Forest School uses a range of learner-centred processes to create a community for development and learning.
The Criteria:
• A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners.
• The Practitioner models the pedagogy, which they promote during their programmes through careful planning, appropriate dialogue and relationship building.
• Play and choice are an integral part of the Forest School learning process, and play is recognised as vital to learning and development at Forest School.
• Forest School provides a stimulus for all learning preferences and dispositions.
• Reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future.
• Practitioner observation is an important element of Forest School pedagogy. Observations feed into ‘scaffolding’ and tailoring experiences to learning and development at Forest School.
In Practice:
Forest School Leaders make observations during sessions that identify the needs and motivations of participants.
Forest School sessions are driven by these needs and motivations, and always include choice and free play.
Forest School Leaders create and maintain a Forest School Handbook that communicates:
Forest School Leaders proactively communicate the six Forest School principles to key stakeholders (parents and adult helpers) before Forest School sessions begin.
In Forest School sessions there are high ratios of adults to participants to enable individual observations, planning and facilitation.