Hello all,
In the last five years there have been many developments in the world of Forest Schools. In the region there has been an increase in the interest of the principles and approaches that Forest Schools espouses with the number of those going through training and onto the delivery of programmes in settings has also increased. There is now a great deal of interest in the nursery education sector and in the primary schools as well. In secondary schools there is a greater emphasis on children and young people who are struggling in the more 'normal' confines of a classroom experience and these children are benefiting from the sustained and strategic approach of Forest Schools. Devon County council have been working with Joe Pearson to work with those who exhibit emotional and behavioural issues and this project is being sustained for the next year at least. Those with Special Educational Needs such as ADD, ADHD, Autism and Asperger's syndrome are experiencing Forest Schools programmes in a range of settings and this is having a very positive impact on behaviour, learning and therefore the ability to build stronger relationships with those in authority, where this may cause stress and anti social behaviour in a more mainstream environment.
More and more research is being published that links behaviour, learning and wellbeing to the outdoors and how it has very positive impacts (some references can be found at www.getchildrenoutdoors.org)
The Forest Education initiative has supported Forest Schools for over 10 years in England Wales and Scotland and through the support of local cluster groups many practitioners have been given th opportunity to train and to receive funding that will allow the purchase of equipment and resources. Land owners are coming on board and there are many private and public owners that wholeheartedly support the Forest Schools initiative.
In the last month the English FEI has now been renamed the FEN or Forest Schools Network, though these are remaining the same in Scotland and in Wales. The Learning outside the Classroom LOTC programme is funding for two years the FEN to support the new rebrand and Fiona Groves has been appointed to run this on their behalf. Fiona was instrumental in the setting up of the FSQIFF and organisations like Archimedes, Forest Schools Birmingham and Shropshire Forest Schools were all involved in the pilots of the project. The Quiff has been presented at many clusters by Susannah Podmore who trained practitioners and setting in its implementation and the development and deeper establishment of the quality assurance programme. Susannah is now working as a Forest Schools Practitioner and is on the committee of the FSTN
http://www.brumforestschools.org.uk/files/towards_forest_schools_download_version.pdf
This research was carried out in Birmingham in 2006 looking at Forest Schools in Birmingham and Afric Crosslan was part of the research team.
Many schools and nurseries are becoming more au fait with the concepts of Forest Schools and as such there is an increased demand in local authorities and providers to provide training on a regional level. Archimedes has been working diligently in order to support the trainers who are able to go through a Level 4 training programme and a mentoring process that enables them to become established associates and can use the very specific training model developed by Archimedes over the last ten years of successful and robust training programmes.
As a result of the increase in training provision there has been a distinct fall in quality in some districts. More and more colleges and practitioners are deciding to provide their own training programmes as these can be accessed more readily, though the potential participants need to be thorough in their investigation of these providers in order to ensure that they have a proven track record and are members of the Forest Schools Trainers Network, are professional in their delivery, the trainers are experienced Forest Schools Practitioners, have a good base of knowledge and experience in all the subject areas provided by the training.
The Special Interest group was set up by in association with the Institute of Outdoor Learning and the main aims was to establish a National Governing body or an association that could support practitioners and can also maintain training standards across the board. See the institute of Outdoor Learning on the Forest Schools site and here there is information on the new Business Plan developed by Erica Wellings and also the New Forest Schools Principles to help guide practitioners and maintain the unique educational approach that Forest Schools is known for.
There is a launch event on the 7th July 2012 at Elveston Castle in Derbyshire where practitioners can come and join the association, vote for the board of trustees and also to participate in a variety of workshops. The cost of this will be £50 though I think there is some confusion as to which part of this will be for membership and which part will be for attending the workshops. This will become clear I am sure!
It is a crucial time for the development of Forest schools and there has been a dedicated team of professionals who have been working with LANTRA, the sector skills council over the last 4 or 5 months in order to proceed and establish Forest School Practitioners as an industry in its own right with its own set of National Occupational Standards. All trainers will use these in order to establish good working practices and these will inform the future progress of Forest School in England. Employers will be able to ascertain the industry standards and know what they can expect from their employees and practitioners.
At present Scotland and Wales, though involved are remaining outside of the scheme and this is maybe just to see what happens over the next 12 months and also to gauge whether participation will hinder the local developments or whether it will appear to be supportive of the specialist needs of these two environments and different educational practices.
In line with the development of the NOS there is also a steering group that has looked at qualifications and how these can be put up onto the Qualifications framework. This is a long process and the NGB will in effect have a responsibility to maintain the standards set out and that all providers of the new qualifications are delivering to a unified standard of practice.
There is a disbanding of the Open College Network at present also and this means that some providers will in effect be offering their courses from different Awarding bodies such as Open Awards into the North West and others in the East Midlands and also in the south of the country. Open College Network qualifications are not recognised in Scotland and as such some providers in Scotland will continue to run OCN courses and some will move over to Open Awards. Sarah Blackwell is in the process of working with another Awarding Body (ITC) and Silver Fox training ltd to establish an Awarding body that will mean that it can maintain the integrity of the courses it delivers. It can also gatekeep the methodology and certify those who go through the Arc body and qualifications framework system with confidence that the courses are of the highest standards. Those participants will also be receiving the highest quality training and the information presented will always be up to date, both in terms of the theoretical underpinning but also in terms of Health and Safety and the assessment of risks and Benefits Analysis processes.
In my region there is move towards the use of the outdoor spaces for learning and Forest Schools and its long term intervention processes are making immense headway into supporting children's learning in a diverse society that is impinging to certain extent on the rights of children to play and experience the outdoor environment freely. Many more universities are providing electives and insights into Forest Schools and there is a great range of research that is being developed around this unique educational experience.
Please see the below advert from Millbrook Primary and Nursery School:
MILLBROOK PRIMARY AND NURSERY SCHOOL
Bank Road, off Huddersfield Road,
Stalybridge, Tameside. SK15 3JX
Tel & Fax: 01457 834314
Headteacher Mrs P. Tankard
Unqualified Teacher with Forest Schools Level 3 Qualification
Required for September 2012
0.6 Part Time Fixed Term Contract until December 2012
Post – 0.6 Unqualified Teacher Scale 1-6
Millbrook Primary and Nursery School is a happy, thriving school where everyone works together to ensure we provide the very best education for the children in our care. This is an excellent opportunity to join our popular, friendly school at an exciting time.
We are looking for an unqualified teacher to be a Forest School Practitioner with a level 3 qualification who is familiar with delivery and assessment of quality outdoor learning. This is a newly designed post and flexibility is essential.
Visits to the school are warmly welcomed and can be arranged by contacting the school office.
This post requires an enhanced CRB disclosure
Closing date 25th May 2012. Completed application forms are to be returned to the school.
Interviews will take place on Tuesday 19th June 2012.
JOB DESCRIPTION Forest School Practitioner
The Forest School Practitioner will be expected to provide high quality, inspirational training for individuals and groups from 3-11 year olds.
We are looking for an unqualified teacher who is an experienced Forest School practitioner with a level 3 qualification who is familiar with delivery and assessment of quality Outdoor Learning provision.
Main Responsibilities
To be responsible for and to oversee the day to day delivery, with support of assistant staff, organisation and smooth running of the Forest Schools and other training provision allocated.
To promote the Forest School and Outdoor Learning ethos
To be responsible at all times for high standards of care and education of all group members in accordance with Forest School procedures and other legislative statutory requirements.
To ensure effective communication with the training team, learners and with all partner organisations.
To order and maintain equipment and resources for the training.
To keep a register and up to date records of all learners using the training provision and to give regular feedback to line manager Head Teacher regarding development and progress.
To supervise, observe, mentor and support children from Nursery to Year 6.
To keep records of mentoring and disseminate to Head teacher
Supervision / Management of People
The post holder will be responsible for the management, supervision and appraisal of the following staff (under the guidance of the Training Manager), as appropriate:
Teaching Assistants
Creativity and Innovation
The Forest School Practitioner will implement essential training and incorporate any adaptations and changes as appropriate and support the development of policies and procedures. This will require creative thought together with an informed understanding of statutory requirements and best practice for education and training.
The Forest School Practitioner must work to Millbrook Policies about Keeping Learners Safe, Equal Opportunities, Data Protection and Confidentiality.
The Forest School Practitioner will need to liaise with the forest School Coordinator and understand and implement assessment and marking Policies and Procedures in order to maintain quality
Contacts and Relationships
Working relationships will include the following:
Internal
Head Teacher
Govenors
Teachers
Teaching Assistants
All staff employed for the training provision
External
Training Networks
Institute of Outdoor Learning
Forestry Commission
Stakeholder organisations
Learners
The Forest School Practitioner will be expected to build good working relationships at every level. Working in partnership with learners and stakeholder organisations is highly valued and The Forest School Practitioner must be approachable, friendly and able to communicate effectively at all times.
At all times The Forest School Practitioner will be expected to respect the confidentiality of sensitive information (subject to child protection policies and procedures).
Work Environment
a) Work Demands
The Forest School Practitioner will need to demonstrate effective time and resource management to meet the planned needs of learners and any anticipated demands that might be reasonably foreseen. The post holder will need to be attentive to a planned timetable whilst retaining the flexibility to be accessible and available to meet learner needs.
b) Physical Demands
The work requires moderate levels of physical effort. It involves lifting and handling of training equipment, play equipment and other resources and to be involved in practical activities and physical care of learners and the physical woodland environment. The training for some levels is mainly out of doors and this will require walking and managing the training on uneven surfaces and in unpredictable weather conditions. You are required to be a role model for the staff and learners you work with, adhering to the Archimedes Health and Safety procedures at all times relating to PPE.
Knowledge and Skills
Archimedes Level 3 or equivalent Forest Schools Trainers Certificate is desirable
Level 3 Forest Schools Practitioners
Knowledge, understanding and practical experience of Forest School provision for young children and youth.
Knowledge and practical understanding of child development and pedagogy.
Knowledge and understanding and practical experience of sustainable woodland management and education within the outdoor environment
Knowledge and understanding of legislation and regulations relating to day to day running of Forest Schools provision for young children and youth the inspections process for approval of such settings.
Knowledge and ability to create and implement policies and procedures consistent with legislation, regulations and local requirements.
Able to work independently and to manage own time efficiently.
Warm and caring personality - friendly and approachable to learners.
Ability to create and implement basic systems for learner records and financial records.
Ability to communicate effectively with staff at all levels.
Commitment to the principle that learners 'know best' about their own needs.
Commitment to equal opportunities for all learners.
Understanding of the Forest School Ethos and be able to apply this throughout all working practice, both with learners, staff and children.
1) Other Duties
The duties and responsibilities in this job description are not restrictive and the post holder may be required to undertake any other duties which may be required from time to time. Any such duties should not, however, substantially change the general character of the post.
2) Equal Opportunities
The post holder must carry out his/her duties with full regard to the company's Equal Opportunities Policy
3) Health and Safety
The post holder must carry out his/her duties with full regard to the company's Health and Safety Procedures.
***************************************************************
Please contact the school directly in relation to this vacancy.
Foundation Social Forestry®
The remit for this course is to give the Social Forestry Practitioner a rounded understanding of their role in providing maximum opportunities for learners to develop in a number of areas during a Social Forestry Project.
The practical skills, technical knowledge and theoretical understanding of working in woods and forests are developed as well as issues relating to the individual learner and their relationship with themselves, others and the environment in which they will be working.
In order to become a competent Social Forestry Practitioner it is important to have both knowledge and understanding of the specific processes involved in learning in this specialised context, as well as the technical skill to maximise learning for each individual. This requires the Social Forestry Practitioner to be able to carry out Learning Needs Analysis and transpose this into effective session and project planning. The Social Forestry Practitioner will then be required to observe individuals in order to monitor progress against initial goals and continually adapt to the needs of the individual using a number of different techniques.
Who Benefits From Social Forestry® Projects?
It is likely that the learners that engage in a long term Social Forestry Project will have additional social or emotional needs that may in the past have created barriers to learning, or contributed to some extent to social exclusion. These may never, in the past, have been addressed successfully. It is the role therefore of the Social Forestry Practitioner to be able to identify these additional learning needs and provide a project which can develop both social and emotional skills as well as the practical skills of working in a woodland environment.
The Practitioner will be aware of they’re own impact on the learning experience and be personally reflective, able to be flexible to the intrinsic needs of the individual at all times. This will be accompanied by a basic understanding of how external and internal processes can impact on the brain and learning efficiency.
The Practitioner will be aware of their own impact on the learning experience and be personally reflective, able to be flexible to the intrinsic needs of the individual at all times. This will be accompanied by a basic understanding of how external and internal processes can impact on the brain and learning efficiency.
This qualification is designed to give the Social Forestry Practitioner the generic knowledge, understanding and skills to take an individual through a long term project in order to address issues surrounding core competencies of emotional wellbeing. The increased awareness of which can lead to self awareness, self regulation through reflection techniques, develop intrinsic motivation through success in acquiring practical skills, thus creating a positive mental attitude to learning and develop an understanding and application of personal choice within the wider social context.
This course is an exciting insight into the way we learn. It highlights how the Social Forestry Practitioner can provide a positive learning environment for each learner and be consciously aware of their role in providing opportunities for each learner to become responsible in developing positive strategies to promote their own social inclusion and emotional wellbeing.
The Social Forestry® Practitioner Course runs over five days
You have three months to complete your portfolio once you have attended the course
Course price £540.00
Book your place online today at http://www.forestschools.com/book-a-forest-schools-training-course-sort.php?sortcourse_type=Social+Forestry&go=Submit
Tel: 0114 22 11 811
Fax: 0114 22 11 806
Email: info@archimedes-training.co.uk
Web: www.social-forestry.co.uk
