2.1 Summarise the Forest School Approach to Learning
Forest schools are operated in a variety of ways, factors that precipitate this are the leader, the
client or user group, the area designated for the forest school…and so on.
Forest school participation should be focused on holistic development, in a designated forest
school space, preferably the same woodland area each time to build up confidence and
cognizance and be conducted in a safe environment.
Rather than teach, the forest school leader facilitates by providing opportunities to discover
through play and exploration. Sessions should be client led with practitioners having flexible
plans and the ability to venture of point from planned sessions.
Sessions should largely foster the ability to develop self-awareness, emotional intelligence,
social and communication skills as well as being aware of the natural environment and
practical skills.
Where possible Forest school sessions should involve elements of:
• Reviewing and reflecting the activities and experiences that have taken place during
the session. (Supports confidence building and communication skills.)
• Feedback - from learners should be taken into account when planning future
sessions and leaders should be flexible if that feedback requires deviation from any
planned activities.
• Risk taking - children should be given regular opportunities to take appropriate risks,
such as tool use, fire lighting and tree climbing. (Builds self-confidence, allows
children to learn and develop their physical and mental limits and makes them better
equipped to handle risk.)
The amount of opportunity children are given and the allocation of time afforded for freely
and independently playing outdoors have both decreased significantly, a number of children
having never built a den or climbed a tree therefore there is a very real need to expose them
to this formative kind of play and self-discovery.
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Forest schools are operated in a variety of ways, factors that precipitate this are the leader, the
client or user group, the area designated for the forest school…and so on.
Forest school participation should be focused on holistic development, in a designated forest
school space, preferably the same woodland area each time to build up confidence and
cognizance and be conducted in a safe environment.
Rather than teach, the forest school leader facilitates by providing opportunities to discover
through play and exploration. Sessions should be client led with practitioners having flexible
plans and the ability to venture of point from planned sessions.
Sessions should largely foster the ability to develop self-awareness, emotional intelligence,
social and communication skills as well as being aware of the natural environment and
practical skills.
Where possible Forest school sessions should involve elements of:
• Reviewing and reflecting the activities and experiences that have taken place during
the session. (Supports confidence building and communication skills.)
• Feedback - from learners should be taken into account when planning future
sessions and leaders should be flexible if that feedback requires deviation from any
planned activities.
• Risk taking - children should be given regular opportunities to take appropriate risks,
such as tool use, fire lighting and tree climbing. (Builds self-confidence, allows
children to learn and develop their physical and mental limits and makes them better
equipped to handle risk.)
The amount of opportunity children are given and the allocation of time afforded for freely
and independently playing outdoors have both decreased significantly, a number of children
having never built a den or climbed a tree therefore there is a very real need to expose them
to this formative kind of play and self-discovery.
1
