forest Kindergarten approach?

10 Benefits of a Forest Kindergarten approach

  1. Enjoyment – Children who regularly learn, play and enjoy the outdoors environment are observed to feel happier and more relaxed. They can learn at their own pace, follow an interest, enjoy the fresh air, get mucky without worry – what could be better?
  2. Play – the Forest Kindergarten approach supports child-centred learning through play in a real world context. It provides young children with freedom to explore and use multiple senses.
  3. Nature immersion, discovery and exploration – Children have the time and space to become the ‘directors’ of their own learning. Staff take on an observation and supporting role and this empowers children to become managers of their own learning process.
  4. Creates interactions – with people and places where they play in their local area. As a result of these positive interactions, children learn to care for nature. Children develop a connection with the natural world which can lead to long term environmental awareness, understanding and positive action.
  5. Well-being – promotes movement, health and well being, physical and emotional resilience, promotes ‘in the moment’ experiences and develops confidence.
  6. Awareness – supports the acquisition of knowledge, skills and care for the natural world.
  7. Motivation and concentration – spending time in the outdoor environment is exciting for a child. The outdoors and its constant changing state fascinates children and therefore leads to high levels of attention. Many practitioners who regularly take children to visit local spaces have noted that children are able to participate and concentrate for longer periods of time.
  8. Risk benefit – regular visits with time and space, supportive adults and plenty of child led play helps to develop children’s awareness of risk as well as their confidence in managing risk. Children develop their confidence with taking risk over time and consider as a direct experience before deciding what action to take.
  9. Teamwork / co-operation – children when playing and exploring outdoors can demonstrate a less competitive nature. They use the natural world in a completely different way, often becoming more imaginative with their play, developing a different rhythm and working together for a shared purpose. There is less academic pressure, less formal structure which children (and adults) really respond to.
  10. The ripple effect – When children have positive experiences outdoors they will take their experiences home to share with friends and family. This will often encourage families to visit their local woodlands more frequently.

“At the end of the day, your feet should be dirty, your hair messy and your eyes sparkling” – Shanti

Equip your staff to take children out of door as part of their everyday education!

At Circle of Life Rediscovery we are running a two-day Forest Kindergarten Training in May, East Sussex.

Forest Kindergarten Training in East Sussex


The aim of this two-day training is to develop Early Years practitioners’ skills to enable and empower them to make regular visits to a local green-space or woodland.

What themes underpin this training?

  • Based upon three themes- people, place and pedagogy (activities).
  • The importance of sustained, free play for children’s development and engagement.
  • The value of nature for well-being – both for child and practitioner.
  • Making a connection with the natural world leading to long term environmental awareness and care for our world.
  • Importance of reflective practice.

Key Content:

  • How to prepare both yourselves as practitioners and your young children to go to a green-space.
  • Setting up a suitable site and setting boundaries with children.
  • Preparing for risks (risk benefit model).
  • Research on the benefits of playing and learning outdoors.
  • Games and songs to support children with the routines of regular visits to a green-space.

Course details:

Date: 7th & 14th May 2020.
Location: Mill Woods, near Laughton, East Sussex.
Time: 09.00 – 16.30.
Cost: £175.
Booking: Please book online here. See our website for full course details. Please note:  If this event needs to be postponed due to the Covid-19 virus, we will reschedule and provide an option to return payment.

Forest Kindergarten Training - Learn how to open up the outdoors!

“I enjoyed this training so much! Having already been doing Forest School with the older children I was struggling to do fun and exciting things with the early years- you have bought back my confidence and given me lots of ideas and ways to improve my practice.”
2020 Participant


Nature hour

Take your kids outside for nature hour!

A ‘nature hour’ should be part of the school curriculum every day, say The Wildlife Trusts. They are calling for every child in the UK to spend one hour outside in nature, every day, as part of the school curriculum. Please read the article here.



Forest School Shelters

At Circle of Life Rediscovery we can design and build bespoke forest school shelters for your school or organisation.

Forest School Shelters


We will visit your site to discuss your needs and requirements, to offer advice and give suggestions. Visit the website to learn more.






Transforming education, health and family through nature.

Circle of Life Rediscovery

We provide 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.

Messy Maths – take learning outside on National Number Day

National Number Day

Next Friday is the NSPCC’s National Number Day. I hope this inspires you to join thousands of schools for a mega maths-inspired fundraising day and raise money for the NSPCC. Below are just a couple of examples of how to take maths outside!

Leaf Multiplication

Thank goodness for leaves! How would we learn our multiplication tables without them.

Leaf Multiplication

“Hmm.” I hear you say. “I managed just fine, thank you very much.”

Maybe so, but let’s face it. There’s a lot of rote learning to be done. We need to find different ways of helping children learn their tables and have fun whilst doing so.

The added bonus of using leaves is that you can appreciate the beauty of the structure and learn which one is which in the process.

3 leaves have 15 leaflets

It’s compound leaves that seem to work best. These are ones like a horse chestnut leaf. These have lovely “hand-shaped” leaves each with 5 leaflets. So 1 leaf has 5 leaflets, 2 leaves have 10 leaflets, 3 leaves have 15 leaflets, etc.

 

National Number Day

You often find the leaves of buttercups are arranged in trios.

If these leaves look a bit odd, it’s because I placed them face down to stop them blowing away! 4 x 3 (trios) = 12.

 

Ash leaves are more variable

 

Ash leaves are more variable. However I managed to acquire a nice collection of leaves with 9 leaflets. 3 x 9=27.

 

bracken fronds

 

For the very able mathematicians in your class, perhaps they would like to create multiplication sums for bracken fronds…

 

I think there’s lots of possibilities here. Can your class find compound leaves to represent all the multiplication tables from 2 to 10? Can they each create a sum, then have a competition to see who can solve all the sums the quickest? What challenges spring to your mind?

Stick Logic

One ongoing challenge for teachers is ensuring that children who finish earlier than others have something meaningful to move onto. There’s lots of possibilities outside and this stick activity is one such example. It can be completed in pairs or by children working alone. It helps if children know they can look at the work that others are doing.

The children need to find 9 sticks of about the same length. Conveniently I have a big stash of cut sticks.

Take 1: 5 triangles – not bad for starters!

Take 1: 5 triangles – not bad for starters!

If you do not have such luxury items, then challenge children to find or create 9 sticks of equal length. Twigs are fine too.

The challenge is pretty simple: how many triangles is it possible to make using 9 sticks? I have no idea, but the photos give you an indication of how I went about the task!

 

 

Take 3: 7 triangles – getting better

7 triangles – getting better

This logic activity can also be ongoing over several days. I like coming up with variations on a theme and asking children to do the same.

For example, what differences would we discover if:

 

 

  • We used 9 sticks of different lengths.
  • We used less than 9 sticks or more than 9 sticks – Is there a pattern to what we discover?
  • We chose a different shape to create, e.g. a square.

Take 6: I can count 18 triangles but I’m getting fuzzy eyes!

Take 6: I can count 18 triangles but I’m getting fuzzy eyes!

All-in-all it can be quite an absorbing task. I’m not sure this is the maximum number possible. If you better 18, I’d love to know how!

I hope this equips and inspires you to take maths outside on National Number Day!

By Juliet Robertson

Get real, get messy, get maths, get outside!

Come and spend a wonderful day in the woods, with Juliet Robertson, the author of the multi-award winning book, ‘Messy Maths‘. Together you will explore the five “R’s” of Messy Maths:

  • Rights – every child is mathematical and has the right to have learn about and explore maths.
  • Routines – embedding key maths concepts into your daily routines.
  • Resources – open-ended, low cost materials which can be used in lots of different ways with different ages and abilities of children.
  • Responsibilities of the adults – how to follow children’s lead and articulate the learning which happens through a play-based approach. It also includes ways of involving families in developing a child’s love of maths.
  • Re-imagining your outdoor space – developing maths-rich provision in any outdoor space be this a concrete jungle, woodland paradise or something else.

This content is based upon the book, Messy Maths: A Playful and Outdoor Approach for the Early Years. It is particularly suitable for those who work with children aged 3-6 yrs old. It takes a sensible approach that provides lots of practical ways to ensure your maths provision is engaging and interesting outside and meets the needs of the children with whom you work.

This all takes place within the context of sustainability using the environment, natural materials and what is around us in any outdoor space.

Date: 21st May 2020.
Lead Facilitator: Juliet Robertson
Location:
 Mill Woods, near Laughton, East Sussex, BN8 6BP
Cost: £120. If you are attending the Literacy Day also, the fee is £220 for the two days.*
Time: 09.00 – 15.30
Booking: Please book online here.
More information: Please see our website.
*Juliet is also running a Literacy Day on 22nd May – ‘Lighting the Literacy Fire’. Please see the website for details. If you would like to book both courses with Juliet, the fee is reduced to £220 for both courses.

About Juliet

Juliet is one of Scotland’s leading education consultants who specialises in outdoor learning and play. She works at a national level delivering training, giving keynote speeches, leading and supporting innovative outdoor projects and writing content for websites, documents and case studies.   She is passionate about enabling schools, play organisations and early years settings to provide quality outdoor learning and play opportunities for children and young people. Read more here.


Transforming education, health and family through nature.
Circle of Life RediscoveryWe provide 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.
Email: info@circleofliferediscovery.com
Tel: 01273 814226

Outdoor Classroom Day 2019

Happy Outdoor Classroom Day 2019!

young people thrive through learning and engaging outside the classroomOn Outdoor Classroom Day we bring you ideas of how to get children outdoors in line with the new Ofsted Education Inspection Framework guidelines.

Below are extracts from Reports, Papers and the Education Inspection Framework.

In 2014 the growing weight of evidence was finally recognised by Nicky Morgan, the Secretary of State for Education at the time, who stated that England was to become a “global leader” in teaching character, resilience and grit to pupils.

‘There is growing evidence that children’s social and emotional skills – their ability to respond to setbacks, work well with others, build relationships, manage emotions and cope with difficult situations – are associated with success at school, as well as positive outcomes in adulthood.’ (Education Endowment Foundation 2017 Report).

There are many different definitions however, probably one of the most compact and accessible definition of the terms ‘resilience’ and ‘character’ has been developed by ADEPIS (ADEPIS Report (March 2015) ‘Building Resilience and Character in young people’ as outlined below:

‘Resilience is the capacity of an individual to ‘bounce back’ from adverse experiences, and to manage positive resources and skills, such as ‘character’ and ‘grit’, that can allow minimising negative outcomes of adverse circumstances.’

‘Character is a set of capabilities (including application, self-direction, self -regulation, and empathy) and soft skills that allow people to achieve their potential.’

The ability to manage setbacks and build on them, seeing them in a positive light that young people can learn from is essential. As Einstein noted ‘Failure doesn’t mean you are a failure, it just means you have not succeeded yet’.

Get outside on outdoor classroom dayThere is compelling evidence built up over many years that children and young people thrive through learning and engaging outside the classroom.

In September 2019 OFSTED introduced the Education Inspection Framework (EIF) which is built around the ‘connectedness’ of the curriculum. Assessors will focus on quality of education with the curriculum extending beyond the academic to include broader development such as: personal development, behaviour and attitudes, character and cultural capital. This presents an opportunity to extend into the outdoors!

Below are some key notes taken directly from the OFSTED EIF:

Q: How can development of character/personal development be supported in schools?

Personal development:
28. Inspectors will make a judgement on the personal development of learners by evaluating the extent to which:

  • The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents.
  • The curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy.

Everything we do is based in nature

Children can be supported in building resilience, confidence, independence and in knowing how to keep physically and mentally healthy.

The foundation of our work here at Circle of Life Rediscovery is built on the above qualities. Everything we do is based in nature.

Inspectors will make a judgement on behaviour and attitudes, including the extent to which:



‘Learners’ attitudes to their education or training are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements’.

Q: What is Cultural Capital?
Early Years Inspection handbook p16:

Cultural capital
140. Inspectors will evaluate how well leaders ensure that the curriculum they use or create enhances the experiences and opportunities available to children, particularly the most disadvantaged. Some children arrive at an early years settings with poorer experiences than others, in their learning and play. What a setting does, through its curriculum and interactions with practitioners, potentially makes all the difference for children. It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning.

We know that outdoor learning experiences can improve a young person’s feeling of well-being. A meta-analysis of 96 studies (see Report) shows that there are significant improvements in independence, confidence, self-efficacy, self-understanding, assertiveness, internal focus of control and decision making as a result of outdoor adventure programmes.

Outdoor Classroom Day 2019

 

What we see every day: Learning in a natural environment has a high positive impact on a child’s behaviour. This is linked to the quality of facilitation.

Key approaches in the outdoors enable:

  • Child led learning – allows children to discover interests in their own time and at their own pace. Intrinsic motivation and sense of agency is also developed.
  • Learning in nature – hands on learning with a range of natural materials to encompass all learning types including kinaesthetic learners, e.g. clay, sticks, stones. Nature as metaphor and deep investigation.
  • Physical health – wider range of movement in the outdoors such as, climbing, running, crawling, jumping and proprioception. Woodlands naturally provide logs, trees, hills, ditches, stumps which promote movement.
  • Mental health – research has shown being in the outdoors reduces stress. The community of learners provides a safe, emotionally literate, welcoming atmosphere.
  • Building resilience, confidence and independence – regular experiences in the outdoors provide opportunities for children to take supported risks at their own pace and to build on their abilities thus increasing confidence and self esteem.

Download the full document here: ‘Character and Resilience and the Outdoors

Forest School Shelters

 

Would you like us to build you an outdoor classroom? Visit our website for details!

 

 

Enjoy your Outdoor Classroom Day – we hope you manage to get outside today!


Transforming education, health and family through nature.

Circle of Life RediscoveryWe provide 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.

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