A Day in the Life of a Wild Thing!

We meet at the car park, with our packed lunches and everyone is excited and maybe a bit nervous? I wonder what we will be doing today?

We wave goodbye to our families and disappear down the track, into the woods to find the Wild Things basecamp and begin the day’s adventures.

At basecamp we are shown around, we find out there is a toilet (phew!) and play some games to learn each other’s names. Then we mix up some natural materials to make paint (and a bit of snazzaroo) and create some tribal face paint – now we are truly Wild Things!

 

Then we are set our first challenge – can we learn some new knots and then build a rope bridge to get our whole team safely from one side of the ‘ravine’ to the other?

 

 

We can…and not only that but someone has the great idea to join our bridges together and we create an amazing low ropes course to play on. Everyone has a go and we get around the whole course without touching the ground.

 

 

 

 

After this it is time to try out some fire lighting and cooking. Our challenge now is to light a fire, without matches, and to keep the fire going long enough to cook some chocolate cake! We all look at each other and wonder how we will do this without an oven?!

 

 

Luckily, Jennie shows us how to use an orange and some tin foil and we are all able to make chocolate cake, and it even tastes quite nice…apart from the burnt bits!!

 

 

It is lunch time and we get to sit around our fires and eat our lunch, and then explore the woods a bit, and play on our rope bridges. After lunch we put our fires out, and leave no trace of the fires so it doesn’t even look like we’ve been there, then other people can come and enjoy the woods too.

We play some more games after lunch, and then for our final activity we can choose if we want to build dens or make a clay creature to take home. I make a butterfly because we saw lots of butterflies in the morning sunshine, and they are my favourite animal.

 

Then it’s time to go home, and we collect all our bags, and the things we have made and set off back down the track to meet our families, chatting to our new friends on the way. We are a bit muddy, tired and happy – true Wild Things!

By Katie Scanlan

If you are looking to Get Wild – join one or more of our Wild Things Woodland Days this summer or during October Half Term. Dates are:

July – 26th, 27th, 28th
August – 30th & 31st
September – 1st
October – 23rd & 24th

Please see our website for full details or click here to book online now!

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

 

Why overnight camps and residentials are so important!

The Importance of Residential Camps.

More and more research is coming to light to support what we in the environmental world have always asserted – being outdoors is good for you and so are residential camps!

This means not only are children able to be more active by being outside, they are also able to learn more freely, engage more readily and be inspired, encouraged, challenged and therefore improve their confidence and self-esteem.

These positive effects are amplified even more when it comes to a residential camp.

Why are residential camps so important?


“I slept alone in a shelter that I had made, I never thought I would be able to do that. I feel more confident and have overcome my fears.”
Camp Participant, June 2017

 

Learning Away

Learning Away is an initiative, funded by the Paul Hamlyn Foundation, to research the benefits of residential experiences in schools. In 2015 they published a report, following 3 years of action research with over 60 schools and colleges, identifying the overall impacts of residentials for young people.

The evidence collected throughout the 3-year project showed that residentials:

  • Foster deeper relationships
  • Improve students’ resilience, self-confidence and wellbeing
  • Boost cohesion and a sense of belonging
  • Improve students’ engagement with learning
  • Improve students’ knowledge, skills and understanding
  • Support students’ achievement
  • Smooth students’ transition experiences
  • Provide opportunities for student leadership, co-design and facilitation

“Learning Away has shown that a residential learning experience provides opportunities and benefits/impacts that cannot be achieved in any other educational context or setting. The impact is greater when residential’s are fully integrated with a school’s curriculum and ethos”   York Consulting (2015)

Read the full report here.

Work on the Wild Side

In addition to the Learning Away research, a new report (May 2017), has been released that demonstrates leading schools (highest Progress 8 scores) place high value on residential experiences.

The ‘Work on the Wild Side’ report produced in partnership with Learning Away Consortium members, CLOtCIOL and AHOEC analyses the UK primary and secondary schools with the highest Progress 8 scores and winners of the Pupil Premium Awards.

The report found that “outdoor learning is valued amongst teachers, pupils, parents and inspectors and that the skills learnt outdoors are transferable to the classroom and across the academic spectrum.” Work on the Wild Side, May 2017

Given the clear benefits of outdoor learning and residential camps, more needs to be done to ensure that children and young people are provided with the opportunity to leave the classroom.

Read report in full here.

Circle of Life Rediscovery Camps

Unique residential camps with Circle of Life Rediscovery

Circle of Life Rediscovery runs unique, nature-based residential camps for young people in a beautiful woodland environment in Sussex.

Camps have a strong environmental basis and could include activities such as fire-making, tool use, cooking and foraging, team-building activities, art, story-telling, music and night walks. We also offer the John Muir Award, a National Conservation Award, at Discovery level.

“I didn’t think that I liked camping but I have underestimated myself. The camp was amazing, I have not only learnt new skills but I have learnt to be grateful about everything around me. I have a new sense of confidence and believe in myself”
Camp Participant, June 2017.

Residential camps in East Sussex

To find out more about our residential camps, watch one of our films from a Secondary School camp or Primary School camp where participants explain what they enjoyed about the camp.

Please contact us on 01273 814226 or send an email for more information if you are interested in organising a camp for your school. Each camp is bespoke and unique to your requirements.

 

There are free resources on the Learning Away website, include planning tools, models for lower cost trips and curriculum integration.

By Katie Scanlan

Circle of Life Rediscovery

 

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

Woodland Tales

The Woodland Wanderer Returns…

The woodland wanderer has returned with a brand new blog post.

The last time I wrote for Circle of Life Rediscovery was way back in 2014. Fast forward into 2017 and I am back for more blogging, capturing the involvement and adventures between CAMHS (Child and Adolescent Mental Health Services) and CLR. Oh, but there’s a twist. When I was last blogging for CLR I was a CAMHS participant on the woodland days, whereas now I’m a Peer Mentor for CAMHS. Meaning, that instead of directly participating, I am now supporting children and young people to take part in the activities involved on the woodland days – because let’s face it, it can sometimes feel a little daunting going out of one’s comfort zone.

wwFebruary last month was the first CAMHS and CLR woodland day of 2017 and the weather was on our side! It was a little grey and hazy but most importantly dry and mild- although wellie boots were still needed! The day was filled with an array of activities from making dream catchers using branches from Willow trees, to going completely above and beyond and baking gluten-free chocolate chip cookies and mini pizzas in a frying pan! I didn’t think it was possible to even bake in the woods, let alone make chocolate chip cookies that tasted like the real deal, if not better.

 

There’s something really down to earth and relaxing about cooking on a campfire in the woodland.

ww2Sitting by the fire, watching whatever it is that you’re cooking sizzle away. No timers to tell you when your food is ready to be devoured, no weighing scales to precisely measure ingredients to bake with, it all comes down to intuition. Not only that, but it’s the young people themselves whom have built their own fires. I think there’s something really special and inclusive about that. It’s getting together, being amongst others who share a deep understanding of mental health and being in an environment that is so unspoilt and forgiving to whatever you may be feeling that day.

There is that saying ‘Sharing is Caring’ which I really think rings true on our woodland days. My perspective has slightly changed since undertaking the role as a Peer mentor, as I’m able to view things from a different viewpoint, as opposed to when I was a CAMHS participant myself. I’m really seeing the way in which young people participate together and provide each other with a helping hand, if one sees another struggling. Helping each other out to achieve the same goal is all about teamwork – it’s brilliant to see first-hand.

ww3It’s the activities that young people participated in during the day, which really brought out this sense of teamwork and working together collectively. Activities including putting up a hammock, helping to build a bird box as well as supporting each other on a practical level when making a dream catcher, which sometimes felt as though it was a little too fiddly to complete. But all the young people worked together and achieved what it was that they came out to do. Of course that is subjective for everyone. Some participants come and experience the woods for the first time, step out their comfort zone and take in whatever the wooded atmosphere has to offer up them. Whereas other participants just need space to sit and just be present for that moment in time, away from the pressures of the outside world.

ww4As I mentioned before, the woodland radiates a presence of understanding. It’s okay if one is having a bad day, but if so, the woodland will equally lift your spirits too.

Participation and teamwork really is the essence behind a CAMHS and CLR woodland day!

ww5

After all the hard work and energy spent from building bird boxes and dream catchers, it was time to reconvene together by the fire and share the magnificent gluten-free chocolate chip cookie. As a Peer Mentor I led this activity, which can feel a little daunting at first but I felt it ran really effectively and so I was equally ecstatic with the outcome (and taste!) of this activity.

ww8The result was best described as a hybrid between a warm cookie and a scone- delightful! I don’t think this will be the last of the woodland baking adventures that you’ll be seeing here…

For now and until the next woodland adventure occurs, I shall sign off here and leave you with the ever growing truth that Spring is on its beautiful way and is only right around the corner!

Em x

Forest School Training in Ireland!

Circle of Life Training in association with Circle of Life Rediscovery CIC offers a Level 3 Forest School Programme Leadership. We are delighted to be working in partnership with Earth Force Education to bring our ground breaking Forest School Leadership training to Ireland.

Who is the training designed for?

This Level 3 Training is designed for professionals already working with young people who wish to establish and deliver a Forest School/Environmental Education programme. It is appropriate for those over the age of 21 years with relevant qualifications including teachers, youth workers, playworkers, rangers, ecologists or teaching assistants with experience of working with young people  (at least 2 years).

What do people think about our training? See below for feedback and how to get involved!

What have you enjoyed most about this training?

Forest School Training Ireland
“How all the participants were bought together through activities, games and music and how I have noticed nature at a different level.”

“I have loved the games, songs, new ideas and learning from new people.”

“There was an excellent combination of outdoor and classroom lessons.”

 

“It was great having 3 leaders all with different experience and ideas to share.”

“Passion for the outdoors is infectious!”

Forest School Training Ireland

“The course was delivered in such a lovely way, I would love to be a child in your forest school! I have learnt more about nature and to be free of the ties and expectations of everyday life.”

“I have learnt so many practical skills as well as how to do a risk assessment!”

“I loved everything about this training, from the skills learned, enthusiasm of the trainers and have learnt so much about nature. Thank you for an amazing 5 days with a lovely team.”

“I loved using the tools, I was nervous at first but was made to feel at ease straight away.”

Forest School Training Ireland

“I enjoyed the sit spots and quite moments. The knife work was fun and challenging. You made me feel very safe and included.”

“I loved the welcoming atmosphere, the wealth of knowledge and the hands on activities.”

“I loved making crafts from natural materials found in the woods.”

How has the training personally impacted you?

“The passion of the course leaders has really inspired me.”

“The inspiring leaders have had a positive impact on me and how I work.”

Forest School Training Ireland

“I feel invigorated! I have now started to think about my own practices and bring my ideas to life.”

“I have met so many enthusiastic people on the training, I am now excited for what I can do in the future.”

“It has made me realise the importance of child led activities and has made me want to become a forest school leader.”

” I loved being in the fresh air and have felt healthier all round.”

“I had time to reflect, which I found very moving.”

Forest School Training Ireland

“The child led approach has been fascinating, I learnt to give everything a go.”

“It has been an inspiring and emotional experience (in a good way!)”

“I feel my stress levels have been reduced and you have made me re-evaluate my life. Plus, I have laughed so much! This has been the best week of my life.”

Forest School Training Ireland

 

“You have brought me out of myself and have reminded me what is important.”

This training is booked through our partner provider Earth Force Education further information can be found here.

Please contact Ciara Hinksman or call 086 3199 515 for more information about this training in Ireland.


Forest School Training in the UK

If you are looking for a course in the UK, Circle of Life Rediscovery offers a Level 3 course, commencing March 2017! Full details can be found here. The training dates are:

Part one: March 6th – 9th 2017
Part two: April 24th – 26th 2017
Part three: May 15th – 16th 2017

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.

Please call 01273 814226 or send an email for more information.

The Web of Life

I remember many years ago reading ‘Trees are actually alive”. For me it led to a shift in awareness. I knew that trees are biologically alive, but this felt different. I still feel wonder and awe knowing that some trees suck up hundreds of gallons of water per day, transforming sunlight into sugars, and that they can regrow limbs! I couldn’t imagine a world without trees.

IMG_5398[1]

 

It is incredible that trees are hooked up by their roots to other trees through a network of mycelium! This cooperative web of plants and trees support the fungi with food and in exchange, the fungi provide nutrients like phosphorus and nitrogen. The trees, soil and sun are all interacting with each other.

 

The older, ‘hub’ trees, the elders of our land connect to hundreds of other trees. Working together the whole system is resilient.

Trees are alive

I don’t understand why we often dismiss how much the non-human world is alive. Our ancestral traditions are often written off as ‘primitive’ or ‘spiritual’ yet these people deeply felt the intrinsic ‘aliveness’ of the plant and animal kingdoms – from the trees to the stones.

autumn1

 

Long-standing earth-based cultures have this awareness and understanding and are experts in their fields. They are the great botanists, ecologists, zoologists, woodland/land managers.  It is only a matter of time before we have the scientific language that effectively describes this aliveness. Like us, the trees need air, water, earth and sun; they have particular characters, communication and intelligence and provide medicines. Birch trees for example have a bark that peels. It has particular medicine for psoriasis.

 

It is important to me that the experience of life and the natural world is not only understood in instrumental and mechanical ways. There are as many ways of knowing as there are trees! I love the smell of the forest, the colours of all the leaves, the shapes and textures, the peace, the creative thoughts that occur, the many sounds that are home to so many other creatures.

Access barriers

The big barrier is and always has been access to land. The new Tree Charter which is borne out of the Charter of the Forest from the 13th Century is a stark reminder of the importance of access to land.  Whoever owns land has immense power and determines the stewardship of their land.  We are all subject to the authority of whoever owns the land and much of the land continues to be held by big estates and top income earners. They manage their situation for a particular end and this always includes biological diversity. Though it must be said, they too have been guardians of our heritage and increasingly landowners are interesting in supporting ‘rewilding’. Thankfully we do have our public right of way. I support community woodlands, and am part of one in Sussex. It is a modern way of communities accessing land, (see Plunkett Foundation).

The present day situation

autumn3

 

We are more acutely aware than ever, that the things that benefit the people are inextricably linked to the things that benefit the non-human world. We are currently living in a vastly diminished natural environment compared even to a few hundred years ago – but we don’t feel this because we live relatively in the present, concerning ourselves with our present needs, favouring our own children, and not the future generations. Our brains scan and remember what we experience, so as our access to nature is reduced, so too is our awareness that nature exists – it is a form of cultural blindness.

To avoid this ‘blindness’ we have to expose ourselves to the trees and lap up the well-being that comes from this.

I would love to see more children playing outdoors, meeting the non-human world every day, creating brain patterns – the invisible mycelium of reciprocal relationships. I am very grateful for the tree under which I could hide and retreat in my childhood and am now very grateful to the woodlands in which I spend so much time!

Blog by Marina Robb (PGCE; Msc; MA), as part of the #TreeCharter. Marina is the Director of Circle of Life Rediscovery & Author of Learning with Nature.

Circle of Life Rediscovery provides nature based experiences and programmes that are educational, fun and often life-changing! These include funded projects with our partners that directly support health and well-being for vulnerable members of our society, days for schools or family days in the woodlands and bespoke residential camps and Forest Schools. You can gain a qualification in leading your own Forest School programme or improve your knowledge and skills with our adult training CPD days.

autumn2

Have you got a memory of being out and about in the trees and woods as a child? What do you feel are the threats that trees and woods in the UK face? Add your voice to the Charter for Trees, Woods and People.

 

 

https://www.circleofliferediscovery.com/

Tel: 01273 814226

Forest School Training with Circle of Life Rediscovery

Open College Network West Midlands, Level 3 Certificate for Forest School Leaders

Join our forest school training level 3 course in March!

At Circle of Life Rediscovery, our Forest School Training Level 3 course combines key principles of Forest School with best practice from Environment and Nature Education, child development and the world of play including wild, free and therapeutic play.

 


Who are the trainers?

Our training team includes Marina Robb, Mark Lloyd and Anna Richardson who are all qualified Forest School Leaders with backgrounds in teaching, nature connection and woodland management.

Learning with Nature
Together, they have over 40 years’ experience working outdoors and across different ages and backgrounds. Marina and Anna are authors of the popular, Learning with Nature: A how-to guide to inspiring children through games and activities’.


Who is the training for?

Forest School Training with Circle of Life Rediscovery

 

Our trainee’s come from a wide range of backgrounds including teaching, outdoor/nature/bushcraft education, play work, organisations who work with young people, or with challenging and vulnerable backgrounds. Trainee’s need to be over 21 years old and have 2 years’ experience working with young people.

 

 

 

Why do we support this approach?

There is a growing understanding of the importance of play and the outdoors for children’s health and well-being and capacity to learn. We believe play (wild, free play and therapeutic) is essential for emotional well-being and nature provides a multitude of health and learning opportunities. Research into the brain science reinforces how exploration and taking risks in the outdoors and during childhood, grows networks that support us into adulthood.

Furthermore, we believe that providing opportunities for people to experience nature is a pre-requisite for caring for nature.

How much work is there involved in forest school training?

The whole training takes about one year to complete. During that time you will have 9
face to face training days, which include all the practical and planning skills for Forest
School; child development theory, observation and listening to children; the benefits of
the outdoors and play; creating your forest school handbook: policies and risk
assessments; woodland stewardship and management.

Course content and units:

The OCN accreditation training carries a total of 18 credits at Level 3 and consists of 5 units.
Credit Value 18, GLH: 96, TQT: 180
Guided Learning hours (GLH) supervised or direct study time required for a unit.
Total Qualification Time (TQT) number of guided learning hours (GLH) plus the time taken by learner for private study or work experience. See our website to download the units in detail.

Forest School Training in East SussexOur aim is to equip you to provide a safe, fun and professional experience for young
people outdoors that above all keep you and your groups inspired and curious about life, learning and nature!

We offer our forest school training across the seasons to enable you to experience nature and experience what’s possible at different times of year! As members of the Forest School Association UK we follow the Forest School Principles and maintain high standards. In addition to this, if you do not already hold a current Outdoor First Aid certificate you will need to attend a two day outdoor First Aid Training.

Everyone who trains as a Forest School facilitator runs 6 free Forest School sessions as
part of their training. You find and assess woodland/nature space, and plan and deliver
forest school sessions that are based on your observations of the children. You write this
up and it forms part of your assessment.

Learn how to inspire others through woodland activities!What is ‘the pilot’?

Everyone who trains as a Forest School facilitator runs 6 free Forest School sessions as part of their training. You find and assess woodland/nature space, and plan and deliver forest school sessions that are based on your observations of the children. You write this
up and it forms part of your assessment.

 

 

You will need to be covered by insurance to do this – it is highly recommended you carry
out your Pilot sessions within an established organisation or school. It’s a good idea to
think about options in advance, and we can support you to find a suitable placement.
We encourage you to work alongside other learning practitioners, creating peer support
during your ‘Pilot 6 sessions’. Learning by doing, getting as much experience as possible
will increase your confidence.

What can I do once I have the qualification?

Forest School leaders work in schools, colleges, charities, early years, nature-based organisations, social services, play work, and independently. As a qualified facilitator, you will be able to take out groups of young people, families and adults outdoors enabling then to discover the natural world, themselves, increase their learning, confidence and sense of well being.

This forest school training provides a complete foundation to working in nature with groups of children of all ages and capabilities. You will learn to bring in skills you have learned (e.g fire making, shelter building, using ropes & tools, songs & foraging) when appropriate, and trust your own knowledge of the children to provide and support experiences and play opportunities that build from their own interests.

I have paediatric/occupational first aid; do I still need Outdoor First Aid?

Yes, you still need to be Outdoor First Aid trained even if you already have paediatric
training/occupational first aid. The reason is that Forest School is typically held away
from road access therefore emergency services may need to call in other rescue services
to do a stretcher carry which can take more time. Also, outdoor first aid is more specific
to what happens at Forest School.

How do I get a Disclosure Barring Service?

If you are not hold a current DBS, you can arrange this with the school or service you
offer your pilot sessions to, or go through an umbrella organisation. Please leave
enough time to do this.

What do previous participants have to say?

“This was the best training I have ever done, from any given provider!”

“If it benefits me, and my mind and sense of self, imagine what it can do for children. It’s like no training I’ve ever experienced before.”

“The training was excellent. Marina and Mark gave me the confidence to try everything and to be successful at it.”

“It was so diverse and fun, so many games, ideas and activities that I can now deliver myself in the future.”

“A great balance of theory and practical skills. Just truly an amazing experience, I feel confident to now deliver sessions.”

“As well as the training side, this has been a personal journey and helped me to rediscover and reconnect as well as great for my mind and mental health.”

WE LOVE FOREST SCHOOL!

NEXT COURSE COMMENCES MARCH 2018

2018 Training Dates: part one: March 5th – 8th 2018, part two: April 23rd – 25th 2018, part three: May 15th – 16th 2018.

Location: Our forest school training takes place at Picketts Wood, Picketts Lane, Nutley, TN22 3EG and at our stunning site at Mill Woods, near Laughton, read about it here.

To find out about our forest school training course and to book, please see our website or send an email. To chat about the training please call Marina on 01273 814226.

Circle of Life Rediscovery

What is Forest School?

Some feedback from recent Forest School:

Barcombe Primary:
“We’ve had a wonderful first year of Forest School. We have had staff, parents and school governors attending sessions and being really impressed by the whole experience, but best of all the response from all our learners has been extraordinary; children have totally embraced everything: the games, using the tools, fire and cooking, the plants and animals and their interactions with each other.

Some have emerged as natural leaders in contrast to often being least ‘able’ in the classroom and showed themselves to be able teachers and encouragers of others at Forest School.

20150407_141132

 

New interests have emerged and skills mastered and adapted to learners’ own purposes. Their free play has been a revelation of resourcefulness, creativity and capacity to enjoy.

Staff had to restrict the number of comments about Forest School at the leavers’ service because there were so many! Most spoke of continuing to seek those outdoor experiences for themselves.

Thank you and the rest of your team so much for your inspirational training which has lead to immeasurable rewards for me and in turn to all those I spend time with at Forest School. I hope to do more training with you!”

20150523_142734

Ringmer Primary:
“The Reception children love Forest School. It is wonderful to see them experiencing things we can’t provide in the classroom such as building woodland dens and cooking on an open fire.

Children who struggle to communicate become eager to speak and full of things to say, they have started to notice their world around them and make links to their experiences they have not been able to do before.

DSC01150 - Copy

I have seen timid children become brave and full of things to say. We have seen amazing results in writing and creativity. We have all loved it!””

Pumpkin Patch Nursery:
“Forest School has become so important. The children love it, they can explore and feel free in well thought out natural spaces.”

DSC01155 - Copy

What is Forest School?

Forest School roots reach back to Scandinavia where children take part, all year round, in nature clubs to learn and play in natural environments. Our Forest School is all about kids and what they want to achieve. Some may decide to learn how to craft, track birds or make fires, others might prefer to run in the woods, jump in puddles or climb trees. Whichever one they choose the important thing is to be outside, have fun and connect with nature.

Forest School is a long-term process of regular sessions, rather than a one-off or infrequent visit.

DSC01162 - Copy

Why Forest schools?

Because being outdoors helps your child development in many ways:

Health and Fitness:  

  • It reduces considerably the risk of becoming overweight. A child that enjoys physical activities is less likely to become obese later in its life.
  • Being outdoors improves distance vision and lowers the chance of near sightedness
  • Nature appears to improve symptoms of ADHD in children by 30%.

Language and concentration:

  • It improves academic performance; schools with environmental education programmes score higher on standardized tests.
  • Daily exposure to natural settings increases children’s ability to focus.

Social:

  • Nature makes you nicer, enhance social interactions and help building your confidence.
  • Children’s stress levels fall within minutes of seeing green spaces
  • Kids and teenagers give a true and sincere testimony of how they feel about nature after one of our many courses.

What do kids do?

  • Make crafts from natural resources.
  • Learn how to make fire safely.
  • Develop their confidence, imagination and physical ability through unstructured nature awareness games.
  • Look for flora and fauna in their natural environment.
  • Forage, cook and eat as a group.
  • Make dens and tracking animals.
  • Discover the secrets of ropes and knots.
  • Jump in puddles and climb trees.
  • Have Fun Outdoors!

What next?

Forest School being a long term process we found that the best way to do it is to work directly with local schools.

If you are a parent and want your child to be involved in Forest School, introduce the idea to their school!

If you are a school looking to start Forest School, all you need to provide is the Forest School ethos, available members of staff to work alongside the Forest School Leader, medical information on any particular conditions, and some enthusiastic children!

Our Forest School sessions with local schools and nurseries and our School Camps are run by Circle of Life Rediscovery’s Marina Robb, director and author of ‘Learning with Nature’.

20140617=learning-with-nature=front-cover=low-res-1000x1000

Learning with Nature has become a must have resource for school, outdoor educators and parents and has sold over 10,000 copies worldwide.

DSC01187 - Copy

Click the below for:

CPD Days/Outdoor Learning

Forest School Training Level 3 for adults

Transformative Learning

www.circleofliferediscovery.com

Tel: 01273 814226

Email: info@circleofliferediscovery.com

Learning with Nature – Reflections, Thoughts & Reviews

“This book offers a chance to the youth of today and the nature of tomorrow. It has a wealth of structured, tried and tested projects, ideas and games all designed to allow children to breathe fresh air and engage personally with a real world where their minds and bodies can develop and bloom, burst into life and inspire them to love life.”
Chris Packham, BBC

Learning with Nature, special offer available now!

 

“This wonderful new book aims to connect children with nature. Through a broad range of outdoor activities and games, young people are encouraged to engage their senses and interact with nature. This not only leads to a better understanding of the natural world but can also contribute to much broader agendas such as personal and social development.

 

Most importantly, the activities are fun. It is through enjoyment and understanding that people will want to conserve and care for their environment and so I encourage everyone to give the book a try.”
Andy Naylor, John Muir Award England Manager

“Whether you are a parent or educator, Learning with Nature is full of ideas for fun in the great outdoors. It caters for children and young people of all ages and abilities – and comes with clear instructions and illustrations. So grab a copy, get your boots on, fill your backpack and head to your nearest wild (or not so wild) space for some playful adventures.”
Tim Gill, Author of No Fear: Growing Up In A Risk Averse Society

Learning with Nature, special offer available now!
“Learning with Nature is fittingly described as “A how-to guide to inspiring children through outdoor games and activities”. Featuring a foreword from Chris Packham, the book is packed with dozens of activities and games as well as survival skills and a brief note on looking after nature. The activities, some of which are split by season, are varied and suitable for families of all sizes.

 

We especially enjoyed the Walnut Boats activity and the Swallow Migration activity, which involves children simulating the epic journey swallows make with their own home-made birds.

The games section of the book is perfect for youth groups or schools, as the majority of games require 4 or more children to play and many are suitable for groups of 8 or larger.
Learning with Nature is an excellent resource for youth groups or schools looking for some inspiring ideas for outdoor pursuits. In terms of activities, the book is great for families, though some of the games will require your children’s friends to come along!”
Farming & Countryside Education (FACE)

“Beautifully presented as a ‘how-to’ guide to inspire children, Learning with Nature is aimed at families, schools, youth groups and anyone working with children. The activities are suitable for ages 3 to 16 and will help develop practical skills, awareness and respect for the natural world. An initial flick through reveals great images and a layout of activities that is easy to follow.
Reduction in Roaming Radius
The introduction gives context in the form of an intriguing diagram showing an ‘extinction of experience’ revealed by the decline in roaming radius from home of 8 year olds from the 1920s (6 miles) to 2007 (700 yards), followed by the benefits of increased time in nature.

 

There’s also advice on how to make the most of the book through the art of questioning to nurture curiosity, and a section on Looking after Nature which sets out the interplay between nature and people to allow both to flourish. I was thinking hard before I got to the activities!

The activities are set out in 4 themes: games, naturalist, seasonal and survival skills. There’s a large range and each activity has clear advice on resources needed (often none, which I like), number of people, age, duration and how to do it. A note on variations and links to similar or complimentary activities is helpful. A side box titled Invisible Learning gives an idea of what we might expect when using the activity, advice I found either reinforced my own ideas or alerted me to new possibilities.

IMAG3249
If the book lacks anything it’s the benefits of using the outdoors from a formal education perspective. However I think those working in this context will easily recognise ways of using these activities in their work. This book is much more than a collection of great activities. It has an aim we can all buy into to forge “a heartfelt relationship [with nature] that will renew and inform our culture, creating love and respect for the natural world.”

 

 

This is an excellent book for parents, teachers and youth leaders alike looking to inspire young people with nature. Get a copy and head outdoors!”
Graham Watson, John Muir Award Cumbria Manager

knombe

 

“I picked this book up thinking that it would be another ‘nice to have but probably not essential’ addition to our Learning through Landscapes library. I glanced briefly at the introduction expecting to be presented with the usual list of academics’ justifications of why learning and playing outside is good, quoting myriad obscure references with long names and concepts that mean little when you are thinking – ‘shall we go outside today to do something?’. I was very pleasantly surprised indeed.

 

The book has clearly been written by people who have their own clear, well developed and straightforward understanding of why challenging, fun and educational activities in the outdoors are not only good, they are essential, enjoyable and inspirational.

Simple concepts presented in beautifully illustrated pages in a very non-patronising style. For example – there are assumptions made that practitioners already know how to make things like bread dough and if they don’t, they can easily look it up – we don’t want to spend money on a book that tells us how to make dough – we want to spend money on a book that takes bread dough outside for an interesting experience. This book does that. I have to confess I went completely off task at one point as I was trying to remember if I had any essential oils hanging around so I could try sniff-tracking with them or if we had any suitably shaped wood for the burning bowls.

hedgehog
Many of these ideas are new or are presented in a new context which is a refreshing change from reading about 50 things I was doing ten years ago with children. Many of them use risk and adventure as vehicles for effective experiential learning meaning that these activities will appeal to older children as well as the younger ones and indeed many adults.  I can see these activities turning up in LTL training sessions.

Some activities will need to be delivered by people who have experience of the safe handling of tools such as bow-saws and palm drills. Others can be safely delivered by anyone who can be trusted with a spot of clay or some melted candle-wax.

Not all of the activities require resources or tools at all. Some make new games out of old concepts, others do require specific items but these are generally not hard to source. The language of the book is gentle and thoughtful, we are asked to harvest sticks of wood ‘respectfully’, one activity refers to the ‘heartbeat of a cow’. A bug hotel suggests that we make ‘diverse rooms for the insects’ rather like some sort of more boutique or art-house style bug hotel, a cut above your cheaper end motel. The references to invisible learning ensure that no activity fails to hold its own and everything can contribute to effective teaching and learning. The book has a sense of a refined collection to it not a random gathering of ideas. My over-whelming feeling when looking through the ideas is that I really, really want to try some of these. Some of the artistic creations are very beautiful.

And if I am this excited about it then I am sure others will be too. Be nice to yourself – invest in this harvest of ideas, it’s actually really worth it. Isn’t it time you got out more?” Juno Hollyhock, Executive Director, Learning through Landscapes

“By my bed I have a pile of books I dip into every now and then for a bit of inspiration. This book is now top of my pile; a must have resource for outdoor fun. Learning with Nature is full of activities, games to get children outside, keep them motivated and most importantly of all having fun. The book is split up into sections covering games, nature activities, seasonal activities and survival skills. The book is straightforward to navigate and gets the right balance of pictures and text, which can be all too often overlooked in books. This book gets in just right. The information is uncomplicated to follow and easy to digest, with top tips and interesting facts throughout the book.

waxed leaf mobile
The activities are well structured, though some of the activities work best with groups, but can be adapted for the family. I like the extra  information provided on what’s being learnt and provides some inspiration on questions you can ask your child to enhance their learning. We decided to try out a few of the activities.

 

We had a great fun trying out these activities on a woodland walk and enhanced a walk into something much more exciting and educational for the children.”
Shell, Get Out with the Kids

Learning with Nature – special offer available now for Christmas, click here to purchase and find out more!

www.circleofliferediscovery.com

Video

2014 Forest School Leadership Training – Participant Feedback

Circle of Life Rediscovery offers Forest School Programme Leadership at it’s best!  We bring together years of experience of working with young people outdoors combined with a great understanding of how to build their self-esteem, resiliance and a long-lasting appreciation of the natural world.

Please find below short interviews with past participants:

To find out more about becoming a forest school leader please click here.