Forest School Subject Overview
Forest School
WAT Aspire Curriculum
Our curriculum develops students’ aspirations so that they strive to be the best that they can be. In all subjects we carefully plan the subject knowledge, skills and vocabulary, coupled with specific Aspire learner skills and character virtues, so that our students have the tools to be successful in learning and in life. This document sets out the key principles in this subject area.
Teaching and Learning Cycle
Long-Term Overview
EYFS - In the EYFS, knowledge and skills of the outdoor environment form part of the development matters framework and will be delivered as by the Early Years practitioners in line with guidance set out in the Statutory Framework for The Early Years Foundation Stage, published March 2021. The progression in Forest School from EYFS to Key Stage One document above shows the knowledge and skills that pupils at the end of EYFS should have acquired and how these are built upon in Key Stage One.
KS1 and KS2 -
● Pupils in Key Stage One and Key Stage Two will follow the Forest School Principles to create their own pathway in learning using the skills and knowledge acquired in each session.
● Sessions build upon the pupils’ prerequisite knowledge and skills and ensure that children understand the ecological impact of their session on the environment in terms of sustainability.
Forest School Principles
Medium Term Planning
This document works alongside child-initiated learning to provide a progressive curriculum which embeds the principle of forest school.
Knowledge Organising
Knowledge organisers for each year group set out the skills, knowledge and vocabulary to be developed through the 6-week session block.
Assessment
● Floor book: recording of skills learnt, knowledge gained, creations, learner skills used, character virtues seen. Images and writing.
● Forest School Pupil Voice: understanding what children already know, what they have learnt, what they have enjoyed, where they would like their learning to go next.
High Challenge for All
Challenging and interesting work is an entitlement for all our learners irrespective of their ability. All learners should be able to learn effectively once they know what learning looks like and are given the appropriate tools and support to make it happen.
‘High Challenge for All’ underpins all lessons at Tenterfields which sits alongside our Teaching and Learning cycle.
SEND
When a pupil has been identified with special needs, their learning will be further scaffolded or differentiated by the class teacher to remove barriers to learning to enable them to access the curriculum. Teachers use a range of teaching strategies to involve every child in learning based upon what they already know and can do. This may include the use of specific resources and strategies:
● The use of visual prompts for tool work and ideas for child led learning
● Sensory audits of the forest environment and clothing/equipment used.
● Task management boards to chunk tasks for tool use and managing self.
● Individual risk assessments
● Site audits of the areas are done in line with individual risk assessments.
At Tenterfields the interests of the child are always considered when planning the curriculum to ensure that children are engaged and enthusiastic about their learning.
Subject Knowledge, Skills and Vocabulary
Forest School' programmes aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional and spiritual aspects of the learner. Opportunities are designed to build on an individual’s innate motivation, positive attitudes and/or interests. A learner-centred approach is employed that is
responsive to the needs and interests of learners and therefore skills acquired and subject knowledge are unique to the individual.
The first sessions will focus on core skills and safety. Activities will increase week on week and may include: games; storytelling; natural art activities; use of tools (if skills and behaviour indicators secured);
exploring, nature watching and bug hunting; climbing, rolling; practical woodland skills (e.g. willow weaving); building dens, sculptures; time to be quiet, reflect or talk; develop the ability to observe silently – to look and hear what’s happening around them.
Forest school vocabulary is taught progressively from EYFS through to Year 6 and shared weekly following the skills and knowledge outlined on the overview document. Children will learn specific flora and fauna names and uses, tool names and uses and fire information and skills.
Evidence Collection and Presentation
● Photographs will form the majority of the evidence collected.
● Art work, charts, recounts and constructions will provide evidence of learning.
● Reflective practice will be encouraged in each session to ensure learners can understand their achievements and plan for their own future learning.
● Pupil voice and annotation of photographs will be done weekly.