Plan, Deliver and Evaluate Forest Schools — Open College Network Northern Ireland Vocationally-Related Qualification Horticulture & Land Management Revision

    This element focuses on the practical implementation and critical assessment of Forest School leadership. Learners must demonstrate the ability to plan, de

    Topic Synopsis

    This element focuses on the practical implementation and critical assessment of Forest School leadership. Learners must demonstrate the ability to plan, deliver, and evaluate a coherent programme of sessions that harness the outdoor environment to foster holistic development, while also articulating how such initiatives benefit participants, communities, and align with national educational and environmental strategies. The integration of reflective practice and evidence-based evaluation is essential for sustainable and impactful Forest School provision.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Plan, Deliver and Evaluate Forest Schools

    OPEN COLLEGE NETWORK NORTHERN IRELAND
    vocational

    This element focuses on the practical implementation and critical assessment of Forest School leadership. Learners must demonstrate the ability to plan, deliver, and evaluate a coherent programme of sessions that harness the outdoor environment to foster holistic development, while also articulating how such initiatives benefit participants, communities, and align with national educational and environmental strategies. The integration of reflective practice and evidence-based evaluation is essential for sustainable and impactful Forest School provision.

    1
    Learning Outcomes
    4
    Assessment Guidance
    5
    Key Skills
    1
    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    OCN NI Level 3 Award in Leadership in Forest Schools

    Topic Overview

    The OCN NI Level 3 Award in Leadership in Forest Schools is a specialised qualification designed for practitioners who wish to lead and manage Forest School programmes in outdoor settings. This award focuses on the pedagogical principles of Forest School, including learner-led, play-based learning in a woodland environment. It covers essential leadership skills, risk management, and the ability to plan and deliver long-term programmes that support holistic development, resilience, and environmental awareness. As part of Horticulture & Land Management, this qualification bridges practical land management with educational leadership, emphasising sustainable use of natural resources.

    This award is crucial for those aiming to become Forest School leaders, as it provides the theoretical and practical framework to safely and effectively facilitate outdoor learning. It aligns with the UK's growing emphasis on outdoor education and its benefits for mental health, physical activity, and academic engagement. Students will explore topics such as woodland ecology, tool use, fire management, and reflective practice, all within a context of fostering independence and creativity in participants. By completing this award, learners gain the confidence to establish and run Forest School programmes that meet national standards and inspire a connection with nature.

    Within the wider subject of Horticulture & Land Management, this qualification stands out by integrating educational leadership with environmental stewardship. It prepares students to manage outdoor spaces not just for production or aesthetics, but as dynamic learning environments. The award also complements other land-based qualifications, such as countryside management or environmental conservation, by adding a people-focused dimension. Understanding how to lead groups in natural settings is increasingly valuable for careers in outdoor education, community gardening, and ecological restoration.

    Key Concepts

    Core ideas you must understand for this topic

    • →Forest School Principles: The six core principles, including long-term regular sessions, learner-led learning, and holistic development, as defined by the Forest School Association.
    • →Risk-Benefit Assessment: A dynamic process that balances potential risks with developmental benefits, replacing traditional risk aversion with informed decision-making.
    • →Woodland Ecology: Understanding tree species, seasonal changes, and biodiversity to plan activities that respect and utilise the natural environment.
    • →Tool Use and Fire Management: Safe handling of tools (e.g., knives, saws) and fire (e.g., lighting, cooking) as integral parts of Forest School, with emphasis on supervision and hygiene.
    • →Reflective Practice: Using observation and feedback to adapt sessions, support individual learning journeys, and improve leadership skills.

    Learning Objectives

    What you need to know and understand

    • Understand how Forest Schools benefit both participants and local communities., Understand the development of Forest Schools locally and nationally., Be able to perform a programme of Forest School sessions., Know how to evaluate a Forest School programme., Understand how Forest Schools support national strategies.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear link between planned Forest School activities and identified benefits for participants, such as improved confidence, social skills, or physical development, with specific examples.
    • Award credit for evaluating a Forest School programme using qualitative and quantitative evidence gathered from observations, participant feedback, and reflective journals, identifying both strengths and areas for improvement.
    • Award credit for explaining how Forest School principles support national strategies (e.g., curriculum for excellence, outdoor learning agendas) and local community needs, with reference to at least one relevant policy or initiative.
    • Award credit for performing a safe, engaging Forest School session that shows effective leadership, risk management, and adaptation to learner-led interests, as evidenced by session plans and observer reports.
    • Award credit for outlining the historical and contemporary development of Forest Schools locally and nationally, including key influences and current best practice.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When evaluating your programme, use a structured framework such as the Plan-Do-Review cycle and explicitly reference the Forest School ethos and principles to show deep understanding.
    • 💡In assessments, always tie practical delivery back to the six core principles of Forest School; examiners look for evidence that you have embedded these, not just stated them.
    • 💡For questions on national strategies, prepare specific examples such as the Northern Ireland Curriculum's emphasis on Thinking Skills and Personal Capabilities, and show how your sessions support these.
    • 💡During observed sessions, narrate your decision-making and link it to theory; this demonstrates reflective practice and is high-scoring in vocational assessments.
    • 💡When answering questions on risk-benefit assessment, always provide concrete examples (e.g., using a knife for whittling) and explain how benefits (e.g., fine motor skills, confidence) outweigh risks when managed properly.
    • 💡For leadership questions, reference the Forest School Association's principles and show how you would adapt sessions for different ages or abilities, demonstrating flexibility and inclusivity.
    • 💡In reflective practice sections, use the 'What? So What? Now What?' model to structure your reflections, linking observations to theory and future planning.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing Forest Schools with general outdoor play or environmental education, without acknowledging its distinct pedagogical approach rooted in long-term, learner-centred processes in a woodland setting.
    • Failing to link evaluation to initial learning objectives and outcomes, instead providing vague or anecdotal feedback that lacks measurable impact indicators.
    • Overlooking the importance of community involvement and failing to demonstrate how Forest Schools can address local social or environmental issues.
    • Assuming that risk is fully eliminated rather than managed; planners often miss the balance between challenging experiences and robust risk-benefit assessments.
    • Providing a historic overview without connecting it to current practice, or mistakenly attributing Forest School origins solely to one country without acknowledging the Scandinavian influence and UK adaptation.
    • Misconception: Forest School is just outdoor play. Correction: While play is central, Forest School is a structured pedagogical approach with specific learning outcomes, risk management, and progression over time.
    • Misconception: The leader must control all activities. Correction: Effective Forest School leadership involves facilitating learner-led exploration, allowing participants to take appropriate risks and direct their own learning.
    • Misconception: Forest School can be run in any outdoor space. Correction: It requires a dedicated woodland or natural area with biodiversity, shelter, and resources; a school field or park may not suffice for long-term programmes.

    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., Piaget, Vygotsky) to appreciate learner-led approaches.
    • •Familiarity with health and safety legislation in outdoor settings, such as the Health and Safety at Work Act and COSHH.
    • •Some practical experience in horticulture or land management, such as plant identification or tool use, to contextualise woodland activities.

    Key Terminology

    Essential terms to know

    • Understand how Forest Schools benefit both participants and local communities., Understand the development of Forest Schools locally and nationally., Be able to perform a programme of Forest School sessions., Know how to evaluate a Forest School programme., Understand how Forest Schools support national strategies.

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