Day 1
L2 L3
9.00
Course Content Certificate in Leading Forest
School Level 3 and Award in Assisting Forest
School Level 2
Enrolment. Med forms. AHF fires/exits EWT
intro
Course Timetable for week.
Introduction of team and course members.
Outside for a warmup game –
Learning outcome/
Assessment criteria
Method
Resources
Staff to introduce
themselves EWT/ AHF Fires
etc
Projector & screen, Laptop
Flipchart and pens
Tea
Coffee
Sugar
Milk Biscuits
EWT teacher packs Camera
Group register
Lh
Students timetable and
course information.
Flip Chart
lh
Students to introduce their
partner after discussion
time
Different experiences/
settings/ teachers’
experiences. (Icebreaker)
Egg name game
Lead Tutor
Cambium website – code
Level32015
Summarise the history of Forest School
experience and expectations of the course.
L3 FSL 1.1
L2 SLPDO
Forest School development in UK
Powerpoint introduction to
forest school students.
What FS is and what it
isn’t!
Students files
Aims and objectives of the FS Level 3/2.
Intro. to evidence and portfolio building ,
assessment criteria evidence based.
Latest version of workbook
on laptop
Copy of workbook on laptop
Show workbook on screen for students to
see how they can build evidence into it.
Outdoors activities
Happa Zome
Leaf sorting
Secret spots
Fairy banquet
Egg game
1
L3 TOPS
L2 OPS
Discuss PPE for practical
sessions. Boots clothes
Stones
Fabric
10.30
11.00
coffee
Explain a range of outdoor learning
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
Self confidence and emotional Literacy
L3 SLPDO 3.3
L2 SLPDO 2.3
12.30
1.15
lunch
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.
L3 SLPDO 1.1
L2 SLPDO 1.1
SUSTAINABLE USE OF
NATURAL RESOURCES
Level 2/3
Group discussion to
identify different types of
OL
Working in threes to
complete table of a diff
type of OL
Followed by group
discussion to define terms
holistic learning and
working in mind map to
explore how FS facilitates
this.
Power point
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
History of woodland game
Describe ecosystem- threats to ecosystem
2
Game – collect diff green
leaves and grade them or
Flipchart,
Tables of diff types of OL
LH
Flip chart
Sheets of paper
Markers
LH
Power point
?
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
size leaves
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
2.30
Describe two methods of sustainable
woodland management.
3.15
3.30
Back into classroom – tea.
Consolidate learning carried out in
woodlands – re-iterate wording of AC’s.
Look at research papers/ books
KNOT 1 REEF KNOT
3.45
Day Review
Discuss historic use of
woodlands. Demonstrate
coppicing methods.
H.out about coppicing /
pollarding. Clear felling &
replanting.
pruning saw & loppers
Reference books
L3 TOPS
L2 OPS
L2 AFS 2
L3 FSL 4.1
Tutor review Day 1
3
SUSTAINABLE USE OF
NATURAL RESOURCES
2
Lev2/3
Introduce ropes and knots
and show reef knot.
Practice tonight
Intro to reflective diary –
not a diary of events but
how it will be used in your
sessions.
Ropes and knot sheets
DR
Day 2
L2 9-12pm
L3
9.00
9.20
9.30
Course Content
Outside to revisit yesterdays’ topics including
reef knot
Holistic learning
Forest School
Outdoor Learning
Environmental visit
Woodland ecoystem
Revisit reef knot
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
Learning outcome
/Assessment criteria
Method
Lead Tutor
Leaves and permanent
marker
L3 TOPS
L2 OPS
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
4
Resources
Powerpoint showing
Maslow’s Pyramid
LH
Postit notes and pens
other
at a FS How FS helps to
address behavioural
problems.
10.00
Explain the role of the FS leader in promoting
emotional intelligence, self esteem and
learning at FS. REFER BACK TO SLPD
L3 OE FLS 2.2
L2 AFS 1.4 and 2
Summarise personal development and
learning during FS training and identify how
this has informed future practice.
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!
Group discussion. Flip chart
& pens. Scenario cards for
discussion.
LH
other
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
10.30
10.45
11.20
11.30
coffee
Activities outdoors – potions and perfumes,
KNOT TIME – Round turn and two half
hitches
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’
Discuss the process of managing risk and
how it applies to FS
Need Site risk assessment,
Activity risk assessment
Daily site check
5
L3 TOPS
L2 OPS
Feely pots, smelly cocktail
pots, ropes and knot sheets
other
L3 FLS 2.5
L2 AFS 3.2
Discussion around why
LH
children need opportunities
to take risks today. H.out
on risk taking & modern life
for children
Sheets and pens
Explain how FS
promotes appropriate
risk taking and how
this impacts on
holistic learning and
development.
FOREST SCHOOL
LEADER 2.4, 2.5
ASSISTING FOREST
SCHOOL 3
5 Steps to RA
Discuss in pairs the process
as applied to FS
other
5 steps leaflets
Blank RA forms
Produce relevant risk assessments for an
activity just taken part in.
12.15
1.00
COOKING ON FIRE tomorrow – DIVIDE
GROUP AS NECESSARY
Lunch
FS LEADER 2.4/5
Produce relevant risk assessments (for own
FS sessions).
2.45
Demonstrate how to teach the tying and use
of a minimum of three knots for FS activities
TEACHING OUTDOOR
PRACTICAL SKILLS 1
Erect a temporary shelter making use of
natural woodland resources…
Identify plants around your shelter.
5 Steps to RA
Discuss in pairs the process
as applied to FS
Carry out site RA exercise
in woodland
Ropes
Revise reef knot. Gp 1 –
teach Gp 2 reef knot. Gp 2
– teach Gp 1 round turn &
two half hitches
Plan lunch for next day in
groups
Day review – remember to bring mug
+packed lunch. Flask, spare clothing etc. for
day 3
Tutor review day 2
6
all
Blank RA forms
Clip boards
ID resources. Ropes.
Other
other
In small groups put up
small tarps using knots
learned.
3.45
5 steps leaflets
FOREST SCHOOL
LEADER 4.1
Day 3
L2
L3
9.00
9.15
9.45
Course Content
Summary of yesterday’s learning and knots
outside
Summarise learning /play theories and
explain their relevance to FS.
Practical Skills -
Learning
Method
outcome/Assessment
criteria
SUPPORTING
LEARNING PLAY AND
DEVELOPMENT IN
THE OUTDOORS
TEACHING OUTDOOR
PRACTICAL SKILLS
OUTDOOR PRACTICAL
SKILLS
SUSTAINABLE USE OF
NATURAL RESOURCES
10.45
11.15
paper
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.
Leaves permanent marker
Ropes and sheets
H.outs for 5 different
learning theorists.
In groups of 3 summarise
main points of each theorist
and report back to group
Eggs!
Gloves
Tool kitsx3 shelter sheets x 3
groundsheet x 3 string,
spade etc.
Nachpumpf cards
PPE
Evaluation sheets
Lead Tutor
Lha
LH and all
LH
coffee
TEACHING OUTDOOR
PRACTICAL SKILLS
OUTDOOR PRACTICAL
SKILLS
7
H.outs
Resources
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
12.30
TOPS
OPS
Lunch/cooking on fire
1.30
2.30
TOPS
OPS
TEACHING OUTDOOR
PRACTICAL SKILLS
Demonstrate fire lighting to
whole group (group to
gather fire wood for main
fire)
Cooking on fire
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
TEACHING OUTDOOR
PRACTICAL SKILLS
2
Students to light fires in
small groups - Fire Safety
cards.
Fire kit. Dry kindling etc.
Water, buckets, towels etc.
Fire bowls x 3
Tinder boxes
Wood
Knife mallet
Firesteels
Cotton wool
Groups to bring in
ingredients/cooking utensils
Tool kit
3 sheath knives
3 folding knives
3 pruning saws
3 loppers
3 bow saws
Mallet
Secateurs x 2
Fire kits – fire safety stuff
OUTDOOR PRACTICAL
SKILLS
2
3.15
3.30
8
KNOT TIME
Tidy up and review time
Tutor review Day 3
Timber hitch
Ropes and cards
Other
Day 4
Course Content
L2 from 1pm
L3
9.00
Look at relevant FS practice and research.
9.30
Suggested contents list for GUIDANCE
RESOURCE FOR FOREST SCHOOL
PROGRAMMES to include policies,
procedures and legislation H&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
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
coffee
Carry out a site survey to assess the
ecological impact of running FS at chosen
site
10.30
11.00
9
Learning
Method
outcome/Assessment
criteria
L3 SLPD 1.4
Working in groups,
pick out key points from FS
research papers. discussion
FOREST SCHOOL
Divide into groups and get
LEADER
them to produce topic web
2.1, 2.3
for each area eg Fires
Child safety etc
Resources
Lead Tutor
FS research papers
LH
PP
Flip chart & pens.
Handout with list of
suggested headings for H&S
doc.
LH
FLS 2.3
Flow diagram to outline
comm.. strat.
other
Group discussion
FLS 2.2
H. out for EIA.
Clip boards
11.30
12.00
In Woodlands carry out Practical exercise to
fill in EIA form
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
More practical skills
TOPS
H. out to explain how to set
up habitat piles etc.
(showing link between EIA &
management plan
Tools ropes tarps
1.00
2.00
Lunch/fire lighting and cooking
Risk assess site
TOPS
L3 FSL 2.4
L2 AFS 3.1
2.20
Bioblitz
L2/L3 SUNR
2.45
KNOT TIME Tautline hitch
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 TOPS
L2 OPS
L3 FLS
L2 AFS
10
Assess site
4 teams Using Id keys,
identify as many species as
possible. ID sheets
Fire equipment
Clipboards and RA
Clipboards
Id keys
Ropes and sheets
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
Course Content
Learning
outcome/Assessment
criteria
Method
Resources
Observe a minimum of three individuals and
make a formative and summative evaluation
to illustrate how FS has impacted on their
behaviour and learning
L3 OE
PP
Followed by discussion
PP
L3
9.00
Lead Tutor
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
9.30
10.30
11
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.
In the woods, explain format for mini teach /
mock assessment. planning etc..
L3 FLS
Carry out site safety check
Deliver your session
Carry out an evaluation of
your session
L3 FSL
Students to deliver mini
teach to two groups. One
group to carry out mock
assessment. Discuss the
Session assessment sheets X
17
LH
assessment form at end of
all sessions. Students carry
out formative assessment
and suggest improvements
after each session – refer
back to template for lesson
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
L3 TOPS
Illustrate splitting wood with a mallet and
billhook
Splitting wood to make:
Kindling
Spatula making
Mallet making
Rope walk demo, rope swing demo
3.15
12
Assessments from peers/leaders – teaching
the safe use of tools to make something
Feedback/evaluation of five days. Make sure L3 OBSERVATION
all are aware of meeting times and location AND EVALUATION OF
for practical and that all have signed up to
OUTDOOR LEARNING
the assessment dates etc. Cooking Groups Day Review
Tutor review
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
Practical Skills
Day 6
OCN Element
L3 TEACHING PRACTICAL WOODLAND SKILLS
L2 PRACTICAL WOODLAND SKILLS
Day 7
13
TEACHING PRACTICAL WOODLAND SKILLS
Review Risk Assessment, tool use, safety, PPE etc. Reintroduction 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,
Students to work in groups. Using camp fire. Cooking
etc.
Individuals to teach each other and be assessed using
assessment form