Outdoor Classroom Day 2019

Happy Outdoor Classroom Day 2019!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Everything we do is based in nature

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

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

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



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

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

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

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

Outdoor Classroom Day 2019

 

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

Key approaches in the outdoors enable:

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

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

Forest School Shelters

 

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

 

 

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


Transforming education, health and family through nature.

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

Follow us to stay in touch and find out about our events, training, CPD’s and family days:

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Family Wild Days Out

I used to find the school holidays quite a stressful time.

Looking for interesting things to do and places to go, budgeting for the costs of parking and cafe stops and endless snacks, organising play dates and holiday clubs.

Family Wild Days Out East Sussex

 

Searching for a place where children could be free to play; without the demand of spending more money and without the overwhelming stress of noise, and the sensory intensity akin to that of going to a town centre, Monkey Bizness or squeezing into public play parks.

 

 

I’m sure I’ve found it now. Its called the Family Wild Days Out.

Family Wild Days Out with Circle of Life Rediscovery

“Somewhere close by in a deep green wood..families played together and all was good.”

A mere stone’s throw out of the city is a place where parents/carers and their children can spend a whole day hanging out together in a local community woodland.

And yet the Family Wild Day Out is no ordinary ‘hanging out’. This is a hands-on family day.

Join our Family Wild Days Out this summer!It provides the places to run and play freely, the opportunity to learn a myriad of outdoor skills, such as making fires, cooking, foraging, using woodland tools and making shelters, all blended together with seasonal crafts and games.

Within this space something quite magical also happens; families forget about the ‘pull’ from the outside world and momentarily drop deeply into the ways of playing and exploring together, where time loses its meaning and the hours seem to have passed by so easily and effortlessly.

Learn how to make fires and cook over the fire!The days offer a place to reconnect, to share in the joys of the fires first spark and the pride of creating something together that will hold the memories of the day when you finally leave.

So if you are ‘outdoorsy’ types and want to try something different together, then this could be a day for you. Yes its experiential, yes you will need to come prepared for all weathers, and yes there are toilets..(in case you are wondering about that).

“All was quiet in the deep green wood, fun was had by all, and all was good.”

 – Charlie Irving


If you would like to join us on one of our Family Wild Days Out the dates are:

Switch off your phones, connect to nature, learn new skills and discover a wild world!

 

31st July, 22nd August and 2nd September 2019.

 

 

 

Time: 10am – 2pm.
Location: Mill Woods, near Laughton, East Sussex. You can read about our beautiful woodland site here.
Cost: £8 per person – for both adults and children. Babies in arms FREE. Our site is buggy friendly, there are toilets and sheltered areas.
How to book: Please book online for the day you wish to attend.

If you have any questions please send an email or call 01273 814226.

 


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.

 

 

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. 

 

Mental Health Awareness Week

Young Nature Leaders Initiative – Mental Health Awareness Week

It’s been an incredible journey on the Young Nature Leaders Initiative course with Circle of Life Rediscovery.  Spending a day out in the woods each month has been a wonderful and grounding experience and it has given me a tranquil space to feel connected to nature.

Young Nature Leaders Initiative If I was ever feeling stressed or anxious before the session, that was eased once I got to the woods as we always took some quiet time to listen to the sounds of the forest, relax and connect with our senses. This, along with the amazingly supportive facilitators helped everyone feel ready to engage and learn. We learned everything through practical experience making it so much more meaningful and memorable.

 

The art of square lashing!We met each month in the woods whatever the weather! From November to April, we experienced the woods through different seasons and what the seasons had to bring.  From fire lighting to woodland cooking, using tools to make animals from wood, charcoal pencils and picture frames, plant identification, nature games and woodland management, we have learnt so many new skills that we can apply to our future work.

Meeting new friends

 

The course has opened up new options for me and my future. It has taught me so many new skills as well as teaching me how to share those skills with children and adults.

 

Mushroom keyrings!I have now gained a Forest School Level 2 qualification. Being able to share this knowledge and help others find the fulfilment I have found in Forest School is really important to me and I hope to continue to do this. Since starting the course I have been volunteering at two Forest Schools which has allowed me to put my new skills into practice and has consolidated my desire to pursue outdoor learning as a career.

Having felt a bit lost a few years ago, my life didn’t really have any direction. There are so many pressures around us to look a certain way, feel a certain way and act a certain way. This course has enabled me to meet new people who perhaps feel the same and have taught me to be myself and accept myself – it’s a magical feeling and being in the woods only accentuates this. I feel excited about the future and my options.

Mental Health Awareness Week

If anyone reading this feels they are struggling, I would encourage you to share your problems and talk, take a walk in the woods, lie on the grass and feel the sun on your face. There are people out there who care and who can offer support. Never feel alone.


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.

We want to thank the Ernest Cook Trust for providing a key grant to enable our Young Nature Leaders training to happen. If you would like to make a donation to our funded work or find out about our funded programmes please contact us.

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

 

 

Mental Health, Wellbeing, Nature: Children need to go Outdoors

Mental Meandering and the Outdoors

By Kate Macairt (Director CLR)

Children of all ages need to go outdoors to support their mental health and wellbeing. Children need the enriched sensory inputs which outdoors can provide. This does not have to be a beautiful wild landscape or forest, there are wild spaces in every city worth discovering.

In her TED talk (30/9/16) Emma Marris stresses there is no division between humans and Nature. We are part of nature, we are part of the living system of this planet. She encourages us to take a short walk through the urban jungle and find how, no matter how much concrete we pour, time will open cracks and shoot new life. For a disenfranchised young person, the bravery of the little weed forcing its way through such obstacle provides a metaphor which system 1 thinking notices. (See my previous Blog on System 1 and 2).

Mental Health, Wellbeing, NatureConquering Nature has been a significant driving force in the evolution of humans.  The modern human brain still contains elements of our ancestor Neanderthal brain. What was absolute survival behaviour for early humans is still the brain’s default mode and when we are stressed by events in our life we will still adopt the same response as our ancestors: fight freeze flight.

The development of the human for rational logical thinking has set us apart, humans have always explored and questioned their place within the natural scheme of things and in more recent times struggled for domination over other animals, plants, rivers, rocks oceans. The success of the domination has been over whelming and in Earth time super- fast. As a species we have fast tracked the development of our cognitive thinking skills. We are amazing and can create anything we imagine, almost. But it is very clear that now we pay the price for thinking we are above or exempt from the natural system.  It is our young humans who will face the clean up after hundreds of years of irresponsible partying by so called grown- ups.

Perhaps it would be easier now to carry on trashing and abusing the hand which feeds us. Perhaps we do need more gadgets and systems which will help distance us from our nature. Implant chips so we can be read like a robot. Surrender our ability to find our way, turn on our lights, remember appointments and so on.  We should be treading with more caution. History clearly shows that it is not possible to change natural phenomena without there being a knock-on effect and these knock-on effects often create a less safe world for humans.

I am a child of the 1960’s and have grown up with awareness that this is no new argument but what has changed significantly I feel is the effect of the modern human world on children.  In 1989 Morris Berneman wrote ‘Coming to Our Senses’. An acknowledgement of how the evolutionary process has divorced us from our embodied experience of the world. He warns of the de-humanising effect of believing we are above or outside the natural world and the existential void that disembodiment creates.

Remember the two infants, our indoor and outdoor babies? (Again, see my previous Blog).  Let’s assume baby 1 continues to have predominantly indoor experiences, what sensory memories is she forming? Modern urban city life encourages us to stay indoors. From birth until she is three years old Infant 1 has been kept safe inside the aircon apartment, she gets to play with playdough while in her high chair and she likes bubbles in her bath. She has an Ipad on which she watches age appropriate cartoons, she loves Peppa Pig (consider how many products aimed at young children utilise animals with human characteristics, flowers and trees that can talk, and rural locations). There is a beautiful jungle mural on the nursery wall. Baby 1 has been kept safe from germs and is carried from building to car to building in safety seats. All the time her little brain is growing. A baby’s brain grows 64% in the first year of life.  Baby 1 is making the foundation ‘compost’ which will unconsciously impact on her future behaviour as she matures and faces new experiences

Mental Health, wellbeing, nature Baby 2 has also been inputting sensory data. Her arms have been stretching trying to reach the grass as her arm flops over she rolls and now she is lying on her tummy. She grabs at the green spikes which are waggling in front of her she pulls at the strands a chubby fistful of grass… and now to taste! As Baby 2 gets bigger she enjoys mixing mud pies, she will lift the stone and look for the woodlice that live there and she has found her own special place under a bush where some of her toys live. Both babies are safe and have working models of secure attachment. Both babies are having their basic needs met and both will grow up and no doubt do ok at school.  (If you wish to train to work in the outdoors, see our Forest School Training courses).

What Baby 1 lacks is the opportunity to explore her world in its true entirety.  The outdoors and all that it offers is an important part of our story, our personal story and our ancestral narrative. If we are to feel confident in our capacity to be resilient then we need to develop a positive relationship with our world.

A little boy of 3 years is on the beach, I am observing him and his mother from a distance. It is a beautiful sunny day he is following his mum, they are walking up from the sea shore across rocks. He scrambles over the boulders like a bear cub, all fours finding his balance, his little bare feet scrunch as he walks, a little gingerly at first, over the pebbles but in no time he is striding ahead. He is completely Master of his body moves and his quiet humming communicates his sense of satisfaction with life.  Some time passes, the same little boy is again returning from the sea following his mother. This time he slips and falls and for a moment he disappears behind a boulder,  then there is a wail!  Mum is quick to respond, has scooped him up and is hugging him. She picks him up, dusts him off and he is ready to start all over again.  Mum walks on and the boy continues his scrambling and balancing.

See our website for courses based around mental health, wellbeing, natureSo much sensory information has automatically been experienced and the boys developing Superintendent will have noted ‘I fell over, it hurt, but not for long’. He has felt confirmation that the world provides fun and satisfaction and he is completely justified in receiving it. When it goes wrong it hurts but mum’s hug has reassured him to continue. I know, not rocket science is it? But what you may not have considered before is how important it is for that activity to have been outdoors. The power of the event would not have been the same had the boy been in the JungleTumble play world climbing foam blocks and plastic balls.

The dislocation of mind and body may be an effect of Western culture’s preoccupation with individualism and materialism. Eastern cultures have traditionally maintained more awareness of the harmony of mind and body, this can clearly been seen in the difference between Western and Eastern medicine. As the global modern technological world continues to expand our understanding of what reality is in being tested. For several years I have visited and worked in South East Asian countries training child counsellors and psychotherapists to become Play Therapists. The same mental health issues are manifesting in the young of China, Indonesia, Singapore as in London, USA, France. It is our young who have to deal with the ‘knock-on’ effect of the new technology. The seductive allure of computer worlds have been masterfully attuned to our addictive natures.

I loose count of how many young people I have worked with and who supervisees are working with, for whom playing on-line games has replaced most other social events. It is very usual now for young people to spend more time online engaging with each other as an avatar than taking ‘the risk’ of actually going out and engaging with a more unpredictable reality. The problems with this retreat into an internal world of virtual reality is the limited sensory input, the lack of somatic experience to such an extent that the Self is negated and projected onto a computer generated character who becomes ‘Me’.  Circle of Life Rediscovery are running a new course in the Autumn – Mental Health, Resiliency Training in Nature. Please register your interest here.

A child who lacks resilience will be drawn to the computer game and virtual worlds like a moth to the flame. The bedroom becomes the sanctuary the outside world dangerous. I guess it doesn’t take too much imagination to see how that young person who lacks resilience and fears the outdoors world and what is in it, who is addicted to playing violent games in which success equates to body count, how the boundaries between realities may begin to merge until one day you can step out of the bedroom as your avatar and use a real gun or knife and kill real people.

The intense sense of loneliness and isolation from the physical world and others is at the root of most mental ill health.  It does not require amazing gardens or wild plains to find our connection. If you happen to be reading this and are in a busy street with traffic, or on a park bench look down at the ground. Envisage a 10cm square drawn onto the ground. Now look closer at what is inside your square, a magnifying glass is very useful. This is an enjoyable game to play with all ages and if you were to have a 10cm square piece of paper and colouring pens you could try and capture on paper what you see. For the young child this sort of focus activity is very beneficial for connecting System 1 and System 2. The important thing is to be allowed to draw what you want to draw: do your own looking, seeing, interpreting.

Another effective simple outdoor focus game is to prepare a collection of objects, for example petals, leaves, sticks, stones, sweet wrappers. Create one big pile of confusion with them all jumbled together. The game is to see how quickly the chaotic mess can be sorted into piles of same or similar. Again, there is no right or wrong way here. Sorting things how you perceive they should be sorted is satisfying and simple.  It is a child-led (or person-led) activity and is educational because of the intensity of the sensory inputs: the freedom within the activity to make choices ( or to negotiate if in teams) gentle connection between sensory System 1 and pattern seeking System 2.

Learning with NatureI recommend Marina Robb’s book ‘Learning with Nature’ for more ideas on outdoor games and activities.  Whether in a Park, fields, or a scrubby patch in the back yard I encourage you and your children to get out more. Smell, look, taste, listen, touch find out what is safe and what isn’t. Have fun, breathe more deeply stretch your arms in the air, feel your feet grounded on earth. It is never too late to add more enrichment to your sensory network; the ‘compost’ of your foundation brain.

“The whole of science and one is tempted to think the whole of the life of any thinking man, is trying to come to terms with the relationship between yourself and the natural world. Why are you here and how do you fit in and what’s it all about?”
Sir David Attenborough


Landplay Therapy – Two Day Training Course with Kate Macairt.

Landplay Therapy with Kate Macairt

 

Kate will be running her two day Landplay training in Essex on 25th & 26th May 2019. Please visit the Circle of Life Rediscovery website for further information and view full course information here.

 


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.


Recommended related reads

Berne Morris: 1989; Coming to our Senses
Brazier C: 2018; Ecotherapy in Practice
Jennings Sue: 2001; Embodiment-Projection-Roleplay
Kahneman D ;2011; Thinking Fast and Slow
Knight S: 2013; Forest School and Outdoor Learning in the Early Years
Louv Richard : Last child in the Woods
Oaklander V : 2007; Windows to  our children,
Robb M et al : 2015; Learning with Nature
Young Jon: 2001: Exploring Natural Mystery: Kamana one

Copyright

World Autism Awareness Day

World Autism Awareness Day – whether we have a diagnosis or not (which can be helpful or not), we are all individuals and one response or label does not fit all.

World Autism Awareness Day is a day to celebrate us all

 

World Autism Awareness Day is a day to celebrate us all – especially those that are ‘different’ and find it more difficult to communicate with others in ways we expect or understand.

 

The popular term ‘neurotypical’ is stating that there is a ‘typical’ way that we interact
with others or not. In reality all of us find interaction difficult at times, and can be
supported in so many different ways, once we are understood. At the same time,
individuals can find it really helpful to understand how their ‘neuroatypical’ wiring,
affects their ability to interact with others and how they perceive the world around
them.

At one end of the spectrum, autistic people may have significant learning disabilities
and require 24-hour support in order to lead their lives, while at the other end the
person may be very intelligent and successful in their chosen career but require a
little support and understanding from others in some areas of their life.” (Forest
School and Autism: Micheal James)

Autism spectrum disorder is described as, ‘persistent difficulties with social
communication and social interaction’ and ‘restricted and repetitive patterns of
behaviours, activities or interests’, present since early childhood, to the extent that
these ‘limit and impair everyday functioning’.

The Woodland Project - World Autism Awareness DayOur funded Woodland Project which we run in partnership with CAMHS and CAMHS-LD-FISS offers family days out, parents days and a long-term teenage programme who are diagnosed with many labels. In the woods we are all people who are valued. We know it makes a positive difference to everyone involved and allows us all to achieve more than anyone imagined.

The days encourage families to put their worries to one side, mingle and laugh knowing that their child’s behaviour is not the focus of attention.  They support young people to feel safe, move through difficult feelings, find hope and be okay with who they are.

You can support the future of The Woodland Project by donating here. Thank you.

The majority of ‘autistic’ people present a level of difference in sensory processing
which affects them in their day-to-day lives. A recent workshop I went on gave us
various activities to give us a momentary glimpse into what it may be like to have
sensory processing difficulties. We had to undo and fasten buttons using washing up
gloves – not easy!

Next I walked around some cones looking through binoculars –my balance and sense of place was totally affected. Finally, the bit I enjoyed most was getting inside a stretchy sock, all tight around me. I experienced how safety can be increased by this touch and containment. And why so many young people I work with love getting inside hammocks or tight spaces.

We perceive the world and our place in it using our senses: sense of sight, sense of
hearing, sense of smell, sense of touch, sense of taste, sense of balance, sense of
our physical positioning and the strength of effort our body is exerting. These are not
the only senses – how we sense our internal feelings is also vital, as this lets us
know if we are hungry or sad.

Our bodies are always enabling us to ‘sense’ our world, and it is often through our bodies, in nature that we can learn to regulate and rewire ourselves to facilitate meeting our needs and providing an increase in well-being. Our new book co-authored by Marina Robb and Jon Cree will be published in Spring 2020. This will dedicate a chapter to the bottom up and top down strategies that we can apply in a natural environment – along with much, much more. Sign up to our newsletter to find out more.

The National Autistic Society recently produced a short film called Too Much
Information, which can be found on YouTube. The film shows the experience of
walking through a busy shopping mall from the perspective of an autistic child
experiencing an overload of sensory information. I would recommend taking moment
to watch this film if you have never experienced sensory overload personally.

Greta Thunberg - World Autism Awareness Day

Finally, on World Autism Awareness Day, I want to acknowledge the climate activist Greta Thunberg, who is diagnosed with Autism. Her protests have both called attention to climate policy, as she intended, but it also highlights the political potential of neurological difference.

 

An extract from: The New Yorker. See the full article here.
“I see the world a bit different, from another perspective, I have a special interest.
It’s very common that people on the autism spectrum have a special interest.”
Thunberg developed her special interest in climate change when she was nine years
old and in the third grade. “They were always talking about how we should turn off
lights, save water, not throw out food,” she told me. “I asked why and they explained
about climate change. And I thought this was very strange. If humans could really
change the climate, everyone would be talking about it and people wouldn’t be
talking about anything else. But this wasn’t happening.” Turnberg has an uncanny
ability to concentrate, which she also attributes to her autism. “I can do the same
thing for hours,” she said. Or, as it turns out, for years.

Here I am, sitting in Lewes, East Sussex. It is because of the many people who
have gone before me who acted, and people today, like Greta, that I am glad to be
part of a growing community to come, who values diversity and our uniqueness.

Today, on World Autism Awareness Day, thousands of young people are out on the streets across the world inspired by a young woman with Autism.

Marina Robb, Circle of Life Rediscovery Director

 

By Marina Robb

Circle of Life Rediscovery CIC – Director.

 

Transforming education, health and family through nature.

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

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

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.

Therapeutic Play: Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play & Nature Connection

Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play - Circle of Life RediscoveryFor over 20 years I have witnessed the power of nature, therapeutic play and safe space to heal young people with challenging behaviour.  These have included ‘targeted’ groups of young people, some at risk of early pregnancy, others with violent behaviour from pupil referral units, children and young people with mental health difficulties.

All these programmes, days and camps have taken place in a natural setting and were held by experienced practitioners.   The combination of a natural setting with competent adults is a perfect combination for connection and well-being.

Challenging Behaviour & Therapeutic Play

All schools will have young people that display challenging behaviour, and part of our work is to understand what this behaviour is communicating and how to meet them in the most empathetic, authentic and boundaried way.

The difficulties that result in challenging behaviours are sometimes referred to as ACE:  Adverse childhood experiences and they are more common than you think.  The original adult-based study found almost two thirds of participants experienced 1 or more ACE and more than 1 in 5 experienced 3 or more ACES.   This has raised the profile and urgency of addressing the needs of children, as the impact on later life shows the potential devastating outcomes from ACE’s, and the cost to society.

Therapeutic Play courses in East SussexAll of us can benefit from therapeutic play and training that helps us understand how best to support young people.  The greater the trauma, the greater the need for professional support.  However parents can be supported to improve relationships with their own children and at the same time, their sense of well-being.

You can download the questionnaire and have a go yourself here.

Green Intervention

If you work with vulnerable groups you are likely to have been drawn to this kind of service because of your own history, which is a blessing and can be triggering when you are not conscious of your own adverse experiences.

The great news is that what we now know is that the relationship that we have with a trusted adult in our early childhood and beyond can mitigate the impacts of ACE’s on mental and physical well-being.  Furthermore, spending more than 20 minutes in the outdoors can reduce stress-related hormones like cortisol and adrenaline.

Research shows that a little stress is necessary for us as it creates a tension that can be good for learning, but too much stress increases our tension, confusion and anger. It can become toxic.

Green exercise optimises your mind-set to improve alertness, attention and motivation, it prepares and encourages nerve cells to bind to one another, logging new information and spurs development of new nerve cells from stem cells in the hippocampus – all good news for healing and restoration. That’s why experienced Forest School practitioners, green intervention facilitators using long term programmes can really make a positive difference to the current lives and future potential of children and young people.

All of us are likely to have difficulties at some point in our lives.  Being disconnected is the source of almost all human problems.  ‘Connection’ enables satisfaction in relationships and starts with those primary (parents/carer) relationships.

As practitioners in education and health working with children and young people, we have a responsibility to provide a safe space to learn skills and strategies so that we can offer a connection-friendly environment.   This includes using effective communication, providing therapeutic spaces and managing our own behaviour.

Nature Connection

Nature connection is a way of opening up your senses which over time results in a satisfying kinship with nature, another nurturing relationship.  Forests and natural environments are considered therapeutic landscapes and have demonstrated many positive psychological effects.

Nature connection and Therapeutic PlayExposure to forests and trees lead to increased liveliness, and decreased levels of stress, hostility and depression. Playing also releases natural endorphins and offers us a way of learning and expressing ourselves on our terms and not through adult lens.  Being in nature can have a profound positive impact on a person’s sympathetic (i.e., fight-or-flight) and parasympathetic (rest-and-digest) nervous systems. Essentially, people feel less stressed and more rested.

We are advocating the need for a new hybrid approach.  This model combines what we know within neuroscience, how we respond to stress, the impact of negative experiences, with how nature provides the ideal restorative environment for all ages.

Therapeutic Play

If you would like to learn more, join us at our 2 day course:

Therapeutic Play, Mill Woods, East SussexNature Play & The Therapeutic Space – 1st & 2nd April 2019.

An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’ and will include:

 

  • Therapeutic nature play.
  • The Forest School Continuum.
  • Exploring effective strategies for working with children displaying vulnerable and challenging needs.
  • Establishing Trust: understanding the fundamental importance of safe space/s and how to utilise it.
  • Psych-ed: Understanding difficult behaviours and the connection between sensory input, emotional response and behaviour (with the impact of ACE).
  • Explore your own triggers and inner landscape.
  • Play ideas: child-led and adult-directed e.g ropes and clay.
  • Key communication strategies: creative, reflective and empathetic skills.
  • Increase the tool kit to include more sensory-based games.
  • Develop understanding of Attachment Theory and how it relates to emotional insecurity.
  • Play skills include sand, puppet and music.

Click here to see full details about this two day course or visit our website for details.

Transforming education, health and family through nature.

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

If you are keen to hear more about events and training please join our newsletter here.

www.circleofliferediscovery.com

info@circleofliferediscovery.com 

01273 814226

 

Working with Nature to Support our Mental Health

World Mental Health Day 2018

It is perhaps normal to think of our physical health. If you hurt your arm, you will happily share that information.  However if your mental health is suffering, it is harder to be comfortable to share that you are feeling stressed, anxious, and even harder to get to a point where you may need to seek more help.

As a culture, we are particularly bad at talking about our feelings, what educationalists would call our emotional literacy.   Many schools across the UK do have programmes to help young people communicate what they are feeling, yet the teachers are rarely honest and open themselves!

Part of the difficulty is that we as adults, educators, health practitioners and parents are not used to sharing feelings and don’t have the communication skills to articulate what is going on for us.  We resist being open, as this feels exposing and dangerous.  What is it about our society that feels so unsafe to share feelings?

We offer tailor-made nature-based therapeutic experiences for children, young people and adults from all walks of life. We can work with young people and families who are experiencing challenges or emotional distress at school or home and are struggling to cope with day to day life.The importance of feeling safe cannot be underestimated.  This both comes from the individual and the container/society.  If the school, home, parent doesn’t feel safe, then it is unlikely to be an environment for people to share openly.  As adults working with young people, we need to be more careful, to provide the quality of listening and helpful words to support the journey of growing up.  At the same time though, I believe it is equally necessary for the adults to do their own work on feelings and to learn how to share what is going on for them and to take the risk of doing that.  I am not saying that we share all our baggage and personal stories, but I am saying that we feel able to choose appropriately what personal information we may say to support a meaningful connection, and to be an active listener.

The World Health Organisation defines mental health:

“Mental health is defined as a state of well-being in which every individual realises his or her potential, can cope with normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.”

In our organisation, we believe in the power of nature to transform our well- being.  Over many years, through our projects,  I have witnessed an increase in physical and mental health, reduced stress and an increase in an aptitude for learning across the ages.  In effect through nature-based experiences we are able to transform education, health and family life.   Our model brings together practitioners who are comfortable with their emotions, skills at listening and care about others well-being.  All our projects support personal development, which means at times going to uncomfortable places and having difficult conversations.

Supporting young people with mental health issuesOur flagship project is known as ‘The Woodland Project’.  This is a partnership project with the Child and Adolescent Mental Health Service (CAMHS) and CAMHS learning disability and Family Intensive Support Service (CAMHS-LD- FISS).  One of our programmes offers young people who have diagnosed mental health issues a monthly day in the woods as a group.   The young people may live with a variety of mental health issues, from eating disorders, depression, anxiety, PTSD, Personality disorder and are some of the most articulate and vibrant young people I have ever met.  They do struggle to work positively with what they experience and are incredibly supportive of each other.

What can be challenging is how our culture stigmatises the young people and families who are living with a range of difficulties. Some behaviour is very cruel.  People share that they feel so isolated, as it is too challenging to access many community spaces.

We are currently running a programme for teenagers who are suffering from mental health issues

Natural spaces are often great levellers, where we can begin to feel relaxed (natural spaces reduce cortisol levels), and free ourselves to have different experiences in a group setting that re-build our self esteem, and give us a new and different perspectives on ourselves and the world around us.  Nature is a very forgiving environment, alongside all the multitude of benefits being outside in a supportive group provides.

Today is a day of celebrating our mental health and supporting ourselves and others to feel safe enough to feel, and be listened to.  My advice is to take a risk and share something that you wouldn’t normally –  the benefit is worth the risk and hopefully you will feel a little bit of joy!

Below are various personal videos about our Mental Health Project with Teenagers.

“The woods is a safe space to re-connect, it is healing and welcoming, I feel like I am not judged and I have learnt about the kind of person I want to be, without pressure and stress.”

CPD’s & Training Programmes

Courses and trainings

 

At Circle of Life Rediscovery, we run CPD’s and Training programmes for health and education practitioners:

 

21st & 22nd March – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Alchemical Ash’.

1st & 2nd April 2019 – Nature Play & The Therapeutic Space with Marina Robb and Kate Macairt.

23rd & 24th September – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Suffocating Ivy.’ 

In 2019 we are developing a 4 day Nature & Mental Health training programme for practitioners, exploring best practise from nature and well-being. Learn how to deliver ‘Green Care’ interventions. To express your interest, please click here.

Group Nature-based Therapeutic Interventions

We offer bespoke Nature- based therapeutic interventions for groups of people experiencing similar needs. These ‘green-care’ group packages are tailor made for particular client groups. Find out more.

Team Building & Away Days

We work closely with clients to deliver bespoke team building and away days for organisations, ensuring an effective and creative learning experience. We aim to draw out your skills, improve communication and confidence, give you a fresh perspective and to inspire! Contact us to hear more or call 01273 814226.

“It was the best away day I have ever been to and I would like to do it all again! The facilitators are enthusiastic and knowledgeable, it was a beautiful and peaceful setting and there was a good mix of sociable and quieter activities. I loved this away day and will have fond memories of the time we spent in your wood. The activities arranged for our team were simple yet meaningful. They were also thoughtfully put together, with activities that: required us to work together on a goal; pushed us (comfortably) to do new things; connected with our sense of fun and silliness; and some were quiet, solitary and mindful. Doing tasks we would never normally do together and never do in our workplace – making fires, using knives to craft things – helped us be and work together in a way that enhanced our team relationships. It rained, but we had a great time! Thank you.”
Dr Simon Tobitt, Senior Clinical Psychologist, Assessment & Treatment Service and Recovery & Wellbeing Service: High Weald, Lewes and Havens.

Donate

If you would like to make a donation to support the future of our Woodland Days to support young people and families, please contact us.

#WorldMentalHealthDay2018

Forest School – A Day in the Life

A day in the life of pumpkin patch nursery forest school

Forest School Sessions in East Sussex

 

The children arrive for forest school all bundled up in waterproofs and wellies, eager to get out and splash in the puddles! We start our day rolling out our logs to sit on and collecting sticks to make a fire. As gather our sticks we sing our fire songs and set our boundaries whilst thinking about the day ahead.

 

Today at forest school we are making miniature gardens at the base of trees and in special secret places. We find sticks for trees and moss for paths and chestnut cases for hibernating hedgehogs and we look at each other’s gardens, they are all so lovely.

On the fire the popcorn has been getting hotter and we return to hear it popping in the pan, its snack time!

Fancy a free taster session for your nursery?After a snack and a story, we set off to follow some tracks we have spotted on the ground.
We follow the tracks all the way to the stream, trying to guess who they might belong to and find a toy otter hiding in a hollow tree on the bank.

We play in and around the stream, clearing debris and making bridges and splashing around until we feel hungry and a little chilly, it’s time to warm up by the fire and eat our lunch.

After lunch it’s time to celebrate the spring equinox, we dress one of the children up in Lady Spring’s green cloak and follow her, singing her spring song, to discover a special place with bunting and a nest with little eggs inside. We circle round to listen all about the days and nights being equal and sing some spring songs. Then we each take an egg and follow lady spring back to the fire circle.

After playing a game or two it’s time to put out the fire, and remember all the things we did that day and lastly roll back our logs and give our thanks.

We make our way back through the puddles to the bus and our journey home.

Find out about forest school sessions for your school or nursery

 

FREE one hour forest school taster session available as part of Outdoor Classroom Day – 17th May 2018. Get in touch to find out more – 4 spaces available!!

 

 

If you are keen to hear more about forest school sessions for your school or nursery please contact us by email or call 01273 814226.

Circle of Life Rediscovery

 

You can also see our website for details and information.