Deepening Nature Connection beyond Nature Contact – Earthwalks and Nature Connection

Earthwalks and Nature Connection

By Jon Cree

“Come forth into the light of things. Let nature be your teacher”
William Wordsworth (The Major Works)

“Surely any outdoor learning is a good thing and is creating nature connection, at least we’re getting them out there, nature teaches all the time”.

This is a mantra I often hear from outdoor and indeed environmental educators.

Having been involved in the EE (environmental education) /OE (outdoor education) movement for 40 years, I know this is not necessarily the case. In fact done badly, and without a congruent value system that dictates an educators practice, it can create disconnection from the natural world and the very ecological systems on which we all depend for sustenance and beauty.

Is the recent upsurge of the nature “connection” movement a good thing regarding the long term relationship with our planet? When we read and experience the breaking of ecological systems, as evidenced by the latest IPCC reports on climate change, the latest statistics coming from the amazon, where soya production is increasing the rate rain forest destruction due to our meat eating habits – I fear we have failed in our attempts to build connection and relationship to the planet in the contemporary EE/OE movement.

In this short article I would like to explore what we mean by nature connection, and raise questions about practises, such as Earthwalks, that embody this that could lead to regenerative systems.

Earthwalks and nature connectionSo what do we mean by nature connection? For me it is about a continuous relationship with the natural world and it’s ecological systems, i.e, the planet itself. It is about the improvised duet between our animal body and the fluid breathing land which we inhabit – a participatory relationship. There is an active dialogue with all life – between the human and the non human, between the inner mind and the outer world.

EarthwalksSteve van Matre, author of ‘Earthwalks – an alternative nature experience’, recently wrote; “…this (environmental education) is not a matter of planting seeds. That’s what most everyone in our field claims they are doing, but without careful cultivation, most of the intended growth withers and dies. It is choked out by other desires and demands on learners lives………most seeds did not and don’t make it”

Relationship takes time, effort and cultivation – it is not a one off field trip or a momentary wow atop a mountain or deep in a bluebell blooming wood.

What nature connection is really about, is rich first hand contact with the natural world that engenders reverence, respect, kinship, joy AND, importantly, love and understanding. A key to cultivating these emotions is a deep ‘knowing’ of the ways the ecological processes of the planet operate and how we as humans are part and parcel of it all.

Nature connection is reciprocal…indeed all relationships depend on reciprocity and that can only happen when we humans recognise how we are fed physically as well as emotionally by the natural world.

Steve van Matre goes on to say; “…in a loving relationship there are three entities; two people plus the relationship itself…”

I take from this that for both people to gain from this they have to sacrifice in the
relationship. In our relationship with the natural world we have taken the relationship for granted and not sacrificed enough and now the natural world is kicking back in the many environmental ways it only knows how to kick back (rising temperatures, surging methane, species loss etc).

Earthwalks and Nature Connection with Jon CreeDeveloping this relationship and knowing what to sacrifice takes intentional time. When we are open to it and know the workings we can see ourselves as part of this vast interconnected web and really connect rather than have that all too brief in-comprehensive contact that is often equated to connection. What, as Van Matre states, we need to do is to “sharpen our senses and open our minds…letting nature flow into us and to really deepen our understandings in order to ‘give back’ rather than take”.

 

Sustainable development has often been construed as something that can help human growth, and make meaning for ourselves. However after thirty years of sustainable development speak we are in a worse situation and the term has meant, in the end, more growth – we need new language and dialogue.

As Herbert Girardet has said we now need ‘regeneration’ not ‘development’.

Just having nature contact does not necessarily enable learners formulate a deep integral meaning of what our true ecology is which can then enable a regeneration of our planetary systems and ourselves. It does not necessarily help us understand the basic energy flows and material cycles – how sunlight flows into our veins to enable our ancient friend carbon to move and connect all living beings on the planet.

How do we then enable the deeper connection that is required to restore and regenerate the ecological systems that are currently at tipping points? I fear that much EE misses the reciprocity, the giving back to the cycles of life (AIR, WATER and SOIL), the giving of gratitude to the natural world, when taking children and learners into the woods.

If we are to have true connection we need to get off the paths and develop rich close contact with the natural world – it is more than a view from a mountain top or momentarily ‘seeing’ the bluebell wood. Earthwalks are defined as “a light, refreshing touch of nature that focuses on reawakening individual senses and sharpening perceptions fostering joy, kinship, reverence and love for the earth and it’s life”.

This multi-sensory walk that has a ‘flow’ to it encourages new perspectives; viewing a log from the perspective of a small creature, tracing our own ‘veins’ and seeing how they are reflected in the patterning in a tree or leaf veins, taking off shoes and socks in reverence to nature and, without the use of sight, revelling in the reverence for natures grandeur and ‘ordinary’; finishing with genuine gratitude.

In the new Earthwalk book there are many experiences that can be woven to take people to a deeper place of ‘contact’ with nature that encourages ‘connection’. When you combine the joy, kinship, reverence and love, that are fostered in an Earthwalk with a deeper understanding of the ecological system we are ‘experiencing’ then we can encourage a deeper ‘gut and body’ felt connection. A multi-sensory approach to nature connection is essential and Earthwalks are one way of starting to reinvigorate.

I leave you with four questions about nature connection to intentionally and mindfully consider when looking at this deeper connection question;

  • What does constitute deeper nature connection practise where we can rewire and really understand the workings of the planet?
  • What routines do we have to embody to realise a regenerative relationship and not see nature as a separate entity – as an IT, but as a whole where there is a unity that can regenerate?
  • How do we gain new perspectives through daily routines?
  • What sacrifices do we have to make for the natural world in order to reinvigorate dynamic restorative ecological systems that can include the young whippersnapper – ‘human’?

Earthwalks event with Jon CreeIn the end it is not just going out into nature, making contact and knowing what it can do for us in terms of learning and development, we need to feel this two way relationship between ourselves and animate natural world. Nature connection, as opposed to nature contact, is about letting nature into our everyday lives and making US and IT a WE, fulfilled and integral.


Earthwalks with Jon Cree

If you want to know more about Earthwalks, in particular how to facilitate these dynamic experiences do consider attending the leading Earthwalks workshop with myself and Circle of Life Rediscovery on 23rd November 2019:

What you will gain:

  • An introduction to earth education and where Earthwalks ‘fit’ in our programmes
  • A chance to plan and review your own Earthwalk
  • Experience two different Earthwalks
  • In-depth analysis on leadership, mechanics, and flow of an Earthwalk
  • Tools and confidence to lead Earthwalks
  • An update on earth education developments

Please visit the website for more details.

Date: 23rd November 2019.
Lead Facilitator: Jon Cree.
Cost: £95.00.
Location: Parkwood Campsite, Poynings, East Sussex.
Time: 09.00 – 17.00.
Booking: Please book online 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.

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.

Health, Well-Being and Spirituality

Health, Well-Being and Spirituality: An Unspoken Connection

By Salvatore Gencarelle

Health, Well-Being and Spirituality. The anguish that people are afflicted with has little to do with injury, physical disease, starvation, or other ills that historically caused great sorrow. Modern medicine and industry have all but eliminated those types of pain. The new illness that people suffer is from their inner world. It is more elusive, more subtle, and thereby more difficult to distinguish. If we cannot recognise the source of the pain, how can we stop or treat it?

Health, Well-Being and Spirituality with Salvatore Gencarelle and Marina RobbWhen we are in pain, we need to clearly identify the cause so we can take the appropriate actions. Pain is just a sensation that is intended to draw our attention to the source. Where are you hurting in your life? Where is your pain located? Is it physical? Mental? Emotional? Spiritual?

When we identify the source of the pain, we can make a distinction about the source. By naming it, we can begin to determine the cause.

The lack of congruence between the lack of connection in lives we currently live and our spiritual needs is the underlying source of misery. This is a low-grade misery that many people feel like a void at the centre of their being. This emptiness is a constant reminder that something isn’t right in this world.

I believe the inner pain that many people experience is caused by a spiritual disconnect and hunger; this pain is elusive, and so people often struggle to explain or describe the discomfort, except in metaphor.

Words like emptiness, loneliness, sad, tired, fearful, and apathetic are commonly used in attempts to name the pain. Not being able to find the source of such boundless pain and thereby not being able to do anything that adequately addresses the issue leads to hopelessness––this is real suffering; this is a suffering of the spirit. We have become so shielded and isolated from that which nourishes the inner being that we are starving for connection.

Explore and experience the restorative qualities and wisdom inherent in nature, whilst sharing ways and understandings that enable us to ‘Thrive in uncertain Times’Too many individuals live with hidden traumas and grief in ways that prevent them from deeply connecting or loving other people, the world, or even themselves. People’s internal connections and perception have become fractured and contentious, and people don’t know how to heal.

What does the current scientific research say about disconnection as the root cause of the lack of wellness? The cause and effect relationship between detachment and trauma is so vast that it’s difficult to distinguish because it permeates every aspect of modern society. Dr. Peter Levine, a pioneer in trauma research, says, “Trauma has become so commonplace, that most people don’t even recognise its presence.”

It can be said that the circumstances that caused the emotional/spiritual injury is not the essential problem but the disconnect from the self that happened is the actual issues. There are numerous coping strategies people have adopted that are not actually dealing with the issue but provide a way to lessen the suffering. Substance addiction is one such coping strategy. Addiction is an unsustainable strategy that Dr. Gabor Mate has studied for decades. Dr. Mate states that trauma represents events that disconnect one with oneself and that addiction originates in a person’s desperate attempt to solve a problem. The problem of emotional pain, crushing stress, lost connection, loss of control, and deep uneasiness with the self. Addiction is an attempt to relieve the pain.

Addiction is just a symptom of the real issue. I propose that that one of the most visible forms of the Disconnection Sickness is post-traumatic stress disorder (PTSD). Working as a paramedic, I am familiar with PTSD. One aspect of my 17-year career was to offer initial therapeutic sessions with first-responders who experienced a critical incident stress event (events with the known potential to be internalised into forms of PTSD).

After learning about the symptoms of PTSD and having my own experiences with trauma, I began to understand just how pervasive traumatic stress is in our society.  I started to really look at the symptoms and realised that many people were displaying them. Some people manage to mask them; however, aspects of PTSD seem to be universal, even considered normal. Below is a list of symptoms associated with PTSD, see how many of these symptoms are shared complaints with the average person.

  1. Loss of interest in life and other people
  2. Hopelessness
  3. A sense of isolation
  4. Avoidance of thoughts and feelings associated with the traumatic events
  5. Feeling detached and estranged from others
  6. Withdrawal
  7. Depression
  8. Emotional numbing

Join our webinar with Marina Robb and Sal Gencarelle on Mental Health and SpiritualityHow do we heal from disconnection? We want to see a positive change in the world, nature and ourselves, but the question that we all face is what can we do as individuals? Returning to a connected relationship with nature is a critical step in finding true wellness.

 

Nature is the pure source for support of well-being via a connection. One of the beauties of this life is all unbelievable purity and help that we can receive from nature. All we must do is choose to engage with it. There is a reason why so many people go to nature for pleasure, for relaxation, and for renewal. Nature feeds our spirit!

The reasons that people are drawn into nature is because it’s a pure source of connection energy. Nature has laws, and those laws are dangerous when not followed, but it welcomes all with openness. Nature doesn’t judge us in the ways that we do to each other and ourselves. It provides an opportunity to feel a sense of connection without the layers of social criticism, tension, expectation, or demands. This is so refreshing to our spirit, mind, heart, and body.

Health, Well-Being and Spirituality: An Unspoken ConnectionNature provides a vital nutrient for our well-being. It also supports us to embrace change as nothing in the landscape is static. Nature helps free us of the chattering mind and the endless cycling of thoughts spinning between our ears!

 

 

When we enter into nature and find the peace and calm we’ve been desiring, then the ability to observe ourselves more clearly is finally possible. Through the healing nature provides we can find our true personal spirituality.

For more on this topic please see the upcoming book by Salvatore Gencarelle, Thriving in Uncertain Times, How to Find Well-Being Now and into the Future.

FREE Webinar:

To learn more on health, well-being and spirituality join Salvatore Gencarelle and Marina Robb (of Circle of Life Rediscovery UK Director) on a free webinar May 7th 2019. To join the webinar register here.

When: May 7th, 2019 8:00pm London time

After registering, you will receive a confirmation email containing information about joining the meeting.

Workshop: Well-being and Spirituality: A journey into practices in nature that support our well-being and a deeper understanding of our spiritual lives.
A journey into practices in nature that support our well-being and a deeper understanding of our spiritual lives.
We will explore and experience the restorative qualities and wisdom inherent in nature, whilst sharing ways and understandings that enable us to ‘Thrive in uncertain Times’. Many of us have become so shielded and isolated from what nourishes our inner being that we are starving for connection.

Together, we will create a safe and welcoming container to ask good questions, identify where we are out of balance and remember our kinship with all of life.

Date: 11th June 2019
Hosted by: Salvatore Gencarelle and Marina Robb.
Where: Mill Woods, East Sussex
Cost: £95 for the day workshop.
Time: 10.00 – 15.30
Inipi (Sweatlodge) will take place at 6pm (arrival by 5pm). We ask for a donation of between £35-£55.
Booking: Please book online here.

Information: Please visit the 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.

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

 

Forest School Training Level 3 – why train to be a leader?

Forest School Training Level 3

A recent Facebook post asked if you can run a Forest School programme without completing the Forest School Training Level 3.

Forest School Training Level 3

The short answer is, you don’t need qualifications to take people outdoors, nor to necessarily offer great learning and development practice. If you are a parent, you like all of us have a ‘duty of care’ to young people and when you work with other people’s children, you need to abide by Health and Safety law and insurance requirements.

Why does anyone study?

Hopefully to improve themselves, and learn how to be better at what they do. The more we know, the more we understand how many skills and attributes are actually needed to work with groups.  How do we safely (yet wanting risk) support the whole development of children? How to we facilitate them towards a ‘good enough’ sense of self, and co-lead them on a journey to health and fulfilment?

“Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.”
(From www.forestschoolassociation.org)

Forest School Training Level 3 – a learning community

Endorsed Trainer - Forest School TrainingThe Forest School training (I am an endorsed trainer from the UK Forest School Association – a charity) is very comprehensive. It provides a learning community in the outdoors, with embodied learning experiences – leading to a recognised and valued qualification.

Forest School is an approach not a copyrighted name. So there are people and organisations who are offering Forest School without training. The problem with this, as in all fields, is that you don’t have any way of knowing the quality or standards of practice.

This is not to say the quality of non-trained staff may not be great, just it’s more likely trained people will really provide the ethos, values, multiple skills, observations, have self-reflection, empathy, practical skills and instil a real love of the natural world.  Not many people or other qualifications give this range of pedagogy and skills.

Insurance

Most insurers will insure what you say you do. If you use knives and fire (the physical, psychological, emotional developmental benefits are huge), then they would expect you to have some training in this, for relevant ages. Not all great Forest School sessions use fire or knives because the point is to develop a child’s self-worth, and whole development, not to be a great crafts person, though they may choose to develop those skills.

Quality Training

Forest School Training in East Sussex with Circle of Life RediscoveryThe best quality Forest School provision, is to get trained by people who take you into nature and model practice with all the benefits that direct contact with nature provides.

There are lots of great trainings around the world that teach people to effectively work with young people in the outdoors. I am not attached to one model, but appreciate how much thought has gone into the model, and there is not much missed out.

 

Like any training, it’s often the dynamic relationship with the trainers/the people/the place & season, the resources that make the ingredients of great experiences.

Values of Forest School

Forest School, like many long term nature connection education programmes under other names, have spawned in various countries in recent times, which share common values.

At the heart of Forest school is valuing every learner and the contribution they make to the learning community.  This means working with learner’s needs, interests, motivations and preferred ways of learning, and alongside this recognising the intrinsic value of the non-human world.

Respect and humility are core values that all Forest School practitioners work with, which means giving ‘power’ over to our own learners for their own learning – through providing choice, tempered with compassion for the non-human.  In a nutshell this is a holistic form of education creating a vibrant nature-based learning community.

We also offer Forest School Training in Ireland!What we are hoping to arise from these values is the building of resilience, creativity, self-worth, emotional literacy, connection to and caring for the non-human world, so our planet and society thrives.  The important aspects that make Forest School special are the playful ‘equal’ ‘relationships’, and the deeply empathic connections that develop. But that is not all!

When children and young people feel that they are ‘enough’ are supported to have ‘agency’ and their experiments and mistakes valued, they turn out be creative, critical thinkers. Being able to play and master skills, lays the brain networks of learning and development that are life-long attributes and prevent mental ill health.

Principles of Forest School

There are a number of principles that have been explicitly expressed, see UK Forest School Association website, that are underpinned by the above values.  These principles (in our words) are;

  • Developing a relationship between learners and the natural world that features mutuality and compassion.
  • Facilitating a long term programme of regular contact with the natural world that make deeper, caring nature connections.
  • Working in a learner-centred way whereby an ‘equal’ learning community is developed where there is a combination of autonomous and communal learning, featuring joint decision making regarding the learning. Forest School follows a constructivist approach whereby the learning, in and of, the real natural world and themselves emerges.
  • Risk taking in a safe context is encouraged, enabling learners to move into their learning zones where they can manage their own risks be they emotional, physical, cognitive or social risks.
  • Developing the whole person, supporting cognitive processes and fostering creative, resilient, physically healthy independent learners.
  • Practitioners who are qualified and continually reflect on, and develop, their own learning and Forest School facilitation.

Forest School is seen as a relatively new phenomena – the term being devised in 1993 by a group of nursery nurses at Bridgewater College who established their own ‘Forest School’ after visiting some early years settings in Denmark.  Forest school is based on many years of tradition of outdoor learning and pedagogy.

Whilst a practitioner plans, considers last week’s evaluation, risk assesses all sessions in advance, the day brings it’s ever changing surprises!  As practitioners we are responding to ourselves, others, nature and the resources available all the time to enable a holistic, healthy and ‘in the moment’ experience.

Many years of research have left us without any doubt as to why and how nature fosters healthy child development.  The combination of allowing children to play, in the outdoors, enables the ideal context for young people to grow, learn and be happy.

“A child’s neurological systems naturally seek out the sensory input they need on their  own – they determine how much, how fast, how high works for them at any given time.  If they are spinning in circles it is because they need to; if they are jumping off a rock over and over, it is because they are craving that sensory input.  They are trying to organise their senses through practice and repetition.”
Sue Waite (Natural Connections).

Forest School Training Level 3 with Circle of Life Rediscovery

Our Forest School Training Level 3, trains us following our natural operating biological, evolutionary and sensory system. This approach to learning and developments forms an essential part of a healthy life, that we hope will form part of every child’s school experience.

Our Level 3 Forest School Training provides the knowledge, understanding and skills needed to prepare learners for employment as a Forest School Leader.Our next course takes place in November 2019 in East Sussex and the dates are:

Part 1: 21 & 22nd November 2019 at Mill Woods and 25th, 26th, 27th November 2019 at Parkwood Campsite.
Part 2: 27th, 28th February 2020 at Parkwood Campsite and 2nd, 3rd March 2020 at Mill Woods.

Find out more about our Forest School Training Level 3, please visit our website.

2019 Feedback:

“The trainers were all passionate, engaging, knowledgeable and encouraging. I found the child development/neuro-science part fascinating!”

“I really enjoyed learning about woodland management and how to plan this in my own setting.”

“I have learnt that all people can benefit from being in nature, especially children with SEND, I am excited to take what I have learnt to my school.”

“I loved the games, songs, craft activities, learning theories, it was magical. It has made me feel calm and reflective.”

“You have inspired me so much through your creativity, I felt like I was in a very nourishing environment, you were always there for the group and very supportive.”

“It has made me more aware of the environment and really opened my mind to new possibilities in getting children involved with nature. Plus I have found my own calm!”

“The training has been an incredible journey. The leaders were so knowledgeable but not at all intimidating.”

Look out this year for a new book on Forest School co-authored by Marina Robb and Jon Cree! To hear about this plus our other events, news and trainings, please sign up to our newsletter here.

Marina.

Marina Robb (Msc; MA; PGCE)
Director:  Circle of Life Rediscovery CIC/Circle of Life Training
07966 514469 / 01273 814226
Email: info@circleofliferediscovery.com

Circle of Life RediscoveryTransforming 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.

 

 

Forest School and Therapeutic Play

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

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

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

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

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

Day one

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

Day two

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

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

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

Cost: £165 per person for both days.

 Circle of Life Rediscovery

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

Why Teach Literacy Outside?

Here are ten reasons to get outside and teach literacy!

By Juliet Robertson, Creative STAR Learning.

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

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

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

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

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

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

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

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

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

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

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

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

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

Outdoor Literacy CPD, East Sussex – 23rd February

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

 

 

About Juliet Robertson

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

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

 

About Circle of Life Rediscovery

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

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

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

 

 

 

Forest School Training in East Sussex.

Marina Robb becomes a Forest School Association Endorsed Trainer!

Marina Robb - Endorsed Forest School Association Trainer!In January 2018, the Forest School Association (FSA) – the UK’s professional body and voice for all things Forest School – launched a new quality assurance scheme for Forest School Trainers. The FSA Trainer’s Quality Assurance Scheme is based on a new set of ‘Forest School community’ agreed professional standards.  Marina Robb from Circle of Life Rediscovery has been a successful applicant and has been added to a publicly accessible map on the FSA’s website.

This is an important development for individuals, schools and settings that are trying to identify a trainer to help them or their staff become Forest School qualified. Decision makers such as Local Authorities and Academies can have confidence that an FSA endorsed trainer is operating professionally and works to ‘Forest School community’
agreed professional standards.

The FSA Trainers Quality Assurance Scheme offers the reassurance that Trainers:

• Are working in accordance with good Forest School practice.
• Give adequate face-to-face time to develop a student’s practical
skills.
• Lead courses with the Forest School ethos in mind.
• Provide students with a thorough support package.
• Have the relevant qualifications, first aid training and insurance in
place.
• Model excellent practice themselves.

FSA Registered and Endorsed Forest School TrainerGareth Wyn Davies (CEO of the Forest School Association) says, “FSA endorsement of Forest School Trainers helps the public and decision makers to quickly identify those Trainers who are following good Forest School practice. It allows good training providers to distinguish themselves from other providers who may be offering many less hours of face-to-face tuition, less rigorous assessment and less ongoing support. We therefore congratulate Marina Robb on her success in becoming an FSA Endorsed Forest School Trainer.”

Why choose Forest School Leadership Training with Circle of Life Rediscovery?

Forest School Training in East SussexAre you considering doing your Forest School training? Have you heard about Forest School Training but are not sure about taking the next step?

Here’s all you need to know about our Forest School Training! We asked our past cohort of Forest School Leader trainees about their experience of the training with Circle of Life Rediscovery, and what advice they would give to someone considering taking the next step and becoming a Forest School Leader.

Here are their responses…

(Initials have been used to protect identity, in brackets is the age group each trainee currently works with)

1. What made you want to do Forest School Training?

Forest School Training with Circle of Life RediscoveryB (Primary) – “I have always been interested in nature and have loved spending time outdoors since I was a child. Then having my own children, I was always looking for ways of getting them outside and interacting with the environment. After a big life change a couple of years ago I was looking for something to do alongside my classroom teaching and approached my head about doing the course.”

D (Secondary) – “A colleague had started Forest School training and said how great it was, I have always been in to outdoor learning etc, so had a look online and persuaded our school to start a Forest School.”

Y (Primary, Nursery and Secondary) – “I have always had a passion for the outdoors and have been delivering the Duke of Edinburgh, bush craft and outdoor team building activities for several years. It made sense to get a qualification in the area I enjoyed teaching in and one in which I am passionate about and has an impact on young people almost instantly.”

P (Freelance – Primary, Secondary, SEN) – “I have always had a strong interest in the natural world and as I work predominantly with young people it seemed the perfect way to enhance their appreciation of the world around them and gain a formal qualification.”

2. Why did you choose Circle of Life Rediscovery?

Forest School Training in East SussexB – “I was recommended it by someone who had already done the course. I liked the fact that it gave more than just the ‘facts’.”

R – “Friends had recommended it and it was local to me.”

D – “After looking into lots of different companies Circle of Life Rediscovery seemed to be the best fit with how the course was run.”

P – “Having worked with some of the Circle of Life Rediscovery instructors in the past I have always been impressed by their knowledge and ethos.”

3. Did the training live up to your expectations?

R – “Yes the training more than met my expectations. I felt that the syllabus was broken down well into: practical sessions, theory as part of the group and self study. The group were very good at documenting and sharing images etc, which made it easier when writing up.”

D – “The training really did, I learnt so much from the guys at Circle of Life Rediscovery and felt inspired to learn more and more, I spend most of my free time learning and practising skills now!”

P – “Yes very much so, it really opened up some new areas of interest for me. Coming from a Bush craft background it was great to expand on the elements of play, mindfulness and participant led discovery.”

4. How has your practice changed since the training?

R – “My organisation skills have improved. I feel more confident to observe and react to learning before interjecting. I feel more capable when demonstrating practical skills.”

D – “Before I started training I was in a classroom everyday, I rarely go into the school now. I work in our outside area all day everyday.”

Y – “More organised and not trying to cram too much into the sessions and allow it to be more child led.”

Forest School Training Level 3 with Circle of Life Rediscovery

 

5. What was the best thing about the training?

B – “Being around like minded people, the amazing settings for the training, the knowledge and support of the leaders.”

R – “I enjoyed the games and practical training. It was really useful to spend time being a student outdoors before being a leader with students! The day when Ringmer school came to the woods was probably the best as it was a consolidation of all the ideas and theory. I had a genuine sense that this was something I could do by the end of that day.”

D – “Learning so many new skills, like knots and whittling, plus a very friendly learning environment with a great group of people.”

Y – “I enjoyed all elements of the course including the course work as it helped identify I need to have a better knowledge of trees plants etc.”

6. What would your advice be for someone thinking about doing Forest School training?

B – “Definitely do it!”

R – “Try as many activities as possible as they will only scratch the surface of the possibilities when you begin responding to students. Make sure you document the sessions with photos and film as you will need them when it comes to writing up! Take a camera on walks to broaden your identification skills.”

D – “Go for it! Not much else I can say, if you enjoy working in a woodland environment and in the outdoors this is definitely training you should do!”

Y – “To give yourself the time to really concentrate on the course with as little distraction as possible. To complete parts of the course work as you go. Maybe some pre-course reading or identification of trees plants etc.”

P – “I would recommend it especially to those who already have an active interest in outdoor learning as well as to the complete novice. Leave your assumptions behind and soak everything up, you will learn more than you might expect, some of it about yourself.”

7. Do you have any other comments?

Join our unique Forest School Training Level 3!
B – “Would appreciate lots of CPD opportunities next year please!”

D – “I thoroughly enjoyed Forest School training with Circle of Life Rediscovery and the training really has had a massive impact on my life! I actually enjoy getting up to go into work!”

P – “Having done Forest School training in the past I was particularly impressed by the breadth and depth that Circle of Life Rediscovery practitioners bought to the whole experience. “


For more information on Forest School Training in East Sussex with Circle of Life Rediscovery see our website HERE. Please click here to read our FAQ’s.

We are running our next course in September 2019.

Circle of Life Rediscovery

www.circleofliferediscovery.com

01273 814226

info@circleofliferediscovery.com