Forest Schools Practitioner Award Level 3
© Archimedes Training Ltd
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Forest Schools Practitioner Award
Level 3
Learner Name
Address
Post Code
Date of Birth
Email
Phone Number
Learner:
I certify that this portfolio of evidence presented for assessment and moderation is my own work, it
is authentic and reliable.
Signature:
Date:
Tutor:
I certify that to the best of my knowledge the evidence presented by the above learner was gathered
under the required conditions and was appropriately supervised.
Signature:
Date:
Internal Moderator (if sampled during the moderation process):
I have sampled this portfolio during internal moderation and confirmed the tutor’s assessment
decisions.
Signature:
Date:
Marking Timescale
You have up to 3 months after assessment to hand in your portfolio. It will take around 2-3 months
for your portfolio to be marked and moderated.
Forest Schools Practitioner Award Level 3
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Constructive Feedback
Unit 1
Unit 2
Unit 3
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Pre-submission checklist
> Level 3
Before submitting the folders for assessment please ensure that you have done the
following:
• Signed and dated the front cover to say that the work is your own, authentic and
reliable
• Initialled the evidence monitoring form
• Sign posted the learning outcomes to pages in the folder
• Included the practical observation sheets that have been signed off by the assessor
• Included a photocopy of CRB check
• Included a photocopy of your First Aid Certificate
• Remove any plastic sleeves before submission as this makes it much easier for the
marker and moderator
• Please keep your portfolio intact, if you need to make additions please create an
additional folder with the extra work referenced for ease of use, again removing
plastic sleeves if used before submission
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Forest Schools Training Timeline
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Assessment Criteria
Before attending your assessment week of your Level 3 course you will need to have
completed the following:
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Delivered 6 x 2 hour sessions over a 6 week period
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Completed all elements on page 7 and 8 ‘Are you Ready for Assessment?’
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Completed your Log Book of experience
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Obtained a CRB check
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Attended the ITC First Aid for Forest Schools course included in your course cost or
appropriate course as arranged with Archimedes
For good practice we recommend that you have:
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Worked with a Level 3 Practitioner for a minimum of 3 sessions (we understand that this is
not always possible)
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You have 3 months to hand in your completed work after assessment. Take your work
home with you to complete and then return to Archimedes Training with proof of postage no
later than 3 months from the Assessment course date.

Please photocopy your work so that you have a copy yourself should there be any
problems with Royal Mail
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If you hand in after the 3 month deadline you will be charged £100 re-registration fee.
Extensions are granted in extreme circumstances.
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Please contact your training provider if you are having problems with your portfolio.
Important!
You must return for your assessment within 12 months of completing your initial training week.
This is a stipulation of the awarding body and we cannot be flexible. Further costs will be incurred
if this deadline is not met.

Return of your portfolio: Archimedes will return your portfolio free of charge 2nd class.
Archimedes charge £10 to return your portfolio first class recorded delivery.
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If you trained with an associate please contact them with regard to return of your portfolio.
Are You Ready For Assessment?
Level 3 Forest Schools Training
In order to establish if you are ready for your assessment week, the following elements will need to
have been completed for a sound judgment to be made on your capabilities.
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When you have completed all the elements below your assessment weeks experience will be much
more rewarding for you and will compliment your experience and competency as you will be
feeling confident, know what is expected of you, what we will be looking for and you will have had
experiencing of observing and evaluating your own programme.
Only book on when the criteria below is complete
You need to bring all of your communication pack and policies/procedures to use during the
assessment week as well as your portfolio of work including the work on your 6 session delivery.
Unit 1:
Forest School Practical Skills and Woodland Management
These elements are accomplished through developing your practical skills for Forest Schools either
through assisting on other Forest School projects or during your training/assessment week.
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2.2 - Demonstrate how to teach the use of a minimum of four different hand tools and
explain their safe use in Forest School activities
2.3 - Demonstrate how to maintain, clean and store tools safely
2.4 - Demonstrate the tying and use of at least three knots for Forest School Activities
2.5 - Make a minimum of four items using natural woodland resources appropriate for
Forest School Activities
2.6 - Erect a temporary shelter making use of Natural woodland resources
2.7 - Demonstrate how to teach safe sitting, lighting and management of a campfire
2.8 - Demonstrate the use of a campfire to cook a minimum of two different foods using a
minimum of two different methods.
Unit 2:
Learning and Development at Forest School
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1.1 - Outline a minimum of two recognized theories of learning and development that are
relevant to Forest School
2.1 - Outline the concept of holistic development and how it can be promoted through a
Forest School programme
2.2 - Discuss how Forest School meets learning and development needs of individuals
including appropriate risk taking, social and emotional development and the building of self
confidence
3.2 Discuss the benefits of freely chosen play with reference to observations of play and self
directed learning within the forest school environment
4.4 Discuss the role of the Forest School leader in promoting emotional intelligence, self
esteem, appropriate behaviour and learning at Forest School
4.3 Explore the links between self esteem, emotional intelligence, behaviour and learning
5.1 Summarise your own personal development and learning throughout your Forest School
training and identify how this has informed your practice
Unit 3:
Establishing and Delivery of a Forest School Programme (FSP3)
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2.1 - Create (or adapt) a working document which sets out Health and Safety and other
statutory requirements relevant to your Forest School provision
2.2 - Develop policies and procedures in line with statutory requirements and good practice
specific to your client group and Forest School Site
2.3 - Assess the ecological impact of running your Forest School on your chosen site to
include information on: seasonality, frequency of use, wildlife, use of fires, other relevant
considerations such as SSSI, NNR, TPO
2.4 - Develop a simple 3 Year sustainable woodland management plan for your Forest
School area based on your ecological impact assessment
2.5 - Plan a minimum of 6 Forest School sessions showing links to your client groups
learning and development needs and objectives
2.7 - Produce relevant risk assessments for your Forest School sessions
2.8 - Develop and implement a communication strategy (Information pack) to exchange
information with those assisting with your Forest School and other interested parties (e.g.
Parents/carers, other staff) with reference to Forest School ethos, procedures, roles and
responsibilities
3.1 - Carry out a formative assessment after each session and make recommendations for
future sessions
3.2 - Observe a minimum of three individuals and evaluate how Forest School has impacted
on their Self Esteem, Emotional Intelligence, Behaviour and Learning
3.3 - Carry out a summative evaluation at the end of your Forest School Programme
Reading List
Title
Author
Playing and Learning Outdoors: Jan White
making provision for high quality
experiences in the outdoor
environment
ISBN
(hardback)
ISBN
(paperback)
Subject
978-0-41541210-0
978-0-41541211-7
Outdoor Play in
the Early Years
Forest Schools Practitioner Award Level 3
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A Guide to the Identification of
Deciduous Broad Leaved Trees
and Shrubs in Winter.
Andrew May 1851 532 072
& Jonathan
Panter
Educating Children with
emotional and behavioural
difficulties
John Thacker, 0415 230 500
Dave
Strudwick &
Elly
Babbedge
Practical
0415 230 519 Challenging
Behaviour
Emotional Intelligence
Daniel
Goleman
0747 528 306
Emotional
learning
Food for Free
Richard
Mabey
0002 198 657
Practical
How Babies Think
Alison
0297 842 277
Gopnik,
Andrew
Meltzoff &
Patricia Kuhl
Early Years
Learning through Play
Tina Bruce
0340 880 094
Early Years
Mapping the Mind
Rita Carter
1841 880 094
Native British Trees
Andy
Thompson
1902 418 026
Starting from the child
Julie Fisher
0335 195 571
The AD/HD Handbook
Alison
Munden &
Jonathan
Panter
1851 532 072
Practical
The Complete Guide to Knots
Mario Bigon 0091 773 792
& Guido
Regazzoni
Practical
The Complete Outdoor Handbook
Raymond
Mears
Practical
0335 195 563 Early Years
0712 648 593
Practical
Challenging
Behaviour
The Danish Free School Tradition Robert Powell 1900 027 413
Threads of thinking
Cathy
Nutbrown
1853 964 581
1853 964 59x Early Years
Too Safe for their Own Good
Jennie Lindon 1870 985 532
Early Years
Green Guide Wild Flowers of
Britain & Europe
David Sutton 1853 681 687
Confident Children
Gael
Lindenfield
Assessment in early Childhood
Settings
Margaret Carr 0761 967 931
1853 681 628 Practical
0722 539 568
Forest Schools Practitioner Award Level 3
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0761 967 94
9
Tree Wisdom, the definite guide
Jacqueline
Memory
Paterson
0722 534 086
Practical
Typical and Atypical
Ayshe Talay- 1854 332 694
development in Early Childhood Ongan
Native American Crafts and skills
David
Montgomery
Title
Author
ISBN
(hardback)
Working with Emotional
Intelligence
Daniel
Goleman
0747 543 844
Guide to Woodland Plants
Richard &
*
Mavis Gulliver
Getting it right for Boys and
Girls
Colin Noble
&Wendy
Bradford
Early Years
1585 740 705
ISBN
(paperback)
Subject
Practical
Emotional
learning
0415 208 858
How to raise Boys Achievement Colin Noble, 1853 468 258
Jerry Brown &
Jane Murphy
Emotional
learning
Hedging a Practical Handbook
Alan Brooks & 0946 752 176
Elizabeth
Agate
Emotional
learning
Teacher Talk
Barbara
Maines
&George
Robinson
Practical
1873 942 257
How to Successfully Manage and SFE (Stands
**
Coordinate Risk in Physical
for Education)
Education
The Ever Changing Woodlands
Readers Digest 0276 396 60x
Practical Conservation
BTCV
0946 752 265
Education for Citizenship & the QCAAC
***
Teaching democracy in schools (Qualifications
& Curriculum
Authority
The National Curriculum
Handbook for Secondary
Teachers in England Key Stages
3&4
Department of ****
Education &
employment&
Qualification &
Curriculum
Authority
Playwork
Annie Davy
Learning Styles
Practical
Practical
0333 750 675
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Accelerated Learning in the
Classroom
Alistair Smith 1855 328 347
Living Willow Sculpture
John Warnes
0855 390 345
Planning the Curriculum at Key SCAA
Stage 1 & 2
Publications
1858 328 347
Supporting Pupils with
Emotional Difficulties
*****
Rob Long
&Jonathan
Fogell
1853 465 95x
Early Years
The First Claim… A framework Play Wales
for Playwork Quality Assessment
0954 013 00x
Challenging
Behaviour
Title
Author
ISBN
(hardback)
Desirable Outcomes for
Children’s Learning before
Compulsory School Age
QCAAC
1861 122 284
Early Years
A Lateral Key to Common
Grasses
CA Sinker
******
Early Years
The Brain and Central Nervous
System
Readers Digest 0276 424 808
Curriculum Guidance for the
Foundation Stage Early Years
Practitioners
Subject
Practical
DFEE
*******
(Department
for Education
and
Employment)
Key Stages 1 & 2 of The National Qualifications, 0750 424 125
Curriculum in Wales
curriculum &
assessment
Authority for
Wales
Schemes of Work and Child
ISBN
(paperback)
********
Profile
Oxfordshire
County
Council
Green Woodwork
Mike Abbott
0946 819 181
Trees of Britain & Europe
G Aas & A
Riedmiller
0002 199 939
Communication Link
Practical
Practical
Practical
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21st Century Boys/Toxic
Childhood
Sue Palmer
S Dremas Emotional
Development
Clare
Warden
Nurture through Nature
Clare
Warden
No Fear – growing up in a risk
adverse society
Tim Gill
Forest Schools & Outdoor
Learning
Sara Knight
1847872778
Forest Schools
Risk & Adventure in Early
Years Outdoor Play: Learning
from Forest Schools
Sara Knight
1849206309
Forest Schools
Forest School for All
Sara Knight
0857020722
Forest Schools
Learner’s Log Book
Record your relevant experience PRIOR to the Training course
Working in different settings with different groups
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Date
Group
Location
Comments
Example
11/6/2007
Dovedale
Nursery
Copedown,
Cumbria
Working with a small group of nursery
children creating environmental art
Record your relevant Experience AFTER the Training course
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Every time you lead or assist in a Forest School Session
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Transfer Forest School activities and ethos to another setting
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Relevant continuous professional development
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Date
Group
Location
Comments
Safe use of tools
Record your relevant Experience AFTER the Training course
Date
Group
Location
Comments
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Witness
signature
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Example
18/12/07
6 at risk
young men
Bee Low Woods, Worked with a Level 3 Forest School
Buxton
Practitioner using bow saw and
loppers to clear site. Delivered tool
talks and demonstrated safe practice.
Safe use of Fires
Record your relevant Experience AFTER the Training course
Date
Group
Location
Comments
Forest Schools Practitioner Award Level 3
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Witness
signature
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Example
19/02/08
10 year 5
Ecclesall Wood
pupils on FS
programme
week 9
Worked with a Level 3 Forest School
Practitioner. Discussed fire triangle
preparation, and demonstrated
lighting fire with firesteel. Helped
supervise groups of 4.
Forest School Level 3 Practitioner Assessment
Candidate name:
Location:
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Date:
Forest School Ethos Statement
Forest Schools is an ethos driven, rather than activity lead, provision and as you develop your
understanding of the key aspects that make Forest Schools a unique approach your ethos statement
develop as well.
You will be assessed on your competency to provide long term, safe, quality Forest School
Programmes to groups of children of all ages, all cultures, all backgrounds and all abilities. In order
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to provide these programmes you will have considered your own viewpoint of what Forest Schools
means to you, as this will inform your practice.
An ETHOS is an idea, a way of thinking, a way of life or an attitude towards something, but more
importantly it is fundamental in informing your beliefs and your value system in the development of
Forest School Programmes.
As you participate in your Forest Schools training and assessment, consider its aims and methods
and write your ethos statement below. This will be a work in progress and will change and develop
as you increase your experience and in turn understanding of Forest Schools.
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LEVEL 3
> UNIT 1
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Practical Skills and Woodland Management
Evidence Monitoring Form
Unit 1: Forest School Practical Skills and Woodland Management (PS 3)
6 Credits = 60 hours (20 hours taught 40 hours (approx) independent work)
Evidence Learner Assessor IV
page no.
Learning Outcomes
The learner should be able to:
EV
1 Understand the management of woodlands as a learning
resource
1.1 Explain and compare the structures of British Broadleaved
and coniferous woodland ecosystems
1.2 Summarise the Historic use of woodlands as a renewable
resource within a chosen area
1.3 Discuss the use of woodlands as a learning resource with
reference to sustainability
1.4a Identify a range (minimum of 20 ) of local woodland
Flora/ fauna
1.4b Discuss the importance of simple identification for the
Forest School Leader including information on how woodland
flora and fauna can be used as a learning resource
2 Demonstrate the ability to teach a range of practical
woodland skills
2.1 Demonstrate appropriate selection and use of personal
protective equipment (PPE) for working with a range of
situations at Forest Schools throughout the year
2.2 Demonstrate how to teach the use of a minimum of four
different hand tools and explain their safe use in Forest School
activities
2.3 Demonstrate how to maintain clean and store tools safely
2.4 Demonstrate the tying and use of at least three knots for
Forest School Activities
2.5 Make a minimum of four items using natural woodland
resources appropriate for Forest School Activities
2.6 Erect a temporary shelter making use of Natural woodland
resources
2.7 Demonstrate how to teach safe site selection, lighting and
management of a campfire
2.8 Demonstrate the use of a campfire to cook a minimum of
two different foods using a minimum of two different methods
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Forest School Practical Skills and Woodland Management (PSWM3)
Learning Log
Element 1: Understanding the management of woodlands as a learning resource
PSWM 1.1 - Explain and compare the structures of British Broadleaved and Coniferous
woodland ecosystems
An ecosystem is a functioning unit of living and non-living things. It is made up of biotic (living
community) and abiotic (none living e.g. rock, water, sunlight)
Layer
Characteristics
Canopy
Species
Broadleaved
Woodland
Coniferous Plantation
Average age of trees
Age range
Average distance
between trees
Shrub
Tree seeding presence
Species
Herb
Species
Ground
5 Frequency bare
ground
Average number of
species in 0.5m
Description of litter
Soil
Depth of soil
Texture
pH
Invertebrates found
during soil study
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Tip: You may find the National Vegetation Classification (NVC) useful
PSWM 1.2
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Summarise the Historic use of woodlands as a renewable resource within a chosen area
Sources of information might include Natural England, English Heritage, Local Authorities,
Greenwood Centre, Working Woodlands Ltd, FEI.
Examples may include coppicing, charcoal making, animal grazing, timber uses.
PSWM 1.3
Discuss the use of woodlands as a learning resource with reference to
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sustainability
Consider both short term and long term sustainability. Discuss how the use of a woodland site for
Forest School could impact positively on its biodiversity though the management of light and shade.
You may also need to consider the longer term impacts on the site weighed up in relation to the
education of the young people and the development of positive attitudes to the environment and its
conservation and care.
PSWM 1.4 (a)
Identify a range (minimum of 20) of local woodland flora/fauna
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You will be thinking of including approximately five trees, five plants, five insects, five animals,
five birds, five fungi.
Guidance as to what could be created:
Example of Tree
Name Hazel
Description
Uses
Diagram, photo or picture
Corylus avellana
Wattle
Common. Deciduous shrub or
small tree, Height 6m Max age
70-80years. Does not grow well
on acidic soils. Catkins are very
distinctive in Feb/March.
Hurdle Making
Stakes and Binders for hedge
laying
Walking Sticks
Thatching
Name
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
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Name
Description
Uses
Description
Uses
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
Name
Diagram, photo or picture
Name
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Diagram, photo or picture
Name
Description
Uses
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
Name
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Diagram, photo or picture
Name
Description
Uses
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
Name
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Diagram, photo or picture
Name
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
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Name
Description
Uses
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
Name
Diagram, photo or picture
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Name
Description
Uses
Description
Uses
Description
Uses
Diagram, photo or picture
Name
Diagram, photo or picture
Name
Diagram, photo or picture
PSWM 1.4 (b) Discuss the importance of simple identification for the Forest School Leader,
include information on how woodland flora and fauna can be used as a learning resource.
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Example of how you can create an educational aid/resource for your client group
Add additional sheets as necessary
Element 2
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Demonstrate the ability to teach a range of practical woodland skills
PSWM 2.1
Demonstrate appropriate selection and use of personal protective equipment (PPE) for
working with a range of situations at Forest Schools throughout the year. Guidance as to what
happens with regard to this element:
Spring
Clothing and Personal Protective Equipment
Summer
Clothing and Personal Protective Equipment
Autumn
Clothing and Personal Protective Equipment
Winter
Clothing and Personal Protective Equipment
PSWM 2.2 - Demonstrate appropriate PPE selection for the following tasks
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Coppicing
Coppicing is the art of cutting of trees and shrubs to ground level allowing vigorous re growth and a
sustainable supply of timber for future generations. Trees and shrubs that are cut down this way can produce
shoots that grow over 30cm in a week and a coppiced tree can live many times longer than if the tree had
not been cut down at all.
Clearing Nettles and Brambles
Sawing Logs
Cooking and using a fire
PSWM 2.2 Demonstrate how to teach the use of a minimum of four different hand tools and
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explain their safe use in Forest School activities
Tool Name
Maintenance Procedures
Sharpening Techniques
Bow Saw
Bill Hook
Sheath Knife
Loppers
Other
PSWM 2.3 Demonstrate how to maintain, clean and store tools safely
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Log book of experience plus Practical Assessment Record
PSWM 2.4 Demonstrate the tying of and use of at least three knots for Forest School
activities.
Hitch 1
Half Hitch > On the bite
The half hitch is the start of a number of other
hitches and is useful all by itself as a
temporary attaching knot. It will hold against a
steady pull on the standing part.
Hitch 2
Timber Hitch > Anchor knot
This is an important hitch, especially for
dragging a heavy object like a log.
It will hold firmly so long as there is a steady
pull; slacking and jerking may loosen it. When
it is used for dragging, a simple hitch should
be added near the front end of the object to
guide it.
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Hitch 3
Clove Hitch
This is one of the most widely used knots.
Because it passes around an object in only one
direction, it puts very little strain on the rope
fibres. Tying it over an object that is open at
one end is done by dropping one overhand
loop over the post and drawing them together.
The other method of tying it is used most
commonly if the object is closed at both ends
or is too high to toss loops over. The latter is
used in starting and finishing most lashings.
Knot 1
Reef or Square Knot
You can loosen the square knot easily by
either pushing the ends toward the knot or by
‘upsetting’ the knot by pulling back on one
end and pulling the other through the loop
Lashing 1
Shear Lashing
A lashing used to produce Sheer Legs or,
alternatively a lashing to secure poles or spars
end to end. A sheer lashing is often sued to
bind adjacent poles together. It is also a good
way to reinforce a broken or weak pole.
The frapping turns used to tighten the lashing
may be omitted and replaced with wedges
inserted between the poles. A loose Sheer
Lashing made around the ends of two poles
will allow the poles to be opened out and used
as an A-frame. It can also be used to
form a tripod.
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Lashing 2 Square Lashing
Used to fasten two spars or poles together. An
essential Forest School lash. The tightening
bind is called frapping.
PSWM 2.5 - Make a minimum of four items using natural woodland resources
appropriate for Forest School sessions
Item
Photo and description of process
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Please insert additional sheets as appropriate
PSWM 2.6 - Erect a temporary shelter making use of natural woodland
resources
Type
Photo and description
Mini
Shelter
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Two
Person
Shelter
Group
Shelter
PSWM 2.7 Demonstrate how to teach safe site selection, lighting and
management of a campfire.
Include advantages and disadvantages of site.
See Fire Skills Sheets for guidance.
Factors affecting the Bedrock and soils types
selection of a site for a
fire
Wind Direction
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Heath and safety of the group
Other factors e.g. water availability and size of fire
Lighting a fire
Do not try to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is
enough to open minds, do not overload them. Put there just a spark. If there is some good
inflammable stuff, it will catch fire.
- Anatole France
Describe the elements of the fire triangle and identify the qualities and uses of;
Tinder :
Kindling :
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Fuel :
How to identify Dry Standing Deadwood :
How to identify punk :
Types of fungi that can be of use :
What can be done if resources are not available, e.g. modifications to resources :
Fire Lighting Equipment and procedures for use
a) Quick methods :
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b) Magnesium blocks or Strikers:
c) Natural resource methods e.g. bow drills:
d) Char cloth:
Fire Lays
Tipi
Process
Advantages and Disadvantages
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Waffle
Process
Advantages and Disadvantages
Other
Process
Advantages and Disadvantages
Forest Schools Practitioner Award Level 3
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Management
procedures of the
campfire
Draw a diagram or insert a photo of your campfire, identifying safe working
areas, fire pit diameters, seating locations, windbreaks and emergency
equipment storage
Describe effective
group management
procedures
Identify the safety
precautions required
for cooking and water
boiling using Kelly
kettles and pans
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Extinguishing the fire
during an emergency
and at the end of a
session
PSWM 2.8 Demonstrate the use of a campfire to cook a minimum of two
different foods using a minimum of two different methods.
Boil
Roast
Steam
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Smoke
Fry
Bake
Write a procedure for the disposal of food, litter and waste water and include your policies
and procedures
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LEVEL 3
> UNIT 2
Learning and Development
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Evidence Monitoring Form
Unit 2: Learning and Development at Forest School (LD 3)
6 Credits = 60 hours (20 hours taught 40 hours independent work)
Evidence Learner Assessor IV
page no.
Learning Outcomes
The learner should be able to:
EV
1 Demonstrate an awareness of relevant theories of
learning and development and their application to
Forest School
1.1 Outline a minimum of two recognised theories of
learning and development that are relevant to Forest
School
1.2 Discuss ways in which at least one of these theories
has been useful in understanding and supporting learners
development at Forest Schools
2 Understand how Forest School can support an
individuals holistic development and learning
2.1 Outline the concept of holistic development and how
it can be promoted through a Forest School programme
2.2 Discuss how Forest School meets learning and
development needs of individuals including appropriate
risk taking, social and emotional development and the
building of self confidence
2.3 Describe two, stage appropriate strategies, which
may be used at Forest School to progress the
development of individual learners
3 Understand the role of Play for all ages and abilities
at Forest Schools
3.1 With reference to your own client group, identify
links between relevant play policies and strategies and
Forest School provision
3.2 Discuss the benefits of freely chosen play with
reference to observations of play and self directed
learning within the forest school environment
4 Consider the role of self esteem, emotional
intelligence, behaviour and learning at Forest School
4.1 With reference to current research and publications,
explore the concepts of self esteem, and emotional
intelligence
4.2 Summarise the factors affecting behaviour
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4.3 Explore the links between self esteem, emotional
intelligence, behaviour and learning
4.4 Discuss the role of the Forest School leader in
promoting emotional intelligence, self esteem,
appropriate behaviour and learning at Forest School
5 Reflect on your own Forest School training
5.1 Summarise your own personal development and
learning throughout your Forest School training and
identify how this has informed your practice
Reflective
diary
Learning and Development at Forest School (LD)
Learning Log
Element 1:
Demonstrate an awareness of relevant theories of learning and development and their
application to Forest School
LD 1.1
Outline a minimum of two recognised theories of learning and development that are relevant
to Forest School

Schema (Piaget, Chris Athey, Cathy Nutbrown)

Accelerated Learning (Colin Rose)

Ferre Laevers (1997)
Please insert information outlining at least two of these theories of learning and development you
can use in a Forest School setting.
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LD 1.2
Discuss ways in which at least one of these theories has been useful in understanding and
supporting learner’s development at Forest Schools
Challenge is what makes men. It will be the end when men stop looking for new challenges.
- Sir Edmund Hillary
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Insert additional sheets as appropriate
Element 2: Understand how Forest Schools can support an individual’s holistic development
and learning
LD 2.1
Outline the concept of holistic development and how it can be promoted through a Forest
School programme
Areas of Development
PILESS
SPICES
What is meant by the term holistic child development?
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Insert additional sheets as necessary
How have you used this concept to promote balanced educational opportunities for your client
group during a Forest School Programme?
Insert additional sheets as necessary
LD 2.2
Discuss how Forest School meets learning and development needs of individuals including
appropriate risk taking, social and emotional development and the building of self confidence.
See www.rospa.com
I went to the woods because I wanted to live deliberately, to front only the essential facts of life, and
see if I could not learn what it had to teach, and not, when I came to die, discover that I had not
lived. I did not wish to live what was not life; living is so dear; nor did I wish to practice
resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life,
to live so sturdily and Spartan like as to put to rout all that was not life, to cut a broad swath and
shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean,
why then to get the whole and genuine meanness out of it, and publish its meanness to the world; or
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if it were sublime, to know it by experience.
- Henry David Thoreau
LD 2.3
Describe two age appropriate strategies, which may be used at Forest School to progress the
development of individual learners.
Strategy One: to progress the development of individual learners
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It is only in adventure that some people succeed in knowing themselves. - André Gide
Describe a strategy that you have used that allows children from your Forest School to develop
positive ways of coping with social interactions over a period of 6 weeks.
Strategy Two: to progress the development of individual learners
Now I see the secret of making the best persons, it is to grow in the open air and to eat and sleep
with the earth. - Walt Whitman
Describe a strategy that you would/ have used that would encourage positive boundaries of
behaviour around the fire, to maintain the safety and welfare of the group over a period of 6 weeks.
Element 3: Understand the role of Play for all ages and abilities at Forest School
LD 3.1
With reference to your own client group, identify links between relevant play policies and
strategies and Forest School provision.
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Add additional sheets as necessary
LD 3.2 Discuss the benefits of freely chosen play with reference to observations of play and
self directed learning within the Forest School environment
Change and growth take place when a person has risked themselves and dares to become involved
in experimenting with their own life. - Herbert Otto
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Add additional sheets as necessary
Element 4: Consider the role of self esteem, emotional intelligence,
behaviour and learning at Forest School
LD 4.1 With reference to current research and publications, explore the concepts of self
esteem, and emotional intelligence
In the boxes below write a definition and summary of the elements that make up Self Esteem.
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Self Worth: SW
Self Image/Concept :
SI
Ideal Self: IS
Self Esteem: SE
Actual Self: AS
Other
References
In the boxes below write a definition and summary of the elements that make up Emotional
Intelligence.
Intra Personal Skills
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Self Awareness :
SA
Self Regulation:
SR
Self Motivation:
SM
Interpersonal Skills
Empathy: E
Social Skills: SS
Identify references to support your exploration
Use additional sheets as required
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Outline each element of SE and EI making reference to any interdependence. Describe how
you would develop these elements in the context of Forest Schools.
LD 4.2 Summarise the factors affecting behaviour
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Adventure education is a recent phenomenon in the widespread business of teaching and learning.
Its emergence has, ironically, coincided with the decline of the wilderness resource upon which it
depends. This is not surprising since the reason people now program “adventure” is because it is
no longer a normal part of life. Humans sought for millennia to subdue wilderness. That process
was dangerous, uncomfortable, and often fatal. Now that wilderness seems to be conquered,
humans miss the challenges the struggle provided. They recognize the values provided by that
struggle, values not appreciated then and not now available in the normal course of life. So, in
compensation, they venture forth in growing numbers in adventure sports and even programmes for
their youth. - Miles, 1990, p.327
Describe how external and internal impacts such as biology, environment, age, gender,
nutrition, education and disability can impact on social behaviour.
LD 4.3 Explore the links between self esteem, emotional intelligence, behaviour and learning
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LD 4.4 Discuss the role of the Forest School leader in promoting emotional intelligence, self
esteem, appropriate behaviour and learning at Forest School.
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Element 5: Reflect on your own Forest School training
LD 5.1
Summarise your own personal development and learning throughout your Forest School
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training and identify how this has informed your practice
Make a diary and record your own journey of learning and development, relate this to your own
practice. You could make your own journal out of natural objects.
Ref: http://www.creepingtoad.org.uk/outabout_archive.html
LEVEL 3
> UNIT 3
Forest Schools Programmes
Evidence Monitoring Form
Unit 3: Establishing and Delivery of a Forest School Programme (FSP3)
6 Credits = 60 hours (20 hours taught 40 hours independent work)
Learning Outcomes
The learner should be able to:
Evidence
page no.
Learner Assesso IV
r
EV
1 Understand the development of Forest School
locally and in the UK
1.1 Summarise the recent History of Forest School
1.2 Discuss and review relevant Forest School
practice and research
2 Plan and deliver a programme of Forest School
sessions
2.1 Create (or adapt) a working document which sets
out Health and Safety and other statutory
requirements relevant to your Forest School
provision
2.2 Develop policies and procedures in line with
statutory requirements and good practice specific to
your client group and Forest School Site
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2.3 Assess the ecological impact of running your
Forest School on your chosen site to include
information on: seasonality, frequency of use,
wildlife, use of fires, other relevant considerations
such as SSSI, NNR, TPO
2.4 Develop a simple 3 Year sustainable woodland
management plan for your Forest School area based
on your ecological impact assessment
2.5 Plan a minimum of 6 Forest School sessions
showing links to your client groups learning and
development needs and objectives
2.6 Describe the process of managing risk and
discuss how it applies to Forest School Include in
your School sessions
2.7 Produce relevant risk assessments for your
Forest Schools sessions
2.8 Develop and implement a communication
strategy (Information pack) to exchange information
with those assisting with your Forest School and
other interested parties (e.g. Parents/carers, other
staff) with reference to Forest School ethos,
procedures, roles and responsibilities
2.9 Deliver a minimum of six Forest School sessions
3 Evaluate the planning and delivery of your
Forest School programme
3.1 Carry out a formative assessment after each
session and make recommendations for future
sessions
3.2 Observe a minimum of three individuals and
evaluate how Forest School has impacted on their
Self Esteem, Emotional Intelligence, Behaviour and
Learning
3.3 Carry out a summative evaluation at the end of
your Forest School Programme
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Establishing and Delivery of a Forest School Programme (FSP)
Learning Log
Element 1: Understand the development of Forest School locally and in the UK
PSP 1.1
Summarise the recent History of Forest School
Research the development of Forest Schools regionally and nationally over the last five years.
PSP 1.2
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Discuss and review relevant Forest School practice and research
Element 2: Plan and deliver a programme of Forest School sessions
Must we always teach our children with books? Let them look at the mountains and the stars up
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above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then
begin to think, and to think is the beginning of a real education.
- David Polis
FSP 2.1 Create (or adapt) a working document which sets out Health and Safety and other
statutory requirements relevant to your Forest School provision
FSP 2.2 Develop policies and procedures in line with statutory requirements and good practice
specific to your client group and Forest School Site
As a Forest Schools practitioner it is your legal responsibility to comply with statutory guidelines
set down by the Government, Heath and Safety Executive, Local Authority and employer. When
working with children or vulnerable adults, you also have a legal duty of care to maintain their
physical and psychological wellbeing. In order to comply with these requirements you will have
working documents to guide your practice.
From the following list, highlight which policies you are familiar with and can readily access at
your workplace.
- Admissions and Attendance
- Play
- Bullying
- Equal Opportunities
- Employment
- Grievances, Disciplinary, Capability
- Child Protection
- Data Protection
- Complaints
- Behaviour
- Hygiene
- Healthy Eating
- Confidentiality and Access to Information
- Health and Safety/First Aid
- Transport
- Fire
- Accident Procedures, Incidents and near misses
- Special Educational Needs (SEN)
- Administration of medicine
- Whistle blowing
Within your organisation you will have statutory policies and procedures in place that you
must follow. A Forest School programme will require you to follow these in line with your
employer’s guidelines, but to also adapt these to your own provision. Working with children in
education also will require you to follow Local Authority and DCSF guidelines.
Choose 3 of your highlighted policies and for each one add 5 statements which will more
specifically support and relate to the running of your Forest School programme.
e.g. Equal Opportunities Policy
1. All children should be adequately dressed so that they can take a full part in Forest Schools
activities
Policy name:
1.
2.
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3.
4.
5.
Policy name:
1.
2.
3.
4.
5.
Policy name:
1.
2.
3.
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4.
5.
Discuss and write up an Emergency Action Plan in the event of a serious accident on your Forest
School site that requires the assistance of the emergency services. Take into consideration who
should be involved, who do you call and how and any considerations for the rest of the group etc.
(Enclose as an insert)
Discussion notes
Write up similar policies and procedures for:
1. Siting and use of fires
2. Use of tools
(Include these as inserts)
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Discussion notes
Identify and summarise 3 additional policies that you see as necessary to have in place as a Forest
School Leader
1.
2.
3.
FSP 2.3
Assess the ecological impact of running your Forest School on your chosen site to include
information on: seasonality, frequency of use, wildlife, use of fires, other relevant
considerations such as SSSI, NNR, TPO.
Complete the form that will enable you to develop and Environmental Impact Assessment for your
site. Please find links below to websites that you can help you find information about SSSI, NNR
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and TPO’s.
http://www.jncc.gov.uk/pdf/sssi_ptA.pdf
http://www.naturenet.net/trees/tpo.htm
http://www.english-nature.org.uk/special/nnr/nnr_what.htm
Description of Forest School Site
Name of Wood/site:
Location:
Grid ref:
Owner: (including full contact details)
Other identified stakeholders:
General description (at time of writing)
Landscape context/topography: (geographical location and features e.g. alongside rive, steep
slopes etc.)
Woodland description
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Flora
Trees
Plants
Fungi
Mosses
Fauna
Birds
Mammals
Insects
Abiotic elements:
Water
Soil
Bedrock/Surface rock
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Archaeological considerations: (if present)
Management history of site: (e.g. when was the wood established, previous uses)
Long term vision:
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Impact matrix to assess the ecological effects of Forest School Activities
Area Impacted On
Activity Ground Field
Shrub
Canopy Dead-
Nesting Foot-
Badger Other
Layer
Layer
Layer
Birds*
Sett*
Layer
Wood*
Paths*
*Show examples of things that you may choose to highlight for your site.
Comments should include:
1. Positive or negative
2. Short term, medium term, long term
3. Permanent (e.g. 100 years) – Temporary (e.g. 0-decade) - Reversible
Environmental Impact Assessment
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The main steps involved in analysing the impact of projects on the environment (Morris and
Trierivel 1998)
1 The Preliminary Review
This is carried out on both the project and the environment to be used in order to decide whether an
Environmental Impact Assessment is required at all. It will determine:
0 Key impacts
1 Issues
2 Alternatives
This is called Scoping and will be carried out at the beginning of a project.
Scoping involves:
• A preliminary assessment of the area likely to be affected (the impact area),
• The likely impacts of the project
• Possible mitigation measure
2 Parameters are selected
These are an overview of the areas that could be assessed
1. Geology
2. Soils
3. Flora
4. Fauna
5. Hydrology
6. Air and Climate
7. Socio-economic
8. Noise
9. Archaeological and Cultural
3 Baseline Data
Information regarding each of the above parameters is collected from
• Existing information from relevant sources
• Conducting field surveys and surveys when additional information is required
The aim of this is to assess the value of the baseline environment.
For example, does the area contain anything of local national or international importance and will it
enable you to predict any changes your project might make?
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4 Description and Analysis
Describe and analyse the Baseline System and then predict if possible the future condition without
the project.
5 Discuss project and Alternatives to see if any alterations need to be made.
6 Impacts are assessed
• Direct impacts
• Indirect impacts
• Cumulative impacts
These may be positive or negative, short, medium or long term, reversible or non reversible and
permanent or temporary.
7 Mitigation Measures proposed in order to minimise adverse impact of project
8 Monitoring of impacts can be made during the course of the programme and a monitoring
strategy developed in order to do it.
9 Assessment of components is made this will incorporate
1. Importance of the environment
2. Conflict of interest
3. Legislative limits
4. Carrying capacity
5. Public concerns
10 Monitoring is carried out, validates whole mitigation process and feeds into Best Practice.
FSP 2.4
Develop a simple three year sustainable woodland management plan for your Forest School
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area based on your ecological impact assessment.
Three Year Sustainable Woodland Management Plan
Name of wood:
Aims:
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FSP 2.5 Plan a minimum of 6 Forest School Sessions showing links to your client groups
learning and development needs and objectives
A mind that is stretched by a new experience can never go back to its old dimensions.
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Location or
Map ref
Other
Wildlife
Ground
Cover
Nettles
Deadwood
Pathways
Small other tracks
throughout.
entrance N to S.
e.g Pathways Main path from
Factor
Many overgrown
Main established
but difficult and
muddy during poor
weather.
Current Situation
Improved and
easier access
to site.
Target
Situation
Groups to use
small parallel
track for Forest
Schools activities
through winter
Preventative
Measures
Method of
Management
Review each term with
Children to help
help of the
identify which
children
paths to
improve and
which to open up.
Children to assist
with laying
of bark
Monitoring
Yr 1 – create
bank paths
Yr 2 – maintain
Paths
Yr 3 – maintain
and extend
where necessary
Timescale le
- Oliver Wendell Holmes
Session planning check list
Please use the space provided after each sentence to make notes.
What are the OBJECTIVES?
What is your THEME, how will this be developed?
What ACTIVITIES are you going to do?
What SEQUENCE will they follow?
Will they have a LOGICAL BUILD UP OF UNDERSTSNDING for the learner?
How are you going to get your learners HOOKED and MOTIVATED?
What LEARNING METHODS will the activities involve?
How will this sequence affect the ENERGY FLOWS?
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Review
How will your learners REMEMBER the important points?
How will you ensure REFLECTION and TRANSFER?
How will you EVALUATE whether the objectives have been met?
Are there any Special HEALTH AND SAFETY issues relating to the site, activity or group?
Have you reviewed your RISK ASSESSMENT for the Site, Activity and Group?
What are your CONTINGENCY/WET WEATHER Plans?
FSP 2.6 Describe the process of Managing Risk and Discuss how it applies to Forest School.
Write definitions in the boxes below.
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Hazard
Risk
Accident
Near Miss
Incident
Safety
Scenario
Management of risk
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Describe and evaluate the use and locations of different toilet facilities available on a Forest School
site
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Dug Latrine
Porta Loo
Behind a tree
Nappy bucket
Potty
Straw Bale or treebog
Shewee
FSP 2.7 Produce relevant Risk Assessments for your Forest School sessions
Site Assessment Form
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Location:
Name:
Date:
Description of site / activity / tools:
(owner, debris, dogs, flora & fauna, access, vehicles, water, interesting features, other comments)
1-25
(p x s)
Rating
(s) 1-5
Severity
People
at Risk
(p) 1-5
Harm
Probability
Hazard
Existing
preventative
measures or
new
measures
that need
to be
implemented
Who will
do it?
When?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Your comments
Your recommendations
If visiting this site/activity/tool, your recommendations will be followed.
Your main concerns:
Your main positive features:
Security is when everything is settled, when nothing can happen to you. Security is the denial of life.
- Germaine Greer
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Risk Assessments Sections will be detailed in your Policy Document and will cover the following:
a) Site
b) Weather and general welfare
c) Group
d) Individual
e) Transport (if using bus, train, minibus, cars) and Travel (if walking or using some other method)
f) Building/Shelter
g) Activity, to include Rope and String, Fire, Water, Collecting Natural Materials, Being off the
ground, Blindfolds as a minimum)
h) Tools Risk Assessments ( for all tools used; billhooks, saws, penknives, mallets minimum)
FSP 2.8 Develop and implement a communication strategy (Information Pack) to exchange
information with those assisting with your Forest School and other interested parties (e.g.
Parents/ carers, other staff) with reference to Forest School ethos, procedures, roles and
responsibilities
Produce a Forest School Communication Strategy (Information Pack). This is a working document
that outlines the roles and responsibilities, paths of communication and methods of information
exchange for all stakeholders.
FSP 2.9 Show log book evidence of delivery of a minimum of six Forest School sessions.
Element 3: Evaluate the planning and delivery of your Forest School
programme
FSP 3.1
Carry out a formative assessment after each session and make recommendations for future
sessions (one that will inform your next session).
Session Number
Formative Assessment
(to inform the content of the next session)
1
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2
3
4
5
FSP 3.2 Observe a minimum of three individuals and evaluate how Forest
School has impacted on their Self Esteem, Emotional Intelligence, Behaviour
and Learning
Session Plan & Evaluation Sheet
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FSP 3.3 Carry out a summative evaluation at the end of your Forest School Programme (one
that summarises your entire programme)
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