1.1 Explain a range of approaches to learning in natural environments

🎯 Summary

This section covers two topics:

  • The first explores some of Outdoor Learning approaches available in the UK
  • The second looks in more detail at the Forest School ethos and pedagogy

While you're working through this topic, make notes to help with the reflection which follows, which involves matching up outdoor learning you may have observed or read about into the three categories described.

🧐 Background

This section considers the various approaches to outdoor learning, in addition to a more detailed look at Forest School. It is important to understand the differences between the approaches, and to grasp the ethos of Forest School and its place in education generally. An understanding of how Forest School sits within overall educational theory is encouraged here, with more background on educational theory generally following in the next section.

Outdoor Learning Approaches

There are a range of Outdoor Learning approaches currently available in the UK.

There are some common misconceptions around these approaches and it's not unusual to find settings claiming to be delivering one approach whilst actually carrying out something quite different!

Common definitions

Forest School

The modern incarnation of Forest School is based on a Scandinavian model of preschool outdoor education that encourages children to explore a wooded site, take risks and learn skills as diverse as tool use and firecraft. Activities should be child initiated, allowing the children to explore the woodland and make choices about their own learning. The practitioner’s role is to observe and support the natural curiosity children have for the world around them, enabling the children to decide what they are interested in and what they want to do. There is no place in true forest school sessions for learning objectives and curriculum links.

Curriculum Based Outdoor Learning

This approach involves a skilled practitioner selecting a curriculum area and utilising the special nature of outdoors to deliver content in an exciting and engaging way. An example of this would be an outdoor maths session that includes collecting and sorting leaves using different criteria, or a history topic on the Vikings brought to life in the woodland. In these examples, the practitioner already has an idea of the outcomes, and so this approach cannot be described as child-led.

Environmental Education

The practitioner teaches the children about the natural world by planning and leading activities such as nature walks, species identification, pond dipping, taking surveys of fauna. These adult-led activities, which deepen and engage children’s interest in the natural world, are hugely important as we face challenges to nature in the future, but they do not fit the forest school definition above.

Watch the presentation below and make notes about the types of Outdoor Learning approaches noted, plus any others that you can think of.

So, what is Forest School?

Forest School is a unique approach to learning outdoors which has grown and developed over the last 20 years in the UK. The idea is based on a range of educational theorists from the past who recognised the benefits of regular and child-centred opportunities for children to engage with the natural world.

The modern incarnation of Forest School is based on the Scandinavian model of pre-school outdoor education, where children are encouraged to explore wooded site, take risks and learn skills as diverse as tool use and fire craft. The ethos was picked up by early years settings in the late 90s and training courses soon developed in the UK to meet the rising demand.

In recent years, the Forest School Association has been founded to promote quality Forest School provision. Arising from consultation with members, the FSA has defined Forest School with 6 key principles which differentiate it from other types of Outdoor Learning. These are:

  • FS is a long-term process of regular sessions, rather than a one-off or infrequent visit; the cycle of planning, observation, adaptation and review links each session.
  • FS takes place in a woodland or natural environment to support the development of a relationship between the learner and the natural world.
  • FS uses a range of learner-centred processes to create a community for being, development and learning.
  • FS aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.
  • FS offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
  • FS is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.

When these guidelines are followed, the benefits to children physical and mental health, self-confidence, emotional literacy, social skills, self-esteem and many other areas can be substantial.

After long term and child-led sessions in a woodland setting, some children find new ways to succeed, new skills and confidence and an altered perception of their own abilities which is difficult to gain from traditional classroom activities. These kinds of changes are only possible given time, a supportive practitioner, small group sizes and regular contact with the natural world.

The other key aspect of Forest School provision are the type of opportunities and resources we offer. As our activities are child-initiated, we allow the children to explore the woodland and make choices about their own learning. The practitioner might offer games, resources and starter activities to give the children a ‘hook’ and encourage the development of their own ideas but would never expect all children to take part in the same activity or reach the same outcome after a session.

There is no place in true Forest School sessions for learning objectives and curriculum links. The children decide what they are interested in and what they want to do, the adult’s role is to observe and support that natural curiosity children have about the world around them.

To facilitate this process, we might offer open ended resources such as sticks, collecting vessels, magnifying glasses, water, mud, rope, tarpaulins stones and other things but we would allow the group to decide on how they want to use these rather than prescribing a particular activity to them. By the very nature of the sites we use, many are already rich in resources and natural sparks for children’s curiosity so adding lots of synthetic resources is usually not necessary.

🌳 Out in the woods

Self directed learning is a core principle of Forest School practice. As you plan and deliver your sessions, think about how to build this choice and freedom into your programmes. How have you experienced child-led situations in the past? How does the child-led nature of Forest School contrast with classroom sessions you may have encountered? 

💭 Your reflective task

  • Research the Forest School ethos and reflect on how and why it has developed this way.
  • Think about your priorities and how you want to lead your own sessions
  • Explain to a friend, colleague or family member who doesn't already know, what Forest School is and how it differs from other Outdoor Learning approaches.

 📚 References, attributions and acknowledgements:

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