Curriculum for Excellence through Outdoor Learning (Learning and Teaching Scotland, 2010) and Learning for Sustainability (One Planet Schools Working Group, November 2012) clearly highlight children’s entitlement to learning through the environment. Having completed the Forest School Leader course, we have worked closely with various partners, for example, Forestry Commission, Landowners and RSPB to identify a suitable site for our Forest School. The selected site, a small 25 acre hazel wood, was risk assessed by myself and Jan Dunlop from the Forestry Commission and permission for using this land was sought. We are very fortunate because the small forest is in close proximity to the school and does not require transportation. In collaboration with the pupils, we created our interdisciplinary plan using the Forest School as our context. Additionally the pupils decided on the assessment tasks, which would evidence their learning.
Successful Learners
The pupils have;-
• Developed a reflective culture where the pupils are given the space and time to reflect on their learning, using language, which expresses their feelings and opinions. We created Higher Order Thinking (HOT) trees, using Blooms Taxonomy question stems burnt on to wooden discs and hung from trees, which provided questions for reflection based on application, analysis, synthesis and evaluation, encouraging depth of knowledge. Pupils had the opportunity to reflect on what they had achieved, how they are progressing with their learning and how they have linked and applied their learning in unfamiliar situations.
This is an example of our HOTs tree.
• Developed knowledge of their skills and strengths. Pupils were taught knotting and lashing and we will progress to tool use and fire making in the forthcoming months providing an open-ness to thinking and new ideas. Each week, the pupils have recorded their learning journey electronically using Skillsbook, sharing skills, capacities, attributes and capabilities learned or developed in the forest, using technology for learning.
• Opportunities were provided to encourage pupils to discuss and express their feelings.
• The pupils expressed their feelings through art, sketching in the forest.
• Pupils experienced qualitative, active learning, which was coherent and relevant.
• Literacy, communication and literacy skills were developed.
• Pupils measured and worked out the area of our Forest School. This information was used to create a scaled map, which we used with Bee Bot for directions and turning. As one of their assessment tasks, the pupils have also chosen to set up a treasure hunt in the forest, creating directional clues. This area of learning has been further developed using Gaelic language skills to create the clues.
• Pupils used maths and technology to work out and create a scaled map. They created a key key and they also used an app on their ipads to find North. We have a transparent grid overlay which provides an ideal, meaningful and relevant resource for Bee Bot.
• Pupils used mini I-pad apps in the forest to identify mini-beasts, flora and fauna in situ, using technology for learning. The P5s and P6s chose to use their mini ipads to create i-books sharing their learning of the forest, through technology. One P6 pupil has ‘written more than I usually do’, through the interest sustained within this project. They will then lead this learning with the younger pupils.
Responsible Citizens
The pupils have;-
• Developed a caring school community where pupils value, support and nurture each other; reinforcing our school ethos – positive, caring, respectful.
• Developed listening skills, recognising their feelings and how to deal with those feelings, becoming more tolerant of listening to ideas and adjusting their own.
• Developed a knowledge, understanding and respect of the local environment.
• The pupils also developed their respect for healthy living and choices as well as developing their appreciation of nature and fostering curiosity through the carefully developed programme.
• The pupils used a variety of media at home and at school to research the biodiversity of the forest. This is a sample Fact File written by a P3 pupil. The pupils also investigated food chains and life cycles. The pupils chose to create Fact Files, which will be built up into a library for community use.
• The pupils worked in pairs and used their knowledge of knots to make ½m quadrons which are being photographed and monitored each week by the pupils, identifying the biodiveristy found, using their mini ipads for recording. This will lead to evaluating environmental issues, taking weather, land formation and situation into account.
Effective Contributors
The pupils have:-
• Been working in partnerships and teams, the pupils used problem solving and enquiry based learning where there was an open-ended approach to the outcome. This developed an enterprising attitude and resilience.
• Celebrated achievements.
• The pupils worked co-operatively together, planning and creating a hedgehog home for the spring. This was pupil led, providing an element of choice but by using a range of challenging questions their thinking was deepened and extended.
• Each week, the pupils celebrated and discussed what they had achieved. One group had chosen to make a den for themselves and others to use. Their thinking was extended by using a range of higher order questions. Recent learning in weaving in the classroom has led to one of the pupils applying that skill to strengthen their den structure in the forest. This is evidence of critical thinking in new contexts.
Confident Individuals
The pupils have;-
• Been leaders in the learning. Can do – will do
• Primary 3 led the learning; for homework they practiced clove hitch knots, then demonstrated, taught and supported the remainder of the school. They related well to others and managed themselves. There was evidence of perseverance when one P3 pupil said, ‘Oh, I haven’t done that knot right, I’ll do it again’, whilst teaching the P5s.
.• Developed a sense of physical, mental and emotional well being.
• Relaxed and had fun in the forest.
• Through den making, team work and map work, developed a sense of belonging
• By developing the pupil’s awareness of risk assessment, I gave responsibility to the pupils, developing their own personal safety skill set. The pupils led and carried out the risk assessment during our walk to the forest and during our visit, actively checking for any risk to themselves or others.
• We worked together and managed to drag huge logs up for our camp area.
• The camp area can get a cold wind blowing in and we decided there was one exposed side so we are going to make a woven wind break. We sawed down two trees to make 4 posts for our wind break. We knew that we had to use fresh wood because the sap makes it strong, the wood lying on the ground had no sap and breaks easily. The criteria for our posts were that they had to be the height of Mrs Inglis and have the diameter of our finger. It was hard work sawing but we learnt skills about how to correctly hold the saw, safe standing position and perseverance when it got tricky!
• We confidently went to Oban to share our learning at the Corran Hall, over two days in March, sharing good practice with educationalists and other schools.
Conclusions
This extremely important development has enriched and enhanced the learning and teaching within and out-with the school. We have all developed a respect and understanding of our local environment and the pupils engage more readily in a natural setting, having had their curiosity developed.. This project has provided me with the clarity and confidence to share with stakeholders the importance of outdoor education, how it enhances and enriches the educational experiences for young people as well as develops a deep and meaningful respect and engagement with nature and the world in which we live.
Pupils were asked for their responses after our 8 week block of Forest School.
If you had to explain Forest School to a stranger how would you explain it?
Henry - It is where we walk up to the woods and when we get there we do our risk assessment. We learn how to do stuff outside and we can do these things at home.
Kara – I would tell them we go every week! We have cameras to video the wildlife. We made quodrons and take photos every week to see the changes. We go and learn in the forest.
Ewan – It’s a fun way to learn! We go to the forest to learn new skills.
Struan – We go out of school to go to the woods to do our learning outdoors and learn about the forest and have fun!
Ellie – We go to the woods and learn skills.
Alex – We put on warm and waterproof clothing and go to the forest to take part in activities which help our learning.
Ella – It is great for learning how to do things outside. It is like a school in the woods.
Harry – It is fun! We go to the forest to learn about the outdoors.
Grace – We go to the forest to see what is living there and to learn.
Should all children take part in Forest School?
Henry – Yes, its fun and a good way to learn
Kara – Yes! Because you can learn new things!
Ewan – Yes it is a good way to learn new stuff.
Struan – Yes! Because it is fun and I think they’d enjoy it.
Ellie - Yes
Alex – Yes because it is fun.
Ella – Yes! It is good for learning and it is fun.
Harry – No, because that type of learning might not suit everyone.
Grace – Yes because it is fun.
What have you learnt to do at Forest School?
Henry – I have learnt how to tie a lot of different knots, how to saw wood and how to build different things.
Kara – I have learnt how to tie different types of knots. I learnt how to use a saw properly. I learnt that lots of different types of wildlife live in the forest.
Ewan - I have learnt to do knotting, how to expand my creativity and how to saw the forest school way. I have also learnt how to improve my communication.
Struan – I have learnt knotting, how to hold a saw properly and how to stay safe in the woods! I have made useful things out of my natural environment and I have learnt how to make a good camp.
Ellie – I have learnt how to saw properly and how to knot a rope. I am also learning about the wildlife and animals.
Alex – I have learnt how to saw properly and I have learnt how to tie knots. I have also learnt how to pull large logs and am learning about the varieties of wildlife in the woods.
Ella – I have learnt how to saw wood and how to tie knots. I learnt about different types of wildlife.
Harry – I have learnt how to saw the forest school way and how to safely pull a log. I have learnt how to knot rope and also about risk assessment.
Grace- I have learnt how to saw wood and make benches.
Have you learnt anything about yourself at Forest School?
Henry – I am a better team player than I thought I would be and I am good at building.
Kara – I am good at working in teams and helping others! I can also successfully lead a group and work on my own.
Ewan – I am good at working outdoors and I am good at team work.
Struan – How to be resourceful and how to persevere. I have learnt that I am good at team work.
Ellie – I have learnt that I am good at sawing and I like working in a team to get things done.
Alex – I have learnt that I am quite resilient and I am quite strong. I have also learnt that I prefer to work in a team to get things done.
Ella – I am good at working in a team and on my own.
Harry – Yes, I have learnt that I am good at physical tasks. I prefer working on my own because that way I don’t get bossed about.
Grace – I am becoming more confident and I have found that I really like working in a team
Is there anything you would like to change about Forest School?
Everyone said no.
Is there anything else you would like to say?
Almost all said no apart from
Struan – I like it when we watch the camera footage
The pupils selected a common bird found in our forest, the Blue Tit and built upon their art skills of pointillism. They chose to make this a co-operative task where each pupil had a tenth of the picture to work on. All the pieces were then brought together. This required a great deal of collaboration, communication and shared understanding of criteria.