Supporting Learning and Development at a Forest School Programme — Open Awards End-Point Assessment Horticulture & Land Management Revision

    This subtopic focuses on the practical and theoretical understanding of how Forest School programmes foster holistic learning and development in individual

    Topic Synopsis

    This subtopic focuses on the practical and theoretical understanding of how Forest School programmes foster holistic learning and development in individuals. It equips learners to identify the key principles underpinning Forest School and translate them into effective support strategies as an Assistant, emphasising child-led exploration, risk management, and reflective practice in natural settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Supporting Learning and Development at a Forest School Programme

    OPEN AWARDS
    vocational

    This subtopic focuses on the practical and theoretical understanding of how Forest School programmes foster holistic learning and development in individuals. It equips learners to identify the key principles underpinning Forest School and translate them into effective support strategies as an Assistant, emphasising child-led exploration, risk management, and reflective practice in natural settings.

    6
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    6
    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    Open Awards Level 2 Award in Forest School Programme Support (RQF)

    Topic Overview

    The Open Awards Level 2 Award in Forest School Programme Support (RQF) is a vocational qualification designed for individuals who want to assist in the delivery of Forest School programmes. It covers the principles and practices of Forest School, including the ethos, learning theories, and practical skills needed to support children and adults in outdoor, nature-based learning environments. This qualification is ideal for teaching assistants, volunteers, or anyone working in educational or community settings who wishes to contribute to Forest School sessions under the guidance of a qualified Forest School leader.

    Forest School is a child-centred, holistic approach to learning that takes place in a woodland or natural environment. It emphasises regular, repeated sessions to build confidence, resilience, and a connection with nature. The Level 2 Award focuses on the support role, ensuring learners understand how to facilitate activities, manage risks, and promote positive outcomes for participants. By completing this qualification, you will gain the knowledge to assist in planning, delivering, and evaluating Forest School programmes, making you a valuable asset to any Forest School team.

    This qualification fits within the wider context of outdoor learning and land management. It complements other horticulture and land-based studies by highlighting the educational and developmental benefits of natural spaces. Understanding Forest School principles also supports broader environmental stewardship and sustainable practices, as participants learn to respect and care for their surroundings. Whether you aim to work in schools, nurseries, or community projects, this award provides a solid foundation for supporting outdoor learning initiatives.

    Key Concepts

    Core ideas you must understand for this topic

    • →Forest School Ethos: Understand the six core principles of Forest School, including regular sessions in a natural setting, learner-led exploration, and holistic development.
    • →Risk-Benefit Assessment: Learn to balance risks with benefits in outdoor activities, using dynamic risk assessments to ensure safety while promoting challenge and growth.
    • →Learning Theories: Apply theories such as experiential learning (Kolb), play-based learning, and the importance of repetition and reflection in outdoor contexts.
    • →Role of the Forest School Assistant: Know your responsibilities in supporting the leader, including preparing resources, supervising activities, and observing participant progress.
    • →Practical Skills: Gain basic skills in tool use, fire lighting, shelter building, and natural crafts, understanding how to facilitate these safely with participants.

    Learning Objectives

    What you need to know and understand

    • Explain the core Forest School principles that promote holistic development.
    • Analyse how outdoor experiences foster self-esteem, resilience, and independence in learners.
    • Describe how child-led play and exploration facilitate cognitive and physical development.
    • Evaluate the importance of risky play in building resilience.
    • Demonstrate strategies to support children's learning while maintaining a learner-centred approach.
    • Apply observation techniques to record and respond to individuals' progress during sessions.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly linking Forest School principles (e.g., regular access, learner-centred approach) to specific developmental outcomes.
    • Assessor expects concrete examples of how a particular experience (e.g., den building) supports physical, social, and emotional development.
    • The learner must distinguish the Assistant role from a traditional teaching assistant, prioritising enabling play and managing risk rather than directing activities.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always anchor your explanations in the Forest School principles (e.g., regular visits, holistic development) when discussing learning and development.
    • 💡Use vivid, specific examples from observed or simulated sessions to illustrate how you would perform the Assistant role.
    • 💡Clearly differentiate between facilitating discovery learning and direct instruction when outlining your responsibilities.
    • 💡When answering questions about risk assessment, always mention the 'risk-benefit' approach. Examiners look for an understanding that risk is managed, not avoided, and that benefits like increased self-esteem are weighed against potential hazards.
    • 💡Use specific examples from Forest School practice to illustrate your points. For instance, when discussing learner-led learning, describe a scenario where a child chooses to build a den, and explain how you would support that choice while ensuring safety.
    • 💡Familiarise yourself with the six Forest School principles as defined by the Forest School Association. Questions often require you to list or explain these, so memorising them and giving practical examples will help you gain marks.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the role of the Forest School Assistant with that of a traditional classroom assistant, failing to prioritise child-led learning.
    • Overlooking the importance of regular, sustained sessions in the Forest School ethos, thereby reducing the impact on development.
    • Providing a list of activities without explicitly connecting them to the learning and development outcomes they support.
    • Misconception: Forest School is just 'playing outside' with no educational value. Correction: Forest School is a structured pedagogical approach that promotes problem-solving, communication, and emotional resilience through carefully facilitated activities.
    • Misconception: Risk must be eliminated entirely in Forest School sessions. Correction: Forest School uses risk-benefit assessments to manage, not eliminate, risk. Controlled risk-taking is essential for building confidence and competence.
    • Misconception: The Forest School assistant can lead sessions independently. Correction: The Level 2 Award qualifies you to support, not lead. A qualified Level 3 Forest School leader must oversee all sessions.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of child development and learning theories (e.g., from a Level 2 Supporting Teaching and Learning qualification).
    • •Familiarity with health and safety practices in educational or outdoor settings.
    • •Some experience working with children or adults in a group setting, though this is not mandatory.

    Key Terminology

    Essential terms to know

    • Holistic development through nature
    • Risk-benefit approach
    • Assistant role in scaffolding
    • Observation techniques
    • Child-led play and exploration
    • Reflective practice

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