# data[].attributes.body
Allowing groups of children to create their own adventure trail using directions and creating their own creative and natural signposting to lead other groups around to the end of their trail.

# data[].attributes.body
- to be able to create directions using trail signs or creating other signage or clues
- to be able to find and identify reasonable natural resources to use as trail markers or signage
- to understand why areas should be left as they are found or in a better condition if possible

# data[].attributes.body
Groups of around five children preferable, with at least one adult per-group and one extra adult to man a base.

# data[].attributes.body
Each group will start in their own set area which will be signposted in a number format. They will have a set amount of time to create their trail ideas and gather resources together from their environment or identify landmarks.

Later in the session, they will attempt to follow at least one other trail, if a shorter session, or all of them in a circuit.

# data[].attributes.body
Risk Assessment for activities within woodlands

# data[].attributes.body
Should there be a reason for the activity being postponed or cancelled, provisions have been put in place for in-classroom activities.

Creech Wood in Waterlooville is run by Forestry England which provides its own accessible online Education section.

Forestry England. (n.d.). For teachers. https://www.forestryengland.uk/learning

# data[].attributes.body
" Efficacy expectations are based on whether or not an individual feels he or she can perform a task." (Ewert & Sibthorp, 2014)

This has been implemented into my lesson plan during the warm-up activity, as the leader of the group should ensure that the children participating are:
- familiar with their lefts and rights
- familiar with their surroundings
-given brief ideas on how they may be able to undertake the task
-putting them in smaller groups to offer each other support but also allow them to express their ideas and creativity

Ewert, A., & Sibthorp, J. (2014). Outdoor Adventure Education: Foundations, Theory, and Research (First ed.) [E-book]. Human Kinetics. https://doi.org/10.5040/9781492595663-ch005

# data[].attributes.headline
How have I catered to different learning styles?

# data[].attributes.subject
How have I catered to different learning styles?

# data[].attributes.body
Activities throughout the session will cater to different learning styles, and although there are multiple theories of styles of learning, I have focused on the most popular theory, which follows the three main forms of presentation.
- Visual
-Auditory
-Kinesthetic

Although the children are supposed to create their own ideas, these three presentation styles will be presented more obviously in the Warm-Up section.

They will be listening to instructions, following these instructions through finding objects or doing small tasks, and also able to watch the task being simultaneously undertaken by their peers.

Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change: The Magazine of Higher Learning, 42(5), 32–35. https://doi.org/10.1080/00091383.2010.503139

# data[].attributes.headline
Introducing Forest School in UK primary schools

# data[].attributes.subject
Introducing Forest School in UK primary schools

# data[].attributes.body
Kemp (2019) discusses that there is a push within education in the UK for children to be more involved with their natural surroundings.

How can this work for children who are born and raised in built-up suburban areas who may only experience nature through visits to a local park?

Kemp found that schools in the UK that were introduced to the ideas of forest school were keen to create their own forest schools to be connected to the original establishment.

Kemp, N. (2019). Views from the staffroom: forest school in English primary schools. Journal of Adventure Education and Outdoor Learning, 20(4), 369–380. https://doi.org/10.1080/14729679.2019.1697712

# data[].attributes.body
The UK PE curriculums for Key Stage 1 and 2 state that
" pupils will be taught to take part in outdoor and adventurous activity challenges both individually and within a team" (Department for Education, 2013)

Department for Education. (2013, September). Physical education programmes of study: key stages 1 and 2: National curriculum in England. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf

# data[].attributes.body
Riener & Willingham (2010) state that the theories of learning styles are often disputed due to the fact that individual factors are not often taken into consideration such as
- experience
-talent
-personal ability

Whilst I have catered for the most common theory of learning styles, previously shown, I have also taken consideration of the more social factors.

By placing the children in groups to undertake this session they will be able to allocate themselves to different tasks within the session.

I have also set no rules for difficulty of instruction, so that allows all abilities to participate.

To engage those who seek a more challenging experience, I included the factor of searching for a printed riddle in which they will also have to work together to problem-solve.

# data[].attributes.headline
The importance of leaving the area in a positive state

# data[].attributes.subject
The importance of leaving the area in a positive state

# data[].attributes.body
The third learning objective discusses leaving the area in the same state it was found in, or better.

I would like to make sure the children undertaking this task are fully aware of the effects leaving litter for example has on the immediate environment.

This will hopefully be a student-led discussion, as they will be more open to thinking about this idea if they are playing an active role rather than being spoken to.

Students involved in decision-making and discussion feel a greater sense of involvement and will feel more engaged with activities they are participating in (McCluskey et al., 2012)

# data[].attributes.headline
Importance of the students being the decision makers

# data[].attributes.subject
Importance of the students being the decision makers

# data[].attributes.body
McCluskey et al., 2012 found through research that children who were taking the lead in decisions, or at least were being engaged when making decisions in lessons were overall more engaged in the school, and were understood more.

The research of McCluskey et al. (2012)  "pointed to the importance of staff investment in engagement, a modeling of authentic engagement with student ideas which seemed to offer a very effective lesson which in turn seemed to impact on the self-efficacy of students".

# data[].attributes.headline
Unicef - Importance of having acccess to green spaces

# data[].attributes.subject
Unicef - Importance of having acccess to green spaces

# data[].attributes.body
"Increasing safe and accessible green spaces not only directly benefits a child’s holistic development, it has also been shown to convey a host of significant health benefits for adults and economic and environmental benefits to cities such as lower health care costs, reduced levels of violence and crime and flood protection.

And yet, children’s access to fields, woodlands and other green spaces is quickly diminishing. And children around the world, especially those growing up in cities, play outside considerably less often than their parents did – girls and children from developing countries less often still."

Higher birthweight

More physical activity

Better balance and motor coordination

Less likely to develop nearsightedness

Improve cognitive development and academic performance

Reduced parenting stress

Increased concern for nature

Stronger neighborhood social cohesion

Fewer behavioral and social problems

Increased mental health and well-being and reduced stress and depression, including in adverse circumstances such as humanitarian contexts

UNICEF Armenia. (n.d.). The necessity of urban green space for children’s optimal development [Press release]. https://www.unicef.org/armenia/en/stories/necessity-urban-green-space-childrens-optimal-development