L2 L3 / Course Content Certificate in Leading Forest School Level 3 and Award in Assisting Forest School Level 2 / Learning outcome/Assessment criteria / Method / Resources / Lead Tutor
9.00 / Enrolment. Med forms. AHF fires/exits EWT intro
Course Timetable for week.
Introduction of team and course members.
Outside for a warmup game – / Staff to introduce themselves EWT/ AHF Fires etc
Students to introduce their partner after discussion time
Different experiences/ settings/ teachers’ experiences. (Icebreaker)
Egg name game
Cambium website – code Level32015 / Projector & screen, Laptop
Flipchart and pens
Tea
Coffee
Sugar
Milk Biscuits
EWT teacher packs Camera
Group register / Lh
Summarise the history of Forest School experience and expectations of the course.
Forest School development in UK
Aims and objectives of the FS Level 3/2. Intro. to evidence and portfolio building , assessment criteria evidence based.
Show workbook on screen for students to see how they can build evidence into it. / L3 FSL 1.1
L2 SLPDO / Powerpoint introduction to forest school students. What FS is and what it isn’t!
Latest version of workbook on laptop / Students timetable and course information.
Flip Chart
Students files
Copy of workbook on laptop / lh
Outdoors activities
Happa Zome
Leaf sorting
Secret spots
Fairy banquet
Egg game / L3 TOPS
L2 OPS / Discuss PPE for practical sessions. Boots clothes / Stones
Fabric
10.30 / coffee
11.00 / Explain a range of outdoor learning / L3 SLPDO 1.1
L2 SLPDO 1.1 / Group discussion to identify different types of OL
Working in threes to complete table of a diff type of OL / Flipchart,
Tables of diff types of OL / LH
11.30 / Outline concept of holistic development and how it is facilitated through outdoor learning incl FS
SPICES – Social, physical, intellectual, communication, emotional, spiritual / L3 SLPDO 3
L2 SLPDO 1.2 / Followed by group discussion to define terms holistic learning and working in mind map to explore how FS facilitates this. / Flip chart
Sheets of paper
Markers / LH
Self confidence and emotional Literacy / L3 SLPDO 3.3
L2 SLPDO 2.3 / Power point / Power point / ?
12.30 / lunch
1.15 / Summarise the historic use and management of woodlands.
(General H&S warning for outside activities).
Describe the ecological structure of two ecosystems
Compare broadleaved and coniferous woodland ecosystems
Woods – pine trees, deciduous trees and young plantation out on farm.
Identify flora & fauna
Discuss why ID is important for FS leaders
If at FS site – teach log circle rules – play games to demonstrate.
History of woodland game
Describe ecosystem- threats to ecosystem
Take pic of woodland cross section and answer questions – what part does each area play to benefit wildlife in the whole woodland ecosystem- ground layer. Litter layer, shrub layer, canopy layer / SUSTAINABLE USE OF NATURAL RESOURCES
Level 2/3 / Split into 2 groups
Investigations in the woodland. Structural layers, soil composition, texture & pH, and soil invertebrates
Leaf id and comparisons between coniferous and deciduous. Info on poisonous plants.
Insect id
Photo to fill in the ground flora ids, shrub layer and canopy layer
Game – collect diff green leaves and grade them or size leaves / Activity / h. out about historic use of woodlands.
ID cards for trees.
H.outs of woodland structure.
H.Out for history of woodlands.
Spade magnifying glasses
Invert id sheets
Tape measures
Soil profile cards
Bug boxes / LH/DR
2.30 / Describe two methods of sustainable woodland management. / SUSTAINABLE USE OF NATURAL RESOURCES 2
Lev2/3 / Discuss historic use of woodlands. Demonstrate coppicing methods. / H.out about coppicing / pollarding. Clear felling & replanting.
pruning saw & loppers / DR
3.15 / Back into classroom – tea.
Consolidate learning carried out in woodlands – re-iterate wording of AC’s.
Look at research papers/ books / Reference books
3.30 / KNOT 1 REEF KNOT / L3 TOPS
L2 OPS / Introduce ropes and knots and show reef knot. Practice tonight / Ropes and knot sheets
3.45 / Day Review / L2 AFS 2
L3 FSL 4.1 / Intro to reflective diary – not a diary of events but how it will be used in your sessions.
Tutor review Day 1
Day 2
L2 9-12pm
L3 / Course Content / Learning outcome/Assessment criteria / Method / Resources / Lead Tutor
9.00 / Outside to revisit yesterdays’ topics including reef knot
Holistic learning
Forest School
Outdoor Learning
Environmental visit
Woodland ecoystem / Leaves and permanent marker
9.20 / Revisit reef knot / L3 TOPS
L2 OPS
9.30 / Summarise factors affecting the behaviour of learners and explain how these could impact on learning and development
Discuss and compare two interventions at FS that encourage appropriate behaviour and promote learning and development / L3 SLPDO 2.1,2.2,2.3
L2 SLPDO 2.2 / Discuss in groups what sort of factors impact on behaviour and how they affect children’s learning and development. How does FS help to address these?
Brainstorm types of bad/good behaviour in pairs then. Postit notes – challenging behaviour – collect up and give out to different groups – what caused the behaviour?
How will this be different in FS? How can it be addressed?
WE will give them a scenario of bad behaviour
and they get into small groups to discuss 2 intervention you might use at a FS How FS helps to address behavioural problems. / Powerpoint showing
Maslow’s Pyramid
Postit notes and pens / LH
other
10.00 / Explain the role of the FS leader in promoting emotional intelligence, self esteem and learning at FS. REFER BACK TO SLPD
Summarise personal development and learning during FS training and identify how this has informed future practice. / L3 OEFLS 2.2
L2 AFS 1.4 and 2 / Reflect on how good leadership can bring out the best in those in our charge. Brain storm good leadership qualities in groups -Flipchart – qualities of good leader Look at scenarios and see where they went wrong!
Tie it in with Maslow and 3.1/3.2 as a good leader skills will enable child to progress up the heirachy of needs / Group discussion. Flip chart & pens. Scenario cards for discussion. / LH
other
10.30 / coffee
10.45 / Activities outdoors – potions and perfumes, KNOT TIME – Round turn and two half hitches / L3 TOPS
L2 OPS / Feely pots, smelly cocktail pots, ropes and knot sheets / other
11.20 / Risk Benefits
Risk taking at FS. Why is this needed? Risk averse society
Students to discuss in groups of 3 mind map
‘ Appropriate risk taking’ / L3 FLS 2.5
L2 AFS 3.2 / Discussion around why children need opportunities to take risks today. H.out on risk taking & modern life for children
Sheets and pens / LH / Explain how FS promotes appropriate risk taking and how this impacts on holistic learning and development.
11.30 / Discuss the process of managing risk and how it applies to FS
Need Site risk assessment,
Activity risk assessment
Daily site check
Produce relevant risk assessments for an activity just taken part in.
COOKING ON FIRE tomorrow – DIVIDE GROUP AS NECESSARY / FOREST SCHOOL LEADER 2.4, 2.5
ASSISTING FOREST SCHOOL 3 / 5 Steps to RA
Discuss in pairs the process as applied to FS / 5 steps leaflets
Blank RA forms / other
12.15 / Lunch
1.00 / Produce relevant risk assessments (for own FS sessions). / FS LEADER 2.4/5 / 5 Steps to RA
Discuss in pairs the process as applied to FS
Carry out site RA exercise in woodland / 5 steps leaflets
Blank RA forms
Clip boards / all
2.45 / Demonstrate how to teach the tying and use of a minimum of three knots for FS activities
Erect a temporary shelter making use of natural woodland resources…
Identify plants around your shelter. / TEACHING OUTDOOR PRACTICAL SKILLS 1 / Ropes
Revise reef knot. Gp 1 – teach Gp 2 reef knot. Gp 2 – teach Gp 1 round turn & two half hitches
In small groups put up small tarps using knots learned.
Plan lunch for next day in groups / ID resources. Ropes. / Other
other
3.45 / Day review – remember to bring mug +packed lunch. Flask, spare clothing etc. for day 3 / FOREST SCHOOL LEADER 4.1
Tutor review day 2
Day 3
L2
L3 / Course Content / Learning outcome/Assessment criteria / Method / Resources / Lead Tutor
9.00 / Summary of yesterday’s learning and knots outside / Leaves permanent marker
Ropes and sheets
9.15 / Summarise learning /play theories and explain their relevance to FS. / SUPPORTING LEARNING PLAY AND DEVELOPMENT IN THE OUTDOORS / H.outs
paper / H.outs for 5 different learning theorists.
In groups of 3 summarise main points of each theorist and report back to group / Lha
9.45 / Practical Skills - / TEACHING OUTDOOR PRACTICAL SKILLS
OUTDOOR PRACTICAL SKILLS
SUSTAINABLE USE OF NATURAL RESOURCES / Secret spots
Put up shelter sheets X 2 & discuss toilet area / arrangements.
Discuss PPE
Introduce hand tools and demonstrate their safe use, students to introduce tools to each other using NACHPUFM cards.
Coppice some hazel or similar and stash for later. / Eggs!
Gloves
Tool kitsx3 shelter sheets x 3 groundsheet x 3 string, spade etc.
Nachpumpf cards
PPE
Evaluation sheets / LH and all
LH
10.45 / coffee
11.15 / TEACHING OUTDOOR PRACTICAL SKILLS
OUTDOOR PRACTICAL SKILLS / 1 – Butter knife
2 – Elder bead
3 – Talking stick
4 – Stick Man
5- willow weaving
6- leaf rose in autumn
7- hazel cookie
8- woodland crowns / Tool kit
3 sheath knives
3 folding knives
3 pruning saws
3 loppers
3 bow saws
Mallet
Secateurs x 2 / Other
12.15 / TOPS
OPS / Demonstrate fire lighting to whole group (group to gather fire wood for main fire) / Fire kit. Dry kindling etc. Water, buckets, towels etc.
Fire bowls x 3
Tinder boxes
Wood
Knife mallet
Firesteels
Cotton wool
12.30 / Lunch/cooking on fire / TOPS
OPS / Cooking on fire / Groups to bring in ingredients/cooking utensils
1.30 / TEACHING OUTDOOR PRACTICAL SKILLS
OUTDOOR PRACTICAL SKILLS / 1 – Butter knife
2 – Elder bead
3 – Talking stick
4 – Stick Man
5- willow weaving
6- leaf rose in autumn
7- hazel cookie
8- woodland crowns / Tool kit
3 sheath knives
3 folding knives
3 pruning saws
3 loppers
3 bow saws
Mallet
Secateurs x 2 / Other
2.30 / TEACHING OUTDOOR PRACTICAL SKILLS
2
OUTDOOR PRACTICAL SKILLS
2 / Students to light fires in small groups - Fire Safety cards. / Fire kits – fire safety stuff
3.15 / KNOT TIME / Timber hitch / Ropes and cards
3.30 / Tidy up and review time
Tutor review Day 3
Day 4
L2from 1pm
L3 / Course Content / Learning outcome/Assessment criteria / Method / Resources / Lead Tutor
9.00 / Look at relevant FS practice and research. / L3 SLPD 1.4 / Working in groups,
pick out key points from FS research papers. discussion / FS research papers / LH
9.30 / Suggested contents list for GUIDANCE RESOURCE FOR FOREST SCHOOL PROGRAMMES to include policies, procedures and legislationH&S doc / handbook. Look at reasons for documentation state how it needs to be specific to each setting etc. State definitions of policy and procedure. List of statutory requirements and develop procedures from this.
Students to work in groups based on client group and their own setting to start to compile information required. On each topic heading ask questions - who will implement it? How will they implement it . eg Fire policy, tool use policy, getting to site & in the event of… policies / strategies / FOREST SCHOOL LEADER
2.1, 2.3 / Divide into groups and get them to produce topic web for each area eg Fires
Child safety etc / PP
Flip chart & pens.
Handout with list of suggested headings for H&S doc. / LH
10.15 / Communication strategy – who is it for, how will it be implemented? Need to show evidence of the process and not just end result Communication strategy – who is it for, how will it be implemented? Need to show evidence of the process and not just end result / FLS 2.3 / Group discussion / Flow diagram to outline comm.. strat. / other
10.30 / coffee
11.00 / Carry out a site survey to assess the ecological impact of running FS at chosen site
In Woodlands carry out Practical exercise to fill in EIA form / FLS 2.2 / H. out for EIA.
Clip boards
11.30 / Develop a three-year sustainable management plan for own FS area based on ecological impact assessment.
Guide group through options at school based FS site. / FSL2.2 / H. out to explain how to set up habitat piles etc. (showing link between EIA & management plan
12.00 / More practical skills / TOPS / Tools ropes tarps
1.00 / Lunch/fire lighting and cooking / TOPS / Fire equipment
2.00 / Risk assess site / L3 FSL 2.4
L2 AFS 3.1 / Assess site / Clipboards and RA
2.20 / Bioblitz / L2/L3 SUNR / 4 teams Using Id keys, identify as many species as possible. ID sheets / Clipboards
Id keys
2.45 / KNOT TIME Tautline hitch / L3 TOPS
L2 OPS / Ropes and sheets
3.00 / Each group prepares mini teach for day five. 20 mins of team teaching which will include RA of session, session plan, resources , observation & evaluation of session / L3 FLS
L2 AFS / Working in year groups (ideally four groups) – start to develop an outline plan for six sessions. Focus on one session and plan it out with the aim of delivering it as a mini teach session tomorrow. Not to forget planning in time for play. Planning should show curriculum links or links to relevant organisational policies and outcomes etc.
Create an outline plan of your sessions
Focus on one to deliver tomorrow
Carry out a risk assessment for the site and the activityou are planning
3.45 / Tidy up and day review
Day 5
L3 / Course Content / Learning outcome/Assessment criteria / Method / Resources / Lead Tutor
9.00 / Observe a minimum of three individuals and make a formative and summative evaluation to illustrate how FS has impacted on their behaviour and learning
Carry out a summative evaluation at the end of the FS programme
Types of observation:
- After session using photos/video
- Remote standing back and observing free play
- Interactive evaluation asking questions during a session
Followed by discussion / PP
9.30 / Opportunity to consolidate learning – personal tutorial time / portfolio building, using book resources. Students to finalise mini teach session & get resources for session ready. Check that all students have signed up for assessment / tutorial session. Tutor to work out timetable for mini teach / mock assessment sessions. / L3 FLS / Carry out site safety check
Deliver your session
Carry out an evaluation of your session
10.30 / In the woods, explain format for mini teach / mock assessment. planning etc.. / L3 FSL / Students to deliver mini teach to two groups. One group to carry out mock assessment. Discuss the assessment form at end of all sessions. Students carry out formative assessment and suggest improvements after each session – refer back to template for lesson / Session assessment sheets X 17 / LH
12.30 / Light main fire for lunch and practice cooking on the fire.
KELLY KETTLE DEMO / L3 TOPS / Tools, safety bag etc. Fire lighting kit. Water, buckets, cloth etc. Food for the fire
KELLY KETTLE
1.30 / Demonstrate to each other/ leader how to teach the safe use, checking, cleaning, maintenance and storage of tools and sign off assessment sheets
Illustrate splitting wood with a mallet and billhook
Splitting wood to make:
Kindling
Spatula making
Mallet making
Rope walk demo, rope swing demo
Assessments from peers/leaders – teaching the safe use of tools to make something / L3 TOPS / Tool skills Assessment sheets
Rope swing
Ropes
Tools / LH
others / Demonstrate how to teach the safe checking, cleaning, maintenance and storage of tools.
Illustrate splitting wood with a mallet and billhook
3.15 / Feedback/evaluation of five days. Make sure all are aware of meeting times and location for practical and that all have signed up to the assessment dates etc. Cooking Groups - Day Review / L3 OBSERVATION AND EVALUATION OF OUTDOOR LEARNING
Tutor review
Practical Skills / OCN Element
Day 6 / L3 TEACHING PRACTICAL WOODLAND SKILLS
L2 PRACTICAL WOODLAND SKILLS / Review Risk Assessment, tool use, safety, PPE etc. Re-introduction to coppicing, discuss tool maintenance. Shelter building in groups. Make two things from woodland resources, build individual fires, knots, cooking food on fire, practice using tools. Give out tasks for integrated project at end of day.
Rope work, Mallet making, basket making,
Day 7 / TEACHING PRACTICAL WOODLAND SKILLS / Students to work in groups. Using camp fire. Cooking etc.
Individuals to teach each other and be assessed using assessment form
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