Forest School Sessions with Nursery Children

Forest School Sessions

Forest School sessions are an innovative educational approach that focuses on the ‘processes of learning’ rather than ‘content transfer’.

Forest School is play based, with child led learning at its centre, taking place regularly in an outdoor setting.

Forest School SessionsForest School sessions provide a place for the child’s spark of creativity to be ignited within a rich, ever changing and limitless learning environment, naturally stimulating the development of motor skills, speech and language, utilising the senses of touch, hearing, sight and smell.

There are no buildings, no desks, no bells signalling break time and no prescribed learning outcomes. Instead they move, explore, discover, wonder and use their own imaginations.

 

It is a place for children to communicate, cooperate, problem solve, takes risks, build and construct; and if educators and supervisors are able to step outside the box of over planning and venture into the exciting territory of the unexpected, unplanned and unlimited, the full potentiality of children will naturally begin to thrive.

Forest School sessions - creating wonder and imagination!Outdoor Learning and Forest School sessions are about connecting with the natural world where children can lead and direct their own learning at their own pace and in their own time.

“The very skilled educator knows when to offer an insight, a question, or materials to support the child’s learning, but more importantly knows when to get out of the way.” – Jon Cree.

A typical day with Nursery children at Forest School..

Coming together in a circle is the usual starting point for the session. Taking a moment to ‘arrive’ in the space and breathe. How are we feeling? What is happening in the natural world around us? What have you noticed on the way here?

Perhaps someone saw something on the way into the woods – an animal track, a flower, a feather, a magical stick!

We follow curiosity straight into enquiry, wonder, stories, play and identification.

“What is it? I’ve never seen that before.” “Where did it come from?”

A game begins!  Wolf and Deer running through the bracken and hiding behind the trees! Who will be caught and who is the catcher? Who is the Prey and who is the Predator?

Playing cooperatively and collaboratively. Leading us naturally into more learning about the animals within the game and how they interact with one another – such as the nature of animals hunting.

“How did it feel to be the wolf? How does a pack of wolves hunt?”

“It was exciting chasing the deer.” “We caught the deer when we worked together”.

“Why is my heart beating so fast?”

Unsupervised and non-directed spaces of free play are usually the time when a child’s natural curiosities for more opportunities to explore, discover new boundaries and take risks are readily available to those who are seeking them.

So it’s off to the river. “Who knows the way? Let’s go!”

“I like the noise when I jump into the river.” “Look at how dirty my hands are.”

A few pieces of equipment available is just enough to inspire a new game, a new skill.

“Let’s build a Dam!” “Where the Mallet? I want to build a House!” Two children precariously slipping down the river bank; shall I help them? “I’ll help you, take this rope and I’ll pull you up.”

(No need, they have it covered.)

“1,2,3,4,5…five buckets of leaves in the river..let’s keep going..6,7,8..”

Time for a quick drink at Forest School!Space for food and drinks are an important time for us to come together.  Often stories around what has happened that morning already will be filled will differing perspectives and experiences.

”There were slugs underneath that log, why are they living there?” “That was fun.”

Playing alone or in natural groupings are observed as indicators to the differing learning styles and preferences within the group.

 

“I liked making my own house.” “We made a camp together, look at what we did!”

Pride and self reflection gaining its own momentum.

Sawing? Who wants to have a go at making a fire?

A more focused activity can happen now as children are ‘ready and receptive’.

Learning about safety, control and focus to try a new skill.

Using a bowsaw at Forest SchoolWorking together to use a Bowsaw or making sparks on cotton wool. “Be careful!”

“Can we toast marshmallows this week?”

Returning to the circle at the end to reflect and share.

Inspirations, discoveries, new skills and stories are all ripe to be picked, eaten and enjoyed by all of us.  “We made a mud cake together, we found lots of different types of soil to make the pie with, how come there are so many?”

Natural curiosities are things to celebrate as much as possible, who knows where they will lead?

“I didn’t know I was good at sawing; I would like to do more sawing to make a car next time.”

What did we see? Who remembers the noise of the Woodpecker?

“Is it finished already?”

“Can we do this again tomorrow?”

Defenders of play, and protector’s of fantasy, wonder and awe. Our job is done for today..until next time.

By Charlie Irving, Circle of Life Rediscovery – Woodland Facilitator.

“The nursery children love Forest School. We trialled a 10 week programme with Circle of Life Rediscovery at their beautiful woodland site in the heart of Sussex and the outcome more than exceeded our expectations. Since then we have been going back every year. The children are always so excited to go back to the forest every week, running down the path!” Anita Hotton, Pumpkin Patch Nursery.


Forest School Sessions at your setting.

If you are interested in Forest School Sessions at your nursery or school then please contact us by email or phone 01273 814226. Sessions can take place at your setting or at our woodland site near Laughton, East Sussex.

Forest School Training Level 3

Forest School Training Level 3 - Endorsed TrainerIf you would like to train your staff, we offer unique training at our woodland site and at Parkwood campsite near Brighton. If you have a group we can also offer bespoke training.

2019/20 Course dates:

 

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.

Approved by the Forest School Association and awarded by the Open College Network West Midlands, this Level 3 Certificate provides the knowledge, understanding and skills needed to prepare learners for employment as a Forest School Leader.

The training will combine key principles of Forest School with best practice from Environment and Nature Education, child development, the world of play (wild, free and therapeutic play) delivered by our professional team who have many years experience.

Circle of Life Training are now providing online learning resources to supplement this in-depth direct training. These documents are laid out in an easy to understand format that link to the Forest School Units. We also supply useful video material, links to best practice, a student upload to share valuable resources and the option to download resources for you to keep.

Please visit our website to find out more or call us on 01273 814226.

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. 

 

International School Grounds Month

What is International School Grounds Month?

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

Why is it important?

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

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

 

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

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

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

How can you get involved?

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

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

Share with us during International Schools Grounds Month

What are you doing for International School Grounds Month?

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

 

 

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

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

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

What can we offer?

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

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

Becky Evans, Inclusion Leader, Park Mead School.

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

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

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

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

Katie Scanlan – Operations Manager, Circle of Life Rediscovery.

Transforming education, health and family through nature.

Circle of Life Rediscovery

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

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

Forest School in an urban environment – how can it work?

Forest School Training & Forest School in an urban environmentAt Circle of Life Rediscovery, we run our Forest School Training Level 3 from a beautiful, mixed broadleaf woodland in the heart of the Sussex countryside. In this environment, it is so easy for our trainees to understand the ethos and principles of Forest School, to see how child-led learning can take place, the resources that are available and the importance of nature connection, they can feel it just by being here.

In a woodland environment there is so much stimulus. To our  trainees, it is clear to see how the children can explore and lead their own learning.

There are places to climb, logs to balance on, mud to dig, creatures to discover, leaves to throw, sticks for dens, the list is endless….but how to translate all this to an urban environment, where there is no woodland?

Forest School in an Urban Environment?

We run Forest School Training Level 3 in East SussexThe answer is to remember the ethos of Forest School – child-led, learner-centred sessions, which take place regularly (weekly if possible), with opportunities for supported risk taking, in a natural environment…this could be your local park, the school field or even a corner of the playground.

This, plus a little bit of creativity can go a long way towards giving the children the same sense of connection, freedom and opportunities for exploration and learning, regardless of where they are.

Forest School Sessions - find out more here

 

I have seen an excellent example of Forest School run on a small patch of grass, with one tree, in the middle of a housing estate in East London.  The children walk there from their nursery every week, the site is a public space overlooked by hundreds of residents that used to be empty apart from the broken glass, used needles and empty drinks cans.

 

Now once a week it rings with children’s voices, the litter has gone and the local residents know that Forest School is taking place.

As for the children, they are motivated, engaged and learning. They find worms, they dig, they make paint from mud, they use the tree to make shelters and homes for the creatures, they lie on the grass and look at the clouds, they play, they learn…to these urban children, this is nature.

Activity ideas for Forest School in urban spaces:

Activity ideas for Urban Forest School - contact us for more informationDen building – if you don’t have any natural resources use tarps and ropes – tie them to trees, fences, benches, bins, goal posts.

Mini-shelters – ask the children to bring in a bag of sticks and leaves as their homework. Have this available as a resource for free play. Leave pictures of different types of shelters as inspiration.

Clay – use it to make mini-beasts, creatures, fairies, faces on trees (or brick walls).

 

Natural paints – bring in a bucket of mud if you don’t have any, use frozen blackberries, crushed chalk, charcoal – mix with water and paint on the playground (it will wash off) or an old bed sheet.

Listening activities – tune in to what is around you, what sounds can you hear? Can you identify which sounds are from nature (birds, leaves rustling, wind in the trees, rain) and which ones are human sounds?

Mini beast hunting – Use magnifiers to search carefully in the corners of buildings, in the cracks of the pavement, in flower beds….. it’s amazing what you can find, even in a concrete jungle.

The most important thing is to get out there, the environment (even if it is urban) and the children’s imagination will do the rest.

By Katie Scanlan, Circle of Life Rediscovery.

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

Endorsed FSA TrainerForest School Training Level 3 Courses:

If you are keen on Forest School Level 3 Training in East Sussex, our next courses are:

 

 

Course One
Part one: 4th & 5th March (Mill Woods) & 6th & 7th March (Picketts Wood).
Part two: 29th April – 1st May (Mill Woods).
Part three: 20th – 21st May (Mill Woods).

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.
Location to be confirmed but will be East Sussex/Brighton area.

Please visit our website for details.

 

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 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 Level 3 Forest School Training provides the knowledge, understanding and skills needed to prepare learners for employment as a Forest School Leader.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 next course takes place in March 2019 in East Sussex and the dates are:
Part one: 4th – 7th March
Part two: 29th April – 1st May
Part three: 20th – 21st May

 

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.

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

2018 Feedback:

“I have learnt so much but at the same time it wasn’t hurried and there was time to enjoy the activities. Personally, I feel more relaxed after training outside.”

“I loved the games, songs, craft activities, learning theories, it was magical.”

“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
Email: info@circleofliferediscovery.com

Circle of Life RediscoveryMarina.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.

www.circleofliferediscovery.com

https://circleofliferediscovery.com/blog/

www.facebook.com/circleofliferediscovery

 

 

Ideas for Outdoor Maths, by Juliet Robertson

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

Blog By Juliet Robertson, Creative Star Learning Ltd.

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

Find out more about Outdoor Maths on 21st September!

 

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

Can you see:

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

The syringes provide further learning opportunities:

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

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

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

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

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

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

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

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

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

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

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

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

Outdoor Maths, Place Value, Nature Counts.

Outdoor Maths, 21st September with Juliet Robertson

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

 

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

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

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

Explore Outdoor Maths and more with Circle of Life Rediscovery

www.circleofliferediscovery.com

Tel: 01273 814226

Email: info@circleofliferediscovery.com

 

 

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

Outdoors Maths with Juliet Robertson.

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

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

 

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

Getting ready to go outside provides many mathematical moments:

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

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

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

Creating a gathering circle in mathematical ways

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

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

Estimating everything

Messy Maths CPD

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

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

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

Playing maths games

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

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

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

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

 

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

Circle of Life Rediscovery

Outdoor Learning – A Case Study by Juliet Robertson

Outdoor Learning at St Geradine Primary School

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

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

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

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

 

Outdoor Learning – A Win Win Situation

Most of us know that spending hours and hours in front of screens, bombarded by emails and message notifications causes us stress.  Humans are not surprisingly more stressed that we have ever been.  It’s subtle and eats away at our well-being.  Our world with all it’s current technological achievements has at the same time adopted dopamine-filled technology to hook us in to screen life.

IMG_4084It’s necessary to know and articulate what we are trying to achieve as educators.  In business the mission statement drives the business and it’s value’s forward.  Many of us educators have a good sense of what represents and motivates us to educate, and what is ‘good education’ but this is not always represented in the requirements at school/government level.

So we do the best we can.

Neuroscience is moving so fast, that what we now understand so much more about the brain, the hormones and how we learn.  Current research corroborates the importance of both play and the outdoors as vital for a child’s development and well-being.  A by product of this is that they also learn much better when they ‘play’ and indeed are outdoors using their bodies and in the midst of the greater living world.

This is true for adults as much as young people.  There are hundreds of top business leaders who are immersing themselves in nature for restoration of their stressful lives.   The outdoors represents to me ‘free medicine’, as well as every living thing that provides life for humans – which is clearly no small thing.

trackingim1My expertise is in working with people outdoors – and for 30 years more specifically working with young people of all ages and backgrounds outdoors.  I have an interest in what motivates people to care about the natural world, to have a greater sense of nature connectedness and to live healthy and satisfying lives.  Bringing nature into our everyday life is a really good idea! We know that our cortisol levels (the stress hormone) reduces once we stay more than 15 minutes in a green space.   This also means that we step out of our predisposition to fight, freeze and flight and into higher order thinking, where we can start to be creative, think out of the box, communicate more easily with others, get in touch with how we really feel, all the while building our knowledge and understanding  through experience with nature.

Within the field of education  there are many theoretical positions that underpin our approaches to education in the UK.   We continue to draw on centuries of theories of learning that include the  authorities like Piaget, Vygotsky, Montessori, Steiner, Guy Claxton, Howard Gardner, to name a few. Essentially these experts value exploration and repetition as a way to learn, see the medium of the outdoors as valuable because it is so diverse and provides multiple sensory experience, and theorists acknowledge the importance of the role of the ‘teacher’ or ‘practitioner’ and how effective they are at communicating.  As brain science develops we understand that we loose what we don’t use, so it’s vital we are exposed to multisensory experiences so that healthy wiring can happen from day 1. Brains are wired,  strengthened and ‘grown’ by multiple experiences that include movement as a basic requirement as well as the critical role of care-giving to provide secure attachment for well-being.

20150407_141132Fortunately we have a win-win situation with ‘outdoor learning’.  The content of what we teach in schools can be delivered outdoors – so we teach all the subjects in nature.  This content is still decided by the teacher and the curriculum but it is taught in the outdoors.

A very large project, Natural Connections (2012 – 2016) was concluded this year.  After 4 years of working with 125 schools (primary, secondary, and special) in the South West of England – 40,000 pupils, 2,500 teachers and 2,500 teaching assistants they discovered that indeed outdoor learning has multiple benefits across any school. The Final Report of this project can be found here.

The evidence shows that giving children the opportunity to discover, learn about and experience the natural world is hugely important – it can help create a sense of belonging rooted in their local environment, enhancing their health, well-being and educational outcomes.  For example, greater amounts of natural space in or around living or learning environments is associated with higher levels of physical activity, better emotional, behavioural and cognitive outcomes and with children developing a greater sense of connectedness to nature.”

We need to also consider that in the UK (and worldwide) we have a huge rise in childhood obesity, mental health issues and a lack of a sense of community.  We are in need of a  vision for of a future where  where we don’t harm nature.  According to the Monitor of Engagement with Natural Environment Survey, in an average month in 2013 – 14 only 8% of all children in England (aged 5 – 16) visited natural environments with their schools.  During home time, exploring and playing outdoors has decreased by 90% over the past 20 years.  Fundamentally children (and adults) can’t protect what they don’t know and love.

DSC01155 - CopyInitiatives like Outside Classroom Day on 18th May helps us to remember to get outdoors. If you are a teacher why not join our Outdoor Learning Day?  These days help us recognise the value of getting outdoors. There are lots of official promotional materials to make it easy to get outside.  Tim Gill, an expert on the benefits of risk and play for children has produced a useful guide which you can find here.

Another useful guide is Michael Follett’s practical guide to help support playtime learning outdoors:

Learning with Nature

Learning with Nature

Finally, our very own book ‘Learning with Nature‘ is filled with nature-based ideas that connect young people of all ages, and their families to nature – it is the ‘Bible for Forest School practitioners’.

Our team at Circle of Life Rediscovery provide diverse nature experiences  for young people, schools and the wider world.  We offer trainings to develop these areas within your setting and offer year-round CPD’s for teachers linking the outdoors with the curriculum.

Have fun outdoors,

Marina.

Marina Robb, Director and Founder of Circle of Life Rediscovery

www.circleofliferediscovery.com | 01273 814226 | info@circleofliferediscovery.com