Forest School Leader

Mrs Isaac is responsible for OWL. This means ensuring there is an ambitious curriculum set, supporting teachers to implement it through high-quality lessons and checking that everything is helping children to know more, remember more and do more.

If you would like more information in addition to that published on this page, please email

nisaac@oakfield.academy

Information Booklet

Purpose of Study

The purpose of a quality Forest School curriculum is to provide children with a comprehensive and developmentally appropriate learning experience that fosters their curiosity, creativity, and love for the natural world. 

By following the stages outlined in the OWL (Outdoor and Woodland Learning) program devised by Oakfield, children will progressively develop skills in shelter building, tool use, knot tying, fire management, nature identification, seasonal changes, and health and wellbeing. 

The purpose of this study is to provide children with opportunities to develop their skills and knowledge in a safe and supportive environment, enabling them to become confident, independent, and responsible learners. 

Through this process, children will develop a deeper connection with nature and gain a greater appreciation for the importance of environmental stewardship.

Aims

Although Forest School is not part of the National Curriculum, it is an essential part of our school curriculum. The aims are:

1. To develop children's practical skills: The curriculum aims to enable children to develop practical skills in shelter building, tool use, knot tying, and fire management. Through hands-on learning experiences, children will learn how to work independently and collaboratively to solve problems and create structures using natural materials.

2. To foster children's appreciation of nature: The curriculum aims to foster children's appreciation of nature by teaching them how to identify and name a variety of trees, birds, flowers, insects, mammals, amphibians, reptiles, and fish. Through observation and exploration, children will gain a greater understanding of the natural world and the interdependence of living things.

3. To promote children's health and wellbeing: The curriculum aims to promote children's health and wellbeing by encouraging them to spend time outdoors, connect with nature, and engage in mindful practices. Through activities such as foraging, nature walks, and mindfulness exercises, children will learn how to manage stress and anxiety, improve their mental health, and develop a sense of resilience and self-awareness.

4. To develop children's teamwork and communication skills: The curriculum aims to develop children's teamwork and communication skills by encouraging them to work collaboratively to solve problems, create structures, and cook meals over an open fire. Through these activities, children will learn how to communicate effectively, respect each other's opinions, and work towards a common goal.

5. To promote environmental stewardship: The curriculum aims to promote environmental stewardship by teaching children about the impact of human activities on the natural world and how to take responsible action to protect and preserve the environment. Through activities such as woodland management, foraging, and leave no trace camping, children will learn how to be responsible citizens and stewards of the environment.

Shelter Building

In the first stage, children are introduced to the concept of shelter building and explore a variety of materials to create mini dens for cuddly toys or minibeasts. They learn about the importance of shelter and which animals live where. They work in groups or individually, and key questions help them reflect on their process and improve their skills. In stage 2, they move on to independent shelter building with resources such as tarps, blankets, pegs, and clips, and they learn about cord and tripod structures. They build a den with adult support and continue to reflect on what works well and how to improve. In stage 3, they become more independent and use cord, rope, and string to secure shelters and tarps. They also learn how to build lean-to shelters and tripod shelters using knots and lashings. In stage 4, they design and build shelters using materials found in the woodland, and they work in groups to challenge themselves to make their shelters waterproof. Key questions help them think about which natural materials are safe for shelter building and how to improve their structures. In stage 5, they learn how to put up a tent and participate in a timed tent challenge, emphasising teamwork and learning to follow instructions. Finally, in stage 6, they independently design and create their own shelters using all the knowledge and skills they have learned.

Tools

Children are introduced to tools in stage 1 and shown examples of what they are used for. They learn about safety and the importance of listening to tool talk. In stage 2, they use basic tools under 1:1 supervision and learn how to maintain and store them correctly. In stage 3, they continue to develop their skills with a range of tools, including knives for whittling, loppers, secateurs, and saws, and they learn how to sharpen tools with a sharpening stone. They continue to learn about safety and how to store tools properly. In stage 4, they move from 1:1 supervision to 1:2 or small groups depending on the tool being used. They continue to clean, maintain, and store their tools. In stage 5, they create a model or item of their design using a range of tools, with supervision. They also support younger children new to OWL to use a peeler. Key questions help them reflect on their process and improve their skills.

Knots

In the first stage, children are introduced to basic knots and shown examples of what they are used for. They learn to tie a shoelace or simple overhand knot and try a reef knot. In stage 2, they learn more knots and lashings and practice tying previous knots taught, including lashings to stick two sticks together. In stage 3, they continue to use more sophisticated knots and lashings and can tie four different knots and know what they are best used for. They also learn how to teach another child. In stage 4, they can select and tie the correct knot or lashing for the job and can teach someone else or make a video. Key questions help them think about safety and the importance of maintaining tools.

Fire

The progression in fire is designed to teach children about the importance of fire safety and how to handle fire responsibly. It starts with basic fire safety procedures, where children learn how to move around the fire circle safely and gather fuel for a fire. They also learn about the three elements of the fire triangle and can toast marshmallows with guidance and support. In the next stage, children revisit fire safety procedures and learn how to set up a safe fire area. They also learn how to gather tinder and kindling for a five-minute fire and how to use a flint and steel to light the fire. They are also introduced to the leave no trace ethos and learn how to safely extinguish a fire. In stage 4, children are taught how to cook on a campfire. They plan and prepare a dish to be cooked on the campfire, follow all previous fire safety procedures, and do a risk assessment. They also learn about food safety and hygiene. In the final stage of fire, children consolidate what they have learned and demonstrate a deeper understanding of fire safety. They learn how to keep the fire going and identify which tinder and kindling work best. They are also taught about the safety of others when their fire is going and how to ensure that the fire is always safe. They also learn how to identify the different elements of the fire triangle and understand the importance of fire safety.

Nature

This skill involves developing an understanding of living things and their habitats. In Stage 1, children are introduced to a variety of plants and animals and learn about their structures and differences in habitats. In Stage 2, they learn to identify and name different species found in their school woodland/grounds and understand the difference between evergreen and deciduous plants. In Stage 3, children learn about food chains and habitats, and create mini versions of habitats. In Stage 4, they learn about the layers of a woodland and understand how seeds and bulbs grow into mature plants. They also learn about edible/non-edible fungi. In Stage 5, children identify more plants, birds, mammals, and learn about foraging responsibly, laws on foraging, and recipes with wild plants. In Stage 6, children support woodland management and understand their impact on the school grounds and how to care for it.

Appreciation

This skill involves developing an appreciation for nature and its positive effects on wellbeing. In Stage 1, children learn about the importance of shelter and explore different materials for building shelters. In Stage 2, they learn to use tools safely, such as peelers and hammers, and make a wand. In Stage 3, they continue to develop their skills with a range of tools and learn to whittle using knives, loppers, secateurs, and saws. In Stage 4, they learn how to put up a tent and work on a timed tent challenge, promoting teamwork and learning instructions. In Stage 5, children create a model or item of their design using a range of tools and support younger children new to OWL to use a peeler. In Stage 6, children consolidate all they have learned and focus on their connection to nature and mindfulness.

Stage 1

In this stage, children are introduced to shelter building and teamwork. They learn why shelter is important, which animals live where, and what makes a good shelter. Children explore a variety of materials and pegs and make mini-dens for cuddly toys or minibeasts in groups or individually.

Stage 2

In this stage, children work independently to build a shelter using resources such as tarps, blankets, pegs, and clips. They are introduced to cord and tripod structures and build a den with adult support. They learn what makes a good structure, which materials work well, and how to secure shelters with cord, rope, and string.

Stage 3

In this stage, children build independent tripod structures for dens, learn how to model a lashing knot, and are introduced to lean-to shelters. They begin to use cord, rope, and string to secure shelters and tarps. Children learn why it is important to ensure shelters are secure and which materials make the best supports and structures.

Stage 4

In this stage, children build independent lean-to and tripod shelters using knots and lashings. They compare and evaluate shelters, identify strengths and weaknesses, and discuss ways to improve, such as making them waterproof. Children design and build shelters using materials found in the woodland, and they work together as a group.

Stage 5

In this stage, children independently design and create their own shelter using all the knowledge and skills they have learned. They also learn how to put up a tent and participate in a timed tent challenge, which involves teamwork and learning instructions. Key questions at this stage include why the shelter is effective, why they chose certain materials, and what they would do differently next time.

Stage 6

In this stage, children continue to use a range of tools, starting with peelers, hammers, mallets, trowels, and forks, and progressing to knives for whittling, loppers, secateurs, and saws. They learn how to clean, maintain, and store tools safely, and they can use tools in small groups or independently. Children also create a model or item of their design using a range of tools under supervision, and they support younger children new to OWL to use a peeler.

You may see this as "READY FOR DIGGING"... We, on the other hand, recognise that this phrase reflects a significant aspect of children's physical development. Through activities such as digging, children are able to build their gross and fine motor skills, improve their hand-eye coordination, and enhance their strength and endurance. Therefore, "READY FOR DIGGING" is not just a state of readiness, but a crucial component of children's physical development.

While you may observe the act of "COOKING IN THE MUD KITCHEN" as a simple play activity, we recognise it as a valuable opportunity for children to develop important communication skills and unleash their creativity. In the mud kitchen, children are free to experiment with different ingredients and cooking techniques, express their ideas and preferences, and negotiate with their peers to create something unique and imaginative. This fosters their communication and social skills, as they learn to listen to others, share their own ideas, and work collaboratively towards a common goal. Additionally, the open-ended nature of the mud kitchen allows for limitless creativity, encouraging children to think outside the box and develop their own unique approaches to problem-solving and self-expression. Therefore, "COOKING IN THE MUD KITCHEN" is not just a play activity, but a valuable learning opportunity that promotes communication skills and creativity in children.

While you may simply observe "A RAFT BEING BUILT", we recognise it as an opportunity for children to engage in the learning area of design technology, specifically the skill of combining materials. When building a raft, children must consider various factors such as buoyancy, stability, and weight distribution, and make decisions about the most appropriate materials to use. They may experiment with different combinations of natural materials, such as logs, branches, and ropes, and consider the properties of each material to ensure the raft is both functional and safe. Through this process, children learn valuable skills in design thinking, problem-solving, and collaboration, as they work together to create a successful and innovative solution. Therefore, "A RAFT BEING BUILT" is not just a play activity, but a valuable learning opportunity that promotes design technology and the skill of combining materials in children.

While you may simply observe "DIGGING IN THE MUD", we recognise it as a valuable opportunity for children to engage in physical development. When digging in the mud, children engage in gross motor skills, such as digging, shovelling, and carrying, which strengthens their muscles and enhances their coordination. Additionally, fine motor skills, such as using their fingers to pick up and manipulate mud, can improve their dexterity and hand-eye coordination. Through this activity, children also develop their sensory skills, as they explore the textures and properties of mud, and their problem-solving skills, as they determine the best tools and techniques for digging in different types of soil. Therefore, "DIGGING IN THE MUD" is not just a play activity, but a valuable learning opportunity that promotes physical development in children.

While you may simply observe "WOOD CUTTING", we recognise it as an opportunity for children to engage in the learning areas of design technology and mathematics, specifically the skill of measures. When cutting wood, children must consider various factors such as the length, width, and thickness of the wood, and make decisions about the most appropriate tools and techniques to use. They may need to measure and mark the wood accurately, using rulers or other measuring tools, and use mathematical concepts such as fractions, decimals, and geometry to ensure the wood is cut to the correct size and shape. Through this process, children learn valuable skills in design thinking, problem-solving, and collaboration, as they work together to create a successful and accurate solution. Therefore, "WOOD CUTTING" is not just a simple activity, but a valuable learning opportunity that promotes design technology and the skill of measures in children.

While you may simply observe "A MUD CAKE", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology, creativity, and fine motor skills. When making a mud cake, children must consider various factors such as the texture, consistency, and colour of the mud, and make decisions about the most appropriate materials and techniques to use. They may experiment with different combinations of natural materials, such as mud, leaves, and twigs, and use their creativity to make the cake look appealing and interesting. Through this process, children develop their fine motor skills, as they manipulate and mold the materials to create their desired shapes and designs. They also learn valuable skills in design thinking, problem-solving, and collaboration, as they work together to create a successful and innovative solution. Therefore, "A MUD CAKE" is not just a play activity, but a valuable learning opportunity that promotes design technology, creativity, and fine motor skills in children.

While you may simply observe "BUG HUNTING", we recognise it as a valuable opportunity for children to engage in the learning area of science, specifically the study of living things. When bug hunting, children must observe and identify different insects and other small creatures, and learn about their characteristics, habitats, and behaviors. They may use magnifying glasses or other tools to examine the insects up close, and record their observations in a notebook or journal. Through this process, children develop their scientific skills, as they learn to ask questions, make predictions, and draw conclusions based on evidence. They also learn to appreciate and respect the diversity and complexity of the natural world, and develop a sense of wonder and curiosity about the living things that surround them. Therefore, "BUG HUNTING" is not just a play activity, but a valuable learning opportunity that promotes the study of living things in children.

This is an opportunity for children to engage in the learning areas of science and geography, specifically the study of living things and sustainability. When "PLANTING TREES" children learn about the different types of trees and their life cycle, including how they grow and reproduce. They also learn about the importance of trees for the environment and human society, such as their role in providing oxygen, absorbing carbon dioxide, and providing habitats for wildlife. Through this process, children develop their scientific skills, as they observe and understand the natural world, and their geographic skills, as they learn about the physical and cultural factors that influence sustainable practices. They also learn about the importance of caring for the environment and taking responsibility for the impact of human activities on the planet. Therefore, "PLANTING TREES" is not just a simple activity, but a valuable learning opportunity that promotes the study of living things and sustainability in children.

While you may simply observe "WHITTLING SKILLS", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and fine motor skills. When whittling, children learn about different types of wood, tools and techniques used for carving and shaping wood, and the safety measures required for using sharp tools. They develop their skills in design thinking, as they plan and create different shapes and objects using their imagination and creativity. Additionally, whittling promotes fine motor skills, as children manipulate and control the tools to shape the wood into desired forms. Through this process, children learn patience, persistence, and attention to detail, as they work to create their designs. Therefore, "WHITTLING SKILLS" is not just a simple activity, but a valuable learning opportunity that promotes design technology and fine motor skills in children.

While you may simply observe "MAKING POPCORN", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and science, specifically the study of irreversible reactions. When making popcorn, children learn about the scientific process of heating and popping the kernels, and how the heat causes a chemical reaction that transforms the corn into a fluffy, edible snack. They also develop their design thinking skills, as they plan and create different flavor combinations and presentations for their popcorn. Through this process, children learn about the science behind cooking and food preparation, as well as the importance of following directions and safety measures when using heat and electricity. Additionally, making popcorn provides opportunities for sensory exploration and social interaction, as children work together to measure, mix, and taste their creations. Therefore, "MAKING POPCORN" is not just a simple activity, but a valuable learning opportunity that promotes design technology and science in children.

While you may simply observe "A SEE-SAW", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and physical education (P.E.). When playing on a see-saw, children learn about the principles of balance and motion, as they work together to move the see-saw up and down. They also develop their design thinking skills, as they imagine and create different types of see-saws using various materials and structures. Through this process, children learn about the physics of levers and simple machines, and the importance of safety and cooperation when using playground equipment. Additionally, playing on a see-saw promotes physical activity and social interaction, as children engage in cooperative play and physical exercise. Therefore, "A SEE-SAW" is not just a simple playground activity, but a valuable learning opportunity that promotes design technology and physical education in children.

While you may simply observe "A SWING", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and gross motor skills. When playing on a swing, children learn about the principles of motion and gravity, as they swing back and forth. They also develop their design thinking skills, as they imagine and create different types of swings using various materials and structures. Through this process, children learn about the physics of motion and forces, and the importance of safety and cooperation when using playground equipment. Additionally, playing on a swing promotes gross motor skills, as children use their whole bodies to propel themselves back and forth. This type of physical activity helps children develop balance, coordination, and spatial awareness, which are all essential for their physical development. Therefore, "A SWING" is not just a simple playground activity, but a valuable learning opportunity that promotes design technology and gross motor skills in children.

While you may simply observe "COOKING", we recognise it as a valuable opportunity for children to engage in the learning area of design technology, specifically the study of food. When cooking, children learn about the principles of nutrition and healthy eating, as they prepare and combine different ingredients to make meals and snacks. They also develop their design thinking skills, as they plan and create different flavour combinations and presentations for their food. Through this process, children learn about the science behind cooking and food preparation, as well as the importance of following directions and safety measures in the kitchen. Additionally, cooking provides opportunities for sensory exploration and social interaction, as children work together to measure, mix, and taste their creations. Therefore, "COOKING" is not just a simple activity, but a valuable learning opportunity that promotes design technology and food studies in children.

While you may simply observe "TRYING NOODLES", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and food studies, specifically the study of culture. When trying noodles, children learn about the diversity of food cultures and the unique ingredients, flavours, and preparation methods associated with different types of noodles from around the world. They also develop their design thinking skills, as they explore and compare different types of noodles, and imagine and create their own unique noodle dishes. Through this process, children learn about the cultural significance of food and the importance of respecting and celebrating diversity in our communities. Additionally, trying noodles promotes sensory exploration and social interaction, as children taste and discuss different flavours and textures, and share their cultural backgrounds and experiences with their peers. Therefore, "TRYING NOODLES" is not just a simple food activity, but a valuable learning opportunity that promotes design technology, food studies, and cultural awareness in children.

While you may simply observe "TOASTING MARSHMALLOWS", we recognise it as a valuable opportunity for children to engage in the learning area of safety, specifically safety around a fire. When toasting marshmallows, children learn about the safety precautions that must be taken when around a fire, including the importance of maintaining a safe distance, following fire safety rules, and staying aware of the fire's heat and flames. They also develop their awareness of potential hazards, as they learn to identify and avoid risks associated with fire, such as hot coals and sharp sticks. Through this process, children learn about the science behind fire and heat, and the importance of respecting fire as a powerful force of nature. Additionally, toasting marshmallows promotes social interaction and teamwork, as children work together to gather fuel, start and maintain the fire, and safely toast their marshmallows. Therefore, "TOASTING MARSHMALLOWS" is not just a simple activity, but a valuable learning opportunity that promotes safety and awareness around fires in children.

While you may simply observe "BUG IDENTIFICATION", we recognise it as a valuable opportunity for children to engage in the learning area of science, specifically classification. When identifying bugs, children learn about the characteristics that define different insect species, such as the number of legs, wings, and body segments, as well as their habitats and behaviours. They also develop their observation and analytical skills, as they study the physical features of bugs and compare them to pictures or descriptions in field guides or online resources. Through this process, children learn about the principles of classification and taxonomy, and the importance of accurately identifying and categorising living things. Additionally, bug identification promotes environmental awareness and conservation, as children learn about the vital roles that insects play in ecosystems and the ways in which humans can help to protect them. Therefore, "BUG IDENTIFICATION" is not just a simple activity, but a valuable learning opportunity that promotes scientific thinking and environmental awareness in children.

While you may simply observe "MAKING BIRD FEEDERS", we recognise it as a valuable opportunity for children to engage in the learning areas of science, specifically seed dispersal and habitats. When making bird feeders, children learn about the different types of seeds that birds eat, as well as the ways in which birds help to disperse seeds in the environment. They also develop their skills in design thinking and problem-solving, as they plan and create bird feeders using different materials and methods. Through this process, children learn about the importance of providing food and shelter for birds, and the ways in which humans can help to support and protect bird habitats. Additionally, making bird feeders promotes environmental awareness and conservation, as children learn about the vital roles that birds play in ecosystems and the ways in which humans can help to preserve their habitats. Therefore, "MAKING BIRD FEEDERS" is not just a simple activity, but a valuable learning opportunity that promotes scientific thinking and environmental awareness in children.

While you may simply observe "BUILDING A CAMPFIRE", we recognise it as a valuable opportunity for children to engage in the learning areas of design technology and science, specifically forces. When building a campfire, children learn about the principles of fire safety, including the importance of preparing a safe fire area, selecting the right fuel, and understanding the elements of the fire triangle. They also develop their skills in design thinking and problem-solving, as they plan and create the campfire structure using different materials and methods. Through this process, children learn about the principles of force and motion, as they manipulate and control the fire using tools and techniques. Additionally, building a campfire promotes environmental awareness and conservation, as children learn about the impact of fire on ecosystems and the ways in which humans can responsibly manage fire in outdoor environments. Therefore, "BUILDING A CAMPFIRE" is not just a simple activity, but a valuable learning opportunity that promotes design technology, science, and environmental awareness in children.

RSPB Wild Challenge Bronze Award

We have been awarded the RSPB Wild Challenge Bronze Award! These awards are given to schools who encourage children to engage with nature and provide practical learning opportunities.

The activities are divided into two sections – Help nature and Experience nature. To earn each award, a mix of activities must be completed.

We completed:

• Food and water for wildlife
• Birdwatch
• Homes for birds
• Habitat heaps
• Minibeast safari
• Wild Writing

Watch this space to see if we can get our Silver Award!

Woodland Trust Award

Mrs Isaac worked with Year 6 to gain a Green Tree Award from the Woodland Trust. This was for two lots of tree planting and a celebration of trees activity called Tree Dressing.

RSH Campaign for School Gardening

This award gives children opportunities to grow and connect with nature. Mrs Isaac worked with Year 5 on Level 3. To achieve Level 3 the children had to show evidence of the following:

• Our Leadership Team or local community support our gardening project

• We have built on our practical skills and can prepare areas ready for planting

• We grow a simple range of fruits, vegetables and flowers

• We encourage wildlife to the garden by providing homes and habitats

• We re-use as many things as we can and understand composting.