The Principles of Forest School
In 2011, Forest School Practitioners in the UK agreed to the six guiding principles which would form the basis of programme development across the country, and by which best practice can be judged. In Canadian practices, a similar set of guiding principles are recognised, concisely put: regular and repeated access to the same natural space, as well as emergent, experiential, inquiry-based, play-based, and place-based learning (MacEachren, 2013). Below are the UK FS principles, together with an expansion of how I have seen these principles demonstrated in my own practice.
Principle 1: Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.
Both my Year 5-8 Forest School club and sessions for older participants occur once every week for a 1h 15 min session, in all seasons. While new activities and opportunities are planned into most sessions, sessions are in large part responsive to the learners’ needs and wishes and there is some crossover from one session to the next. i.e. we have made charcloth one week, and used the charcloth to light our fire in a very traditional way in the next. We make animal shelters (hedgehog, insect) one week, with a plan to build dens for ourselves the next.
Principle 2: Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.
Sessions take place in an area which comprises protected, mature canopy of mixed soft and hardwood, native and introduced species, field/forest edge, and open grass. I strive for exploration and use of the entire wooded site, as FS leader, ensuring that activities take clients out into the whole environment, for example in tracking activities, or to see what developing signs of spring they can spot. A great variety of birds, mammals, and other species inhabit the site. We have discovered a fox den, seen animal sign for muntjack deer, rabbits, squirrels, red kite, and all manner of songbirds. We have a rich variety of fungus, wildflowers, and marginal herbaceous species. We have done activities making wildflower/bee friendly seed bombs and thrown them around the site as a means of encouraging species variety.
Principle 3: Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners
Every Forest School session takes into account the Emotional/Mental, Cultural, Physical and Spiritual development of the clients, using the Medicine Wheel construct at the basis for planning and observation (see example session plans and activities). Because of the age of clients, mental well-being and confidence are issues which loom larger, and Forest School is an important break in routine, especially for those clients who are not best served by the traditional classroom environment. Among my regular clients are the most and least academically ‘able’ in their year groups (particularly in year 5 and 8) yet at Forest School they operate on a completely level playing field and socialise free of the labels they might operate under during the school day.
Principle 4: Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
Due to the season and operating time of the clubs, fire has necessarily been a feature in Forest School sessions. Generally, my clients become confident, relaxed and happy around the fire, and operate safely while exploring the virtues of fire. Clients take responsibility for cooking their own snacks on the fire, with observation and guidance of the FS leader and adult helpers. We always enjoy a hot drink. Tool use has been limited to whittling (though more activities to come) where small cuts have happened, but not to the discouragement of the clients. It is one of their favourite things to do. Many of the clients have enjoyed tree climbing under the near observation of adult helpers.
5. Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.
I have enjoyed practising new skills (e.g. charcloth making) as the FS leader, and employing old knowledge in new ways (e.g. answering clients’ questions about how different types of wood burn differently, such as which are better to cook with, which will burn longest as a source of heat overnight, etc.). In training to be a bushcraft instructor, I am opening up a wider range of activities that I can confidently lead my clients through. On the other hand, some of my most cherished moments as a Leader have seen me experimenting and learning alongside clients as we explore the ground and try activities for the first time together. Safety is consistently a primary concern however, and the fundamental benefit of continuing to add to my experience and portfolio as a Leader is, crucially, an improved ability to promote the safety of my clients as we engage in activities which are great fun, but which pose a risk if handled improperly.
6. Forest School uses a range of learner-centred processes to create a community for development and learning
The activities of Forest School and client development are communicated formally to other education professionals within the formal educational setting which supports my Forest School, and informally to parents through conversation at the end of each session. The Forest School has been a regular feature in the school’s weekly newsletter to demonstrate the range and kind of skills and activities the clients participate in, as well as the theory behind providing such a range of choice and connecting with ancient skills and the natural landscape. This has been the source of much attention and positive feedback. Forest School, within weeks of its launch, became a topic on the lips of every member of our school community, from Senior Leadership through to the grounds and maintenance team, parents, pupils, and visitors to the school. Forest School is mentioned as an integral part of the drive for pupil well-being at the school, and a key aspect of our enrichment offering.
