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2. The need for outdoor education in the UK  During the late 1980’s and 1990’s introduction of the National Curriculum makes teaching very segmented and subject based  Many small rural schools have been closed and class sizes have increased  Population is increasingly urban, young families cannot afford to live in the countryside  Cultural life reflects increasing pace of life, traffic, working parents and media fed fears lead to children having less freedom to play in their local environments  Until early 2000’s learning through play is largely not recognised as an educational practice

4.  In the mid 1990’s Bridgwater College staff visited outdoor educational practice for early years in Denmark  Late 1990’s Bridgwater College developed a BTec module for Nursery Nurse training following successful practice of ‘Forest School’  2003 - Open College Network Units developed in Wales  OCN Units revised in 2006 & 2010 to make them more accessible and update content  Forest School Trainers Network developed in 2006 to standardise delivery of FS training

5. Best Forest School practice centres around an approach to education and a process of learning  Holistic learning focussing on all areas of development  Child centred learning based on stage rather than age  Informal learning environment that stimulates  Fosters development of ‘softer skills’ and aids in life long learning  Is active and offers opportunities to learn new skills

6. Forest School differs from other outdoor practice  A programme of sessions over time  Lead by a specially trained educational professional  Uses local woodland environments engendering a sense of ownership  Children are given time to explore their own learning needs and have opportunities to play in the outdoors

7. What happens at Forest School in the UK?  Increased adult:child ratio enables relationship building between children and leaders  Practicing of new practical skills allows peer group relationships to change  Programme of small achievable tasks enables building of self confidence  Gives opportunities for appropriate challenges and risks  Licenses behaviour that may be unacceptable in the classroom  Emphasis on team work builds life long learning skills  Topic led exploration of the environment  Give children time to reflect and de-stress

8. Research and Case Studies  Forest School: evidence for restorative health benefits in young people - Roe, Aspinall, Ward Thompson (2009) FC Small scale study on 18 children aged 10 – 13 years. Study suggested that FS can help control anger in young people at risk.  Physical activity at FS – Lovell (2009) FC Medium scale study with children aged 9 – 11 years. Study found that children were between 2.2 X and 2.7 X more active during FS than on typical school day  A marvellous opportuntiy to Learn – O’Brien, Murray (2006) FC Large scale study with primary age children. Study found that FS increases self-esteem and self confidence of individuals who take part. Improves ability to work cooperatively and counters a lack of motivation and negative attitude to learning

10.  An Evaluation of a FS project : Pentre FS FCW(2006) Small scale study children aged 5 – 11. Study found increased self- esteem and self-confidence, improved social skills, development of language and communication and improved physical motor skills, improved motivation and concentration, increased knowledge and understanding of environment  Self-esteem and successful interaction as part of the FS project – Swarbrick, Eastwood, Tutton (2004) Study centred around a questionnaire to educational practitioners, found that FS enables staff to build different relationships with children, FS enabled quiet children to better express themselves as well as encouraging more positive participation from children with disruptive behavioural patterns.

11.  Level 1 – Introduction to Forest School Two day introductory course to give an overview of FS approach and practice. Student must attend at least one FS session to complete course  Level 2 – Assist at Forest School Four day course aimed at training competent and confident assistants to Level 3 Practitioners. Student must assist with planning and delivery of at least three FS sessions

12.  Level 3 – Forest School Practitioner Eight days of training spread over a nine month course. Three Units of study:- Learning and Development at Forest School Establishment and Delivery of a Forest School Programme Forest School Practical Skills and Woodland Management Student must pass tutor observation assessments of practical skills eg. Fire management, tool use as well as passing tutor observed work-based assessment of them running one of their FS sessions. Student also submits a portfolio of work to evidence learning during the three Units of study. FSTN UK are seeking to make it a requirement that Forest School programmes are only be run by trainee or qualified Level 3 Practitioners