What is the difference between Forest School and outdoor learning?

Outdoor learning is a broad term covering any educational activity that takes place outside, such as a geography field trip or a science lesson in the school garden. Forest School is a specific, long-term approach that follows six core principles: it takes place regularly in a natural woodland, is learner-led, promotes holistic development, involves skilled practitioners, and uses risk-benefit assessment. Unlike many outdoor learning activities, Forest School is not curriculum-driven but focuses on the process and personal growth of participants.

Do I need to be good at gardening or horticulture to do this award?

No, this award focuses on the ethos and principles of Forest School, not on horticultural skills. However, a basic understanding of woodland ecology and plant identification can be helpful, as sessions often involve exploring trees, plants, and natural materials. The qualification is more about pedagogy and facilitation than gardening.

How long does it take to complete the Level 1 Award?

The ITC Level 1 Award in Forest School Ethos and Principles typically requires around 30-40 guided learning hours, which can be delivered over a few days or spread across several weeks. You will also need to complete some independent study and a short assessment, often a multiple-choice test or a written task. Check with your training provider for exact timings.

Can I use this qualification to become a Forest School leader?

This Level 1 Award is an introductory qualification that gives you a foundation in Forest School ethos and principles. To become a Forest School leader, you will need to progress to a Level 3 Forest School Practitioner qualification, which includes practical skills like tool use, fire lighting, and session planning. This award is a great first step to see if Forest School is right for you.

What age groups does Forest School work best for?

Forest School is most commonly used with children aged 3-11, particularly in Early Years and primary settings, because it aligns well with play-based learning and the EYFS. However, it can be adapted for teenagers and adults, especially in therapeutic or team-building contexts. The principles remain the same, but activities are scaled to suit the group's abilities and needs.

Is Forest School only for children with behavioural issues?

No, Forest School benefits all children, not just those with behavioural challenges. While it can be particularly effective for building confidence and social skills in children who struggle in traditional classrooms, its learner-centred approach supports every child's holistic development. Many schools use Forest School to enhance wellbeing, creativity, and resilience for all pupils.

Introduction to the Forest School Ethos and Principles

ITC FIRST

vocational

The Introduction to the Forest School Ethos and Principles explores the foundational philosophy underpinning the Forest School approach, emphasizing learner-centred, play-based, and holistic development in a natural woodland environment. Understanding these principles is crucial for practitioners to facilitate meaningful, long-term outdoor learning experiences that foster resilience, confidence, and a deep connection to nature, while safely managing risks and promoting environmental stewardship.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

ITC Level 1 Award in Forest School Ethos and Principles

Topic Overview

The ITC Level 1 Award in Forest School Ethos and Principles introduces you to the core philosophy and practical foundations of Forest School, an inspirational outdoor learning approach that nurtures holistic development through regular, repeated sessions in a natural woodland environment. This qualification covers the six key principles of Forest School as defined by the UK Forest School Association: long-term regular sessions, a natural woodland setting, learner-centred processes, holistic development, skilled practitioners, and a strong risk-benefit assessment framework. Understanding these principles is essential for anyone supporting Forest School programmes, whether as a teaching assistant, volunteer, or aspiring leader.

Forest School is not just about taking lessons outdoors; it is a distinct pedagogical approach that prioritises play, exploration, and supported risk-taking. The ethos emphasises the importance of learner-led experiences, where children and young people develop confidence, resilience, and social skills through hands-on activities like tool use, fire lighting, and shelter building. This award is your first step into a growing field that connects land management, horticulture, and education, making it highly relevant for careers in outdoor learning, environmental education, and countryside management.

As part of the ITC First Vocationally-Related Qualification suite, this award sits within Horticulture & Land Management, but its principles apply across many sectors. You will learn how Forest School complements formal education by supporting the Early Years Foundation Stage (EYFS) and National Curriculum, particularly in personal, social, and emotional development. By the end of this unit, you will be able to explain the ethos, identify key principles, and recognise how they shape practice in real-world settings.

Key Concepts

Core ideas you must understand for this topic

→Learner-centred process: Forest School sessions are driven by the interests and choices of participants, with practitioners acting as facilitators rather than instructors.
→Holistic development: The approach supports all areas of development—physical, social, emotional, cognitive, and spiritual—through integrated outdoor experiences.
→Risk-benefit assessment: Unlike traditional risk aversion, Forest School uses a dynamic process that weighs potential benefits (e.g., learning to manage risk) against hazards, promoting supported risk-taking.
→Regular and repeated sessions: Forest School is not a one-off trip; it involves long-term programmes (typically at least 6-12 weeks) in the same woodland setting to build familiarity and trust.
→Skilled practitioners: Leaders must hold a Level 3 Forest School qualification and understand woodland ecology, tool use, and outdoor pedagogy to deliver safe, effective sessions.

Learning Objectives

What you need to know and understand

LO1. Understand the Forest School approach to learningLO2. Be able to participate in the Forest School experiencesLO3. Understand methods of identification of woodland speciesLO4. Understand how Forest School impacts on the woodland environmentLO5. Understand hazards at Forest School

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for correctly naming at least three of the six core Forest School principles (e.g., long-term process, risk-taking, holistic development, learner-centred, qualified practitioner, use of natural environment).
Award credit for providing a clear example of how a Forest School session reflects a specific ethos principle, such as explaining how allowing learners to choose their activity demonstrates learner-centredness.
Award credit for identifying the role of the practitioner as a facilitator rather than a traditional instructor, referencing the ethos of minimal adult-led intervention.
Award credit for recognizing that Forest School is a long-term process, not a one-off outdoor activity, and stating the importance of repeated visits to the same woodland site.

Assessment Guidance

Guidance for achieving higher grades

💡When describing an experience or activity, always explicitly link it back to one or more of the Forest School principles to demonstrate applied understanding.
💡Use specific terminology such as 'holistic development', 'learner-led', 'managed risk', and 'sustained engagement' rather than generic terms like 'playing outside'.
💡In written or verbal assessments, provide concrete examples from observed or hypothetical Forest School sessions to evidence your comprehension of the ethos – vague answers will not meet marking criteria.
💡Prepare for hazard-related questions by remembering that risk-benefit analysis is integral to the ethos; always frame hazards in the context of learning opportunities and how they are managed.
💡When answering questions about the six principles, always link them to practical examples. For instance, explain how 'learner-centred process' might look during a session where children choose to build a den or whittle a stick.
💡Show understanding of the risk-benefit assessment by contrasting it with standard risk assessment. Mention that Forest School practitioners consider benefits like increased confidence alongside potential hazards, and that this is a dynamic, ongoing process.
💡Use specific terminology from the ITC specification, such as 'holistic development', 'scaffolded learning', and 'ecological literacy'. This demonstrates depth of knowledge and will impress examiners.

Common Mistakes

Common errors to avoid in your coursework

Confusing Forest School with general outdoor education or bushcraft – learners often mistakenly equate it with survival skills rather than a holistic, learner-led pedagogical approach.
Believing that risk-taking in Forest School means allowing children to engage in dangerous activities without supervision; in reality, it involves managed risk to build judgment and resilience.
Assuming Forest School is exclusively for early years; it is applicable across all age groups, including adults, and this misconception can limit understanding of its ethos of lifelong learning.
Overlooking the environmental impact principle – learners may focus only on personal development and forget that respect for the woodland and sustainable use are key components of the ethos.
Thinking that Forest School sessions are unstructured free play; they have a clear, albeit flexible, ritualistic structure (e.g., opening circle, activities, reflection) that supports emotional security.
Misconception: Forest School is just 'playing in the woods' with no educational value. Correction: It is a structured pedagogical approach with clear learning outcomes, linked to the EYFS and National Curriculum, focusing on holistic development through child-led play.
Misconception: Risk must be eliminated in Forest School. Correction: The ethos embraces 'supported risk-taking' where hazards are managed but not removed entirely, allowing children to develop risk assessment skills and resilience.
Misconception: Any outdoor activity can be called Forest School. Correction: True Forest School adheres to six core principles, including regular sessions in a natural woodland setting with a qualified Level 3 practitioner. A one-off nature walk does not qualify.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of health and safety in outdoor settings (e.g., from a Level 1 Health and Safety in a Land-based Environment unit).
•Familiarity with child development stages, particularly for ages 3-11, as Forest School often targets these groups.
•Some experience of working with children or in outdoor education is helpful but not essential.

Key Terminology

Essential terms to know

LO1. Understand the Forest School approach to learningLO2. Be able to participate in the Forest School experiencesLO3. Understand methods of identification of woodland speciesLO4. Understand how Forest School impacts on the woodland environmentLO5. Understand hazards at Forest School

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Introduction to the Forest School Ethos and Principles

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Common Mistakes

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Before You Start

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Related Topics in ITC FIRST vocational Horticulture & Land Management