Spring into Action!

Today is the Equinox, the only 'beginning of Spring' I recognise (apologies to the Met Office!), and a perfect time to review any and all kinds of growth.
Everything feels like a new start in the Forest. The leaves are budding, blossoms are blooming, and bluebells are popping up! Starting at Parkside in January was a new job in a new year, but the academic year started last September, I came in as Term 3 kicked off, and my innate timeline has been constantly confused since!

Whilst the site wasn't a complete blank canvas, there continues to be extra scope for development. At my last post I built up a Forest School from almost nothing (bar shelters) and arriving at Parkside Community Primary School, it was pretty much the same situation, except this time, I'm used to having certain activities, props, equipment, and resources readily available, and I've been desperately trying to get back to that status quo! 

Obviously, priority had to go to understanding what was new to me. The site, the pupils, their past experiences, the possibilities, and restrictions of what we can provide.

Everybody runs sessions differently. In the way every Teacher teaches differently. We're all aiming for the same things but have our own strengths and confines to do so! If I had to narrow it down to one 'outcome' I'd say I want to encourage independent learners. I want children to discover, in their own way and their own time, their curiosity, their ability to explore and investigate for themselves, and importantly, their perseverance and achievements. The fact that this can all take place outdoors is a huge bonus.

So, the more opportunities we can provide to support them the better.

Mostly, this means supplying resources designed to extend activities. There is no pressure, or expectation to use these, or to participate in any of these activities, but adding a new aspect to one of our permanent options expands the scope for learning.

We have Pestles and mortars to crush charcoal so we can make paint. We have a revolving compass to measure wind direction as well as to orientate maps, and to make directional language seep into everyday use. Then there is the weighing scales make of wooden boxes hanging from a spirit level. It gets a lot of use in the mud kitchen from the budding Mud Chefs, those diggers looking to create 'concrete', and those just determined to make the bubble centre.

It's not that we don't have adult led activities available. Tool work requires careful supervision, slowly building up confidence and competence through repetition.
While there may be an 'outcome' in as much as the aim is to make a hole in wood with a palm drill, or sawing a log, a wood cookie, or a small section of wood, using peelers and pens to decorate...

These are definitely focused activities, however the aim is to teach the process, not to produce a specific product.

If we dictate the outcome, if we decide that everyone MUST make a 'pencil' (for instance), then what planning, designing, problem solving, and creating have the children done? If we want independent learners then we have to encourage and allow independence.
The children are free to create whatever they design, to take home, use in sessions, or throw away. Building up skills that go beyond understanding how to use saws, palm drills, and peelers. Skills such as concentration, listening, safety, and self esteem.

We use peelers because I currently have no idea of the children's real abilities. I am learning them, and we will move on from peelers, but not yet!

Pupils also invent their own activities.
Building dens, and platforms.
Transporting sticks.
Endless digging in the dig pit.
Breakfast, Lunch, dinner, and take away from the Mud Kitchen.
Trees to climb, bugs to discover, birds to feed and watch...

We're encouraging a nature connection, an understanding of the environment they are in, and some knowledge of the wildlife around them.

This doesn't limit imagination but seems to inspire it. Whether it is a Bake Off Challenge, a team of construction workers or diggers, or an infectious creation of a Fairy Home by one child that triggered all year groups to attempt their own over the rest of the week.

Lot's of what we do will differentiate across all the year groups. We talked a lot about the birds when it was frosty, provided food, listened to their songs, watched with awe for their colours flitting through the woods.

We've started creating specific homes for 'bugs' - better known as minibeasts in the UK - piling dead wood and bricks in sheltered areas, building compassion as well as shelter.
We litter pick, collecting up rubbish discarded and blown into our spaces, taking some responsibility for keeping where we play and learn clean for us, and safe for wildlife.
We do everything under the foundational 'rules' that we be kind to ourselves, each other, and nature.

The children bring their own knowledge and interests. Sometimes it's something they are learning in the classroom, sometimes it's their own hobbies and experiences. 
Like using a mosaic of rocks to create a Roman Patio, or taking time every session to go and bird watch, keeping tally, and taking pleasure in the ever growing variety of species encountered.

It's not easy to know exactly how the children feel about the way Forest School is now, in comparison to how they may remember it from last Spring. I do usually do a week of feedback, which I haven't done yet, but will kick off Term 5 with, and use the children's ideas, likes and dislikes to influence how we develop. 

There's lots left to do. A Forest School site is ever-changing, both through the seasons and
wear & tear! But we will be guided by the children, by their actual requests and by observing them when learning.

We will be hosting training over the summer, and a CPD course, and a big all day Forest School event for a few local schools.
All of which needs planning and utilising to improve what we do.
But it won't alter our aim: free range independent learners learning to learn!

And meanwhile, little bits of unexpected feedback will help us feel like we're maybe doing something right!

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