FEI FOREST SCHOOL SCOTLAND CASE STUDY GALASHIELS … · FEI FOREST SCHOOL SCOTLAND CASE STUDY GALASHIELS ACADEMY, SCOTTISH BORDERS Key points: external FS Leaders & volunteer Level

1 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

FEI FOREST SCHOOL SCOTLAND CASE STUDY

GALASHIELS ACADEMY, SCOTTISH BORDERS

Key points: external FS Leaders & volunteer Level 2 trainees, secondary school students,

John Muir Award, teenage group dynamics, Forest School Impact Measurements to

evaluate benefits of Forest School,

When? This Forest School programme started February 2014, as part of a funded 3 year

„Beyond Boundaries‟ project. Each 2 ½ hour session runs 9am -1130 am one day a week as

part planned programme of 12 sessions. The snapshot below describes session 3.

Forest School Leader: Jan Barr, Beyond Boundaries project coordinator, Borders

Environmental Education Services (BEES) and Wendy Patterson (BEES). Both are qualified

Level 3 Forest School practitioners, and were assisted by Derek and Ed (volunteers at

BEES) gaining experience for their L2 Forest School Award. Note: BEES has since been

rebranded as Instinctively Wild. The story of Jan Barr’s journey as volunteer and Forest

School practitioner can be found on this Instinctively Wild case study.

Context: Galashiels Academy has nearly 900 students on its roll (2012 figures). This

programme is led by external Forest School practitioners based with Borders Environmental

Education Services (BEES). The school selected students identified as having low self-

esteem or attainment, who might benefit in particular from taking part in Forest School.

Before the programme started, Jan Barr held a pre- Forest School meeting with the students

and one teacher.

Forest School session: Eleven S2/3 students took part – 6 boys and 5 girls - with 4 adults.

Two of these adults are qualified Forest School leaders, while the other 2 adult volunteers

are L1 qualified and currently undertaking training for their L2 Forest School Award. The

day‟s session plan aims were listed as: „developing responsibility, making choices, learning

to care‟. Resources, carried on site by adults and students, included standard kit, John Muir

books, extra rope, gardening gloves, bin bags, tool bag – loppers, secateurs, bow saws,

rake, and hand forks. The session plan outline was as follows: Walk to site from car park;

feeling round & go over behaviour rules (caring & respect); loose ends, choices for session;

put up tarp, drag logs over for additional seating; split into groups for chosen activity – e.g.

lopping to make base camp safe, building structure (toilet screen), glass clearing, rope

swing, helping with kelly kettle; drink & snack; John Muir – handout books & explain; games

– e.g. 40 sec, hunter prey; review - low points, high points. Break camp walk back to car

park. Although this format was followed in outline, it allowed scope for the participants to

make their own choices throughout. The overall session was very positive, both in terms of

behaviour and achievements.

Forest School Site: Gala Policies Community Woodland is a council owned site. It is a

mature mixed woodland park with mixture of open ground, scrub and steep wooded knolls,

plus a stream and pond. Beech trees predominate with a holly, yew, and rhododendron

understory. The area chosen for the Forest School base camp is mainly conifer. The site is

adjacent to the public swimming pool and Galashiels Academy with access from the

2 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

swimming pool car park by well-defined tracks. It is a popular recreational site used by dog

walkers and others.

Programme costs: Jan Barr designed this programme and successfully applied and

obtained funding from the Tudor Trust, an independent grant-making trust which supports

voluntary and community groups working in any part of the UK. The funds cover 2 staff and

administration for 3 years. The Vodaphone World of Difference is a corporate giving initiative

which mobilises people to take time out and work for a charity of their choice. In Jan‟s case

this supported her time and administration costs to prepare the programme in the fund

seeking stage.

Issues/ constraints: The teacher in Galashiels Academy has apparently undertaken Forest

School training but has not been released to take part in the current programme. No parents

have been involved as yet, although a questionnaire has been developed (see below).

Before the programme started, considerable time was put into programme preparation and

obtaining funding. On site, litter hazards – broken glass, bottles and cans - needed to be

cleared up but this was done as part of the planned session activities and supported the

John Muir Award work. During the session the leaders focussed on one student in particular

to address behaviour issues that had occurred previously and support his integration with

the group. He agreed his intention at the start - “I’m going to try and pick up pieces of wood

and not freak out”. Windblow had left quite a few trees damaged or with hanging branches

and it proved impossible to find a safe branch to hang a swing from (but the students did

learn about hazards associated with beech trees). Because the focus was on behaviour and

group dynamics, the opportunity to remind the group about on-site hazards and procedures

was perhaps missed at the start of the session, although assessing risk was supported

informally throughout. The students had developed a good rapport with the adults. Fitting in

with school timetables meant that the timing of the session was quite tight and did not allow

the full range of planned activities to be explored.

Further opportunities: A key aim is to prove the benefits of the Forest School programme

to the participating schools. Jan Barr has developed a Forest School Impact Measurement

Questionnaire for Teachers, requesting a questionnaire is completed for each child on the

programme and for a control group of 6 similar children. A similar impact measurement

questionnaire has been developed for Parents/Carers. In September 2014 Forest School

programmes will be developed for older secondary students in Hawick, Galashiels and

Selkirk High schools.

3 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

SNAPSHOT OF A FOREST SCHOOL SESSION GALASHIELS ACADEMY, SCOTTISH BORDERS

The Forest School Leaders were Jan Barr and Wendy Patterson. This is their third session with this group and took place on 4th March 2014.

Start The Forest School base camp site is only a 5 minute walk from the car park. The group share carrying equipment, including the emergency kit bag.

Review at base camp The leader initiates a feeling round (“my name is x and I’m feeling….”) & goes over behaviour rules (caring & respect). Choices for the session are discussed.

Clearing the games hill The whole group is given the choice of whether to go to the hill to clear broken glass, so they can play games, or stay at camp and make dens, with a suitable number of adults for each group. About half the group elect to go and pick up glass of the hill – protective gloves and bags are shared out. This conservation work will count towards their John Muir Award. They look out for places to hang a swing as well, but can‟t find a suitable tree, especially after Jan raises the „widow maker‟ reputation of beech.

4 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

Playing games Ed the volunteer assistant stands by a tree and counts to forty. Everyone runs and hides. He sees if he can spot anyone, then counts again and everyone tries to sneak up without him spotting them. Can you see someone hiding?

On the way back to re-join the others at base camp, one boy leads us via a den site he created out of school time. We discuss the special properties of yew. He is a bit anxious about sharing his special place with the other students but keen to show the adults.

Den building Back at base camp, the girls run out to meet the others. “Guys, you should see our den – it’s amazing!”

5 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

Challenges Some boys are slightly less focussed on their den building and cooperative working skills. They are supported by the adult volunteers. One or two prefer the challenge of building a den independently. Others enjoy time chatting freely with the adults, supported by the relaxed outdoor setting. Found objects like a discarded car hub cap became a den table.

Using tools The loppers and bow saw are popular. Wendy and Jan support the students in the correct use of the tools, which are used to clear the den site and gather more materials for den building.

6 Photo-permission has been given to share these images on the FEI website www.foresteducation.org

For further information E: [email protected]

Break time One boy decides he wants to light the Kelly kettle fire with the fire steel. He shows lots of perseverance and eventually the fire is lit. As before, Jan calls everyone together with the Tall Trees Warm Fire song: “Tall trees, warm fire; Strong winds, deep water; I feel it in my body; And I feel it in my soul”

Reviewing the session Water is heated for drinks of hot chocolate. Most people have forgotten their own mugs but Jan has a supply of cups. A few squabbles involving one disgruntled student in particular leads to the mood of the group dipping. In response, Jan runs another feelings review.

A short free time session follows, with more den building. Wendy hands out the John Muir Award booklets and mammal & bird i.d. sheets. She explains that all need to record evidence on how they are dealing with the 4 different challenges: discover, explore, conserve, and share. The group discuss what they have learned and discovered today. At the review, many of the students included den building in their „best bits‟ and the glass picking was mentioned. Few had any „worst bits‟ although one boy regretted „messing up‟ parts of the session with his behaviour, so progress is being made.

With thanks to the Forest School students from Galashiels Academy and the team

from Instinctively Wild (formerly BEES).

For other Forest School case studies see www.foresteducation.org resources