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What objects of interests are found in the Forest and what activities can they do with those?

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How are children developing/using their senses to find out about the Forest

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What can children learn in a Forest?

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What are the risks and health and safety when carrying out activities in the Forest?

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What is the role of the adult when providing activities in the Forest?

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There are many risks and health and safety things that should be taken into accountability when doing activities in the forest , such as sudden changes in weather. This is very important to keep in mind as for example rain can affect the ability to do activities that are normally auditable for dry weather. However sunny or dry weather can give you a better chance of being able to carry out activities. For example making a den or tent would be perfect in dry weather however would be inappropriate in wet and dull weather.

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The adult have to ensure safety, keep an eye on the children, guide the activities and make sure everyone is takes part. - duniya

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adult role is to support, encourage, stand back and observe without interference unless the children are putting themselves or other at risk.

adult role is also to provide a set of role and act as a partner with children's. as well as modelling what is expected or providing a way for a child to stop play when they are ready.

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Here are six principles for how to make Forest School accessible to more children:

1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit? Wellies, waterproof trousers, coats, thermals, all these things come at a high price. If you can't afford to put food on the table, providing waterproofs for your children isn't going to be a reality. How can we ensure that every child has the gear they need to focus on the learning and not get distracted by the weather?

2. Providing food. Even when it's free to attend outdoor events, food is often a barrier to participation if families must pay for it. Providing food for free ensures your sessions are inclusive.

3. Outdoor knowledge. Not all families have the opportunity to gain knowledge about the outdoors. Being judged for not knowing the names of plants or trees is going to exclude people.

4. Transport. Consider transport costs, these could stop families with a low income from accessing Forest Schools. Can you go to where participants are based or stay within walking distance of school?

5. Be careful of stigma. Inexperienced staff can sometimes judge participants for not having the right kit, outdoor knowledge or simply for what appears to be laziness. Surviving socially for young people is important. If their need to fit-in and be accepted by their peers is clashing with the aims of your outdoor session, don't blame them. Spending time in the outdoors might be alien for them and it may take time before they feel comfortable. Keep talking to them, you'll get there.

6. Procedures. Do your procedures mean that a person must identify themselves as experiencing poverty? Setting up routines and procedures to minimise poverty stigma is important. For example, asking for vouchers or filling in forms in front of other children or families can be damaging for children. Do you have systems in place to combat this?

Back to Niky Elvy who encourages us to think broadly about what outdoor education is and can be: "I don't describe what I do as Forest School and there are lots of reasons for that. Many of our staff are Forest School trained and qualified. But actually, there are lots of things in the Forest School ethos, that don't really fit with ours. For example, I'm quite happy for my outdoor work to also become curriculum-based if that's what's needed. I've got a background in education and so that makes sense to me.

"We also actively don't stay in one setting. We are semi-nomadic. Even with our groups who might have a woodland base, we make sure that each time out, we go on a couple of trips to other environments too. Because you know, being in the woods all the time is great, but that does a very specific set of things and actually, we're trying to provide a bit more.

"We want the children and young people who are with us, to understand different environments, not just woodlands. We go to the beach, we go on camps, we go and visit wetlands, and actually, we've even got on the train and gone to the museum.

"We do a version of adventure education where we take young people out on expeditions and they learn how to navigate, they learn how to use a Trangia stove and then we hammock camp in the woods and they become familiar with a variety of wild environments."

So now we've considered what Forest School is and how we might get people to consider it, let's think about the practical activities we can do to make memorable Forest School sessions for our learners.

Forest School is great for developing physical motor skills, self-confidence and an emotional awareness in the natural world. The activities in the forest can also be applied to the national curriculum, whether it's understanding the properties of shapes, doing science practicals at the fire pit, or learning the meaning of words through woodland stories. The outdoors is in fact the perfect place to see how concepts learnt in the classroom can be applied to the outdoors.

It's helpful to be aware that some practitioners prefer to keep the time spent in the woods specifically dedicated to the Forest School principals which don't necessarily mean that you to stick to the national curriculum. This issue is contentious, with lots of different opinions!

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Here are six principles for how to make Forest School accessible to more children: 1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit?

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Children can learn new physical skills and will also learn the 5 senses see,touch,hear,taste and smell this happens as when the children are smelling the air the children will get the different senses of nature e.g the fresh air.Another interesting skill for children is being intellectual when children see new stuff such as maybe animals and different trees.When taking part in climbing activities children learn how to be interactive and come involved with other children that can link to physical and emotional skills.Children can learn how to communicate with other adults and children making them feel more confident in doing activities such as tree climbing,picking up twigs,playing short activities such as tig,hide and seek and many more.

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Here are six principles for how to make Forest School accessible to more children:

1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit? Wellies, waterproof trousers, coats, thermals, all these things come at a high price. If you can't afford to put food on the table, providing waterproofs for your children isn't going to be a reality. How can we ensure that every child has the gear they need to focus on the learning and not get distracted by the weather?

2. Providing food. Even when it's free to attend outdoor events, food is often a barrier to participation if families must pay for it. Providing food for free ensures your sessions are inclusive.

3. Outdoor knowledge. Not all families have the opportunity to gain knowledge about the outdoors. Being judged for not knowing the names of plants or trees is going to exclude people.

4. Transport. Consider transport costs, these could stop families with a low income from accessing Forest Schools. Can you go to where participants are based or stay within walking distance of school?

5. Be careful of stigma. Inexperienced staff can sometimes judge participants for not having the right kit, outdoor knowledge or simply for what appears to be laziness. Surviving socially for young people is important. If their need to fit-in and be accepted by their peers is clashing with the aims of your outdoor session, don't blame them. Spending time in the outdoors might be alien for them and it may take time before they feel comfortable. Keep talking to them, you'll get there.

6. Procedures. Do your procedures mean that a person must identify themselves as experiencing poverty? Setting up routines and procedures to minimise poverty stigma is important. For example, asking for vouchers or filling in forms in front of other children or families can be damaging for children. Do you have systems in place to combat this?

Back to Niky Elvy who encourages us to think broadly about what outdoor education is and can be: "I don't describe what I do as Forest School and there are lots of reasons for that. Many of our staff are Forest School trained and qualified. But actually, there are lots of things in the Forest School ethos, that don't really fit with ours. For example, I'm quite happy for my outdoor work to also become curriculum-based if that's what's needed. I've got a background in education and so that makes sense to me.

"We also actively don't stay in one setting. We are semi-nomadic. Even with our groups who might have a woodland base, we make sure that each time out, we go on a couple of trips to other environments too. Because you know, being in the woods all the time is great, but that does a very specific set of things and actually, we're trying to provide a bit more.

"We want the children and young people who are with us, to understand different environments, not just woodlands. We go to the beach, we go on camps, we go and visit wetlands, and actually, we've even got on the train and gone to the museum.

"We do a version of adventure education where we take young people out on expeditions and they learn how to navigate, they learn how to use a Trangia stove and then we hammock camp in the woods and they become familiar with a variety of wild environments."

So now we've considered what Forest School is and how we might get people to consider it, let's think about the practical activities we can do to make memorable Forest School sessions for our learners.

Forest School is great for developing physical motor skills, self-confidence and an emotional awareness in the natural world. The activities in the forest can also be applied to the national curriculum, whether it's understanding the properties of shapes, doing science practicals at the fire pit, or learning the meaning of words through woodland stories. The outdoors is in fact the perfect place to see how concepts learnt in the classroom can be applied to the outdoors.

It's helpful to be aware that some practitioners prefer to keep the time spent in the woods specifically dedicated to the Forest School principals which don't necessarily mean that you to stick to the national curriculum. This issue is contentious, with lots of different opinions!

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Here are six principles for how to make Forest School accessible to more children: 1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit?

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In a forest children could learn how the leaves change because of the different seasons, this would support their sense of sight. They can also learn about the different textures of different leaves or sticks, this would support their sense of touch. An activity to do with children in the forest could be, building a den which would support their physical development. Another activity that would support their physical development would be climbing trees, activities like scavenger hunts and foraging would support their physical and intellectual development as they would have to think about where they would find the things they are looking for.

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The adults role is to supervise the children and also encourage

them to do the activities.

adult role is to observe and be at the back or the front to support invisible le to their eye.

as well as being with them all the time adult should be engage with child to model skills.

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long trees

beautiful wildlife

hidden waterfall

peaceful hiking trail

leaves

breaches

small animals e.g. owls

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Child ecentred learning process that takes place in a natural offering opportunities for holistic growth through play exploration and supported risk taking

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Adults got to ensure the safety of children and supervise them -dua

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Children will use all different senses such as sight, touch and hearing. They will use their sight to explore different natural things. They will also be able to see the different changes in weather. When children are using their sense of touch they will be able to experience different textures of the trees, leaves etc... When children use their sense of hearing they will be able to recognize different sounds of nature such as wildlife and birds

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Adults have a key role in ensuring a child's safety during forest activities. This involves constant supervision to prevent them from straying into potentially dangerous areas. It's also important to educate kids about the forest environment, including identifying hazardous plants and potential wildlife encounters. Preparation is key, so bringing a first aid kit and ensuring everyone is appropriately dressed for the conditions can go a long way in preventing accidents.

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children engage in a range of activities in a natural environment through which they learn about nature and the environment, engage in creative activities, build dens, light fires and have a chance to develop skills over repeated sessions

At the same time, they are learning to cope in challenging environments, often through engaging in team work and in so doing developing social skills, resilience and perseverance. They are also challenged to use natural resources in imaginative ways as they seek to improvise in creative games and den building.

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Staff to have a risk assessment for all the children's medial needs.

To have right ration of staff to children

Children to wear correct cloth's.

Take weather in to consideration.

need to be aware of hazards such as:

Animals dropping/waste

Slips from mud and water .

Trips and falls from tree stump's

Children eating poison's berries

Beware of small wild animals(fox's).

choking on leaves and samll objects

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Children can turn their head towards sound, follow objects with their eyes and discover their hands and feet by touching them. they can hear the birds , the crunching of the leaves when the children walk all over them . They can get their feet stuck in the mud in the forest

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children use the 5 senses such as taste, touch, smell, hear & sight. such as touching different textures, leaves tree stumps, mud could link into intellectual development and physical because of the movement. children will recognize the different changes of the seasons by looking at the way the leaves change colour. children will recognize different smells and scents, Children can try the berries in the forest under supervision to learn about the tastes, when children are using their sense of hearing they will hear the birds chirping, bugs, and the sound of the leaves, and the wind whistling.

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In a forest, children can see lot of different thing like trees, sticks, leaves and they can make things from the forest and they can hear lot of noises in the forest. the children's need to stay together and work in pears