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.

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.

 

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.

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.

The language of the birds

A way to live life more fully. 

16031613356_90c9128db9_mDo you feel fully alive and awake to all the joy and beauty that surrounds you every day?

Do you wake up and say “wow” what a gift to have another day here upon this beautiful earth? Do you feel the full life of all the beings around you?

Do you understand your place in that?

Do you see that life in the children?

How would it feel to live this way every day…?

What if there was a way to help expand our senses to levels of awareness in the world that allow for deep understanding, empathy, creativity and full connection.

Well… there is 

It’s happening all around us all the time and is a part of the symbiotic relationship humans have had since the beginning of time with the natural world that we are a part of.

greenfinch-818185_960_720The Birds offer us a great gift to be able to lift us out of our minds and thoughts and place us deeply into the senses, the place of real understanding and connectivity.

Through the birds we can tap into the flow of the landscape and the beings that are moving across it. Our place. We can start to access a four dimensional picture, using all the senses, of the place that we inhabit and the flow of life that is there. Being fully alive and in the moment of now.

Why is this important? 

If the life of a human being is to experience as fully as possible the gift and joy of being truly alive in ourselves and learn the great wisdom of other forms of life then surely we need to switch on and pay attention.

Imagine a world where the next generation of children are fully awake and delighting in and learning from the experience of life itself. That they are connected deeply to themselves, others and the natural world.

Is that a world worth building? 

naturecommunication (1)
They would be caretakers of this earth, holding it gently for their own children to come.

Come to our CPD day, ‘The Language of the Birds‘, on 4th May and learn about and experience one of the most powerful core routines to help create deep nature connection in yourself and be able to pass this ancestral gift to our children.

 

 

What will we do? 

During this one day CPD we will look at

  • Switching on the senses to as deep a level as possible and explore processes to keep them on.
  • We will, through theory backed up with direct experience, start to pick out the voices of the birds and what they can tell us.
  • We will start to feel the flow of how the land is when all is peaceful and how different it is when a predator is moving across that landscape.
  • We will identify the birds that offer the most learning possibilities and why.
  • We will understand how birds move, why and what this means.
  • We will explore the interconnectedness of all life and how that can enrich our everyday lives.
  • We will understand how bird language can keep us safe.
  • We will also throughout the day show ways to pass this on to people you work with, be that children or adults.
  • This day will be a full mix of didactic information which is then fully experienced in its real form through practical exercises.

Come and join us for this magical day and switch on to the beauty of life. Please see our website for details, or to book online, click here.

This CPD day will be run by Alex Travers.

www.circleofliferediscovery.com

Tel: 01273 814226