Supporting a Forest School Programme: Learning and Development
This element focuses on the Forest School ethos—rooted in holistic development and child-led learning—and its practical application. Learners will explore how outdoor experiences foster resilience, confidence, and independence, while understanding the assistant's role in upholding the principles and reflecting on personal practice.
Assessment criteria
Topic Overview
The LASER Level 2 Award for Forest School Assistants is an introductory qualification designed for individuals who want to support the delivery of Forest School programmes. It covers the fundamental principles of Forest School, including its ethos, the role of the assistant, and how to help facilitate safe, learner-led outdoor experiences. This award is part of the Horticulture & Land Management suite but focuses on the educational and developmental benefits of nature-based learning.
Forest School is a child-centred, holistic approach that encourages resilience, confidence, and creativity through regular, repeated sessions in a woodland or natural environment. As a Forest School Assistant, you will work alongside a qualified Level 3 Forest School Leader to support activities such as tool use, fire lighting, shelter building, and nature exploration. This qualification ensures you understand the importance of risk-benefit assessment, safeguarding, and the unique learning opportunities that outdoor settings provide.
This award is ideal for teaching assistants, volunteers, or anyone looking to begin a career in outdoor education. It fits into the wider subject of Horticulture & Land Management by linking practical land-based skills with educational outcomes, promoting environmental stewardship, and fostering a connection to nature. Completing this Level 2 award is often a stepping stone to the Level 3 Forest School Leader qualification.
Key Concepts
Core ideas you must understand for this topic
- →Forest School Ethos: Understand the six principles of Forest School (e.g., regular sessions, learner-led, holistic development) as defined by the Forest School Association.
- →Role of the Assistant: Know your responsibilities in supporting the leader, supervising learners, and assisting with activities while maintaining safety and engagement.
- →Risk-Benefit Assessment: Differentiate from risk-aversion; learn to assess risks and weigh them against the benefits of outdoor experiences (e.g., using tools, climbing trees).
- →Safeguarding in Outdoor Settings: Recognise potential hazards (e.g., weather, terrain, wildlife) and know how to respond to incidents, including emergency procedures and reporting concerns.
- →Observation and Reflection: Develop skills to observe learners' behaviour and progress, and provide constructive feedback to the leader to adapt activities.
Learning Objectives
What you need to know and understand
- 1. Understand the Forest School ethos, principles and holistic approach to learning and development.2. Know how experiences can support learning and development at a Forest School.3. Be able to perform the role of Assistant at a Forest School in relation to the Forest School ethos, principles and criteria.4. Know how to reflect on own Forest School training.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a clear understanding of the six Forest School principles and how they inform the assistant's role, with reference to practical examples.
- Award credit for identifying and explaining how specific Forest School experiences support physical, social, cognitive, and emotional development, linking theory to observed outcomes.
- Award credit for producing a reflective account that critically evaluates personal practice during training, identifying strengths, areas for improvement, and measurable next steps.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always anchor your answers in the Forest School principles; use key phrases like 'learner-centred', 'holistic development', and 'regular, repeated access' to demonstrate depth.
- 💡When discussing experiences, name specific developmental domains (physical, cognitive, linguistic, social, emotional) and give concrete examples from your setting.
- 💡For reflective tasks, use a structured model (e.g., Gibbs or Kolb) to ensure you cover feelings, evaluation, analysis, and action planning, explicitly linking back to the assistant role.
- 💡Avoid describing adult-led outcomes; instead show how you facilitated child-initiated learning and supported independence, in line with the ethos.
- 💡Use real examples from your own experience or case studies to illustrate how you have supported a Forest School session. Examiners look for practical application of theory.
- 💡Memorise the six Forest School principles and be ready to explain how each one is applied in practice. This is a common question in assessments.
- 💡Show understanding of the assistant's limits—know when to defer to the leader, especially regarding first aid or tool use. This demonstrates professionalism and safety awareness.
Common Mistakes
Common errors to avoid in your coursework
- Confusing Forest School with generic outdoor education or play; failing to articulate the unique long-term, learner-centred, and risk-benefit ethos.
- Describing activities without linking them to developmental frameworks, e.g., stating 'they climbed a tree' without connecting to gross motor skills or risk assessment learning.
- Overlooking the holistic learning cycle—observe, reflect, plan—and instead focusing only on what the adult provided, losing the child-led narrative.
- In reflection, providing superficial statements like 'it went well' without evidence or critical analysis of how the Forest School principles were upheld.
- Misconception: Forest School is just 'playing outside' with no educational value. Correction: Forest School is a structured pedagogical approach that promotes problem-solving, teamwork, and resilience through carefully planned, learner-led activities.
- Misconception: The assistant's role is passive—just following instructions. Correction: Assistants actively engage with learners, model behaviour, help manage groups, and contribute to risk assessments and activity planning.
- Misconception: Risk-benefit assessment means eliminating all risks. Correction: It involves identifying risks and deciding if the benefits (e.g., learning to use a knife safely) outweigh them, with appropriate controls in place.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for LASER LEARNING AWARDS Supporting a Forest School Programme: Learning and Development
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development or educational settings (e.g., experience as a teaching assistant or volunteer).
- •Familiarity with health and safety basics, such as risk assessment principles.
- •A genuine interest in outdoor learning and working with children or young people.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Understand the Forest School ethos, principles and holistic approach to learning and development.2. Know how experiences can support learning and development at a Forest School.3. Be able to perform the role of Assistant at a Forest School in relation to the Forest School ethos, principles and criteria.4. Know how to reflect on own Forest School training.
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