Browsing Tag

Benefits Analysis

Get Children Outdoors

The Changing Seasons can bring such happiness and joy, but also sorrow and sadness

October 8, 2015

It is fun isn’t it how the beginning of autumn begins to change us. Even when we have had a ‘bad summer’ there is something about the air, the chill, the leaves and the colours of the sky. The sun doesn’t rise so high in the sky and it stings our eyes as we walk through the streets or the woods or the park.

 

Autumn for me is the time of change, of new beginnings or eternal hope and freedom. Maybe it was the chance to be in a new class at school, have a new teacher who may help me, leaving school and moving into the world, running away from home and starting a new life. Leaving work and moving into a bus and traveling Europe. The season I started a new Job, had a baby, left my job and came self employed, Autumn has always been a time of excitement, anticipation, a feeling that anything could happen and that I was the master to some extent of my own destiny.

Sea

We are so lucky here in the UK with our 11,000 miles of coastline. I was here today which is why I posted this picture from the North East coast.

Each footstep, each footprint we take unravels a new treasure. It can bring us joy and happiness as we take in through al our senses the beauty of our natural world. It is possible also to invoke a wealth of old memories and feelings that can sprig up into our hearts and minds revealing hidden jewels that may not have surfaced for years!

But the change in the seasons, the places that can inspire us, that can make our hearts sing, can also for some conjure up memories or emotional experiences from a past that just emerge from nowhere and can make us sad or despondent and full of sorrow.

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The visual is such a powerful sense, it has the power to build us and strengthen us, but also the power to blindside us and bring us crumbling down.

Im not trying to be negative here at all, all I’m thinking is that for some people a sight may cause pain in equal measures whilst to someone else it may bring intense happiness.

When we are working with adults or children, sometimes we are not aware of the deep emotions locked deep within because we do not know of or understand their memories or experiences from before. We may observe a reaction that seems irrational or out of character or even out of synchronicity with the world around us.

Be still, be gentle, be aware, take note, was there a catalyst, was there a trigger.  As we become more aware of others reactions and behaviours, we are able to open a door of experience that may mean laying down a whole new foundation of responses for that person, simply by being there and being honest and true to ourselves and to them. We value their reactions, value their feelings and value their vision of the world. And this new set of experiences where positive memories can be formed, can in time  bring happiness and peace, that today may causes pain, sadness and sorrow, but for tomorrow, love and compassion and a true sense of self.

Have a great day.

 

Get Children Outdoors

Stakeholder Groups – Landowner Relationships for Outdoor Learning and Forest Schools

March 3, 2015

When we work with children we all get permission in the form of consent forms, and we make sure that families, parents and carers are all informed of what we do and how we do it. We have DBS and we have procedures and we have Risk and Benefits Analysis processes.

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Our policies and procedures in place that we review and our  Daily Dynamic Risk Assessments daily risk assessment check blank ensure that we keep going through the review process to make sure we can keep our children safe. This is an example of one that you can use or adapt for your specific groups or location

In the same way we have a responsibility for the land and wild spaces and woodlands that we use. We can do this in so many ways through our A4O process and our Benefits Analysis, but there is more to it than that and this begins with the association we create with local communities and with the landowners who allow us to utilise their land in the first place. Without this good, healthy and supportive relationship we can end up skulking around with no legal access that could to some extents and in some situations null and void our insurance. Something we simply do not want to consider.

Without Landowners to support our programmes and projects  we have no environment in which to take our children to.

Before we take our children or groups into the local woodlands or wild spaces, even parks, if we are a commercial business, or not for profit or charity it is essential that we contact the landowner whomever they may be to ensure we have permission

Landowners can be

  • local council
  • private
  • estates
  • common ground
  • charity owned
  • Crown
     StormPan2

Find out through local residents, through contacting the local council, or farmers, or land registry if necessary. But it is essential that the landowner is a part of your programme for Forest Schools or Outdoor Learning programme

There are instances of companies having to either shut down, restrict or postpone visits because they have not built up a relationship with the landowners and sought permission before commencement

Archimedes Earth and Forest Schools Education -FSE- all advocate and promote and positively encourage you to liaise with landowners.

Its the same as someone coming into your garden and playing without asking first.

Get Children Outdoors

FREEDOM 100 has arrived! – Fast Track Forest Schools Training

March 1, 2015

EarthForest Schools Education offers one of the quickest ways to Fast Track Forest Schools with your children…

FSE Freedom 100 for Business Owners Use the link here to access the full colour version

They are a perfect way to…

  • Increase place take up from parents wanting qualified Forest Schools practice at the nursery setting or school they choose for their child
  • Provide parents with the confidence that you are the best educator for their child utilising the Archimedes Forest Schools Model
  • Learn from the longest established private Forest Schools Training Provider in the UK and the rest of the world
  • Receive tutoring from expert practitioners and teacher trainers
  • Increase the learning potential of your children
  • Begin to Establish Archimedes Forest Schools Quality Mark status demonstrating your prestige and value in education (Preferential Rate – 20% discount for those on this programme)
  • Offer quality provision to transform learning and increase confidence for improved standards of learning in school
  • Increase physical as well as mental capacity, resilience and wellbeing
  • Support CPD for teachers and practitioners by investing in quality training

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YES, Confirm My Place

Is Freedom 100 Forest Schools Training Right for Your Business?

Yes, because your staff will have the knowledge, skills and information, which when you share it with your parent customers will enhance your relationship with them and enable them to envisage how you are experts in your industry – and this will have a major impact on your ability to sell your setting to parents as customers

 Here are just some of the businesses already using Forest Schools Education successfully:

  • Alphabet Nursery
  • Alfreton Nursery
  • Ashbrow Nursery
  • Back 2 Nature
  • Baskerville Special School
  • Doncaster High Melton University
  • Derbyshire County Council
  • Manor House Nursery
  • Middlewood Nature Nursery
  • Nature to Nurture
  • Reflections Nursery
  • Sheffield City Council
  • Wildlife Trusts

There are hundreds more examples just like these from every type of education, children’s service, adults, outdoors, youth development as well as colleges, schools, nursery businesses you can imagine.

Every early years, school, college or support service organisation, charity or business could and should be using Forest Schools Education, whether you sell childcare, afterschool, wraparound care services to parents or other businesses.

Why Forest Schools Education is Also Essential For New and Growing Businesses

If you have a newer nursery business or setting up your own you need to get customers fast and you need to do it in a cost effective way.

What better way to bring in new customers than to show them the finer benefits of outdoor learning and education through Forest Schools Qualified Practitioners who can give them high end and useful information and then demonstrate by make a compelling offer of the uniqueness of your setting.

 Forest Schools Education Practitioner Training – What is it and Who is it for?

Freedom 100 Forest Schools training is a 6 month programme for a maximum of 100 business owners or Practitioners wanting to work personally with Sarah Blackwell introducing the Archimedes Forest Schools Model into their businesses and settings.

It’s for any dedicated and highly motivated individual interested in adding value to children through education and learning in the Forest Schools context, increasing value to their business and rising its profile though training with experts in Forest Schools adding these life enhancing programmes to their business model.

 

Forest Schools Training has three key components:

  • Initial Training; 6 months consolidation and Portfolio Building; Final Assessment and Portfolio Submission
  • Personal Support from Sarah Blackwell. You will be able to ask Sarah any questions you have during the programme in an exclusive private online forum.
  • A 200 plus page manual packed with information and background to the Archimedes Model plus templates for designing, running and monitoring Forest Schools

 

Here is Everything You Get on Freedom 100 Fast Track Forest Schools Training…

  1. SIX Month Course

The first and last weeks of the programme are live and current in Sheffield – the next Consolidation Weeks are in your own setting developing your work, portfolio and programmes. You get full access to the exclusive Archimedes Training Forums and direct communication with Sarah Blackwell though this page

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Here’s the schedule for the Training and Certification

Training Week

5 Dates to choose from : April 7th – 10th | April 13th – 17th | April 20th – 24th | April 27th to May 1st | May 5th – 8th 

Month 1

Section One: Essential Forest Schools Training for Skills, Knowledge and Understanding

April and May

Month 1 & 2

Section Two: Research and Reading and beginning to complete the pre required areas for delivery of the Baseline Assessment Programme

MAY to AUGUST

Month 2 to 6

Section Three: Deliver your SIX Week Baseline Assessment Programme, observe and assess children’s holistic development profiles ready for their long term programme in the outdoors

 Follow UP Development Week 

August 17th – 21st | August 24th – 28th |  September 1st to 4th | September 7th – 11th 

Month 6

Section Four: Attend the Practical Development Week

August and September

Month 6

Section Five: Hand in your Level 2 or 3 Portfoliosarah

  1. Personal Support From Sarah Blackwell

As one of the 100 business owners or practitioners on the course, learners will have access to an exclusive online private FSE Training learners area where they’ll be able to ask Sarah questions during the programme, while they are starting to build their understanding of Forest Schools in your business.

This access to Sarah Blackwell is priceless. She is the world’s leading implementer of Forest Schools Education – You will be able to tap into her expertise to maximise your own personal learning and to increase the value of your setting

Here’s what you’ll be able to do in the private learners area:

  • Ask Sarah Blackwell any questions you have about Forest Schools Portfolio Completion during the course
  • Ask Sarah to look at your portfolio structures and give her input
  • Ask Sarah any aspects to support of your learning process
  • Interact with other learners on the programme

WARNING: This WILL sell out!

Because of the personal support from Sarah Blackwell, this course is strictly limited to a maximum of 100 learners supported by you as a business owners.

 Support Materials –

  1. Manual plus License to Use Forest Schools logo Trade Mark

You will be given a hard copy version of the Archimedes Forest Schools hand outs which includes countless portfolio building information.

This material has generated interest from thousands of individuals around the globe for Sarah Blackwell and comes with a license for you to use the Logo Trade Mark at your setting

This course is worth at least twice the special price we are giving it away to you for today.

(Note: Training is for Practitioners within businesses and organisations wanting to deliver Forest Schools Programmes to children and Young People and is not for those who intend to compete with Archimedes Earth by offering Forest Schools Training to learners and these businesses or individuals will not be entitled to a license to use the materials, concepts or Trade Mark.)

 

Your Investment for ‘Freedom 100 Forest Schools Training’

First, to qualify for this course you MUST be serious about adding VALUE TO YOURSELF or THE LEARNER AND TO THE BUSINESS using the Archimedes Forest Schools Model

The size and type of your business, setting, school, or organisation does not matter. You can be well established for years and decades, or a new and emerging one person business or a new start up company.

What does matter is your mindset. Because of the personal attention from Sarah Blackwell, this programme is limited to 100 participants and we only want those places taken by people who are going to take action on what we cover. You will have to return on the given dates within 6 months and have completed your Portfolio of Evidence byt the assessment date. (There is a fee for late submission of portfolios of £200 and rescheduling of Assessment incurs a £400 fee)

The full investment for the programme is £799 – but if you book now before the booking deadline of 1st April 2015, you can save up to 50%.

 

Yes Confirm My Place

Plus Receive 20% Discount on YOUR Archimedes Earth Quality Mark APPLICATION

If your setting is not currently a member of the Quality Mark Membership Group, you’ll also receive a 20% Discount on application to Bronze, Silver or Gold Awards including a 10% discount off Full price training on all future courses for the lifetime of your membership.

We are So convinced that this course will change the course of your life, we are offering a 100% money back guarantee. If, after the first day of training your learner is not satisfied you will receive your money back

This is a risk free offer to your business

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Get Children Outdoors

Empathy is waiting in the shadows – you have the power to release its full potential

February 27, 2015

We are learning so much about the brain and childhood and my goodness, how influential can you be on the future lives of the children you come into contact with!!!

childmsallfIt is the Environment and Nurturing of the Adult who has an ability to develop Empathy and this impacts on Epigenetic and Neurological Development of children.

This impact is unleashed in conditions of relaxation, wellbeing and appropriate levels of challenge. It grows in an environment of love, care and compassion.It is nurtured over time and space and by those in a position of power who are able to relinquish this, who are able to empower and to feed the growth though intention and understanding and care.

childrensmfStress in children releases neurone inhibiting chemicals into the brain, cortisol. It suppresses the development of emotions and empathy. Physical Survival becomes the number one unconscious consideration for the child, who becomes self motivated to remain alive and this is a primeval need. The secondary need for love or to love and care for others and the environment is secondary to the survival of self. Thus the need for the emotional centres in the brain are not required, and the chemicals inhibit them from growing. What a disaster for personality traits such as love, care, compassion and empathy.
Therefore it is reasonable to deduce that the reduction in childhood trauma, childhood abuse including emotional, sexual and physical will minimise the cortisol levels in the brain and as such enable and the increase the ability for neurological development.

Oxytocin is the chemical released in the brain as the child experiences close and nurturing relationship with mother as well as others. This Oxytocin is an essential chemical in the brain to grow emotional, empathy and social interaction, respect and a sense of self and place.
The ability for the child to develop these attributes is a right for children to experience, and as such we have a duty of care to enable this attachment to take place in all that we do

spadesmallfBecome the Empathy Farmers for the next generation, sow the seeds, tend, nurture, fertilise, support, protect, and love the children who are entrusted to your care. This takes time, it can not happen in a day or a week or six weeks. A farmer cannot grow a crop in a month, it takes different seasons and conditions for the seed to reach its potential

Children are NO different. Time and Place and Space and Opportunity and Intention.

Provide opportunities through your Forest Schools Programmes to develop attachment, opportunity, relationship, self worth, environmental relationship.

Empathy is a potentiality that is centred in the brain, this genetic part of the DNA is awaiting the environmental conditions to encourage its growth; if a child is given the support to develop through experience and continual exposure to the concepts, opportunities to develop in this area, as children grow into adults, there will be a shift in the way that these adults relate tho themselves, to others and to the world.

Peaceful Citizenship, a movement away from self inflicted harm, violence to self and others and the environment increase momentum towards ensuring of a Positive Environmental Identity and a further Sustainability can be achieved through the children who attend the programmes that you offer when you are clear about your ethos, about your relationship, about how you wish to develop your own understanding of the future.

As leaders you have to ability to nurture, to plant the seeds of change in the children, but this takes commitment and intention to do so. It means that your programmes will be long term as intended, there can not be an unleashing of the empathy gene orOLYMPUS DIGITAL CAMERA a hard wiring of neurones to sustain its long term development over the course of a 6 week programme. Neurology does not work that way.

Get Children Outdoors

The Symbiotic Relationship of Child and Woods – Are you Sustaining Both?

February 24, 2015

EIA and MP MIddlewood ExampleIf you are an educationalist and a teacher, then the chances are you love nature – or you wouldn’t be reading this site! – but loving being in nature is not always enough to ensure that we preserve, sustain, conserve and maintain the woodlands we use for education, learning, play or leisure

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Qualified Forest Schools Level 3 Practitioners have  duty of care to children, no one disputes this – how many consider the duty of care to the natural environment and what that entails

Children and Nature interrelate on a biological and cellular level

You can’t have a child growing up in isolation of the elements, the natural cycles, the trees, grass, mountains or rivers without a part of that child’s inner most being as a human losing a part of its self that is essential to life.

In the same way you can not have woodlands and wild spaces growing up in isolation of the love, care, compassion and respect of children, because nature without children will in the future be destroyed completely and habitats die.

Nature is dependant for its wellbeing and health on children and their appreciation and respect to it, as much as children need nature for their wellbeing and health

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The process of the Environmental Impact Assessment and Management Planning can only be of any substance and any relevance when we as Practitioners and Leaders understand the importance of the need for sustainability. When we understand our role in the process as conduits for learning and love of nature with our children, we can begin to put an emphasis on learning species and relationships and how the natural systems depend on each other

When we know this, we then can apply with great joy and intention the Phase One Survey EIA where we acquire the knowledge and information of the woodlands we will work in

This can then lead to the Development of the Management Plan and monitoring process. Though our Role Modelling of our care and compassion, then children can begin to imitate our love and concern and this will lead onto Environmental Identity for the future

Have a go at this simple EIA Activity as an introduction to Environmental Impact Assessment if you are unsure where to begin

Ive included an example of  EIA and MP MIddlewood Example that as a Forest Schools Leader you might find helpful when processing and completing the Environmental Impact Assessments and Management Plans for your own Forest Schools Programmes

The Management Plans can be thought of as an Action Plan for the Setting and what will be done when, where and how, and by whom. 3 Year Management Plan can look like this though you can organise it in any format that is easily readable and through which you can pass on the information to stakeholders.

 

 

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Get Children Outdoors

Monty Python advises Assessing for Opportunities ‘A4O’ or Benefits Analysis

February 18, 2015

Always look on the Bright Side of Life!

I believe that is what the Monty Python Team sang in one of their Films

1623363_254250071402786_1806562203_nI have taken this advice and since Archimedes started training leaders back in early 2002 our Policy on Risk is that the word itself conjures up negativity and a can’t do it attitude. We revoked this and began the mantra ‘Assessing for Opportunities’

As professional experience grows, the ability to be intuitive and almost unconsciously detect and be aware of potential hazards and evaluate the probability as well as the severity if the harm happening is undisputed. Its called ‘Longevity of Practice’

stockvault-the-farm-life104242The farm life by Charl Christiani

But we have to start from somewhere.  Being able to break down the assessment and evaluation process, allows us as the Safety Officer, – as that is what we become if we are responsible for keeping others safe and well – to make judgements that allow us to put in place preventative measures – our Normal Operating Procedures  and Emergency Action Plans.

When we have put preventative measures in place it is at this point that we know that ever precaution within our power has been taken so we are then free to offer the widest range of possibilities, opportunities and experiences to those we are caring for and whom we are actin Loco Parentis.

When we are covering all bases it is then and only then that we can begin to provide freedom for our children to explore and for them to learn through experience and self initiated investigations.

The Health and Safety Executive supports the concept of leaders, teachers, practitioners considering the benefits of the experience along side that of the considered risk.

Children need challenge and children need to experience hazards that can cause harm. Our job is to identify the benefits and make a judgement as to whether the benefit outweighs the potential harm from the hazard if it actually happens.

stockvault-childhood-memories102844Childhood Memories by Elli Garnett

Ferre Leavers uses a measure of Challenge as an indicator of Well being in children and states that if the incorrect level is not provided, or children can not experience dealing with challenge, then they will not mature, will not feel ‘well’ and will not become engages with the opportunities or the experiences that you provide. Challenge adds a dimension to learning that is essential for holistic development to occur. Intact without challenge certain traits will be absent as children grow into adulthood. Without these traits there is a greater risk of harm, both physical as well as psychological. this can lead to mental health issues, stress, anxiety, antisocial behaviour as well as self harm and suicide. 

Providing children with the right levels of challenge and exposure to the right levels and the right kinds of risk allow health development physically, intellectually, linguistically, emotionally, socially as well as spiritually.

The concept is becoming a greater prevalence and is becoming an acceptable process now in play, adventure and education, and through pioneers such as Tim Gill in his book, Nothing Ventured; Balancing Benefits and Risks in the Outdoors and Living in  Risk Adverse Society the powers that be are allowing those with an urgent desire to allow our children to play outdoors, to do exactly that.

There are a number of very good places to look and to investigate when considering  Assessing for Opportunity – A4O.

  1. Bath and North East Somerset Council developed the Tool kit for Benefits Analysis
  2.  Health and Safety Executive Children’s Play and Leisure, Promoting a Balanced Approach

So when the process of Assessing for Opportunities commenced in 2000 through our process and procedures and a desire to look positively, to use a method concentrating on aspirational language and take away the negative connotations and biased view of Risk Assessments, I am pleased to see that it is now becoming common practice by outdoor professionals throughout the world and supported by the government and other official authorities giving us more freedom to explore and to create positive learning opportunities for out children.

 

 

Get Children Outdoors

Forest Schools Baseline Assessments

February 17, 2015
Popcorn and sharing

Popcorn and sharing

Baseline Assessments are the initial 6 weeks of your long term Forest Schools Programme and you will deliver well planned, well prepared and well practiced

In order to run any session, especially those first 6 weeks that comprise the initial elements as part of the Baseline Assessment there are basic requirements that are needed in order to provide you with the information you require as a practitioner to assess children’s levels of development in order to provide them with the best opportunities for their life ahead.

156873_247374625423664_1235936706_nWithout this initial assessment you have no information on present levels of development in the outdoors in the recognised areas of Social, Physical, Intellectual, Communication & Language, Emotional and Spiritual. These are commonly called the areas of Holistic Development.

There are ‘normal’ ranges for children and we are not suggesting that all children are the same, but it is acknowledged that in order for children to to grow into independence and adulthood these guidelines are suitable to be used as a reference model and tool. (The handouts for Archimedes Forest Schools Education Trainees includes this information for easy reference. It includes the expected ranges of ability for babies and children up to the ages of 5 years and you can use these as your reference point during the 6 week baseline assessment evaluations)

To create your Baseline Assessment for all the areas, collate info for each child through your observations, monitor and then evaluate your findings. As a result of that report you can devise a programme to support each area of development for each child by providing resources and opportunities for the children to experience a full range of possibilities and opportunities.

This will inevitably maximise the potential for each child or learner to grow and mature appropriately giving then the best opportunity to enter into the state of the ‘Capable Learner’ to ensure ‘Personal Sustainability’

The Baseline Assessment process is essential for you as a leader and practitioner in order to find out where each of the learners starting point is at the beginning of th long term programme.

This will include what a baseline state is in terms of emotional and ‘normal’ ways of behaving for that child, regarding both neutral and positively challenging but also overly challenging situations. It includes S>P>I>C>E>S. (Social, Physical, Intellectual, Communication, Emotional and Spiritual) for that particular child. Each child is unique and each child will be different but there are ‘norms’ none the less.

  • The Observation Form provided on training will assist you in collecting the information that includes:
  1. Wellbeing Scores of 1 to 5
  2. Levels of Challenge 1 to 5
  3. Social Language
  4. Eye Contact
  5. Behaviour, positive, neutral, negative
  6. Relationship with Peers
  7. Relationship with Adults, significant i.e. leaders and insignificant e.g. irregular visitor or volunteers

 

Mark making

  • Your Benefits Analysis Profiles
  1. This will include how the opportunities provided each session can benefit the child or group. It is common to use the areas of development from SPICES. (See next Article)
  • Risk Assessment
  1. Site
  2. Weather and general Welfare
  3. Collecting Natural Material
  4. Using Rope and String
  5. Being Raised up off the ground (e.g. Tree Climbing)
  6. Blind Fold Activities
  7. Using Water
  • Programme Aims for the Baseline Assessment
  1. Consider what the purpose of the first  weeks are to achieve
  2. What do you want to find out
  3. How are you going to do it
  4. How will you break down the programme into sessions
  • Theoretical Process
  1. Which theoretical processes will you be using in order to support children and have a framework for your observation e.g.
    1. Schema (Piaget)
    2. Multiple Intelligences (SMARTS)
    3. Play Types (Bob Hughes)
    4. Taxonomy of Learning
    5. Zone of Proximal Development (Vygotsky)

 

  • Programme Planning
  1. What experiences will you provide in week one that will give you the information you need in order to plan for the week after (observation of child’s intrinsic motivations)
  2. This will include opportunities for children to explore and to have opportunities for you to observe all areas of holistic development as well as their relationship to self, peers, adults and environment
  3. What will your reflection processes be to find out what the children have learnt and to ensure children can transfer learning by the end of the session.
  4. What is your delivery methodology
    1. Visual
    2. Auditory
    3. Kinaesthetic
    4. Auditory Digital (thinking about thinking)
    5. Individual
    6. Pairs
    7. Group

 

  • What Resources do you need
  1. Packed Happy Bag
  2. Completion of First Aid that covers children, adults and outdoors. (Health and Safety at Work Act 1974)

 

  • Procedures
  1. What are the Normal Operating Procedures (NOP)
  2. What are the Emergency Action Plans (EAP)
  3. Policy Documentation and Insurance

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Once the Baselines are completed for each child and the data collected evaluated after the session, it is at that point that the leaders will make recommendations for the next session in the initial 6 sessions. You will be deciding what it is that you need to provide in order to either allow children to investigate further, in order to observe behaviours and areas of development that you may not have seen in their full array and need to establish perhaps what the schema are for children, i.e. are they revisiting and developing the Schema when you provide the resources an opportunity for them to discover, experiment and investigate on their own.

After the 6 Week section, the Baseline Assessment process, you as the leader, and with your team members will sit and devise a programme for the next year that will again identify the aims for the children, each one individually, as well as a group to lead to the Transition Phase.

You will not under any circumstances write a full session designed programme for them but you will ensure that you understand the development needs for the children and you will then consider a range of opportunities for the children in order to provide them with the widest and most powerful possibility for each child or learner to (amongst other things)

  • achieve
  • mature
  • develop confidence
  • self worth
  • resilience
  • environmental identity
  • a reasonable and responsible actual self
  • realistic ideal self

Above all have fun, enjoy the process.

There is a skill in the process, and so with any skill, practice hard, practice well and reflect on your own practice and adjust and adapt and develop as required to ensure that the Forest Schools Programme is a transformational process.