Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Eco-friendly Outdoor Sessions CPD Workshop
Unit 3: Improving your outdoor sessions’ ecological footprint
www.outdoorlearningmadeeasy.co.uk ©
3.3 Improving your eco-practise
Now you have completed some eco-procedures for your outdoor location, you are ready to improve your
outdoor sessions eco-footprint.
To improve your selected target sections, simply use the chart on the next few pages (p3-12) to start your eco-journey:
• Select the sections you have identified as targets for stage 1.
• Work through each sub-category in your stage 1 target sections.
• Notice whether you are aiming to move from bad to good practise or good to best practise for that particular sub-category from your evaluation in Unit 2.
• Tick off and date the 3 steps to success as you manage to complete them or gain confidence and knowledge.
• You should aim to have completed as many improvements as you can within your Phase 1 target sections within your Target End Date. (If any of the steps to success are not relevant to your practise, either miss them out & remain at the same eco-score, or you could involve your group with suggesting alternative methods for improvements.)
* Keep the table over the next few pages and your recordings as you can fill in the remaining sections for your stage 2 & 3 targets.
2 Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
3.3 Improving your eco-practise
Organisation: _____ ____________ Outdoor Leader: ___________________ .
Section 1: Session Management
3
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Toileting
Prepare a site with suitable privacy
beforehand by digging a hole well away from any
waterways. Provide a trowel & bag for any
tissue,
Give guidance on ‘wild toileting.’
E.g. go to the toilet in the hole and use the trowel to cover
over with a little soil. Place any used tissue in the bag.
Ensure the site is how you found it at the end of your
session. E.g hole to be filled over
afterwards & the waste bag taken away.
Invest in a portable toilet, so no human waste enters the
ecosystem.Or,
invest in a composting toilet.
Date Achieved
Hand Washing Use biodegradable soap. Use biodegradable soapCollect waste water in another container on site and dispose of it down a sink later in the day.
Just use water & anti-bac gel
Date Achieved
Disposal of resources & Waste
Use Natural resources in the first instance.
If man-made resources are used, collect them back in at
the end of every sessionStore resources appropriately and re-use for many sessions.
Use Natural resources in the first instance. If man-made resources are used, eco-friendly and recyclable alternatives are sought.
Resources are re-used for many sessions. When products are disposed of, they are recycled
so that minimum waste goes to landfill.
Food waste is composted when possible.
Date Achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
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3.3 Improving your eco-practise
Section 2: Session Management continued…
4
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
LitterPerform a pre-session safety sweep before
each session.Pick up all litter found. Place this litter into a bin.
Perform a pre-session safety sweep and clear hazardous
items beforehand.
Involve children with picking other pieces of (non-hazardous)
litter with litter pickers.
Involve children with sorting the litter into a
recycling bin/ bag where possible.
Date Achieved
Session themes and activities
Sessions engage and educate children about
the importance of sustainability and eco-
friendly attitudes.
Encourage children to connect with and care for their environment through your practise. (Be a positive
role model.)
Encourage children to connect with and care for their environment through
various activities.
Sessions fully engage and educate children about the importance of sustainability and eco-friendly attitudes.
Actively encourage children to connect with and care for their
environment through your practise and activities.
Allow children to create their own ideas to help
improve their eco-footprint and the biodiversity of the
outdoor site.
Date Achieved
FootfallIdentify base areas to concentrate impact of
erosion.
Place wood-chip (or similar) in areas of heavy footfall. to protect the
ground layer.
Keep to current paths where possible.
Use different areas of the site and rotate to allow the
ground to recover.
Encourage children to think where they are trampling and involve them in planting new
species to balance out erosion.
Have a site sustainability plan which schedules placing wood-chip (or
similar) in areas of heavy footfall during the winter/ when conditions typically become boggy.., amongst
other ideas.
Date Achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
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3.3 Improving your eco-practise
Section 2: Site
5
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Site SpeciesCompleted a site survey. Can name & identify a
wide variety of species on site.
Knowledge of different species in different vertical and horizontal layers of the
site’s ecosystem.
Knowledge of how the species within in each layer interact and live to form
various food chains.
Can name & identify a wide variety of species and sub-species in different layers of
the ecosystem and understand how they interact
in balance
Knowledge of how the species on the site change throughout the seasons
Children are involved in describing, comparing,
identifying and understanding the site’s species and food chains.
Date achieved
Habitat LayersA variety of habitat layers have been left to grow to
maintain biodiversity.
Educate children about poisonous species (told to
look but not touch), instead of removing them.
Wild areas are identified and left to grow naturally.
A variety of habitat layers have been encouraged to
grow or planted to increase biodiversity.
Scheduled site sustainability plans are in place which
include pruning and coppicing to encourage re-growth
where possible.
Children learn about the importance of different
habitat layers by studying species and simple food
chains.
Date achieved
Site Features Any site adaptations are kept to a minimum.
The area has a ‘wild feel’ as much as possible. Natural materials are used.
Any site adaptations kept to the essential and fit in with the natural environment.
Eco-friendly structures are introduced, such as a grass
roof, recycled products, sustainable resources and renewable energy used.
Children are involved with the new eco-friendly site
adaptations.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
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2: Sit
e
3.3 Improving your eco-practise
Section 2: Site continued…
6
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Clearing groundOriginal vegetation
sustained/ encouraged to grow with further removal
kept to a minimum.
Further removal only in essential ‘base area.’
If removal has already occurred, new species are
planted and certain areas are allowed to grow ‘wild.’
Original vegetation sustained and improved.
Any removal kept to small essential area.
Original vegetation managed & complimentary species planted to
increase biodiversity.
Date achieved
Site AreasEssential features located where minimal/ managed erosion and impact will
occur.
A careful survey of the site & its current species has
taken place.
Areas and use of land takes into consideration this site
survey.
Essential (as natural as possible) features located where minimal/ managed erosion and impact will occur. Consideration is taken to the variety of impacts in each season with regard to weather
conditions and breeding.
Projects to balance out the impacts are planned with the
children.
A long-term site sustainability plan is in place which includes
projects to improve biodiversity and monitor impacts
Date achieved
Site signsAny signs are made from natural materials where
possible.
Any signs that are left out fit with the natural look of the
environment.
Any laminated/ paper signs kept to a minimum &
removed/ replaced when they become tatty.
Children are involved with creating signs from natural
materials, which are removed/ replaced when they become
tatty.
Other signs fit with the natural look of the site.
Laminated/ paper signs kept to a minimum, are removed after each session & re-used for long periods
of time.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
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2: Sit
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3.3 Improving your eco-practise
Section 3: Resources
7
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Craft ResourcesNatural resources used in the first
instance.
Normal craft resources emitted from outdoor sessions & substituted
with eco-friendly versions of paint, glitter, glue and
resources.
Any craft resources used are taken away from the site afterwards & a site sweep taken place after
each session.
Natural resources used. Adding other natural
materials to the environment, such as chalk and flour, are used sparingly
when essential.
Paints, plastics, glue and glitter avoided.
Children encouraged to experiment with the best natural materials to use as substitutes. E.g. mud paint, natural dyes from leaves &
berries.
Date achieved
Painting
Small removable objects are painted with eco-friendly paints on rare
occasions.
They are moved to sheltered areas where the paint will not run-off or
they are removed off site afterwards.
Used paint brushes and palettes/ pots are diluted
and cleaned appropriately into a sink
afterwards.
Small objects are decorated with natural chalks, mud paint, or berry paint on
occasions.
They are located in (or moved after the session to),
an area where minimal impact will occur.
Children are involved with experimenting with nature and water to discover natural paints.
Date acheved
Single Use Resources
Re-useable resources used
throughout
Single-use resources kept to essential only.
Any materials disposed into recycling bins or
compost where possible.
Effort made to source resources with minimum
packaging and eco-friendly/ sustainable values.
Children involved in raising awareness in the community to eradicate single-use plastics
& non-recyclable materials.
Children involved in not bringing single-use plastics & non-recyclable materials from home for outdoor sessions.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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3: Re
sour
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3.3 Improving your eco-practise
Section 4: Wildlife
8
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Nature FeedersNatural materials used in
the first instance which can stay in the environment.
Consideration given to the type of food put out with a specific creature
in mind.
Any non-natural materials removed at the end of the
session.
Completely natural materials used which do not introduce any ‘foreign’ materials to the
environment.
Natural cordage made and used to hang things where necessary.
Consideration given to the type of food put out with a specific creature
in mind for the specific season.
Date achieved
Wildlife HabitatsNatural materials used in
the first instance which can stay in the environment.
Materials and structures selected with specific
creatures in mind.Any non-natural materials removed after the session.
Wildlife habitats made from natural materials.
A variety made, some in quiet places which are never disturbed and some
in other places which can be ‘studied.’
Children involved in selecting natural materials and building structures with specific creatures in mind;
understanding the reasons.
Date achieved
Trees, plants, flowers & wildlife
Children are only allowed to pick items that have
fallen from the floor.
Designated trees are selected for climbing &
attaching structures, which are hardy, and these are monitored
regularly.
When studying flora & fauna, picking and collecting is only allowed if absolute necessary. This is done infrequently and in small quantities. Any fauna collected is put back where it
was found.
Children are involved in setting site rules; e.g. only picking items that have fallen from the floor
and look at wildlife but not touch.
Designated trees are selected for climbing & attaching structures,
which are hardy, tree protectors are used and these are monitored
regularly.
When studying flora, picking is only allowed if absolute necessary. This is
done infrequently and in small quantities. The children plant substitute seeds and plants to
replace any picked.
Date achieved
Planters Children are involved with planting.
Children are involved with caring for their
crops.Planting takes place
throughout all seasons.Children are involved with
making planters from recycled or eco-friendly materials.
Seeds are planted for a variety of species throughout the year. Children
are involved with caring for their crops and understanding the process
from seed to plate.
Children are involved with making their own compost.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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4: W
ildlife
3.3 Improving your eco-practise
Section 5: Fire
9
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Location of fire Fires take place in a safe area.
Location takes into consideration results from a site species
survey.
Children are familiar with the layout, routine
and set-up.
Fire takes place in a safe area.
Any impacts to the site and site species are
monitored over time.
The children are involved with managing their safety in a
controlled manner.
Date achieved
Use of fire Fire used on occasions.
The fire is kept as small as possible.
The fire is used for the minimum duration.
Fire used on occasions to benefit the children’s
experience.
The fire is kept as small as possible and burns
for minimal time.
Children are involved in choosing effective sized fuel for the fire in line with its intended
use.
Date achieved
Fuel for fire
Deadwood and hanging deadwood
collected from different areas to minimise impact.
Non-toxic woods selected.
Care is taken to collect wood without without
fungus or foliage.
Deadwood is collected beforehand and dried out
prior to the session.
Non toxic and efficient woods collected.
Children are involved with collecting various sized fuel
from different areas beforehand learning about minimal impact. Fuel is sorted into size piles and smallest fuel possible is used.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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5: Fir
e
3.3 Improving your eco-practise
Section 5: Fire continued…
10
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Cooking on the fire
Fire resistant resources used.
Waste is taken away after the session.
The leader has a Level 2 Food Safety/ Hygiene
Certificate.
Eco-friendly & fire-safe resources used for
cooking.
Children learn about the safety and hygiene of
cooking on an open fire with guidance from a
level 2 (or above) qualified food handler..
Waste is kept to a minimum and taken out
afterwards.
Date achieved
After the fireFuel is cooled
appropriately after the session.
Partially burnt fuel and blackened wood scattered into the
environment once fully cooled.
Any unburnt fuel is removed and stored appropriately for the
next fire.
Children involved with deciding if the fuel has
been cooled appropriately after the
session.
Partially burnt fuel and blackened wood scattered into the
environment carefully once fully cooled.
No trace’ of the fire is left at all.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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5: Fir
e
3.3 Improving your eco-practise
Section 6: Tools
11
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Location of tool work
Site species survey completed.
Site species taken into consideration when
locating a tool area to minimise erosion and
impact.
Ground cover is taken into consideration to
minimise impacts.
Location of tool area takes into consideration results from a site survey and
changes across all seasons.
Working tool bases are used which are already dead, (such
as stumps), in order to minimise damage.
Ground cover is taken into consideration and a site sustainability plan is put in place to minimise
impacts.
Date achieved
Wood for tool tasks
Any wood cut is managed and monitored.
Specific species chosen for different purposes.
Leader has knowledge about different types of wood for different uses.
A site sustainability plan is in place which involves planned pruning and
coppicing of specific species in set areas for wood stores & to encourage regrowth.
Fast growing trees are planted as a sustainable
source of wood.
Specific species chosen for specific purposes & tool
tasks have a clear purpose.
Date achieved
After tool workPartially cut and
chopped wood is stored effectively
Partially used wood is used again in the future.
The site is left tidy after tool use.
Partially cut and chopped wood is stored effectively to be used again in the future.
It is labelled with the children’s name if necessary so they can continue their
project next session.
The children are involved with tidying up and leaving
the site tidy after use.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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6: To
ols
3.3 Improving your eco-practise
Section 7: Shelters, & structures with ropes.
12
Area of Practise 3 steps to successMoving from bad practise to good practise
3 steps to successMoving from good practise to best practise
Ropes around treesTree protectors put in place where ropes are
tied around trees.
Trees to be used are selected carefully: any
protected or fragile species avoided.
Tree protectors put in place where ropes are tied around
trees.
These are monitored over time with help from the
children where necessary.
Date achieved
Semi-permanent and temporary
shelters from tarps and parachutes
Location and type of shelter/ structure
selected carefully to blend in with the
environment
Location and type of shelter/ structure
selected carefully to minimise impact.
Structures & shelters are maintained and taken down when
necessary.
Eco-friendly, natural and recycled materials are used
for the shelter where possible.
The shelter blends in, is well maintained. and is fit for
purpose.
Children are involved with selecting the best areas (with
minimal impact) and with the construction of the shelters and structures.
Date achieved
Eco-friendly Outdoor Sessions CPD Workshop Unit 3: Improving your outdoor sessions’ ecological footprint www.outdoorlearningmadeeasy.co.uk ©
Sect
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7: Sh
elter
s & st
ruct
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with
rope
s