Learner's Log Book
Section 1 - Record your relevant experience PRIOR to the training course
Section 2 - Record your relevant experience AFTER the training course
Section 3 - Safe use of tools AFTER the training course
Section 4 - Safe use of fires AFTER the training course
Section 2 - Record your relevant experience AFTER the training course
Section 3 - Safe use of tools AFTER the training course
Section 4 - Safe use of fires AFTER the training course
Assessments and Ethos Statement
Forest School Level 3 Practical Assessment
Level 3 Practitioner Assessment Record
Forest School Ethos Statement
Natural Firelighting Certificate
Forest School First Aid
Level 3 Practitioner Assessment Record
Forest School Ethos Statement
Natural Firelighting Certificate
Forest School First Aid
Unit 1 - Forest School Programmes and the Woodland Environment
1 - Understand the structures of woodlands:
1.1 - Explain the vertical and horizontal ecological structures of British woodland
1.2 - Differentiate between broad leaved and coniferous woodland ecosystems
2 - Know how to identify a range of flora and fauna:
2.1 - Identify a range of woodland flora and fauna for own site, detailing identifying traits for each item.
3 - Understand the importance of flora and fauna identification for the Forest School Programme leader:
3.1 - Explain the importance of flora and fauna identification for the Forest School leader
4 - Understand the management of woodlands as a sustainable learning environment:
4.1 - Explain the sustainability of current and historic woodland management techniques in own location
4.2 - Explain ways to involve learners in sustainable woodland management
1.1 - Explain the vertical and horizontal ecological structures of British woodland
1.2 - Differentiate between broad leaved and coniferous woodland ecosystems
2 - Know how to identify a range of flora and fauna:
2.1 - Identify a range of woodland flora and fauna for own site, detailing identifying traits for each item.
3 - Understand the importance of flora and fauna identification for the Forest School Programme leader:
3.1 - Explain the importance of flora and fauna identification for the Forest School leader
4 - Understand the management of woodlands as a sustainable learning environment:
4.1 - Explain the sustainability of current and historic woodland management techniques in own location
4.2 - Explain ways to involve learners in sustainable woodland management
Unit 2 - Practical Skills for a Forest School Programme
1 - Be able to facilitate a range of woodland skills appropriate to a Forest School programme:
1.1 - Select and use personal protective equipment (PPE) for working in a range of situations at Forest School
1.2 - Demonstrate how to safely use a range of hand tools and explain their use to a client group at a Forest School
1.3 - Demonstrate the safe checking, cleaning, maintenance and storage of tools at a Forest School
1.4 - Train learners in the tying and use of a range of knots at a Forest School and explain how this can be taught to a client group
1.5 - Demonstrate how to make a range of different items using natural woodland materials and explain how this can be taught to a client group
1.6 - Erect a temporary shelter, using a tarpaulin and ropes
1.7 - Explain how to erect a temporary shelter, making use of woodland materials
2 - Be able to facilitate campfire management appropriate to a Forest School programme:
2.1 - Demonstrate a safe siting, lighting, and management of a campfire and the surrounding area and explain how this can be taught to a client group
2.2 - Demonstrate simple methods of cooking over a campfire with due regard to basic food hygiene and explain how this can be taught to a client group
2.3 - Demonstrate how to safely extinguish a campfire, and explain how this can be taught to a client group
2.4 - Demonstrate how to leave a permanent fire site safe
2.5 - Demonstrate how to remove evidence of a temporary fire
1.1 - Select and use personal protective equipment (PPE) for working in a range of situations at Forest School
1.2 - Demonstrate how to safely use a range of hand tools and explain their use to a client group at a Forest School
1.3 - Demonstrate the safe checking, cleaning, maintenance and storage of tools at a Forest School
1.4 - Train learners in the tying and use of a range of knots at a Forest School and explain how this can be taught to a client group
1.5 - Demonstrate how to make a range of different items using natural woodland materials and explain how this can be taught to a client group
1.6 - Erect a temporary shelter, using a tarpaulin and ropes
1.7 - Explain how to erect a temporary shelter, making use of woodland materials
2 - Be able to facilitate campfire management appropriate to a Forest School programme:
2.1 - Demonstrate a safe siting, lighting, and management of a campfire and the surrounding area and explain how this can be taught to a client group
2.2 - Demonstrate simple methods of cooking over a campfire with due regard to basic food hygiene and explain how this can be taught to a client group
2.3 - Demonstrate how to safely extinguish a campfire, and explain how this can be taught to a client group
2.4 - Demonstrate how to leave a permanent fire site safe
2.5 - Demonstrate how to remove evidence of a temporary fire
Unit 3 - Learning and Development at a Forest School Programme
1 - Understand relevant theories of learning and development and their application to a Forest School programme:
1.1 - Summarise two recognized learning theories and explain their relevance to a Forest School programme
1.2 - Explain how learning theory has been applied to own Forest School programme
2 - Understand how a Forest School programme can support holistic development and learning:
2.1 - Summarise the Forest School approach to learning
2.2 - Outline the concept of holistic development
2.3 - Explain how holistic development is facilitated through Forest School
2.4 - Explain how Forest School promotes self-esteem and emotional intelligence
2.5 - Explain ways of which Forest School fosters resilient, confident, independent and creative learners
2.6 - Explain how Forest School promotes appropriate risk taking and how this impacts on learning and development
2.7 - Evaluate the key principles of play and their relevance to Forest School
2.8 - Explain how learning and development through play has been implemented during own Forest School sessions
3 - Understand the impace of behaviour on learning and development at a Forest School Programme:
3.1 - Summaraise factors affecting the behaviour of Forest School learners
3.2 - Explain how a learner's behaviour could impact on own and others learning and development
3.3 - Evaluate methods of encouraging behaviour that is appropriate at Forest School
4 - Be able to reflect on own Forest School training:
4.1 - Explain the role of the Forest School programme leader in promoting learning and development
4.2 - Summarise own personal development and learning during the Forest School training process and explain how this may inform own wider practice
Unit 4 - Planning a Forest School Programme
1 - Understand the development of the Forest School ethos:
1.1 - Summarise the history of Forest School;
1.1.1 - Locally
1.1.2 - In the UK
1.2 - Evaluate two pieces of research on Forest School practices
2 - Understand the ecological impact of a Forest School programme:
2.1 - Assess the ecological impact of running a Forest School programme on own site
2.2 - Develop a three year management plan for the sustainable use of own Forest School area, based on the ecological impact assessment
3 - Know the relevant policies and procedures required for a Forest School programme:
3.1 - Create a Forest School handbook containing relevant policies and procedures in line with statutory requirements and good practice specific to own client group and Forest School site
3.2 - Explain the process of managing risk and how it applies to Forest School
3.3 - Produce relevant risk assessment and risk-benefit assessments for own Forest School sessions
4 - Be able to plan a Forest School programme:
4.1 - Plan initial 6 Forest School programme sessions, showing links to own client groups learning and development objectives and needs
4.2 - Develop a communication strategy to exchange information with;
4.2.1 - Those assisting a Forest School programme
4.2.2 - Other interested parties
1.1 - Summarise the history of Forest School;
1.1.1 - Locally
1.1.2 - In the UK
1.2 - Evaluate two pieces of research on Forest School practices
2 - Understand the ecological impact of a Forest School programme:
2.1 - Assess the ecological impact of running a Forest School programme on own site
2.2 - Develop a three year management plan for the sustainable use of own Forest School area, based on the ecological impact assessment
3 - Know the relevant policies and procedures required for a Forest School programme:
3.1 - Create a Forest School handbook containing relevant policies and procedures in line with statutory requirements and good practice specific to own client group and Forest School site
3.2 - Explain the process of managing risk and how it applies to Forest School
3.3 - Produce relevant risk assessment and risk-benefit assessments for own Forest School sessions
4 - Be able to plan a Forest School programme:
4.1 - Plan initial 6 Forest School programme sessions, showing links to own client groups learning and development objectives and needs
4.2 - Develop a communication strategy to exchange information with;
4.2.1 - Those assisting a Forest School programme
4.2.2 - Other interested parties
Unit 5 - Delivery of a Forest School Programme
1 - Be able to deliver a Forest School programme:
1.1 - Lead the first six in a series of planned Forest School sessions, demonstrating flexibility in response to individual needs
2 - Be able to assess the impact of Forest School on participants:
2.1 - Observe three individuals and assess the impact of Forest School on their behaviour and learning
2.2 - Make recommendations for further session aimed at progressing three individuals learning and development
3 - Be able to evaluate a Forest School programme:
3.1 - Evaluate each Forest School session and make ammendments to next session plan as appropriate
3.2 - Carry out a summative evaluation at the end of the initial six Forest School sessions and explain how this will inform future sessions
1.1 - Lead the first six in a series of planned Forest School sessions, demonstrating flexibility in response to individual needs
2 - Be able to assess the impact of Forest School on participants:
2.1 - Observe three individuals and assess the impact of Forest School on their behaviour and learning
2.2 - Make recommendations for further session aimed at progressing three individuals learning and development
3 - Be able to evaluate a Forest School programme:
3.1 - Evaluate each Forest School session and make ammendments to next session plan as appropriate
3.2 - Carry out a summative evaluation at the end of the initial six Forest School sessions and explain how this will inform future sessions
