The Archimedes Forest Schools Model PDF

The
Archimedes Forest Schools Model
All rights reserved; unauthorised reproduction of any part of this work in any medium is strictly
prohibited.
The right of Sarah Blackwell to be identified as the author of this work has been asserted in
accordance with the Copyright, Designs and Patents Act 1988.
The views expressed in this book are those of the author, not necessarily those of the publisher.

Published by:
Archimedes Earth Press
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S6 1UN
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E-‐mail: info@forestschools.com
Website: www.archimedes-‐earth.com

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Website: www.forestschools.com

Photo Acknowledgements: Forest Schools Kindergarten; Focal Sheffield and Middlewood Nature
Nursery.
Illustrations: Alan Cree

For Joe, Aaron, Elly and Euan
With all my love

Preface
Forest school as an educational concept was introduced into the UK from its origins in Scandinavia
in 1994. Since those humble beginnings, the Forest Schools concept has blossomed throughout
the UK and as I write there are at least 300 training organisations that train practitioners in Forest
School education with over 11,500 practitioners who are delivering Forest School programmes
and sessions to a range of audiences.
Archimedes was set up in 2001 as one of the first organisations that could deliver Forest Schools
sessions and train practitioners in order to develop the concept of Forest Schools in a UK setting
and develop the applications of their particular model for a range of purposes.
The rapid development of the concept in the UK is evidence in itself of the value of this means of
education, which at its heart recognises the value of the natural world as a direct educational
resource.
There are many ways to use the Forest School concept in a range of settings, with a range of
audiences and which will deliver an equally diverse set of outcomes. The wide variety of Forest
School experiences being offered reflects this opportunity for different applications.
Archimedes from the outset has recognised the ultimate potential of this educational concept is
that it can be highly effective in creating positive transformational behavioural changes in the
participants who experience it.
As the years have passed, the evidence to support the positive impacts of Forest School has
amassed through our experience in the field, through observation and measurement of the
outcomes of the programmes we have run, and through the reports of beneficial impacts not just
on the participants themselves, but on their families, the education system and the wider
community.
The experience of practitioners has only reinforced our understanding of the transformational
aspect of this form of education and over many years we have developed a model for applying
Forest School education that delivers measurable outcomes. This book is about communicating a
roadmap for others, which highlights the critical aspects involved, not just in delivering successful
and transformative Forest School programmes, but the various facets that make a capable and
skilled practitioner of Forest Schools Education and one who can deliver effective sessions which
make those programmes the finest possible to meet the individual needs of each precious child or
young person, or adult, because after all, we can only strive to be the best we can be!
In recent years we have had the opportunity to apply our model and methodology in a range of
locations around the world and have found it to be successful regardless of geographical or
cultural boundaries.

As I write, 30 independent training organisations training forest school practitioners in the United
Kingdom are delivering training using the Archimedes Forest School Model. Similarly over 50% of
the 11,500 Forest School practitioners who are in the field delivering sessions to many and varied
audiences have themselves been trained using this model. We estimate that at a conservative
estimate, as a result of the butterfly effect, over 1½ million children, families and communities
have been touched in some way as a result of the various opportunities provided and for many a
significant benefit has been felt from the Forest School experience that our practitioners, trainers
and model offers.

Table of Content
FOREWORD 1
INTRODUCTION 4
Chapter 1: Outdoor Education and Forest Schools 9
1.1. Concepts and Practices in Outdoor Education: 9
1.2. Forest Schools for Outdoor Education: 10
1.3. Learning Experience through the Archimedes Forest Schools Model: 11
1.4. Outcome of Forest Schools 11
Chapter 2: Development of Educational Theories and Practices 11
2.1. Early Life in Nature 11
2.2. Evolution of Educational System and Practices: 11
2.3. Evolution of Education Theories: 11
2.4. Development of Archimedes Earth 11
2.4.1. Definition of Forest Schools: 11
2.4.2. The Ethos: 11
2.4.3. Archimedes Earth Forest Schools 11
2.4.4. Typical Days at Forest Schools: 11
2.4.4.1. Health and safety checks: 11
2.4.4.2. Preparation of Forest School sites: 11
2.4.4.3. Development of Children: 11
2.4.4.4. Thematic Sessions: 11

2.4.4.5. Use of Tools: 11
2.4.4.6. Reflection and Transfer: 11
CHAPTER 3: Archimedes Earth Practitioner Training 11
3.1. Training of Practitioners – Pedagogy, and Woodland Environment 11
3.2. Neurological Development in Natural Environment 11
3.3. Benefits of Tools and Fire in Forest Schools: 11
3.3.1. Stages in Competence Development in Tools Use and Safety Practices:

11
3.3.2. Tools Use and Care: 11
3.3.3. Personal Protective Equipment (PPE): 11
3.3.4. Fire Circle Guidelines: 11
CHAPTER 4: Risks, Safety Measures and Benefits 11
4.1. Risks and Safety IN Forest Schools: 11
4.2. Tools, Fire and Food Hygiene: 11
4.3. Archimedes Earth and Risks-Benefit Assessment: 11
4.3.1. Woodland Site: 11
4.3.2. First aid requirements under the Health and Safety at Work Act 1974:
11
CHAPTER 5: Archimedes Schools and Holistic Development 11
5.1. Holistic Development in Forest Schools Environments 11
5.1.1. Personal Development 11
5.1.2. Self-Esteem: 11
5.1.3. Well Being: 11
5.1.4. Resilience 11
5.2. Environmental Identity, Forest Education and Sustainable Development:11
5.2.1. Environmental Identity: 11
5.2.2. Forest Education: 11
5.2.3. Sustainable Development: 11
CHAPTER 6: Role of Forest schools in Health and Well Being. 11
6.1. Forest Bathing (Shinrin-yoku) 11
6.2. Theories of Biophilia, Attention Restoration and Stress Recovery: 11
6.3. Restoration Effect of Natural Surroundings of Forest School: 11
6.4. Health Benefits of Outdoor Learning: 11
CHAPTER 7: Careers in Forest Schools and Outdoor Education 11
7.1. Opportunities in Forest Schools Education 11
7.2. Career Opportunities in Forest Schools: 11
7.2.1. Career path for Young People. 11
7.2.2. Outdoor Learning Training courses: 11
7.2.3. ‘Get Outdoors’ Initiative: 11
CHAPTER 8: Archimedes Forest Schools Education 11
8.1. Overview 11
8.2. Development of Archimedes Earth 11
8.3. Archimedes Earth Courses: 11

8.3.1. The Archimedes covers training in all the conventional Levels-1 to Level-
3 and a special Woodland Skills Entry Level programme for 14 plus and a
Level-4 programme: 11
8.3.2. Archimedes Earth in Other Environments and Habibtat. 11
8.3.2.1. Archimedes Earth Beach Schools 11
8.3.2.2. How Beach Schools compare with Forest Schools 11
8.3.2.3. Beach Schools Education and Career Prospects: 11
8.3.2.4. River Schools 11
8.3.2.5. Social Forestry Practitioner 11
8.4. Forest Schools Framework of Excellence and Management: 11
8.5. Forest Schools Quality Marks: 11
CHAPTER 9: Conclusion 11
INDEX OF ILLUSTRATION 11
ABOUT THE AUTHOR 11

FOREWORD
Woodlands and wild spaces are the most inspirational, life affirming and radiant places on earth.
They provide us with tantalizing adventures, physical challenge, visual delights, roaring orchestras
of sound, olfactory explosions and gustatory banquets. Forests, trees and woodlands fill our minds
with illustrious, memorable and farfetched imaginings, the anticipation of mystery and a deep
sense of excitement, in some cases, fear, and at other times joy and delight. Trees are each unique,
each an overcomer, a survivor, a silent but magnificent example of reaching for the heights, the
sunlight, the warmth that is needed for its every existence. Each is a wonder to have the privilege
of encountering, the sheer magnitude of the inner workings, the energy it converts, the air it
purifies, the homes it provides, the shelter it affords, the role it plays in the very existence of
humanity, and of all life on earth. Without the simple, complex, riveting, grounded, far reaching
tree, we simply would not exist.
It is this reason that it is surmised that the body memory, the mind’s eye, connects to the forests,
woodlands and trees so closely, as we depend on their majesty for our individual life, for the air
we breath, and collectively as a species for our resources, fuel, houses, energy, transportation,
cars, furnaces, and aesthetic pleasures. We honour and revere the trees, the woodlands and the
forest, we protect them and we seek to learn and understand how they are so wondrous.
On the other hand, maybe we seek to decimate, to destroy to exploit and to ravage the woodlands
and forests, we as a race can be small minded and greedy and we can seek personal power and
esteem from our friends, maybe even financial benefit over the one individual or corporation.
Unfortunately over the existence of our own longevity of our race, of humanity sacrificing the lives
of species, some even as yet unknown, of biological relationships that can never be re-‐ established,
that forfeiting lays at the beginnings of a broken and dysfunctional world.
Appreciation of the woodlands, their priceless job, their role, their purpose, their magnitude of
importance, comes only with a deeply ingrained relationship with that environment. It is essential
and necessary for those of us that live in the industrialized, sanitized world of bricks and mortar to
stir the inner connection that over generations has been hidden in the cells of memory, the fabric
of our being. In losing this relationship, there are signs that we are becoming individually sick,
socially dislocated and globally destroyed.
Archimedes Forest Schools Education is centred on the proposition of the attainment of the
capable Learner and their predispositions of Personal Sustainability. Though the maintenance of
self, developing a clear understanding of our individual needs, how to satisfy those -‐note needs,
not wants-‐ and within that, establishing a sense of place in the world through awareness of and
confidence in our right to be heard, our right to exist and our right to be loved and cared for. This
journey builds on strong foundations that can then weave its way into the formation of
empathetic relationships with others, family, siblings, extended family, friends, colleagues, and
others.

Fig 1: The Arcs of influence. The capable learner as developed through Forest School Education has
a positive impact on many aspects and areas of society
As we become protectors and nurturers of ourselves, our souls, spirits and bodies, our health and
wellbeing will flourish; in becoming well at an individual level we are able to reach out to others
and to the community and society in which we live, and further afield. Enriching the lives of others
and giving to the natural environment brings personal hope and joy, not only to us, but also to
those that we care for, and is indeed this very action that is identified by the New Economics
Foundation as a basic necessity for wellness and wellbeing.

INTRODUCTION
This publication is about the practice of a methodology of outdoor learning carried out in a
woodland or wild environment. The practice evolved from Scandinavian models found in Denmark,
Norway and Sweden from the 1950’s through the 1990s as Forest School in UK and now it has
assumed a respectable and meaningful place within the wide variety of delivery methodologies for
the overall development of children and as a significant and intentional process for improving
learning in children of all ages as well as adults in and for the environment and forest education
universally. The contents of this book are covered under eight chapters to give a broad view of the
Archimedes Forest Schools Education Model.
Archimedes Earth came into existence in 2001 and since then has worked passionately to
develop the ethos and methodology of its work and provision through Forest Schools programme
delivery processes and training. Archimedes Forest Schools Education have developed the model
to which it applies to all facets of its work and this is embedded and threaded through the
organization in the same way as unique DNA is at the core of each living cell. This understanding of
our model, acts as our self-‐replicating essence containing the primary and distinctive
characteristics and qualities of our ethos, principles, mission, values and vision.
Chapter 1 explores outdoor education and its advantages and where Forest Schools fit in this
outdoor provision. This chapter broadly covers outdoor education needs and the added value of
Forest Schools as an outdoor learning process and its advantages. The chapter serves to set the
background for further chapters.
Chapter 2 covers a historical perspective as to why Forest Schools is needed in society. Our
ancestors evolved from living in natural environments and learnt via their experiences in nature,
the open Savannah, frozen landscapes and deep forest environments. Evolution is a process of
adaptation and survival. From a human perspective this implies that we share genes, historically
adapted to natural living and affiliation and understanding of nature with our ancestors who have
lived, over the past thousands of years as hunter-‐gatherers. In some biospheres even though
many cultures have moved into industrialization and now post industrialization, many societies are
still relying on these processes for survival. Hence, somewhere deep in our genetic make-‐up we
need nature; we thrive in natural environments, when in contact with the elements. If this
connection is not apparent then separation may perhaps manifest itself in ill effects and diseases.
The Chapter explores evolution of education and education theories and the development of
Archimedes Forest Schools Education and its model.
Chapter 3 is the description of Archimedes Forest Schools provision in which the ethos,
principles and woodland environment occupy the central position. The educational processes
utilized consistently over a long period during all seasons bring about neurological changes,
facilitated by the woodland environment, thus bringing about the intended outcomes of the
Archimedes Forest Schools Model, that of reconnection, a sense of place in the world and
personal well being.
Chapter 4 investigates the role the practitioner in identifying both the benefits of the
Archimedes Model for education, and learning outdoors towards risk and harm and
implementation of safety measures, the importance and benefits of using tools and fires, also
taking into consideration precautions, care and legal positioning.
Chapter 5 examines some of the ways that Forest Schools has been found to promote
positive changes in children and adults: holistic development of children, self-‐esteem, wellbeing,
resilience, and a positive relationship towards risk and with the natural environment and
community as a whole. We are still investigating and researching effects and as new research is
forthcoming Forest Schools will continue to blossom and grow as a truly beneficial educational
process both in the UK and across the world.
Chapter 6 covers the benefits of Forest Schools in terms of physical health and emotional
well-‐being. Evidence from several theories are cited, in particular the scientific evidence of health
benefits of forests in promoting health and wellness, theory of Biophilia which relates humans to
their evolutionary relationship with nature; Attention Restoration Theory and observed scientific
evidence of various benefits of outdoor activity on health and physical development. Here we also
investigate the principles of neuroplasticity and the importance of challenge and the needs of
children to encounter a wide variety of sensory opportunities.
Chapter 7 covers the impact on education as a whole as a result of participation in Forest
Schools and we explore how the model creates added value for learners and participants, for the
learning environment, as well as in the development of a positive mental attitude for personal
sustainability and success. The transition process is an essential part of the model and we explore
the fundamental understanding of how the learner can utilise the wisdom absorbed at Forest
Schools and translate that into creating an individualistic, creative and independence during the
long term programme. This will lead on to or towards the understanding of career opportunities
that may become open to the students because of their relationship with nature through
participation in the Forest Schools model.
Chapter 8 relates to Archimedes Forest School Education and its approach to

transformational pedagogy as applied to for example nursery environments, from our
understanding of Transformational theory; the new Framework of Excellence and the three levels
of awards for Forest Schools provision in settings identified by the Quality Mark. Archimedes
Quality Marks awarded to Schools or other educational providers such as nurseries, enable setting
staff, parents, potential customers, users and participants, as well as other settings and Local
Authorities to be able to identify the level of practice and management team involvement in
Forest Schools Provision that a setting has in relation to it’s undertaking. It will highlight the
expectations of the schools depth of application and interrelationships of educational curricula
delivery process and Forest Schools within that particular establishment. This gives prospective
employees, parents and Ofsted an overview of expectations for children and the integration of
delivery techniques when choosing a setting or school. The Archimedes Forest Schools Education
Quality Mark provides a benchmark for excellence and attributes value to different delivery
methodology of Forest Schools within settings.
Conclusion
The publication aims to present the Archimedes Forest Schools Education Model whilst
providing an overview of the historical context and present provision and evolution of Forest
Schools in todays practice. Any interested reader can obtain additional information from
references cited at the end of the book or can visit Archimedes Forest Schools website
(www.archimedes-‐earth.com and www.forestschools.com)

Chapter 1: Outdoor Education and Forest Schools
1.1. Concepts and Practices in Outdoor Education:
The purpose of outdoor education or learning can be very different for different age groups and it
also varies with the curriculum and intended outcomes. The requirements of outdoor exposure
differ with age, be that for pre-‐school children, primary school children, secondary school students
and adulthood, as well as taking into consideration the transitions between these groups. The
most important age up to which most of human faculties develop is the age of 10 years, thus
making pre-‐school and primary education one of the most important levels for exposure to
outdoor experiences. This, linked to research findings by Clayton (2003) who demonstrated that
creation of a positive environmental identity in childhood has impacts on beliefs, values, attitudes
and behaviour that last into adulthood provides a solid foundation for the Archimedes Forest
Schools programmes.
Knight (2013) points out that during the post-‐industrialization era outdoor exposure of
children in England declined because playing fields were sold for developmental purposes. The
British obsession with inclement weather was also accounted for lesser use of education outdoors,
and of course the continual pressures on finances and the perception that more time in the
classroom will increase academic learning. There is now a growing concern about the poor
understanding of young children about food, farming and sustainability issues (Dillon, et. al, 2005).
The Education and Skills Select Committee Enquiry, 2005 and the Government Growing School
Programme (DfES, 2005) all expressed concern about the need for proper outdoor education and
learning opportunities for children.

DFES (2005) seeks to enable ‘schools to make better use of the outdoor classroom as a
context for teaching and learning’. A research project on ‘Engaging and learning with the
outdoors’ supported by National Foundation for Educational Research (NFER), King’s College
London, and the University of Bath have come out with recommendations (Dillon et.al. 2005)
which identify some needs for outdoor education for all children. The research supported by NFER
and others have identified a wide variety of diversity of practices in planning, delivering and
evaluating out-‐of-‐school learning.
For the development of outdoor education in the country, the Select Committee has noted
that ‘What is needed is a coherent strategy for education outside the classroom that brings
together good practices from around the country, rather than a small number of limited, if worthy
projects.’ The recommendations covered raising schools’ staff awareness about the opportunities
offered by outdoor education, DfES and other agencies developing teachers’ confidence and
capacities in outdoor context, need for enhanced participation in outdoor education, need for
connecting students’ outdoor learning with the curriculum. The Archimedes Model centres on an
ethos and practice that match core approaches identified by the Select Committee in regard to
outdoor education and learning.
1.2. Forest Schools for Outdoor Education:
The concept of Forest School in the UK as a way of learning and teaching children in and
about natural world has its origins in both UK learning models such as Woodcraft Folk, Scouting,
Outward Bound and other Outdoor Adventures and personal development programmes. Margaret
Macmillan presented children and families with the opportunity to learn outdoors in the 1930’s.
Scandinavian cultures have a closer relationship with nature both for education as well as for
society as a whole. It was from this cultural foundation that Skogsmule developed by Gosta Frohm
in Sweden in 1957 and other programmes in European countries such as Germany have influenced
and inspired the developments in the UK. It is possible to observe children’s play and learning
which coexists in total harmony with the natural environment, specifically forests, woodlands and
the coast. As we will discover later in the text there is a historical context that understands that
where children are free to play, to lead their own investigations; influencing their own plans, self
regulating risk and exploration through a wide range of play types. These include cooking with
fires, listening to stories, singing songs, and climbing trees. All of these offer a more ‘complete’
picture of life and meaning in context for the child. In addition, develop the hand eye coordination
to use knives to cut fruit and vegetable, whittle sticks, and then move on to using axes to chop
wood for the fire. The child can understand so many life skills, the gifts of the earth and how they
can participate, cohabit and harmoniously enjoy the abundance that the world has to offer, this
will inevitably enrich and build a strong attachment to the environment as well as to the people
that they are engaging with.
The main focus of the approach being the investigation and exploration of nature, the
development of self through the participation, and the setting of foundational learning that is
relevant for a child’s future. This way of working with children in woodlands and forests,
developed through the introduction of outdoor kindergartens in Copenhagen where the demand
for early years provision outstripped the places available. In Denmark in 1980s as part of the
Scandinavian tradition of being close to nature, children would jump onto the coach in the
morning, and return to their parents in the evening after a grand day out in the wilds. Inspired by
this experience, similar sessions were offered for nursery children in the UK and after developing
an Early Years provision, a facility in the woodland was developed and Forest School was offered
to older students with more complex learning needs. This Forest School provision was found to be
useful to students’ self-‐esteem, confidence and well-‐being; those same outcomes shared by and
advocated in the Every Child Matters agenda (DfES, 2004).
The concept of Forest School picked up in the United Kingdom with nearly 200 trained
practitioners by 2001. Schools, Children’s Centres and other Early Years settings in England and
Wales started offering Forest School programmes. Local authorities such as Oxfordshire and
Worcestershire understood the application and benefits to the Early Years age group and this
created demand for trained practitioners. In Wales, through the work of the Forestry Commission
and Forest School Wales, the prevalence of Forest Schools for children increased substantially with
some of the first research coming from schools adopting the approach here. As the work of
Archimedes grew, an increased demand for practitioners to work within the company created it’s
shift into training to support this need to facilitate the Archimedes Programmes aimed
predominately, though not exclusively for young people and those with specialist and additional
needs and living in urban settings. Archimedes was established to deliver to young people and
children and moved into training practitioners in 2002 due to these ever increasing demands
across the country. Forest School was observed to support and provide positive impacts within the
Early Years sectors and the new outdoor learning provision for young people was also becoming
more established. Burnworthy in the South West, was providing many opportunities for young
people to thrive and flourish and this was being replicated further north in many towns and cities
by Archimedes though the long term Forest Schools Education model.

Archimedes founding leadership team were indeed trained by Gordon Woodall, who was
then the lead trainer and had been instrumental in the course training developments and success
up to this time. Woodall, an inspirational and talented individual, was passionate about the
deeper neurological aspects, the fundamentals of wellbeing and lifelong learning that the Forest
School process supported. It was dedicated to how this process could utilise this knowledge for
maximum benefits for the children and young people who participated. The development of a new
programme of study through Archimedes based on the Archimedes Forest Schools provision
across the North of England and in pockets further south utilised much of this understanding of
the time. As more and more is being learnt about the brain, how we respond and react to
situations and differences in gender over the past 20 years it was inevitable that new changes and
understandings would impact on the foundations of the emerging Archimedes Forest Schools
Model and application of theory and thus the course development and structure. This
understanding is growing year on year as more research is being undertaken both in the field of
Forest School as well as areas that are directly influential on it. Archimedes is keen to monitor and
incorporate this new leaning into its teaching, as it inevitably encourages robust learning and
educational processes according to the research findings.
Our ethos is focused on supporting Personal Sustainability through transformational
pedagogy and new scientific knowledge is paramount to our focus. It supports children and
enables practitioners to understand and adapt their methodology for the maximum benefits of
the end user, children, and ultimately for society as a whole. It will be these children, as they grow
into adulthood and positions of responsibility and independence themselves that will inevitably
influence policy decision-‐making, and innovation. This emerging brand of Forest Schools,
supported by experienced practitioners from a range of differing fields such as the environmental
sciences, outdoor education, play, health and indeed, special needs such as Autism and models
used in the corporate industries such as Kolb, Tannerbaum and Schmitt and Rogers have added a
wealth of facets extending the Early Years focused process initiated in the 1990’s in the UK. The
work of Woodall outlined desires to seek a deeper understanding of emotional literacy, brain
function and how woodlands can impact, irrespective of age on wellbeing and health. Industry
experiences gained by the Archimedes urban Forest Schools programmes, observations and
reflections of practice with disaffected young people, special needs groups and those with Autistic
Spectrum Disorder (ASD) enabled an emergent perspective, as well as new insights and depth
supported by the evolving academic research and findings from those fields.
The Archimedes Forest Schools Model is based on an understanding that participation
occurs over all the seasons and that there is clear vision, that of supporting the development of
the ‘Capable Learner’. There is as a foundation a planned intention of the practitioner, clear
outcomes and goals, and the adaptive and flexible provision gained and gleaned through
observations utilised to maximise learning possibilities. The skilled practitioner, or ‘Informed
Leader’ is able to plan for the individual child, without removing any notion of self-‐initiation,
following of interests and motivations through discovery, exploration with the support of the
supportive adult as far as is reasonably possible, with regard to safety and boundaries of
behaviour. It is this expertise that creates a positive impact through the Forest Schools Programme
when firmly woven into a diverse and beautiful natural woodland setting.
Although serendipity plays an immense part, it is this conscientious process that sets
foundations for and constructs change. For example Forest Schools cannot take place in its true or
core form as a holiday club. The theoretical underpinning would nullify the association. However,
it is possible that some of the theoretical underpinnings may play a part in the practitioners way of
working, and the process of day or session provision will apply some of that methodology.
The Archimedes Forest Schools Model illustrates how the child and the practitioner come
together at the beginning of the programme. How they interrelate over the course of the baseline
assessment phase – the 6 initial weeks of interaction. This then informs the leader of the overall
programme aims for that child in attending the Forest Schools programme. This extended
developmental phase of the programme occurs in nature, ideally woodlands, through all the
seasons, using the ‘Plan, Do, Reflect and Preview’ cycle.
Transition is the point by which children move away from Forest Schools, this can take up
to 6 weeks of sessions, similar to the Baseline Assessment period at the beginning of the
programme. Careful planning is essential in order to support the child back into a life without
Forest Schools. As with any process, programme or relationship, for the child there could be a time
of mourning or grieving at its absence from their lives and could be perceived as immense. This
needs careful planning and management by the Pracitioner. The transition is the point at which
the Skilled Practitioner is undertaking to ensure that all the concepts and skills and understanding
learnt within and through the Forest Schools Programme are available in transferable form in and
to the child, young person or ‘Capable Learner’
It is remembering the purpose of your Forest School, and specifically the aims and
objectives of the Forest Schools programme for this group and for this specific child. It is that
which will enable you to assess the achievement of the developmental goals during the
programme. Assessing each week is essential tool of Forest School; listening to or seeing the
child’s reflections on their own learning, monitoring your own observations and then adapting and
planning to extend the child’s learning, increase ability and maturity in all the holistic areas each
session. Therefore, based on the evaluation of their holistic development profiles accrued at the
beginning through the baseline assessment, it is a simple matter of assessing progress and
ensuring that this learning is then transferred into their everyday lives at home as well as at school.
It is this transference that is consistently developing the ability for the child to become a ‘Capable
Learner’. The Capable Learner increases their own capacity for ‘Personal Sustainability’
The Archimedes Forest Schools Model focuses on this as its main aim – Inspiration,
Aspiration, Transformation.

Fig 2: The Archimedes Recipe. Illustrates the development of both participant and forest school practitioner
from their base line state to transition state and improved outcome for both over a natural cycles of a year
Research by Nawaz and Blackwell (2014) on the perceptions of Archimedes Forest Schools
reveal that due to the structured and observational tools and the in depth theoretical base
employed at Forest Schools has led to a higher degree of environmental identity and respect for
nature in those taking part as well as personal, social and academic associations in children
attending, compared to those who do not. The research showed that children who attended the
Forest Schools Education programmes over a long period were much more likely to encourage
their parents and families to visit woodlands to play at weekends and holidays, than those that did
not.
As mentioned, the concepts underpinning Forest Schools derives from a range of

theoretical foundations from various fields of outdoor education and learning, play, environment,
social wellbeing, emotional literacy, neuroscience and others from a range of interesting sources.
The roots of which, however can be traced to early day educational thinkers; Ogilvy, Kurt Hahn,
Karl Rohnke, Joseph Cornell; John Dewey; Jean-‐Jacques Rousseau, Roger Greenaway, Colin
Mortlock and Carl Rogers to name but a few.
Froebel and Pestalozzi have laid out the importance on play for children’s development
and Margaret McMillan and her sister Rachel (Cunningham, 2006) recognised the effect of lack of
fresh air and freedom of movement on young children’s development and founded their outdoor
nurseries for poorer, less privileged children. Later Susan Isaacs set up an outdoor nursery for
more privileged children. Subsequently, the 1944 Education Act made access to education
compulsory for children up to 14, which subsequently rose to 16 and is now up to 17 years and in
2015 extended to age 18 years.
At this time physical education in the form of outdoor sports, playtimes in open air
acquired importance. The last quarter of the twentieth century saw a decline in outdoor
opportunities as playing fields were sold for developmental purposes. In many countries of
northern Europe, children were allowed to develop socially and environmentally without exerting
pressure of academic achievements in the first phase of their lives. Scandinavia is a well
documented baseline of educational excellence which bases its ‘playful’ beginnings in early
childhood as a standard concept which recognizes that ‘Haptic Perception’, the process through
which a child recognises objects through the sense of touch, is fundamental to children’s healthy
attitudes to learning and indeed the success of children’s learning. (Lederman & Klatzky, 2009)
suggest that Haptics is a perceptual system and that understanding is processed kinaesthetically
and cutaneously, i.e. it is through touch and movement that objects are perceived and understood,
processed and information stored for future use and application. It is this process that supports
schema (Piaget) and sensory input in young children.
The recognition of objects occurs through a number of sensors and it is through this
process that a child develops environmental recognition as well as other important concepts such
as body image and body control. With the increase of the use of technology and the ‘regularising
of surfaces and shapes’ from natural to manufactured, textured to smooth and plastic, there can
be a decrease in the development of fully functioning haptic realities which can lead to a wide
range of problems: conceptual misinterpretations later in life, misplaced symbolic representations
and distorted perceptions of the world. Through the management of tactile interactions with
natural objects and body movements that allow interactions with the natural world, memories
and experiences can be stored in the brain allowing children to more readily sort out problems
both in the here and now and in their future encounters. Thus, children visualise a range of
concepts and become more able to read and write, thus aiding and supporting academic success
during the education process. Physical engagement has been shown to create stronger memories
than simply looking at something – Confucius said ‘I hear and I forget. I see and I remember. I do
and I understand’
Through the rapid and accurate identification of three-‐dimensional objects by touch
through exploratory procedures, such as moving the fingers over the outer surface of the stick,
leaf, earth, flower or holding the entire object in the hand Gibson defined the haptic process as
"The sensibility of the individual to the world adjacent to his body by use of his body". If a child or
adult loses their sense of touch, or in fact has limited opportunity to experience a wide range of
textures and shapes and qualities of materials then this has impacts such as losing the ability to
walk with confidence and also to lose other skills like holding tools or objects such as pencils and
pens, thus their ability to manipulate those materials in order to process symbols, such as the
alphabet. Research shows that many children who are made to walk in shoes too early, can affect
not only their ability to read and write later, but also due to the lack of sensory input directly
relating to the connection with the receptors on the soles of the children’s feet, social behaviour
and learning is adversely affected also. Health and Safety has become such a monster that the fear
of harm through a mighty array of both physical, social, emotional and therefore psychological
impacts has reduced the freedom of children by parents, carers and educationists to allow
children to explore, touch, manipulate, experiment and discover natural objects such as mud, dirt,
water, leaves, and as such a detrimental impact on children’s holistic development in so many
areas.
The natural environment, with relation to Haptics is, therefore, of fundamental importance
to children’s learning. The understanding of teachers and senior management in creating
opportunities for kinaesthetic experiences involving a wide range of physical movements involving
gross and fine motor skills is essential. It is this closely related physical dimension of experience
that enables the effective creation of neuron connections enabling a richer learning experience
that is fully felt in a physical being as well as at a cognitive level.
Experiences create memories, and memories enable future understanding and support
problem solving skills in children, an essential aspect of learning and development. Research in the
area of Haptics has been shown to support the concept that if a stick, for example, has been held,
played with, manipulated and used in a great variety of ways, then later in their development
phases the child will be able to transfer knowledge of the specific associated resources currently at
hand and the perceptual experience is ‘transparently transferred’. Tools are used in all sorts of
activities in education and greatly in subjects such as design and technology and also in physical
sports such as tennis, cricket and hockey. The more proficient a child is in this ability to use their
fine and gross motor skills effectively the more associated they will be with the learning task in the
classroom as well as out of it, the more able they will be to apply themselves, the higher their own
sense of self worth in adding to the discussions and their own self image and confidence increases
and learning will be reflected in application of themselves to the problem solving process. It has
been reported that young adults are commencing university in subjects that require the use of
tools many students have never once in their past experience had access to simple tools such as
hammers, saws and nails. As the unconscious competency, and the ability to transfer is dependent
on the young persons past experiences, this is adversely impacting on their ability to physically
coordinate and create precise hand eye movements. At an archaeology undergraduate course for
example, tutors are not expecting to have to teach adults how to use tools for the first time, but
this is in fact the case, and getting more pronounced each year which inevitably leads to delayed
development.
1. 1.3. Learning Experience through the Archimedes Forest Schools Model:
In traditional outdoor education, one off outdoor visits are organised to support or extend
classroom teaching for fun, play or learning. Forest Schools is different in its approach as the
programmes are worked out in some detail through collaboration and consultation between
school and Forest Schools practitioner, and child, depending on their ages and capacity. The
processes are integrated within the curriculum of individual children’s needs through a process of
baseline assessments of holistic development phases. The teaching theory is quite different
though, as, within the educational programme big picture – i.e. the agreed outcomes to facilitate
the development of the Capable Learner -‐ the child is at the centre of the learning experience and
time is essential in allowing the exploration and self-‐discovery to occur most successfully.
In Forest Schools, the outdoor opportunity is provided consistently over a period of
seasons. Neuroscience supports the presupposition that to create opportunities for the
myelination of neural pathways and for neural development, consistent and sustained exposure is
required in a relaxed and positive learning environment. This consistent exposure to positive
experiences that are relaxed, nurtured,
supported and role modelled by key
adults and peers are in the same key for
the development of empathy, time,
space, experience, compassion and love
to grow from its small seed of potential
in the brain into a positive and life
enhancing empathetic vision of self,
others and the world indeed takes time.
This repetition and consistent attendance leads to a foundation of stable and consistent
experiences, in nature, with adults and with peers, usually over the course of an academic year
will reap its rewards. This long-‐term approach is essential for the development and hardwiring of
neurons to react to situations that may in the past have, or could well become predisposed to
unsociable or unacceptable ways of behaving, or indeed absent due to the child experiencing high
levels of cortisol in the brain, due to stress or trauma, inhibiting the development of neuron
connection and maturing of the brain areas. If these responses are indeed unsociable they will
lead to exclusion, either by peers or by the social group, society and community, and the
immediate or indirect school environment.
Archimedes proposes that the basic objective of the Forest Schools programme is that of
supporting the holistic development of an individual, nurtured through connection with the
outdoor woodland environment and open spaces in order to facilitate the notion of a ‘capable
learner’ who is able to became ‘Personally Sustainable’.
Fig 3: The Forest School Participant-‐What goes in. The key elements affecting the
participants learning experience

The opportunity and freedom for a child or learner to choose, experience, and learn from
the natural surroundings sits at the heart and centre of the Archimedes Forest Schools ethos,
principles and process and is balanced around the needs of the individual, group and development
of a ‘capable learner’
The environment offers opportunities for development of physical, mental, sociological,
sensory, and communication abilities, self-‐esteem and confidence, the ability to manage hardships,
to be mindful. It also offers opportunities to appreciate self, others and the environment leading
to a more altruistic and empathetic perspective with an ability to make independent decisions
taking care of personal welfare and to positively influence the world as we pass through it, now or
later in life.
1. 1.4. Outcome of Forest Schools
In contrast to the more traditional outdoor exposure offered to children, Forest Schools
Education provides a very comprehensive and broad-‐base experience for overall development.
Some very positive developments observed in children attending Forest Schools are: self-‐esteem,
(to include increase in levels of self worth, a rethinking of actual self and ideal self, a more realistic
self image) self-‐confidence, new skills, ability to make independent decisions, ability to take care
of self, communication abilities and social linkages. Among these developments in children, the
most distinguishable aptitudes are in relation to the nature and environment, the environmental
identity and the longer-‐term respect towards it. Such an experience is very distinct and highly
advantageous from the point of view that these children are learning the foundation of
sustainable development.
The understanding and love for nature that children can develop in Forest Schools through
the long term process is most marked as compared to some other outdoor programmes. In the
past researchers such as Kaplan and Kaplan (1989) have suggested that simply being in nature will
develop a positive identity with it, though there is growing research from researchers such as
Dutcher et al., 2007; Hinds & Sparks, 2008 that it is an emotion that children are developing
regarding their affiliation with nature that would be called Environmental Identity. It is during
childhood that this appreciation occurs. Hinds and Sparks (2008) suggests that through a study of
both urban and rural children, those with the highest scores on pro-‐environmental activity in
adolescence and adulthood came from those who were able to benefit from a more rural
immersion during childhood.
Fig 4: The Forest School Participant –What comes out. The key outcomes for the participant at a
personal level
It is also suggested that it is not only the presence of the child in nature for prolonged
periods can also be significantly enhanced in the company of an enthusiastic adult, who shares to
some extent their own passion and values. It is the experimentation and exploration through the
seasons and the ability to some degree to be independent and self determinate in the learning
process that has enabled children to develop and attribute a deeper value to nature through
direct association, as opposed to those who did not have the opportunity or that the experience
was disassociated, for example through books or the television. This advantage of Forest Schools
Education can be amplified if such exposures continue at secondary and other levels of education
and even extend beyond the national boundaries to acquire international dimensions.
The Government in the UK is encouraging and supporting educational organisations to
engage in learning outdoors and establish close links between ‘haptic perception’ for exploration
and learning. Outdoor learning provides a unique opportunity to achieve and influence positively
on academic and holistic development. Nawaz and Blackwell, (2014), have demonstrated that
Forest Schools exposure leads to increased physical activeness, memory improvement, and
increased self-‐confidence in children. These outcomes are the result of long-‐term duration of
programmes and challenge to children and young people for problem solving during the
programmes. Though some parents avoided sending their children to Forest School on grounds
that it involved risks, none among those children who attended programmes cited a single
incidence to support that these fears were grounded on reality and therefore the benefits
significantly outweighed the negative perceptions.

The decline in outdoor education may have been due to perceptions of high risk and
therefore associated harm occurring during participation. The House of Commons, (2005)
associated this perception with learning outside the classroom, but the current thinking is in
favour of outdoor exposure in a situation of managed risks.
Thus, children need certain levels of risk to be physically active and to understand the
world through touch, experience and personal discovery in order to be more realistic, empathetic
and social in relationship with the society in which they live. ‘For the past 30 years at least,
childhood prior to adolescence has been marked by shrinking freedom of action for children, and
growing adult control and supervision.’ (No Fear, Growing Up in a Risk Averse Society Tim Gill)

Chapter 2: Development of Educational Theories and Practices
2.1. Early Life in Nature
Thousands of years ago, our ancestors lived the life of the hunter-‐gatherer, of forager and
scavenger. These human beings (Homo sapiens) lived in total harmony and so very close to nature,
collecting all food and nutrition from wild plants and animals and lived what can be expected to
have been a harsh and difficult life. These practices endured through ninety percent of our human
history. Following on from this process, indicated by small and simple steps leading to a more
secure and agrarian way of living; from harvesting wild seeds, later collecting, cultivating, growing
and harvesting in small clearings closer to sleeping spaces, thus increasing the likelihood of
survival. The life of most hunter-‐gatherers was either displaced by husbandry or farming as this
new physically economical and predictable process was adopted to supplement the traditional
and historical foraging activities. In contemporary societies, few hunter-‐gatherers are present in
our diverse cultures, though still found in sparse pockets across the globe. It is true to say that this
skill is regaining its place in certain fields and a sense of romance and nostalgia and a desire for a
more simplistic lifestyle drives the demands and more and more companies and individuals are
offering instruction, courses and training. Identification books such as those by Richard Mabey
also supplement interesting and relevant information to help us in post industrialized society to
revisit our basic desires for self-‐sufficiency and supplementation of our diets. Primitive Living
books also outline foraging such as Fyona Campbell’s ‘The Hunter Gather Way’.
This is to some extent in much the same move as our ancestors, however conversely, theirs
through the adoption of cultivation and husbandry of animals, moved towards what is thought to
be a more civilized but less balanced way of living with the earth. Thus, through living a more
natural way of life, humans have an ancient ‘nature-‐forest-‐animal linkage’ and this link is
associated with our evolution and adaptation. This linkage, is the predisposition and driving factor
that is forming this enduring journey to return to the way things were, to search for our roots, to
learn again to live from the land, to commune with it and to learn by instinct to trust it.
As the stresses of society and culture, work, responsibility and other consumer pressures
push us in one direction, there is without a doubt a movement to reconnect with our genetic
history, our inner being, our need for an interrelationship with nature on many levels. It is perhaps
interesting to note that is only the hunter-‐gatherer societies that live a truly environmentally
sustainable lifestyle. The Aborigines in Australia and the Hadza of Tanzania, for example have lived
for tens of thousands of years in total harmony with nature without destroying or decimating the
natural balance of ecosystems and life processes within them.
According to some archaeologists and some scientists, hunting and gathering traditions
evolved in the region of 1.8 million years ago by Homo erectus and continued by Homo sapiens
through their evolutionary period 200,000 years ago. The hunter gathering process sustained
existence through to the Mesolithic period around 10,000 years ago. It has been documented that
agricultural practices began to develop 12,000 years ago and as such, this period from forest
gardening to current times of universally agriculture dependent societies has not taken such a
comparatively long time in our ticking historical clock. It is reported that even up until 1500 AD
one third of the world’s population were still hunter-‐gatherers. It is possible to only survive and
endure and participate in this type of culture and society, when land is not required, needed,
developed, cleared or otherwise modified. As such, most hunter-‐gatherer communities live in

deserts, mountains and jungles. Our current phase of human life; the result of the industrial
revolution in the second half of eighteenth century resulting in the invention of steam engines and
machines to make life quicker, more predictable, less dependent on human frailty and error has
led to an increasingly pressured, fast, socially isolating and consumer led culture. It is apparent
that in hunter gather societies it is the culture, not the human soul that stimulates the desires for
more and more commodities. It is also necessary to state that in hunter gather societies there is
less disease, more leisure time, less environmental destruction, more equality, higher levels of
wellbeing, shorter working lives (from mid twenties to mid forties only) the rest is spent in a way
that we in ‘civilized society’ would attribute to the rich and affluent, i.e., spending time with
friends, relatives and children without having to earn money for mere existence.
Following the industrial revolution, the human quest for nature saw a decline, and even
though all human beings, by their very biological nature always needed, enjoyed and craved the
large spaces of landscapes, forests, mountains, rivers and oceans, this connection was simply and
surely, socially, physically and emotionally being eroded through the generations.
‘Adventure Education is a recent phenomenon in the widespread business of teaching and
learning. It’s emergence, has, ironically coincided with the decline of the wilderness resource upon
which it depends. This Is not surprising since the reason people now program adventure is because
it is no longer a normal part of life. Humans sought for millennia to subdue wilderness. That
process was dangerous, unconformable and often fatal. Now that wilderness seems to be
conquered, humans miss the challenges the struggle provided. They recognize the values provided
by that struggle, values not appreciated then and not now available in the normal course of life. So
in compensation, they venture for in growing numbers in adventure sports and even programmes
for their youth.’ – Miles (1990 p 327).
The ancient human link with nature is responsible for pleasures associated with
adventurous journeys and challenges, as Miles suggests. Besides, the beneficial effects associated
with adventure education (Karl Rohnke 1931-‐) in natural spaces including Adventure Therapy had
a range of positive outcomes such as improvement in self-‐concept, self-‐esteem, pro-‐social
behaviour, trust, and many more are rooted in human association with our natural environment. It
is through the emerging 1900’s that many religious and moral groups developed their work in
wilderness environments and this took a variety of forms. The basis of all this work was a deep
understanding that wilderness; wild spaces, woodlands, mountains, countryside and water had a
therapeutic quality and as such could contribute to the healing of the body and mind. In the
1900’s there were a number of educational reflections that led to the provision of the Open Air
Schools in the fight against Tuberculosis (TB) and other bronchial diseases. The first in London was
in 1907 in Bostall Wood, Plumstead interestingly, by the London Borough Council. The Macmillan
Sisters then very quickly replicated this first school in 1908. The Macmillan’s next school was
residential and children not only attended for education but also slept overnight in tents at Evelyn
House Deptford. It is amazing to think that by 1937 there were 96 Open Air Schools in the UK with
53 residential settings. This movement was happening in many European countries and the first
Waldschule (forest school) opening in Germany in 1904 again for health and therapy with an
emphasis on helping children with TB. The children here had lessons in the forest and this was
probably more akin to the Forest Schools we associate or picture today, with more freedom and
play designed within the programmes, than the Open Air schools in the UK where many had desks
and chairs and blackboards lined up in rows, and the curriculum was simply delivered outdoors.
One of the earliest provisions of using nature came after the war. Kurt Hahn and Lawrence
Holt promoted character building within their project funded by the Blue Funnel Line in the 1940’s.
The concept for the participants to develop a certain aptitude and tenacity, as well as resilience in
working confidently and with perseverance at sea through their continued survival of exposure to
harsh conditions over a period of time. Lawrence observed that the young men at that time, who
were becoming sailors were less likely to survive in war situations or if catastrophically, to
encounter a ship wreck due to their lack of ability to function under these stressful conditions. He
used adventure and exposure to the elements to develop certain personality traits for survival
through nature. Outward Bound, still in action today with over 200,000 pupils worldwide. Also the
well known Duke of Edinburgh Award Scheme, that many young people take part in today.
Adventure Therapy is a process that developed in the 1960’s as a concept and a practice
that can be traced to many cultures such as Native American, Jewish, and Christian traditions.
There is a difference though, according to Ewert, Mcormick and Voight (2001) who described
adventure therapy as a process where professionals use outdoor activities involving risk for
physical and emotional challenge; outdoor experiential therapy, is when leaders concentrate on
physical, social and emotional development, personal and personal growth that could or may lead
to rehabilitation.
Wilderness Therapy on the other hand is a process through which participants are
immersed in more primitive processes for survival with an emphasis on adaption to the new
circumstances and a development process leading to the formulation of coping strategies.
Archimedes Forest Schools Education uses a culmination of all of these processes, their
background philosophy, their ethos and underpinning process when we work with children, young
people and adults. Qualified practitioners identify the needs of the individuals within the group,
we monitor and create baselines of maturity and development, even when a child is for example,
only 8 months old, the practitioner will look for normal ranges of development across the holistic
profile, developed by educationalists, early years professionals, scientists and those in the medical
profession. As such the processes we implement, metaphorical as well as literal, tools that are
carefully matched to the desired and intended outcomes, that of supporting the development of a
Capable Learner with Personal Sustainability traits. The Archimedes Forest Schools Model is not a
simple exposure to nature in the hope that nature will ‘do its thing,’ there is a premeditated and
prescribed intention, motivation and monitoring process that occurs. This is based on the
expensive research, theoretical underpinning and work done by those in these many differing
fields of knowledge, experience and expertise.
Outdoor recreation in the form of physical activities and adventures like fishing, hillwalking,
climbing, camping, ice climbing, canoeing, horse riding, mountaineering, trekking, surfing and even
cave exploration are activities that produce positive effects on psychological and physical health,
this we know without doubt. We are so confident in this that in the past town planners and social
philanthropists have artificially created parks with trees and plants, resulting in their associated
ecosystems with the sole aim of producing environments that will have socially positive effects on
behaviour, health and well being. It was believed that the provision of these parks would increase
family stability, increase productivity in the factories and allow those living in the industrialized
centres of cities to appreciate the finer glories of life in their times out of work. Birkenhead Park
was the first publically funded park in the UK and it was this park that was the inspiration for the
internationally renowned and most visited tourist attraction in the world, Central Park in New York
designed by Frederick Law Olmsted and Calvert Vaux in 1857. Maybe it is the innate
understanding of our evolutionary association between human and other biological life that has
driven us to recreate natural environments where it has been replaced by urban sprawl.
Adventures in nature with definite objectives such as field studies and scientific
explorations lead to excitement, curiosity and understanding in those that take part. In addition,
now that it is so easy to travel to places of historical importance, archaeological and geographical
sites, biologically diverse havens and conservation or National Parks for outdoor experiences,
learning and adventure. Eco-‐tourism is now a growing and booming industry and a socially
conscientious way to visit places rich in biological diversity. Visits to natural environments provide
a depth of opportunity to experience, learn and understand the natural ecosystems that make up
our planet, and it is these educational visits that can lead to far-‐reaching learning experiences and
discoveries and impact, when coordinated appropriately to the care and love of our planet into
the future generations.
Following the industrial revolution, human society has dramatically transformed itself into
a predominately consumerist, urban way of life. This transformation caused breaks in the
association with nature, diminished physical activity and a generation who are disconnected to the
concepts of hard physical work for the generation of livelihood and life itself. This gradual
movement and migration has lead to the currently prevailing and in many fields, worrying
situation of a sedentary, comfort-‐seeking and indoor-‐confined life. Further, the current human
indifference to nature and relentless exploitation of nature is a consequence of the loss of
association with nature over time, if we have no affiliation for something, or no sense of value
attributed to it, then we tend not to have a desire to protect it.
Forest Schools Educational practice is a fresh view and provision of outdoor exposure and
learning, increasing contact with nature through it's long term immersion links directly to the brain
and the hard wiring through repeated associations and positive outcomes. It provides an
opportunity to understand the integrity of human life and the nature in all its glory. Further,
attendance helps in developing abilities in individuals to face challenges, build stamina, emotional
wellbeing, endurance and resilience, uses more primitive processes in order to develop coping
strategies and utilises the concepts of risk and adventure. Where mistakes and failures can often
occur and as a result children and young people learn methods of how to overcome these and
deal with them. In relation to human evolution, the educational model presented puts Forest
Schools in a central and strategic position reflecting it’s important role in current post
industrialised society and provides a situational perspective on the evolutionary relationship of
human beings with nature and wild spaces.

2.2. Evolution of Educational System and Practices:
Educational practices and systems have evolved in different cultures over a period of time
and have influenced overall developments in the field. Indoor teaching methodologies have been
a subject of concern over many generations from Rousseau to Isaacs. Comenius (1592-‐1670)
emphasised learning through play, leisure and pastimes as critical and vital to a rounded and
mature adult existence, the ‘Capable Learner’ with an aptitude for both personal and societal
sustainability. As educational systems have evolved since the war time era, children have become
more and more confined to classrooms, forced to learn following a set curriculum and to some
extent without the freedom to process and reflect on learning and experience. In recent months,
on visits to a range of far eastern educational schools and experienced the curriculum in these
countries, the emphasis is on repetition and rote. It is focused on obedience and discipline.
Children are not expected to question, to think individually, but simply follow instruction and
absorb information. Globally, children have lost the autonomy, independence and freedom that
our ancestor’s children experienced when learning to become adults through the more social and
contextualized processes in nature. Those who had lived thousands of years ago, and those that
still live in many of the cultures we described initially in the hunter gather culture, experienced
holistic learning in natural environments, from events happening within the social environment as
well as how that network relate to and functioned in nature. Learning here is totally in the context
of elements of nature, forests, with wildlife, the changing climates and weather conditions. This
mismatch of how humans have evolved, with a direct and consequential relationship biologically
and currently engagement alienated from the wider perspective is manifested and increasingly
evidenced through a range of illness, and adverse effects on the health and wellbeing of
individuals through current living ad learning cultures.
There were no schools in England until St Augustine arrived in 597. He and his successors
created two types of educational establishments: the grammar school to teach Latin to English to
priests and Song Schools to train boys to sing in cathedrals. By 1100 all the cathedrals and
collegiate churches had schools, some of these developed privately and by 1100-‐1500, though
there was some expansion and development in education, this was still seen largely as a Christian
enterprise. The availability of work by Aristotle started finding a place in the process leading
adult’s interest in logic, and the ‘Seven Liberal Arts’. In the period between 1500-‐1600, termed the
period of renaissance (literally ‘rebirth’) that started in Italy in 14th Century, humanist educational
reforms based on reasoning and empirical evidence took place. The movement spread across
Europe in the following three centuries. In England education grew under the reign of King Henry
VIII, himself, allegedly, the most educated personality in his time.
In the 17th and 18th centuries developments in the field of education theory and the
school curriculum began to develop into the forms we more commonly know them today. The
concept of common education emerged. Comenius (1592-‐1670), a Czech teacher and educator,
championed the cause of universal education. He believed in human learning as a progression
from youth to maturity and from elementary to advanced knowledge. He believed that nothing
should be taught to the young unless the young were committed and there was a requirement
based not only on physical age but also on maturational age. He stressed the educational
importance of the first six years of a child’s life and believed that there should be no pressures
made to read and write but to play continuously and have life experiences with friends, mentors
and in context to the life that the child was living. This philosophy has been sustained in countries
like Denmark until very recently where mainstream education did not become compulsory until
children were around 7 years old. Interestingly, it was by invitation from the House of Commons
that Comenius came to England with a request to establish and promote learning in Britain. During
this period, there were many debates and deliberations regarding the nature and purpose of
education. Samuel Hartlib fostered an approach, based in the precept that: ‘A great fault in
teaching (is) that children are not made to learn themselves but are always taught’. The idea
proposed originally by Comenius that children needed to play in order to learn was expanding.
As a result of this the Grammar schools started teaching English, modern languages,
mathematics, geography and physical sciences though it was described by Williams, (1961: p134)
that for most children the education opportunities in England were a ‘haphazard system of parish
and private adventure schools.’ The Charity Schools movement caused significant change, seeing
developments by the end of the 17th Century.
The population of Britain was in the region of seven million in 1751, rising to twenty six
million in 1871. This rapid expansion in the population corresponded to large increases in the
proportion living in towns and cities, with a high growth in the child population. The 19th century
saw large numbers of people moving to cities and population pressures causing slum housing and
a consequential reduction of playing spaces. The Peel's Factory Act of 1802 required all employers
to provide lessons in reading, writing and arithmetic during at least the first four years of the
seven years of any apprenticeship, as most of these were young pauper children frequently
brought from distant workhouses to work as labour in the cotton mills and other factories.
Johann Heinrich Pestalozzi (1746-‐1827) was a Swiss pedagogue and educational reformer
who promoted, ‘learning by head, hand and heart’ would certainly have inspired the educational
principles of Rudolf Steiner and now integrated into the Waldorf educational structures.
Incidentally research by Briggs, M (2014) shows how the use of the ‘hand, head, and heart’ model,
when correlated to working with the resistance of materials and how it can support personal
development, self awareness and emotional understanding in people with learning disability, or
those with mental health issues.
Friedrich Frobel (1782-‐1852) in Germany advocated kindergartens as an experimental
approach to early education for pre-‐schoolers based on a foundation of playing, singing, practical
activities, social skills development and as transition from home to school; As the name implies,
Frobel desired that children should be nurtured like plants in a garden. It was Pestalozzi who
advocated the educational worth of games and play and that children’s work was play or ‘free
work’, into his pedagogy this is now established by the UN regarding rights for children. Article 31
‘Every child has the right to rest and leisure, to engage in play and recreational activities
appropriate to the age of the child and to participate freely in cultural life and the arts’.
John Dewey (1859-‐1952) had great influence on American education and social reforms.
Meanwhile in Europe Maria Montessori (1870-‐1952), an Italian physician and educator promoted
scientific pedagogy and supported education for those with learning disabilities.
The United States, by the 1830s had established a public school system based on a
common education for all its children; England still promoted a divided school structure reflecting
its class structure. The class-‐based system was intensified by three national education
commissions: the Clarendon Report (1864) which focused on the nine 'great' public (private)
schools and led to the 1868 Public Schools Act; the Taunton Report (1868) by the Schools Inquiry
Commission and the Endowed Schools Act of 1869 dealing with educational schools for the middle
classes; the Newcastle Report (1861) and the 1870 Elementary Education Act supported a free
education provision for those that could not afford the other options.
During the post-‐industrialization the classroom increasingly became the main place to learn
and study and acquire knowledge and skills and thus started the journey of human civilization to a
new way of life where the objective was conversely opposite of what the human beings had learnt
during the course of evolution: skills to fend for oneself in nature, the ability to look for right foods,
physical and altruism and the abilities to save and protect, stamina and physical ability, resilience
and survival skills. Traditional societies protected their natural surroundings and conserved plants
and animals for food, medicine and as a mark of cultural practices, in many western societies
many of these habitats have been decimated or left unmanaged or manicured them so rigidly that
species are indigenous or native.
Ernest Westlake established the Order of Woodcraft Chivalry in 1916 promoting a simple
living ethos in association with and developing a strong relationship with nature. He initiated the
curriculum at his school to include crafts and aspects self-‐discipline with the focus on outdoor
learning. It is highly probable that the principles emanated by Sloyd, an educational process
developing in Scandinavia at the time, based around the development and respect for self and
nature through craft, paper craft and then woodcraft. The Griff Pioneers was established in
Derbyshire at Shining Cliff Woods, as a result of the Woodcraft Chivalry philosophy, bringing
together many young, unemployed men to offer training and support thus created a small
community living in and off the woodland.
The nature preschools in Scandinavia were to some extent established to determine the
connection with nature in order for those children to gain a foundational experience, knowledge
and affinity for natural materials and their properties. This allowed a clear and natural flow into
the educational process established once school age had been reached. The Sloyd Model is still
used as a process in many schools in Scandinavia and also has a reasonable following in the US.
Susan Isaacs established her nursery schools in 1924 to encourage exploration and natural nature
based enquiry in a garden environment with the Chelsea Open-‐Air Nursery School in London. Her
emphasis was on ‘risk and challenge as a strong ethic for children’s learning and play’. Its
interesting that following the Second World War with the baby boom outside spaces became
more developed and less amenable for playgroups and nursery and school and as such the open
air schools fell into decline.
2.3. Evolution of Education Theories:
The 19th century witnessed the beginning of education theories to deal with absorption,
processing, retention of information and the consequential formation of memory. It was
understood that functions such as cognitive, emotional, environmental and prior experience
played a key role in acquisition, learning and retention of knowledge. Forest Schools Education
employs a combination of educational theories such as Behaviourism, Cognitivism, Educational
Neuroscience, Transformative Learning and Constructivism in everyday practice. The behaviourists
consider learning as an aspect of conditioning dependent upon rewards and targets whereas
educators employing cognitive theory focus on the learner and the complexities of human
memory.
Humanists emphasise the importance of self-‐knowledge and relationships within the
learning process. Constructivists understand it is through the learner’s existing knowledge and
ability to learn that learning is an individually tailored process of construction, from prior
knowledge to future potential.
In Archimedes Earth approach to pedagogy, teaching and learning employs a combination
of all these approaches to achieve the best transformational outcome dependent on the
observable needs of the children. The theory of Behaviourism comes into play when learning is the
acquisition of a new behaviour through conditioning, such as learning to be safe around a fire
circle, or learning the safety processes required when using a new tool, developing an
understanding of tools talks and safe procedures of use, or a utilising a new skill that could cause
physical or psychological harm. The learner is dependent on the leader or the practitioner to act as
a role model and instil the new system of behaviour. The leader’s task is to demonstrate
knowledge, observe, measure and modify behaviour changes in a specified and formulated
direction towards safe practice, confidence, unconscious competency and independence. The
learning is a conditioned response or memorisation of facts, rules, and laws and in some cases
terminology. The correct response is achieved through stimulation of the senses, the focus being
on the development of visual and spatial, musical and rhythmic and bodily kinesthetic, linguistic,
natural, mathematical, social and emotional intelligence. The goal of learning in this context is that
of keeping self and others safe and is of a low order process aiming at factual knowledge, skill
development and training.

The proponent of Behaviourism was John Watson (1878-‐1959); he insisted that psychology
must focus on measurable behaviours. Behaviourists processes put into place within a school
environment will ensure practitioners can elicit desired responses though behavioural objectives
from competency based learning, skill development and training. This can occur through
repetition, illustration, observation and demonstration. We also know that there are basic human
needs that seek out this process, this habitual and ritualistic process, and for this reason these
basic safety boundaries and process work at a very basic, reptilian and emotional level.
The theory of Cognitivism relates to the human ability to generate knowledge and
meaning through sequential development of cognitive abilities such as mental processes of
recognition, recollection, analysis, application, creation, understanding and evaluation. The
learning process is adoptive, such as the learning of techniques, procedures, organization and
structure to develop internal cognitive structures through strengthening of synapses in the brain.
The learner is dependent upon assistance in the first instance to develop prior knowledge and
integrate new knowledge. This assistance could be as basic as being offered the opportunity to
simply be in the natural environment and walk over uneven ground and slippery surfaces at one
end of the spectrum, all the way through to using a pole lathe to make a bowl or stool leg at the
other. Through education the learner develops conceptual knowledge, techniques, procedures
and algorithmic problem solving abilities using verbal and linguistic, logical and mathematical
intelligences. The learner is given scaffolding opportunities to develop schema and adopt
knowledge from both people and the environment. The leaders’ role is pedagogical, as they must
develop conceptual knowledge by managing the content of the learning opportunities or activities
in order to provide for a range of possibilities and potential outcomes. Cognitive theories grew
from Gestalt psychology developed in Germany in the early 1900s. The German word ‘gestalt’ is
equivalent to the English word ‘configuration’ or ‘pattern’ and underlines the whole of human
experience. The cognitive theories consider learning as an internal mental process, that memory
works to promote learning and that an understanding of short-‐term and long-‐term memory is as
important to educators as it is for the learner.
New cognitive frameworks have been emerging since the 1970s and continue to do so. The
field of educational neuroscience or neuro-‐education links brain processes to education. As new
information is processed in the brain, neuroscience aims to study biological changes and find out
which environmental, emotional and social conditions best help in the retention and storage of
new information. This is generally, though not exclusively, via the linking of neurons and what
factors allow reabsorption of dendrites and the ensuing or resulting memory loss. The rapid
advances in neuroscience in the 1990s designated the decade as the as “The Decade of the Brain”.
In 2000, the American Federation of Teachers stated “It is vital that we identify what
science tells us about how people learn in order to improve the education curriculum.” An
understanding of the process of learning is being made available by using imaging techniques and
other scientific methods. It means that scientists can, by studying neurological changes in the
brain in each individual as a particular acquisition of learning processes progress. This will
inevitably open doors for our own understanding about the process of learning. The more we
understand about how children and grown ups learn, the greater potential we have to improve
and support the holistic learning techniques to encourage the ‘Capable Learner’ and development
of capacity for Personal Sustainability as independence increases. Neuro-‐scientific approaches can
have various applications in children whose development resides within the ‘norms’ for their age
and environment, that is our mainstream children and adults, but equally well with anyone having
learning disabilities or other developmental needs such as Attention Deficit, Autistic Spectrum
Disorders (ASD), or those suffering from attachment issues and early emotional trauma.
The newer fields of Educational Neuroscience use techniques of event-‐related potential
and functional magnetic resonance imaging for studying the brain during learning processes. At
present, understanding about the workings of the brain in learning is that instead of a main and
central processor or constructor of intelligence the brain in fact Is made up of ‘functional areas’
some suggestions speculate that are over seventy areas of brain activity that make learning and
everyday performance possible. During cerebral activity many of these areas of brain will all work
together. Different types of intelligence are the result of different combinations of these distinct
functional areas. Learning for each of us is the result of a development and specific configuration
of the synapses created between nerve cells or neurons. It is at this point in the time and thought
configuration or continuum that knowledge is graded, ordered and categorized. As new
knowledge is added to the conceptual schema, (or pattern,) the brain considers what the new
information is most relevant to and as a result places the new information hierarchically with
similar knowledge. Once ordered we can use this new knowledge accordingly, quickly and
appropriately as the new neural pathways are linked to many existing neural networks.
The current theory of learning is based on multiple intelligences in which learning is seen as
an interaction between dozens of different functional areas of the brain, each with their individual
strengths and weaknesses in any learner. The theory of multiple intelligence does not rely on any
single general ability but a combination of specific modalities which according to the Howard
Gardner model (1983) includes eight abilities: musical-‐rhythmic, visual-‐spatial, verbal-‐linguistic,

logical-‐mathematical, bodily-‐kinesthetic, interpersonal, intrapersonal and naturalistic. The other
learning theory, ‘Humanism’ is based on human generation of knowledge, meaning, expertise,
through interpersonal and intrapersonal intelligence; that which is formulated as a response to
interactions between oneself and others and that which is formulated within a person
independently.
Transformative Learning relates to any change that a learner needs in preconceptions and
worldview to function successfully and freely within the world. The theory investigates how
practitioners can support children and adults to rethink, review and reinterpret meaning through
the development of increasingly complex processes of critical thinking .It is related to how the
mind and mental capacity of an individual can make sense of a situation through increased
intricacy of thought based on new experiences providing new insights and a bigger picture of what
was a perhaps previously a narrow frame of reference. A frame of reference is described as a
perception that defines our view of the world; it is our 'map'. As we grow and develop we create a
specific map that works for us and allows us to interpret the world accordingly. However as we
grow older and mature, the neurons become more resilient to change having an increased
tendency to discard any idea or perception that does not support our preconceived existing values,
associations and models of the world Habits are routines and behaviours that through the hard
wiring of associated neurons, have allowed us to become unconsciously competent at performing
in the world as we see it. They are so difficult to change as they rely on perceptions and points of
view commonly framed from very early childhood, even before cognitive memory systems are
mature in some cases as exposure to learning experience occur during our past. These habits and
frames of reference make up our values and belief systems and thus how we function in the world,
in the here and now. Roger Greenaway and others suggests that change can happen as a result of
reflection and feedback, a key proponent of the Archimedes Forest Schools Education process.
Transformative learning can occur when intentions or motivations are examined and reviewed
with self or with others, by investigation or analysis of additional and observable confirmation of
new evidence, or additional and alternative points of view. That is why reflective practice works so
successfully, as it allows us to hear others points of view and facilitates increased empathy and
understanding that others have an alternative 'map' to ours, and that neither is wrong or right, it
is just different because our experiences have been different. This can, of course, only take place
during Forest Schools when the maturational age of the child or adult allows for such
sophisticated cognitive and linguistic functioning to occur.
The theory of Constructivism goes some way to explaining processes of knowledge
construction in all of us and at different cognitive and maturational stages. It describes the
amalgamation of information as it comes in contact with our already stored and existing
knowledge centres developed by our past experiences. It has its origins in cognitive psychology
and biology. It is an approach by which knowledge creation, through education can be developed
in order to facilitate an adaption to the personal socially functioning world. Constructivism is built
on the work of Jean Piaget and Jerome Bruner and emphasizes the active involvement of learners
in constructing knowledge for oneself. It is about building new ideas or concepts based on current
knowledge and past experiences. The curriculum, it is proposed, should be built upon
understanding of what children already know and should then be allowed to develop upon what is
already within the constraints of the known. It is the building up of these experiences that scaffold
learning and therefore the knowledge of possibility can become unending and full of opportunity.
Constructivism has implications for the theory of delivery and pedagogy at Forest Schools by the
leader; The theory proposes that the leader begins by providing children with the exposure to a
basic skills base in the first instance in order to go on to solve more complex problems in the
future. Various practices of teaching and learning like discovery, hands-‐on, experimental,
collaborative and project-‐based opportunities are all applications based on constructivism, which
identifies their popularity throughout the Forest Schools process of possibility, opportunity and
provision.
The theories of John Dewey, Maria Montessori and David Kolb are the foundation on which
constructivism is built. Constructivism: active learning, discovery learning and knowledge building
can all form a basis for this process of teaching and learning, the leader acts as a facilitator and
children are provided with the freedom within boundaries to construct knowledge by working to
solve real problems in real situations, contextualizing their knowledge and skill acquisition. The
principles of Accelerated Learning developed by Colin Rose utilises this understanding and makes
proposals regarding the basic presuppositions. .
In addition there are several other types of approaches to education from which
Archimedes Earth does draw its inspiration. While in the past, conservatives believed in the
maintenance of the objective educational standards based on testing, reformers believe that the
traditional teacher-‐centred and task-‐based approaches of learning should be abandoned. John
Dewey considered traditional education such as passing skills, facts and moral values, primarily
based on adult view about what was good for the next generation, equal to ‘imposed from above
and from sides’. In traditional education, young people are taught to obediently receive fixed
answers; the teachers are instruments communicating information Traditional education, we

know, is still the modus operandi in many secondary schools across Britain and throughout its
former colonies as well as many eastern Asian countries where education is a somewhat rigid
framework.
2.4. Development of Archimedes Earth
Many environmental and educationally focused researchers have demonstrated some
linkage between nature and child development. Rousseau suggested that children were closer to
nature than adults because they are free from cultural influences. Froebel recognised the
importance of nature in the development of children and established the Kindergarten – literally,
children’s garden -‐ movement. The other educational pioneers including the Macmillan sisters,
Steiner and Malaguzzi (Reggio Emilia) advocated outdoor experiences and play as important
components of their pedagogies. But, the fundamental tradition of modern child development
theory in the mid 20th century has been dominated by formal teaching indoors, with the leader or
teacher providing information or instruction to children, who are passive recipients and it has
viewed the role of the natural world in children’s development as subsidiary (Bilton, 2002). A
report by Dillon, et. al. (2005) raised concern about the poor understanding of young children
about food, farming and related sustainability issues. The Education and Skills Select Committee
Enquiry (2005) and the Government Growing School Programme (DfES, 2005) expressed concern
about the need for proper outdoor education. DfES (2005) aimed to enable ‘schools to make
better use of the outdoor classroom as a context for teaching and learning’. For the development
of outdoor education in the country, the Select Committee noted ‘What is needed is a coherent
strategy for education outside the classroom that brings together good practices from around the
country, rather than a small number of limited, if worthy projects.’ The recommendations covered
raising schools’ staff awareness about the opportunities offered by outdoor education, DfES and
other agencies developing teachers’ confidence and capacities in the context of the outdoors,
along with a need for enriched participation in outdoor education along with a need for
connecting children’s outdoor learning with the curriculum. It is interesting to note that the Forest
School ethos and practices have been following and indeed leading the way that the approaches
pointed out by the Select Committee comment on in regard to outdoor education.
In summary Denmark and other Scandinavian countries have inspired many professionals
by providing children an opportunity to engage in an education philosophy that permits and
encourages play outside in woodland with the children setting their own vision for learning and
playing, risky opportunities were allowed and encouraged, for example tree climbing was seen
and was supported as a valuable and beneficial endeavour. The Scandinavian tradition of a closer
association with nature is present because culturally there is a fundamental belief that ‘there’s no
such thing as bad weather, only bad clothing’ and that there is a basic human need for a lifelong
relationship with nature. This is now flowing more consistently into the British and worldwide
educational systems through the work of those passionate about getting children outdoors. This
has led to the development and an increasing awareness of an innate desire for Forest Schools
Education in the UK and further aboard. The development of children globally through Forest
School was initially a novel experiment and is now a revolutionary movement for children’s
development. Forest School, in early research was described as ‘an inspirational process that
offers children, young people and adults regular opportunities to achieve and develop confidence
through hands-‐on learning in a woodland environment’. (O’Brien)

2.4.1. Definition of Forest Schools:
Archimedes Earth defines Forest Schools Education as ‘an inspirational, purposeful and
intended process that offers learners consistent and repeated opportunities to access woodlands
throughout the course of a year or more. The opportunity to build a foundation of wellbeing,
become self aware, self sufficient and confident capable learners that can operate independently
and socially in times of hardship and adversity as well as times of ease and transparency.
Programmes are supported and facilitated by qualified and experienced practitioners to enable
individuals of any age, culture, gender or religion to achieve and develop confidence and self-‐worth
through hands-‐on learning opportunities that incorporate risk and adventure as well as community
and friendship. Forest Schools promotes the concept of Personal Sustainability’. The Archimedes
Earth Model is a specialised learning approach within the framework of outdoor education, in a
woodland setting, now with the philosophy applied to a wide range of settings, such as Beach
Schools, Bush Schools, Jungle Schools, Urban Park Schools and River Schools.
Archimedes brings together the participant with a skilled practitioner in the natural setting;
the goal is providing constructivist and transformational opportunities that provide a possibility for
a capable learner to participate, absorb, assimilate and adapt and transfer knowledge and
understanding over the seasons, to become and maintain Personal Sustainability.

Fig 5: Spheres of influence.
Fig 5: Spheres of influence.
Archimedes Earth draws on methodologies and practices and applies these to a range of natural
environments for transformational development of children and adults.

2.4.2. The Ethos:
The ethos of Forest Schools is now commonly based upon six guiding principles developed and
proposed by the Forest School community:
• It is a long-‐term process of frequent visits and regular sessions in woodland or natural
environment involving planning, adaptation, observations and reviewing as integral
elements
• It is located in woodland, or a natural environment, and supports development of
relationship between the learner and the natural world
• It promotes holistic development of all those involved fostering resilience, confidence,
independent and creative learning
• It offers the learners opportunity to take supported risks appropriate to the environment
and to themselves
• It is run by a qualified Forest School practitioner (minimum Level-‐3) who continuously
maintain and develop their professional practice
• It uses a range of learner-‐centred processes to create a community for development and
learning.
• Some of the most significant features or guiding principles of Forest School are:
• Forest School visits are consistently over a long period preferably throughout year
• The programme has a structure based on observation and collaborative work between
learner and practitioners devised after a baseline assessment process in the initial stages
• Forest Schools programmes constantly monitors the ecological impact and follows an
approved management plan agreed between land owner, Forest School practitioner and
the learners
• Forest Schools programmes aims to develop physical, intellectual, linguistic, emotional,
social and spiritual aspects of learner
• Forest Schools are designed to build on innate motivation and positive attitudes and allows
the use of tools and fire, if appropriate for the physical, cognitive and linguistic levels of the
children
• The programme is supported by a risk-‐benefit analysis.
• Forest School is lead by a practitioner of minimum Level 3 accredited qualification.
2.4.3. Archimedes Earth Forest Schools
Forest Schools use a learner-‐centred pedagogical approach that is based on needs and
interests of the learner. The practitioner models the pedagogy and promotes it through a process
of careful planning, dialogue and relationship building. Play and choice are considered very
important and constitute an integral part of the learning process. The practice provides support
and stimulus for all learning preferences and dispositions. At the end of each session a reflective
process is involved during which learners and practitioners assess and understand achievements
and plan for the future sessions. Practitioner’s observations are used to improve upon the
pedagogy. Reflections are specific and appropriate in format and these will be appropriate to the
learning and cognitive abilities of the group. Because the Forest Schools process and intention
regards the construction of the learning by the individual, it is part of the programme that the
learner is helped to understand what it is they have learnt, acquired or assimilated. If they cannot
do this, then the experience will lose a large amount of its impact and intention and can become
simply an experience, as opposed to learning. Roger Greenaway states that without reflection
there is no learning.
Fig 6: Making it real. Reflection makes the difference between experience and learning.
If we used the analogy of baking a cake, it requires a number of ingredients to produce. It is
possible to choose a range of products to fulfil the requirements of the recipe. The choice and
quality of those ingredients will inevitably determine the end product. It is also then in addition
possible to add in a range of spices, different types of sugar, organic flour, free range or caged hen
eggs, butter or margarine. The quantity and quality of the ingredients, the way it is beaten and
mixed, and in what order, the temperature of the oven and for how long we bake it will all create
a variety of finished results. Each will of course still be a cake, but the nutritional and visual
presentations will all be different and our choice of process and input can add to our enjoyment of
it and the benefit of eating that particular cake.
Therefore, it is possible to establish a Forest School in a range of natural settings such as in
school grounds and parks. Forest Schools that occur in these environments have without a doubt a
fantastic impact and a long-‐term effect on participants and for some, this will have been the very
first opportunity to play and learn in this way. The woodland environment, as an ingredient in the
recipe provides distinctive and unique conditions for setting up a Forest School: space to organise
and play; clean air and natural backdrop for the establishment of healthy affirmative feelings; the
diversity of materials on offer, and the range of biodiversity for exploration, observation and
encounter; opportunity to become exposed to and experience totally unique sensory stimuli
(visual, sound, smell, tactile, taste); rugged and uneven ground and tougher more challenging
conditions for physical development. The key elements relating to provision in woodlands is the
abundance of loose parts and therefore the impact on symbolic play, deep play, communication
play and the opportunity to utilise the wide variety of natural objects, resources and materials that
are dropped, left, loosened, provided by the various trees, shrubs and animals and other creatures,
both flora and fauna.

Fig 7: Landscape Diversity – Some of the variety of different settings in which a forest school can be
run.
The Emergent Curriculum
Our role as Forest Schools Practitioners is to understand the child’s interests and passions and
plan a curriculum that enhances, entices, motivates and engages each child in their learning.
This is called an Emergent Curriculum

The Forest Schools Pracitioner will plan the whole of the curriculum based around both the
educators responsibilities as well as the interests and motivations of the child.
Our role as an educator using this model of curriculum provision requires a wide range of skills in
order to be able to manage that process
• Observation
• Recording
• Monitoring
• Analysis
• Creativity and synthesis
• Evaluation
The role of the educator is to offer children ways to extend their thinking and to enable
them to develop strategies for Inductive reasoning, analogical reasoning and the more
sophisticated process of deductive reasoning as they grow and mature. The curriculum emerges
both from the ‘playfulness’ and imagination of the educator as well as the natural playfulness of
the child. It s a ‘co-‐constructed’ process that emerges from the environment, in our case form
nature, from the child and lastly from us as the educator, its depth and breadth comes from the
educators ability to notice and consciously be present in the opportunity when a child asks a
question or participates in specific experience in a particular way. We offer an intrinsically and
naturally individualistic process that extends thinking and being, builds neural pathways and
develops strategies for problem solving and resilience and confidence in learning.

Emergent curriculum is after a period of transformation for the educator, a most excellent
and satisfying methodology, children become intrinsically motivated, children’s ideas and
assumptions are catered for and challenged and the educator is able to channel and intensify
learning. It is the responsibility of the educator to observe, monitor and analyse the interests and
the emerging motivations of the child. It is at this point that the educator will think creatively and
flexibly. The role of the educator is not to prescribe an outcome and create a formulaic
methodology to ensure an inevitable outcome; it is the role to ‘road map’ a great many
opportunities and to consider a vast array of outcomes. By being able to contemplate some of the
outcomes it is possible to identify appropriate materials, resources, equipment or even a
vocabulary to be using with the children to develop the interest and to facilitate their journey to
facilitate maximum possibility.
The actual outcome of the session and learning day may be unimaginable and the resulting
learning far, far more marvellous that we as planners could have hoped for. It is important to
understand the role of the educator in this process. It is at times, a difficult and time consuming
role, one that requires flexibility and patience. There are certain aspects to life that need to be
learnt, self awareness, self regulation, respect of others and the environment, natural systems and
interrelationships, mathematical reasoning and scientific enquiry, cultural influences and historical
influences. As such may well have a general topic they think is important for children to study and
the educator will be mindful of these whilst listening and observing the child’s natural enquiry. It is
common at Nature Kindergarten that a curriculum idea or topic or theme for the children can
come from a variety of simple sources such as finding bugs under a log, watching the rain make
rivulets in the mud, watching the wind as it blows and makes sounds through the trees. Those who
are skilled at such teaching are often unable to communicate to parents, colleagues, or the public
what intuitively they are doing superbly well (Jones 1977, 4) The Emergence of Emergent
Curriculum by Elizabeth Jones.

2.4.4. Typical Days at Forest Schools:
2.4.4.1. Health and safety checks:
Forest Schools programmes always start with the fulfilment of basic needs that are
described by Maslow and expanded upon by Carl Rogers, as these support the basic brain
functions found in the reptilian brain, proper clothing, warmth, food, drinks and physical and
emotional safety. Forest Schools practitioners carry out the daily dynamic site risk assessments
and ensure the group safety; they are up to date on the newest weather forecast. The group is
either asked about relevant issues relating to safety, so they can recount aspects to remember and
offer advice, support to each other or briefed about safety aspects. It is ensured that all
accompanying adults are aware of essential processes that the leader will employ whilst working
with the children at the site, as well as how to manage the group should emergency cover be
required. An example of this may be the need to access emergency services, and how they may
access the evacuation point. These will be contained in the Policies, procedures, Risk Assessments
and the Communication documentation given to support assistants, other leaders or parents.
Depending on the maturity level, these will be taught to the children also.
2.4.4.2. Preparation of Forest School sites:
First and foremost is the preparation of the Forest School site that is unique to the needs
of the group and suits the environment. The site preparation is carried out in negotiation with the
woodland owner. Normally located in a cleared area of the woodland, the site is made as safe as
possible where required. However, it should provide opportunities to explore and discover other
areas of more dense ground flora. The site can vary in complexity from no fixed features to a fully
constructed shelter, fire area, cooking area, tool and equipment storage, as well as coat racks,
toilet facilities, art installations, play spaces, craft areas and any combination of the above.
There may be separate identified areas for fire, hygiene, creative art, and tool-‐use, fast games,
throwing games, water collection, flora monitoring or other ideas. Though a permanent
construction takes longer, it can in certain circumstances become a more rewarding proponent for
some groups depending on their needs, ages and development. All site development
requirements, assessment and management are covered on Archimedes Earth training courses.
2.4.4.3. Development of Children:
Archimedes Earth focuses on the holistic development of children and adults of any age or
ability. Separate programmes are organised for adults and for special needs groups as appropriate,
and combines all family groups for programmes too when required. Because the process is
individual therefore focused and child centred according to the prerequisites of the development
plan for each child, through provision for their interests, capabilities and maturity. Baseline
Assessments will be carried out by the Skilled Practitioner over the first few weeks of the Forest
School, becoming more detailed as the Informed Leader delivers more programmes. Through the
use of agreed interventions to develop physical strength and confidence, well being, emotional
literacy and social awareness within the wider realms of the appropriate curriculum (and here we
take curriculum to be any programme of personal development, not restricted to educational and
intellectual curricula). Children are supported to understand, build skill levels, and problem solve
through the opportunities that are designed and possibilities open to them on the programme.
The intended outcome of each session is to support the child as a capable learner, one with the
ability to remain personally sustainable.
The Baseline Assessment the Archimedes Model promotes is the use of any appropriate
observational tools to measure social awareness, personal awareness, empathy, self-‐regulation
and self motivation (emotional literacy in order to build up children's awareness of the natural
environment, social environment and the way it affects them and how they impact others). This is
how an understanding of an ability to manage individual and personal risk factors in relation to the
world around them. The Skilled Practitioner then adapts processes so that the children build a
strong connectedness to one another and nature, the beginnings of a positive self-‐identity, a
strong sense of place as well as a positive environmental identity.
A capable learner will impact on education, community, and society and to some extent
the wider world through positive experience, adequate reflection, and formulation of beliefs,
values, attitude and resulting behaviours.
The art of the practitioner as mentor, facilitator and coach, is to understand what is in
effect a positive experience for that individual. This will come from their ability to observe, make
good judgments, to provide the right level of risk, the right level of challenge and utilize those
elements that intrigue and interest that child. Without the review process though the practitioner
will leave the outcome to chance, they will rely solely on serendipity, and as a result the outcomes
could be anywhere and everywhere. Intended learning is paramount for children to development
abilities to become good citizens, socially and culturally responsible, having appropriate moral,
ethical and cultural values, as well as to understand that two and two equals four and that writing
their name and reading is an important life skill, that without will lead to some elements of social
exclusion.
Serendipity is also critical to all experiences; it is needed and necessary for learning.
Without awe and wonder of the world and appreciation of the nuance, the special and unique
world we live in, children can and will never come to terms with the wonders and immense value
and preciousness of this planet. It is impossible for the leader to fundamentally determine or
predict or anticipate the full learning picture or process of each child and it will take away from the
child their part in the learning process. The best learning for the child will come via providence,
chance and the finding of a certain indescribable treasure.
2.4.4.4. Thematic Sessions:
Some practitioners organise their sessions on themes and these will be based not only on
the needs of a group, but also their specific interests, passions, leads or quests for knowledge and
understanding. For some it could be the understanding of the physical process, so using schemas
as a way to provide opportunities through materials and resources or places in the forest or
woodland that will support this natural investigation can be as sophisticated as it comes. Others
may use the Celts, or the Romans, or archaeological digs, dinosaurs, flight, geology and hard things,
mud, fire, leaves, butterflies, poetry, storytelling, survival, giants, animals, living things, shelters,
dens and houses of the world, cooking at festivals, rituals and rites of passage, France, Spain,
Australia, the list is endless. Areas of National Curriculum Foundation to KS4 are intrinsically
covered but the sessions are not necessarily curriculum led. Sessions and opportunities provided
are expected to be within the capabilities of every person within a group, however there is a need
for differentiation and for challenge and for risk and for the development of problem solving
techniques. Opportunities are provided with different objectives: Games and group activities, for
building teamwork skills; opportunities to play games like hide and seek, shelter building, develop
tool skills whilst making objects, lighting fires and cooking, creativity using a range of natural
materials, pigments, dyes, and environmental art are all avenues for building individual skills and
heightening self-‐esteem. They are not solely the product that is created, but the development of
intra and inter personal skills, as well as other intellectual understanding.
2.4.4.5. Use of Tools:
Tools are used in a traditional woodland manner and are introduced gradually after the
baseline assessment process. BY then the practitioner will have an informed idea of the ability of
each child to listen and to adhere to the fundamental health and safety requirements made of
them, to keep themselves and others out of harms way. The Practitioner will be qualified to use
tools, with a certificate of achievement from the awarding body; to show that whilst training the
leader fine tuned their own use of tools to become unconsciously competent. Therefore we can
be confident that when the tools are introduced to the child, the process of teaching will be safe,
consistent and easily managed by the leader. If tools are introduced before the Baseline
Assessment process carried out with the children, the practitioner has little understanding of the
child’s self awareness and ability to control body movement, emotions and understanding of
spatial aspects, relating to the tools themselves and other people. Once we understand the levels
of maturity, and physical levels of the children, then we can put in place the required control
measures to allow freedom of use, build confidence and avoid accidents or incidents, all within the
boundaries that have been set. If we use the tools without ourselves being confident and self-‐
assured users we will demonstrate inconsistent use and processes to children, who will then, as
imitators of other, pick these up and use the tools in the same way, which could lead to an
accident and injury. Without the depth of experience, children do not have a full understanding of
the consequences of using a tool in an unsafe manner. The Archimedes Model builds children’s
ability to manage risk, understand challenge, but for them to build up those skills, according to the
constructivist model of learning, though reflection and good role modelling practice, the
practitioner must go though the same process themselves, prove competency before trying it out
on the children. With reference to insurance here, tools and fires can be used independently when
qualified, unqualified trainees can only utilize tools with children with a qualified practitioner in
situ.
When the observations and assessments of the group members are complete, strategies
are introduced in order to build up awareness of the ground rules, physical and social boundaries
and safe working practices and processes. All trained and qualified practitioners deliver with a
built in safety approach so that children become used to them. Use of tools promotes trust, self-‐
confidence and develops gross and fine motor skills. The qualified practitioner constantly
evaluates progressions of each individual and makes adjustments to meet each child’s
requirements.
Tools Talks are used as strategies, Introduced by Archimedes Earth since 2001, that have
their foundations in educational and learning theory. They are simple, adaptable, follow a
sequence and story and are aspirational using visual, auditory and kinesthetic processes to ensure
transference into the long term memory of practitioners as well as children and young people who
use them. Tools talks are a requirement of the Health and Safety at Work Act 1974 that requires
all to be trained in the safe management and use of equipment that could cause damage or harm.
It is the Archimedes principle that by setting the boundaries early on reduces conflict, error, or
mistakes later. And most importantly it set the boundaries and expectations for learners so that
they are fully aware of how to manage themselves and others as well as the tool and protocols for
well being.
Tools Talk Protocols are accompanied by actions:
Bow Saw
• This is my Bow Saw

• This is the Handle
• This is the Blade
• This is the Blade Cover
• I take the Blade Cover off like this
• This is the Blade
• This is the cutting edge
• When I’m not using my Bow Saw; going backward and forwards, I replace the Blade
Cover like this
• I hold my Bow Saw like this
• I walk with my Bow Saw like this
• I pass my bow saw like this
• When I’m not using my Bow Saw I place it on the ground next to me with the Handle
facing outwards and the covered Blade facing in towards me
• I use my Bow Saw to cut anything larger than a 50p piece
• I use my Bow Saw two arms and an arms length away form anyone apart from my
partner
• When I have finished using the Bow Saw I replace it in the Tool Box provided with the
Handle facing downwards and the Blade facing up.

• I always use a Glove on my Helping Hand.
2.4.4.6. Reflection and Transfer:
Themes may well circumvent the intended outcome of the programme; it is therefore
essential for the leader to understand what this is for each participant, and the group as a whole.
Transfer of learning is paramount to success, i.e. using learning from one place and then being
able to use that skill, knowledge or understanding in another situation, location or difficulty. When
parallels can be made between problem solving in Forest School, for example making a fire when
the resources are wet, and then reflecting on what worked and what did not, why it didn't and
what changes can be made in the future, the learner can then apply the learning made at Forest
School to completing a task at home or at school. It is likely that the answers to the issues arising
out of Forest Schools are not immediately apparent or there would be no difficulty in achieving a
successful outcome. In the same way, when in school, with friends or family, if the answers were
consciously available the child would have no issues solving the situations. Forest Schools
challenges become metaphors for life and the issues and situation the opportunities and
experiences encountered, throw up prospects for learning for our children. Once a child learns l to
break down a problem into its constituent parts; the resources needed, the understanding or skill
required, the time needed to complete and any help required from others, these strategies can
then be transferred into other areas of the child’s life with maximum benefit for well being,
confidence and ability to cope with stressful situations in the future.
Research from McCree and others suggest that resilience can be an outcome for children
who attend Forest Schools. Resilience is the ability to be strong in times of adversity, to cope with
stressful situations as they have the capacity to sort out issues arising in their lives. So if Resilience
is a skill learnt at Forest schools (See Fig 4: The Forest School Participant – What comes out) for
some children transference of learning processes will indeed enable children to use those skills
elsewhere with very positive results. For the Practitioner who has completed their baseline
assessments, they will have a clear picture on the ability of children to focus, be self motivated
and to problem solve by the end of the first six sessions. With a balanced understanding of these
maturity levels for each child the practitioner can facilitate a clearer and more focused vision of
goals and how to provide opportunities to meet milestones on the journey during the
development phase of the Forest Schools Programme,
The Skilled Practitioner will understand three types of learning transfer and will use a variety of
different approaches depending on the needs and requirements for each group or child. This can
change both in the session and between sessions depending on the results of your assessments of
observations.
• Specific Transfer
The learning of specific skills for use in a very similar situation e.g. learning knots from making a
picture frame, to building the shelter or tying into a climbing harness is a perfect example as
the knots serve a similar purpose though they are used in a different situation.
• Non-‐specific transfer
Learning of more generic behaviours and applying them to different situations, for
example participating and developing trust during a blind fold walk to protect against physical
injury can be transferred to trusting others to support in times of volunteering ideas or the
disclosure of secrets.
• Metaphoric transfer
A metaphor is an idea, object or description used in place of another idea to represent
comparative similarity between the two. This type of transfer can be represented as the
activities can be used to represent real life situations. If parallels can be made between the
two learning environments for example problem-‐solving making a fire when the resources
are wet will create specific problems, this could then be paralleled with completing a task
in real life when the answers do not seem immediately apparent. Another example would
be using inner strength to compose you appropriately in order to take the first step of
speaking in public. This could be mirrored in having the confidence to apply for a Woodland
Skills qualification, and then built up to have an interview or start a new job or start a new
relationship. If the connections are startlingly clear then there will be a greater success in
the transfer of information from one experience to another. Your role as practitioner is to
strengthen the connection and therefore enhance the transfer through the way you use
reflective practice.
At the end of the day, as well as throughout the session, a review of progress made by each
individual is carried out: children could be asked to shout out, draw, act or play a game to review
the day they have experienced. Bringing the session back into the forefront of their minds will give
them an opportunity to have a deeper reflective perspective through which they can evaluate
their own learning and how to transfer that into everyday processes, for now and in the future.
Children can apply so much of their learning at Forest Schools, consciously and unconsciously to
the rest of their everyday lives, at home and in school. This is followed up through evaluations
carried out with school staff and parents or caregivers. Each time children leave school or nursery
for home they may take something with them from the site to home to encourage parental
interest and encourage communication on the day’s Forest Schools session. The main focus of this
is to build attachment and a sense of value and achievement, it also allows the development of
personal and emotional bonding and attachment that will enhance and facilitate a sense of
significance, a deep realisation that others are interested in them as an individual. This
demonstrates that these significant others in a child’s life support their learning and how they are
managing their days as they grow. The Sutton Trust has released findings that 40% of children
from all walks of life are experiencing attachment issues with parents and caregivers in the UK and
this gap in emotional bonds can influence a child’s ability to learn and apply themselves at school.
This inevitably is impacting on the levels of progression and the likelihood that they may become
NEET (Not in Education Employment or Training) later in life.
Archimedes Forest Schools Model concentrates its work on developing positive lifelong learning
attitudes, not simply on those that are functional in the here and now. Forest Schools is there to
develop positive attitudes to self, others and the environment in which we live. Positive
relationships at home also enhance communication back to school. It is a continuity of process of
review and reflection. Nawaz and Blackwell report in their findings (2014) that there is an increase
in the numbers of child-‐initiated visits with family at weekends and holidays to woodland and
green spaces as a result of participating in Archimedes Forest Schools Education programmes. The
Transition state is where through positive experiences at Forest Schools, with the right ingredients,
beliefs can be formulated, mostly unconsciously in the first instance, regarding education, learning,
friends, adults, the outdoors, respect for others and for self. These beliefs will inform our values
and how we attribute value to those areas of our lives. As we all know, behaviours are the tip of
the proverbial iceberg. By focusing on the experiences and creating positive neurology, the
behaviours will be representative of those values and beliefs we hold. We all know values are
developed through experiences of a wide range of aspects of our lives. We have both intrinsic as
well as extrinsic values all influenced by our friends, the media, culture, school and experiences
that we undertake. If, as Becker states, that after only three years of having introduced the
Television into Fiji, accompanied by a process of rapid and diverse social change, it was found that
girls around the age of adolescence increased their preoccupation with body image. How quickly
would we at Forest Schools, be able to develop intrinsic values towards community, self,
environment and education through positive experiences with exposure to caring and meaningful
learning over the long term. Not only was there this increase in self image issues, but this was
accompanied by eating disorders and social competitiveness. All extrinsic values and a shift away
from the pre change era where intrinsic values were more highly regarded; family and community.
Becker, A. E. (2004, December). Television disordered eating, and young women in Fiji:
Negotiating body image and identity during rapid social change. Culture, Medicine and

Psychiatry, 28 (4), 533–559.

Fig 8: The Transition State –The process of positive thoughts and experiences that lead to positive
behaviours

CHAPTER 3: Archimedes Earth Practitioner Training
3.1. Training of Practitioners – Pedagogy, and Woodland Environment
Holistic development of participants attending and participating in Forest Schools
programmes is based on five basic components;
1. Intention and outcome
2. Woodland setting
3. Pedagogical approach
4. Skills (practical as well as ability to carry out environmental assessments and Health
and Safety)
5. Programme design, delivery and reflection.
This reflective process applies to both the practitioner and how these are employed and
utilised as well as how these skills can be and will be taught and developed within the individual
learner as a part of the programme process. These are all balanced around the central pivot of
training.

Fig 9: Training Elements. Critical and distinguishing elements In the Archimedes Forest
Schools Model of Training Practitioners and Trainers.
It is through establishing a foundation and then in understanding these components in all
their facets and diverse propositions, possibilities and interrelationships, gained from initial
training through post training experience and then the coming together of like minds on
assessment week to share and balance and build on those initial months of experience that
consolidates the knowledge, skill and understanding. The second week of training adds strategy,
insight, substance and essence to the whole experience; the part that I call the ‘honey’. Honey is
food, it is sustenance, it is life, and it also allows one, when spread on the past knowledge to move
those elements of knowledge around much more fluidly and easily, the second week of training
has at its core the binding element that supports, compounds, and then propels the individual into
independence and freedom. It is the transformational element that has been discussed,
supporting a new Frame of reference and creating a strong 'map' for the practitioner of how
Forest Schools can become an immersive and effective learning provision. Until that time the
trainee practitioner has been the student, the learner, the processor of given information, after
this point, the practitioner is free to manage, to indulge, to move, to experiment with the acquired
knowledge, skills and experience that they have instilled inside themselves. They are the author of
the next chapter and the accountability of that process, its highs and lows are all their
responsibility and this is where the true adventure begins.
Fig 10. The Trainee Practitioner Recipe

3.2. Neurological Development in Natural Environment
There is an increasing bank of evidence demonstrating there is a correlation between the
age of a child and the corresponding formation of connections between neurons. This process is
called synaptogenesis. In the UK, a collaborative research initiative, the ‘Teaching and Learning
Research Programme’, under the Economic and Social Research Council (ESRC), has been
investigating the relationship between neuroscience, psychology and education.
Research shows that in adolescence a second wave of structuring and organisation occurs
in the brain, hormones are racing and there are inputs of growth hormones, sex hormones,
emotional hormones and those that deeply imprint on us as women or men, oestrogen and
testosterone. Therefore, as the brain continues to develop and adapt, there is a need for molding
and shaping in readiness for independence and adulthood, though this process of maturity.
Children who are stressed do not give their neurons an opportunity for myelination, or hard wire,
if they cant hard wire the synapses in the brain, then there will be a reduction in the number of
available options for problem solving. It is likely that the social and emotional processes that have
worked in early childhood are sill being employed; this results in a lack of self-‐regulation and self-‐
awareness. The brain continues to change and develop throughout adulthood, but the changes
are less radical than during childhood. It is not a new concept to understand that as we age, our
neurons die, but it is known that the hippocampus is one area that neurogenesis continues. This is
known to remain an essential component of the brains function, as it is still critical in learning and
memory, storage, retention and retrieval. Brain or neuroplasticity theory and research indicates
that our brain is indeed designed for lifelong learning, adaption, assimilation and adaptation. Good
news for those coming on training later in years!!

Evidence has shown that the woodland environment affects physiological changes in the
body, which reduce tension and anxiety and increase body’s capacity to fight against infections
and free radicals. If the reduction of stress creates favourable conditions for concentration and
absorption, this will in turn support the formulation of neural connections. In Forest Schools the
various techniques employed for providing learning opportunities in the woodland environment is
based on evidence generated through research. Repeated and frequent exposure to Forest
Schools during the year covering all seasons promotes the formation of neural connection and
helps learning.
It has been widely and significantly recorded by the Royal Society that there is an
inclination to use medicinal methods to boost cognitive ability in children with a range of
disabilities and difficulties. Ritalin is a well-‐known and increasingly prescribed drug for children
diagnosed with Attention Deficit and Hyperactivity disorders, according to the Care Quality
Commission, and increase of 50% in the last 5 years; 420,000 cases in 2007 to 657,000 last year.
Participating in Forest Schools Education demonstrates that though the use of nature and
engaging in the consistent, repetitive and recurrent learning opportunities occurring in this space,
many, not all by any means, of the behaviours that are anti social in the classroom do not cause
the same impacts when at Forest Schools and do perhaps support the proposal that ‘education is
the most powerful and successful cognitive enhancer of all’. http://royalsociety.org/
All experience impacts on the brain, we are a multi sensory organism that is consistently
and continually firing neurons when we sleep, walk, talk, watch, reflect, interact, pay attention
and learn. The brain is described as having ‘neuroplasticity’ or an immense ability to be flexible
and to adapt to changing environments. Interestingly for the Forest Schools Practitioner it is
something called experience-‐dependent plasticity that is present at all stages of our lives. What
this actually refers to is the understanding that neurons are strengthened and become wired
together when they are fired together concurrently. Someone described this the process as
‘neurons that fire together, wire together’!! Lovden M, et al (2010). A theoretical framework for
the study of adult cognitive plasticity, Psychol Bull 136(4), 659–76.
This is very important information for us as Forest Schools Practitioner because we speak
about holistic learning as a methodology, but knowing what is different helps us to understanding
why this works. The Archimedes Model proposes that Forest Schools is an integrated part of the
education or learning system, and that it is in a deeply sensory environment, the woodland.
Research is demonstrating that by participating in opportunities that are multi sensory,
discovering things and socializing, experiencing the elements of natural world, smells, textures,
sounds and movement all at the same time in the Forest Schools environment that this will
increase the plasticity of the brain. Research therefore is showing us how important this is to the
development of children, and we can take note, and understand, because we observe it occurring
when there is longevity of involvement. This neuroplasticity can not become embedded through
experiences that occur on a one of occasion, they can be a trigger for it, especially where there is
heightened sensitivity and emotion, this is stored in the hippocampus and can be retrieved later
for use, but it will not provide for myelination and a hard wired response in the same way
repeated actions and process are over a period of time will as at the long term Forest Schools
programme. This research demonstrates ‘why’ it is important. If neurons are firing together, stress
levels are low, (due to deep level learning contributed to by a change of brain patterns)…release of
cortisol and epinephrine is reduced and therefore myelination becomes possible. Through
repetition this myelination process speeds up learning and if neurons are being wired together
and strengthened this in turn impacts on the learning process for the future participation in similar
situations, or ones that require problem solving to create answers. So the more experiences the
more neurons; the more neurons the greater increase in resilience due to the ability to deal with
adverse or potentially difficult or stressful situations. Experiences, with reflection lead to learning
(Greenaway), which in turn leads to memories and a wide and varied storage of possibilities and
potential as we journey through our lives.
Research in brain development have shown us that there are ‘best’ times for learning some
processes and also that there possibly is a decrease in the ability to retaining information the older
we get, unless we keep actively learning. It is suggested that it is the hippocampus and the
amygdala interestingly enough that are the two areas where this ‘pruning’ of synapses does not
occur. The brain structure changes all the way through our lives and it is suggested the greatest
level of synaptogenesis, or myelination happen in the brain from birth to three years, decreasing
to a slightly slower rate as we pass through childhood, but still very rapid compared to other times
of our lives.
It is understood that there are ‘optimum periods’ for learning skills, or to simply being
exposed to experiences, children who have not experienced attachment with parents and in
particular their mother, and developed emotionally have been shown to have very few synaptic
reactions or connections in that part of the brain. Some of this research came out of Romania
where children were kept in cribs without any attention or care or love for years of their lives.
Adults have been found to have difficulty in discerning some sounds if they have not heard them
in the first six month of their lives. The fixed periods of sensitivity are most commonly shaped in
the individual by the environment and therefore the abilities revolving around aspects of vision
movement, memory tasks which can best be learnt in the multi sensory natural environment.
In adolescence, brain development in the frontal and parietal lobes are strident. The
frontal lobe is that area that houses the dopamine system, that relating to short term memory,
attention, planning and self motivation. Because the neurons in this lobe are the most dopamine
sensitive, if there is any reduction in the production or transition of dopamine, and therefore that
feeling of the ‘feel good’ factor, a sense of reward and achievement, then there can be a
correlated reduction in performance and memory, impacting on problem solving and decreased
brain function when completing tasks. The partial lobe is responsible for sensory and spatial
sensitivity. It is highly likely that those tasks that respond to the dopamine are not necessarily
those that are considered to be the most favourable by adults, parents and teachers, and this can
be where great rifts appear in relationships and therefore self esteem and self confidence.
These hormones and chemicals are intensely strong and overpowering and in some cases
will leave the logical brain standing. Growth hormones, sex hormones, emotional hormones and
those that deeply imprint on us as women or men, oestrogen and testosterone are all busy
changing the way our brain works, which is intact being restructured from within. Therefore, as
the brain continues to develop and adapt, there is a need for molding and shaping in readiness for
independence and adulthood, though this process of maturity. Children who are stressed do not
give their neurons an opportunity for myelination, or hard wired because of the cortisol levels in
the blood stream, fight or flight is the agenda, not self-‐actualization. If firing neurons cant hard
wire over the synapses in the brain, then there will be a reduction in the number of available
options for problem solving. It is likely that the social and emotional processes that have worked in
early childhood are sill being employed; this results in a lack of self-‐regulation and self-‐awareness.
As we pass puberty, and adolescence is behind us, the capacity for neurons to connect
decreases. Research suggests that children with autism and Autistic spectrum disorders (ASD)
have a larger brain during babyhood and early childhood and also that the hippocampus and
amygdala are larger during childhood. Researchers are not entirely sure why this is or what the
specific impact has but as we understand the amygdala is there to support our flight or fight and
therefore survival, and this could be a contributing factor to the increase in anxiety and
heightened stress levels in those with ASD, especially as these areas do not proportionally increase
in size with chronological maturity,
These changes in the brain impact on aspects of development closely related to the work
around Emotional Literacy; self awareness, self regulation self motivation, the ability to empathise
and relate to understanding others perspectives, understanding of social situation and an increase
in the capacity to feel guilt and embarrassment. Blakemore S J (2008). The social brain in
adolescence. Nature Reviews Neuroscience 9(4), 267–277. The current research shows that self
regulation -‐ and to be clear this means the ability to control and manage impulsive actions we
could make that could be deemed as inappropriate or socially unacceptable -‐ develops slowly in
early childhood but in normal development conditions increases in adolescence and adulthood.
We are examining in reality the development of Executive Functioning and Ontogenesis,
the development of the self through self-‐determination and self regulation. Without and
understanding of social boundaries, and the ability to read the cues and control our behaviours
accordingly to abide by these social rules, then we will find ourselves excluded and in some cases
incarcerated with no freedoms what so ever. By using the woodlands highly sensory environment
for learning, we allow children to literally ‘fire on all cylinders’ all at the same time, ensuring
maximum learning potential and a holistic and rounded understanding of a sense of self others
and the environment as well as developing an understanding of physics, chemistry, biology,
culture, language and literacy, mathematics, history, geography, music, art, design and technology
to list a few curricula subjects.
By looking to provide opportunities for children to function appropriately in a range of
social situations, and be able to understand and adhere to the rules and boundaries of acceptable
cultural behaviours, long-‐term strategies are required for myelination. They can not be embedded
in a day, or a week, or indeed 6 weeks. This process needs to become neurologically hard wired in
the brain, in the frontal and parietal lobes where memory and outcome are linked with other
sensory input as from smells, tastes, sights, touch and feelings. The Archimedes Forest Schools
Model is long term because of this research. Education improves outcomes in life and for life. A
one off experience, will be just that, and may remain in the short term memory systems if
reflection or revalidation is experienced, but by going over or repeating a process again and again
is to facilitate the myelination process and embed in the neurological processes in the brain.
Forest Schools is long term programme in the woodlands because there is multi wiring processes
going on, neurons are being fired at the same time and these will be stronger and these stronger
links will enable the learning to become more functional if repeated and used in a variety of
different contexts, that is translated and transferred.
3.3. Benefits of Tools and Fire in Forest Schools:
Learning the use of tools and fire helps develop certain attributes like self discipline, accuracy,
confidence, hand eye coordination, well being, self sufficiency and the development of muscle
memory. Development of right muscle memory is very crucial in skills development. Muscle
memory may be defined as ‘a type of movement with which the muscles becomes familiar over
time’. An example of this is playing the guitar by using different fingers. By practicing, the fingers
develop muscle memory and then it is possible to play without looking at the fret board. The same
is true about the use of tools.
Muscle memory is the route to unconscious competency. The muscle memory is stored in
the brain but it is essential for learning complex tasks and movements such as safely using the
tools and lighting fires, but equally for the leader to know how to teach those skills to others.
Without unconscious competency, or at a minimum, conscious competency, then the leader is still
a learner and will not have the experience to fully understand the consequences of their use,
practice, or indeed how to rectify mistakes in practice. If a child gets frustrated because a method
isn’t working correctly, the leader must be able to stand out of the picture, look objectively and
consider solutions. Without the muscle memory and a wide variety of synaptic responses that
circumvent the process, it simply is not possible to advise.
Both the child and the leader are in the same experiential place, and tools and fires are not
the place to be developing on the job. Brain activity is very high during the learning and
achievement process, there is a highly sensitized and emotional reaction to the process and this
stimulates certain chemicals and functions in the brain. When a process is repeated over time by
using muscles it builds the neural pathways and as such the muscles are said to have developed
their own memory patterns allowing performance unconsciously. The same is true of new
movements that lead to awkward and uncoordinated efforts and mistakes. As we have seen in the
previous section during adolescence there is an increased awareness due to the numbers of
synaptic connections made in the brain that relate to special awareness and those made through
sensory input. There can sometimes be a lack of coordination, where this has been exemplary in
the past due to the increase and rapid growth in muscle tissue, bone and ligaments that need to
be re programmed and coordinated. Patience and understanding is the key here to support young
people as they master skills, this can be supported through the methodical and gentle approach to
introducing tools and fires taught on the Archimedes training.
During the initial phase of the process of acquisition of learning, there is a quick fire
learning action in the memory. This happens relatively quickly, for example, in the use of the
sheath knife. The body and brain are both working out how to hold the knife, how to make
effective and efficient movements with it to whittle and hone the stick into a sharp point. It is the
second phase, which takes longer because the brain is aiming at the accuracy and precision of the
movements required to achieve creation of beauty and balanced structure. Muscle memory is a
form of procedural memory and enables the learner to become very good at something through
repetition. Equally one can become very bad at something through the same number of
repetitions. Trainee practitioners are required to follow the basic structure of training in order to
develop muscles memories that are helpful and reduce the likelihood of harm from incorrect
usage processes. Many of these training processes utilised by Archimedes have been formulated
and based on the teachings of Robin Wood, master wood turner from Edale and his immense
respect for tools and quality of practice.
The saying ‘you can’t teach an old dog new tricks’ is not true, but it is much harder to learn
to re-‐do something that has potentially taken years of practice to perfect as working practice, only
to have to change it later on. And it is this that makes muscle memory so important as a
practitioner and also the process through which it has been achieved. While demonstrating a good
practice and teaching children to use knives or tools correctly and with precision, it is important to
have correct muscle memory or else teaching without having precision and unconscious
competency will lead to imperfect actions in ourselves. Demonstrating an imperfect action will
lead to an unsafe practice in children and formation of their own muscle memory. Malcolm
Gladwell has suggested that it takes 10,000 hours to make someone an expert. But others suggest
that it is more like 300 to 500. Irrespective of the number of hours or repetitions, if the quality is
questionable, then those hours are a waste. The key to good muscle memory is quality as opposed
to the quantity.
3.3.1. Stages in Competence Development in Tools Use and Safety Practices:
The steps in development of competence in the use of tools and other skills involve five
stages. The cycle is sequential in that each step must be gone through. The skill of the trainer is in
making the transition from one stage to the next only as painful as is required! It is also very useful
for trainers to regularly put themselves back into a state of conscious incompetence to feel the
vulnerability of that Stage 2 place.
Business Balls websites states: “The California-‐based Gordon Training organization, was founded
by Dr Thomas Gordon. He states that their Learning Stages model 'The Four Stages for Learning
Any New Skill' was developed by former GTI employee, Noel Burch over 30 years ago.
• Stage 1 -‐ Unconscious Incompetence: This stage can be best described as “blissful
ignorance”. It’s the stage where learners actually don’t see the need for the particular skill
at all. And if they think about it at all, it’s to assume that it’s either way beyond them or too
easy to bother with. What’s needed in this part of the cycle in order is to move onto the
next stage is a pain of some sort. Learners need to find themselves in situations where they
struggle and appreciate that they actually do need to learn something. Let’s use the
analogy of driving. In this stage, it tends to be assumed that anyone can drive and that it’s
really easy to learn. The person may not want to learn until they are faced with a situation
where they have to learn how to drive.
• Stage 2 -‐ Conscious Incompetence: This is the most painful stage for learners, particularly
adult learners who are used to feeling a certain level of competence in other spheres of
their life. It’s a sobering experience to realise that you are not very good at this new skill. It
can feel humiliating and vulnerable for the learner. Instructions and information will need
to be given, repeated and delivered in several different formats: visual, auditory and
kinaesthetic before even the rudiments of the new skill are acquired. It is very tempting at
this stage for learners to want to give up. They need encouragement, support and practical
examples of people who have successfully mastered the skill. Feedback on performance
needs to be given frequently. They may also need some gentle reminders of their initial
motivation. To return to the driving example, in this stage, lessons, support,
encouragement and practice are crucial for successful negotiation of this stage.
• Stage 3 -‐ Conscious Competence: In this stage of driving, the car has a large L plate and
instructions are followed with painful accuracy. Learner drivers in this stage can be seen
repeating instructions to themselves, checking manuals. Self-‐learning resources are a
critical support as the learner gradually begins to gain confidence and realise that while the
skill feels unnatural and forced, there is progress. The skill can be practiced but only with a
full conscious effort and full attention. Further practice is essential to move onto the next
stage. One useful technique for moving onto the next stage is to teach the skill to another.
• Stage 4 -‐ Unconscious Competence: When people are at this level, the skill looks effortless.
The unconsciously competent person can often do other things along with the skill. This
can be a dangerous stage for trainers because what is effortless for them, for learners it is
Stage 1 or 2. At this stage, trainers may need to become learners again, perhaps by
attending a training course, watching other trainers at work, or going back to acquire a
totally new skill.
• Stage 5 -‐ Beyond Unconscious Competence: There is some controversy about a “fifth
stage” of competency. I personally like the idea of “reflective competence”. This
competence means that not only can the person practice the skill with grace and ease, but
they can also step outside themselves to see what they have done and identify the steps
and their underlying thought processes. They become observers of their own skill.
3.3.2. Tools Use and Care:
Irrespective of the ages of the learners, it is the responsibility of the leader (employer) in
the eyes of the Health and Safety at Work 1974 Act to teach safe use. Tools need to be managed
in such a way that it will reduce the likelihood of injury, maintained appropriately and that others
in the group (employees) are taught the correct manner by which they have to use it when
working. It is a legal duty to do so and until the individuals within the group can demonstrate
personal competency, it is the leader’s responsibility with regards to guidelines and safety
processes. Tools Talks are a requirement of the Health and Safety at Work Act 1974, where the
equipment use, its correct usage and how to keep self and others safe are explained. All tools will
be well managed and well maintained, as this will ensure that they are suitable and effective to
carry out the task.
3.3.3. Personal Protective Equipment (PPE):
For each procedure and activity there is the correct PPE. This includes steel toecaps if
felling or carrying large items; warm underclothes and waterproofs, hats and perhaps long sleeved
clothing areas where biting mosquitos or gnats are present; heat resistant gloves when using fires
or Kelly Kettles; hard hats and luminous jackets if tree felling or working with overhead resources
or pruning; and goggles for working with wood that may splinter and fly. The decision to wear PPE
is based on competency levels and the desire to reduce the likelihood of harm, and if it is statutory
and required. A practitioner could be held liable in a court of law if a learner is put into danger and
the correct equipment was not provided. If a young person, who can make reasonable judgments
is given PPE to wear, but chooses not to it will be the responsibility of the practitioner or leader to
restrict the use of the equipment so as not to contravene the health and safety legislation. Under
the Health and Safety at Work Act 1974 it is the responsibility of the employee – or in this case the
young person to take reasonable care for their and others safety, to follow guidelines and
instruction of process to keep safe. As long as this is being followed then work can continue. As
soon as the safety guidelines are not being adhered to the leader will be well within their legal
rights to restrict access to tools or equipment that may cause injury or harm.

3.3.4. Fire Circle Guidelines:
Archimedes Earth recommends guidelines for the fire circle construction and this will be
taught during training and assessed during the accreditation process. The process includes site
assessments, risk assessments suitable to the site, investigation of the ground bedrock and soil
types, the design suitable for the whole of the fire area, clearance of the area around the fire to
reduce the likelihood of trip hazards and of course safety processes to avoid falling into the fire.
There are requirements for construction of the site. Procedures are developed in order to
maintain the safety of the group members against fire hazards and whilst the purpose of the
training is to provide guidelines for competency of the leaders to be assessed. This allows those
employers and parents to know that the practitioner is capable and accommodating when aspects
of their personal responsibility are required. It is probably useful to note that most insurance
companies do not allow or permit individuals who are going through their training to use fires,
cooking or tools without the presence of another qualified Practitioner or until the assessment
process has been completed. If a practitioner was to use tools and fires and a child or participant
was to have an accident, of course, they would not be covered for the liability of their actions, as
they have not as yet been deemed competent until assessment has taken place.

CHAPTER 4: Risks, Safety Measures and Benefits
4.1. Risks and Safety In Forest Schools:
As we have previously discussed the foundations on which the Archimedes Forest Schools
Model in the UK is based, may be traced to the works of early day philosophers, naturalists,
educators and adventurists like Wordsworth, Ruskin, Dewey, Kurt Hahn, Susan Isaacs, Carl Rogers
and the Macmillan sisters, to reiterate a few. They worked on varied themes ranging from a love
for nature, the importance of learning outdoors and the understanding of how the inspiration of a
playful childhood could motivate and expand the possibilities for learning and development.
Forest School education offers freedom and opportunity to play and accept challenge through
managed risks. Children’s rights to play, in line with the United Nations Convention on the Rights
of the Child 1989, and adopted into the UK in 1991, is whilst ‘striking a balance between risks and
benefits of challenging play opportunities’ advocated by the Play Safety Forum, formed in 1993
and in a Health and Safety Executive statement ‘Children’s Play and Leisure, -‐ Promoting a
Balanced Approach 2012. Safety is taken seriously and thoughtful consideration is given to its
management through structural foundations.
This can ensure that children are able to work within their comfort zones when new to the
experience, extend their participation, levels of challenge and anticipation of risk, harm and
challenge, leading to increased understanding of self, their physical strength, their mental capacity
to overcome and ultimately to use problem solving skills to make important decisions regarding
appropriate participation for the simple need for self preservation, in order to maintain Personal
Sustainability. This self awareness and self regulation through mindfulness and a growth in the
capacity for executive thinking allows adventure and all it offers without the risks of moving across
the line into misadventure through accident or incident.
It is the role of the practitioner to understand the social, physical and psychological
boundaries of the group as a whole, but also the individuals within the group as they interact with
the environment that they are in. The Archimedes Model is respectful of appropriate measures
providing the skilled practitioner with a deep understanding of why these boundaries surrounding
safety are undertaken, and through the development of confidence and expertise in the skilled
practitioner to ensure that all participants can expect levels of acceptable safety but by balancing
inevitable and necessary exposure to physical, social and personal challenges and their associated
risks with the benefits of experiencing a multi sensory playful life.
The ethos of Forest Schools Education and learning is not solely based on the adult view of
risk. Instead, it is based on children’s innate abilities, which are allowed to grow by developing
new skills and confidence. It has been observed that imposing an adult’s view of safety to
children’s experiences has denied them valuable opportunities to grow normally and can
contribute to a range of issues. Richard Louv in his book Last Child In the Woods identifies what he
calls ‘Nature Deficit Disorder’, where the absence of a relationship correlates to many social,
emotional and physical issues. Sedentary lifestyles, imposed through constraints like time
availability, opportunity, fear, can contribute to a range of forms of poor health, such as obesity
and related diseases; Attention Deficit Disorder, a lack of environmental identity and physical
activity (Rowena Kenny, 2010).

In the last few years the concern for risks and safety to children in play environment has
changed, there are individuals such as Tim Gill and others like Ball et al. and those working at the
Health and Safety Executive and RoSPA. To help create a balance between the risks and the
benefits of offering children challenging play opportunities, the Play Safety Forum has produced a
guide by Ball et. al (2012). The document shows how play providers can replace current risk
assessment practice with an approach that takes into account the benefits of challenging play
experiences to children and young people. The document's approach will be useful for those who
manage spaces and settings in which children play.
The approach of the guide, ‘Managing Risk in Play Provision’ is very similar to the ethos and
practice adopted by Archimedes Earth, which critically assesses every activity in terms of risks and
benefits, based on its longevity of experience, and variety of practice; benefits to individuals as
well as to the wider group and back to the Arc of Influence, are used by skilled practitioners as a
basis for criteria when selecting an activity. The guide supports the view that there is need to
provide children an opportunity to develop and take risks in play provision by managing risks. The
national voice for learning outside the classroom, the Council for Learning outside the Classroom
considers that irrespective of circumstances every child up to 19 years should be allowed to
explore the world outside the classroom as an essential part of learning and personal
development.
The Institution of Occupational Safety and Health (IOSH) holds the view that children
should be allowed to handle risks by making them ‘risk aware’ and ‘risk intelligent’ and not by
making them ‘risk averse’. The council also decries ‘too much risk management’ or a ‘wrap in
cotton wool’ approach. The Royal Society for the Prevention of Accidents (RoSPA), while endorsing
the guide by Ball et al (2012), believes that the guide will allow children to exercise their right to
play in more satisfying settings. As the children play outside and take risks, RoSPA believes that
the risks ought to be managed so that unacceptable risk of death and serious injury do not occur.
Agencies concerned with children’s education, development and welfare are in favour of freedom
to children to allow them to take risks in play provision. It is now believed that the effective
management of risk during play is ethically and legally the ultimate responsibility of the play,
education and in our case Forest Schools providers. One out of six principles governing Forest
School ethos is about the challenge to learners. Forest School offers learners the opportunity “to
take supported risks appropriate to the environment and to themselves”. The ‘supported risks’
implies that Forest School voluntarily take due care to manage all risks themselves through proper
planning and execution of programmes or sessions. In this context the Archimedes Model ensures
that Health and Safety through using established methodologies, based on research about visual
and kinesthetic learning processes, transference into long term memory though accurate and
practiced repetition, understanding of how muscle memory works allows for easy application
elsewhere. It is the appreciation of how simple rules and processes can be adopted, assimilated
and adapted to similar experiences, for example, learning a tools talk for a bow saw can be
accurately be applied with ease for a sheath knife. It is this understanding that has become a
major thread in the education of Forest School practitioners to ensure that they have appropriate
skills in risks management.
4.2. Tools, Fire and Food Hygiene:
Fire and tools are used in Forest Schools if their use is essential or the participants show
interest in them. Forest Schools can and do run in many settings without children ever using tools
or fires and this is a practical and personal approach. It may be because of the age of the children,
the setting or environmental considerations. Forest Schools does not need to use the more risky
elements and there is extensive value in not using, as well as using the equipment to allow
children to pursue their own ends, and if required to develop the skills and muscle memory to use
those appropriately in their course of action, then all the good, and if not it is not essential.
Archimedes promotes the notion that all experiences, Crafts of all nature, curriculum, culture,
adventure, survival, exploration, skills, understanding are all a process of development and do not
rely on the compulsory use of one or other piece of equipment, but on the imagination of the
individual involved. The depth and essence of transformational processes and the importance of
the relationships with self, others and the environment are the main issues.
The Archimedes Forest Schools Model supports skilled practitioners to understand the
function of the tools and fire, as a conduit or vehicle to the bigger goal and vision for each child. It
trains its practitioners to apply a specific methodology of tools talks and tools use. This has been
based on research of observing and collating best practice from experts, and adapted by
Archimedes to reduce the likelihood of harm occurring, both to trainee practitioners as well as to
children, to support positive relationships, to foster respect for the equipment and the inherent
risks involved and to encourage success and therefore confidence to persevere. The use of these
elements through the Archimedes Model is introduced and followed only after an evaluation of
the baseline assessment has taken place during the first few weeks of the programme. This is
carried out not only to assess personal awareness and regulation of emotions and movements,
appreciation of others and the environment and an understanding of what is involved, but also
with respect to the potential benefit to the learners in their experience. It is common that tools
are not used until it is the learners themselves who want them to be included, because they are
working in a specific task or process that requires a tool to complete it. If the practitioner decides
to use fire and/or tools it is the regulations of the Health and Safety at Work Act 1974, that will
ultimately govern their introduction, training, use and maintenance.
The Knife Law in the UK also covers the use of tools and it is important that the practitioner
understands this legislation. If an incident was to occur as a result of a leader or practitioner not
following the law, then the consequences can be very severe, and could be held vicariously
responsible. Because of the introduction of these laws, the landowner’s permission is required to
use tools on their land as well as to light a fire. If practitioners or learners are cooking food on fire,
then the qualified leader will have awareness of appropriate food hygiene practices and training
may be required. It is an employee’s legal responsibility to follow their employer’s health and
safety guidelines, which will be incorporated into the procedures and policy documentation.
4.3. Archimedes Earth and Risks-‐Benefit Assessment:
Archimedes Earth offers high levels of industry focused experience, infrastructure,
expertise and resources to offer to trainees so that the development of appropriate risk-‐
management skills is well understood and appropriate for the group and for the environment. This
is present through the provision of programmes as well as through the training. Risk-‐benefit
analysis is undertaken before programmes commence. Risks are primarily associated with the
group or individual learners, the woodland environment, the normal operating procedures
including, but not exhaustively, the weather and seasonal impact, fires, tools, activities and
transport. It is essential though that it is not simply the risks that are focused upon, as in this world
of fear and containment, the role of the Forest Schools Practitioner is of facilitator and enabler
ensuring that the balance between the aspect of risk, i.e. the likelihood of a harm occurring to
people, environment or ‘things’ is accurately balanced with the severity of any harm that may
occur as a result of an encounter. This in turn is assessed against the benefits of participating in a
particular process, with a particular group of people, doing particular things, and with what. So the
benefits can be analysed for a particular individual, a group or environment as a whole, and
whether these benefits will outweigh the sum of the severity of the risks involved.
In 2013 there were 1,754 car deaths, 118 bike deaths and 3,222 serious bike injuries on
Britain’s roads; Suicide is the second highest cause of death in the world amongst 15-‐19 year olds;
the suicide rate for boys and men in the UK in 2011 is at its highest recorded since 2002; a total
number of 5,981 recorded by the Samaritans in the 2012. Exposure to the ‘forces of nature’
caused 129 accidents whereas accidents in the home caused a whopping 2109. I think what I am
trying to say is that there are some risks that in this life we simply take for granted, e.g. driving to
work every day. The likelihood of a child dying in Forest Schools is very low. (Blackwell and Nawaz;
Perceptions of Archimedes Forest Schools 2014) There is a significantly higher chance that a child
will be injured in a car accident than be seriously hurt at Forest Schools or participating in out of
the classroom activities, and the experience may just well save their life given the right
transformational processes and long term interventions because of their ability to manage hard
times and difficult situations.
In risk-‐benefit assessment, safety is a serious concern but it is not the restricting factor
because all risks, to a reasonable extent can be managed, with the right amount of experience and
understanding. A well-‐conducted risk-‐benefit assessment is the one that is properly acted upon
and it will provide a sound and reasonable defence against liability claims and prosecution relating
to any harm. Safety is evaluated with respect to many components at Forest Schools.
4.3.1. Woodland Site:
Sustainable site management plans are all written, and Environmental Impact Assessments
as well as dynamic daily assessments are all agreed for the entire duration of the programme
between the land owner /manager, Forest Schools practitioner, teachers, or support workers and
learners, as appropriate. These agreements are all followed at Forest Schools with any updates
recorded and monitored accordingly. If a landowner has public liability insurance the clauses may
be taken into account before signing the agreement. A detailed site risk assessment of the
proposed area in use and adjoining areas is also undertaken.
Remoteness of the site is assessed along with the potential risks and available systems for risks
management. All lead practitioners will of course be responsible for and be aware of the access
and exit points and any additional emergency equipment required are carried and made available.
Communication systems are in place between the lead organisations, the staff involved, the
volunteers and of course the children are also aware as much as their linguistic, cognitive and
physical capabilities allow, and as appropriate and made easily accessible for use in the designated
location. All staff are required to follow the employer’s guidelines or own procedures, for taking
children or young adults off site or into the Forest Schools location if on the school or settings
grounds.

4.3.2. First aid requirements under the Health and Safety at Work Act 1974:
Archimedes advocates that all practitioners have full first aid training that is applicable to
the client group and the environment that they are working with and in. First aid kits appropriate
for the number of attendees, and for the type of undertaking that may be engaged in, including a
‘happy sack.’ Is recommended. These resources include all the supporting safety and wellbeing
equipment that a qualified practitioner could need to satisfy any incident or accident or procedure
that inclement weather or the age of your group may throw up. Archimedes Earth has spent many
years working with professional provider Andy Forsyth from ITC (Immediate Temporary Care) and
have developed the first Forest Schools First Aid qualification for practitioners that meets the
needs of the industry, this has been developed to support appropriate provision as opposed to
offering First Aid that is not necessarily appropriate. For example, the First Aid at Work (FAW),
which is designed for employees within a work place and does not cover work with children. The
Health and Safety at Work Act 1974 states that employers are required to provide training to
employees that meets the needs of their job. It is the responsibility of the Practitioner to ensure
that they meet the requirements of the law. The FAW does not provide the appropriate depth or
knowledge to provide immediate and temporary care in the outdoors, when there is not the
facility to keep a person warm, to immediately run to a phone, and in a remote situation that the
emergency services may not even be able to access, such as a woodland. It is essential that the law
is understood and that the first aid training is applicable to the environment. The majority of
Forest Schools Practitioners work with children who are over 12 months, though by no means
exclusively, and their practice take place away from the building and car parks and access roads
and that they work not only with adults but with children too.
The Archimedes ITC developed training course covers all the essential outdoor elements as
well as adults and children in that setting. If you do work with the under 1’s then according to
Ofsted requirements a paediatric qualification will be required also.

CHAPTER 5: Archimedes Schools and Holistic Development
5.1. Holistic Development in Forest Schools Environments
5.1.1. Personal Development
In the Forest Schools environment children connect with each other through heart, hand
and head, i.e. emotionally, physically and cognitively. They are free to learn with full concentration,
at a deep level, because there is in general a reduction in pressures that can be present in a
classroom. Here the children are free to work at their own pace and can apply their own
imaginations, discoveries and outcomes, thinking and speaking out their ideas without fear of
being ridiculed or undermined by their peers or adults. There is no right or wrong answer, only
investigation and reflection. This environment opens up children to learning. As a result their
minds are not distracted and they focus better on the processes of learning. The impact on the
brain waves at Forest Schools in the natural environment is that the length changes from
predominately Beta, and highly consciously aware, to that of the Alpha waves, those that are the
most positive and inductive to information transfer and assimilation and long term retention.

5.1.2. Self-‐Esteem:
It is well recognised that it is not by knowledge alone that one can grow and be successful
in life. Confidence building and self-‐esteem is very important for success. The Forest Schools
woodland environment provides a complementary and contrasting environment to the traditional
classroom and particularly supports those who might not be apt to learning by auditory (by
listening) and visual (by reading) processes, and are able to learn more predominately by intrinsic
and extrinsically kinaesthetic processes, learning by feeling and doing. In Forest Schools high adult-‐
pupil ratio, an environment to make things, opportunity for children to lead games songs and
actions, and allowing the use of certain tools lead to specific outputs like learning of new skills,
physical evidence outputs of work, and associated trust and responsibility.
In the Forest Schools environment, the learning process of ‘How to learn’ and ‘What you
learn’ is integrated with the surroundings. Learning is contextualised; the environment enables
individual learning at one’s own pace. This makes learning enjoyable and fulfilling, thus allowing a
child to grow and gain independence, confidence in trying new things and develop an ability to
speak with complete confidence. There is evidence that children who do not perform as well in
traditional classroom environments have blossomed in Forest Schools. There is the work of Kolb
that suggests that the traditional learning styles that we speak of here, i.e., visual, auditory and
kinaesthetic are perhaps less important than the more deeply related personality types that would
lead to one being reflective, action centred, conceptual or concrete experience orientated.
The work of Ruth Adams, in her work with the Elements (www.in-‐your-‐element.co.uk)
supported by writings and discussions by Sir Ken Robinson, is that if one is working with one’s
‘element’, then one will become more motivated, more in tune and more responsive to learning
opportunities. These elements work so well with the principles of Archimedes Forest Schools
Education ethos and practice, as they are linked to the elements of Fire, Water, Earth and Wind,
each allowing the individual to having a propensity to approach life and the challenges that the
world throws at us in a variety of distinct and discreet ways. In some manner these link to the
more ancient theories (Galen AD 190) relating to the aspects of the ‘Humors’; Sanguine,
Phlegmatic, Melancholic and Choleric. Here Wind would be Sanguine, Water Phlegmatic, Earth
Melancholic and Fire, Choleric. In effect we have, as a human race, been looking to
compartmentalize the human psyche for generations and just because we fall into one way of
being, it must be categorically stated that it does not determine our futures or our outcomes, or
our successes.
Fig 11. The Humors -‐ Development of self evaluation skills
Archimedes Forest Schools recognises, that we are all different, we are all unique and we
are all a combination of many personality type definitions, and that the traditional teaching
process does not always cater for, or indeed tolerate the uniqueness and therefore the potential
of all individuals, as it is so rigid in its delivery.
In the woodlands and natural spaces, Forest Schools facilitates a freedom to explore and
for those ‘types’ that like to move, to express, to talk and discuss, to experiment, to watch, to
contemplate, to assimilate and process and to satisfy the innate human need for self discovery
and self evaluation and can do much more readily. With the Humors it is also suggested that we
respond to the seasons also and so our perceptions and moods can be different in a range of
seasons. As the Archimedes Model of Forest Schools occurs over the full year, throughout all the
seasons, it can give the child, as well as the practitioner opportunities for self awareness of how
the environment impacts upon them and the individuals within the group in the different quarters
of the year. It is of course up to the practitioners, as with all theories to find the one that suits the
best for the way of understanding and perceiving the world. However, it is interesting to read
deeper into some of the work that Adams does with a wide range of individuals, from young
children to diplomats and government officials around the world. She has experience of education,
family and business. These may be parents, teachers, managers, employees and the unemployed,
leaders and followers, artists, creative individuals and musicians, deep thinkers and philosophers
as well as academics and policy makers.
The Archimedes Model encourages practitioners to observe children’s own sense of self worth,
sense of self-‐identity or self-‐image, aspirations and gain an understanding of a personal ‘ideal self’,
as well as an empathetic view of the perceived ‘actual self’. All of these aspects of ‘self’ are
suggested by Carl Rogers (1902-‐1987) in his work and he proposes that all contribute to the overall
makeup of self-‐esteem. He suggests that the behaviours that we observe are too simplistic in
assessing needs of children, and indeed adults, on a daily basis. It is more complex and through
the Archimedes Model, and its long term programmes the results of the baseline assessments will
inevitably determine the intended outcomes for the planning process by the practitioner in how to
address, if appropriate any of these elements that contribute to positive attitudes to life, others
and themselves. The practitioner is an enabler and alongside an individual can to begin by creating
realistic unconscious or implicit self evaluations of their own sense of worth. Over time the
practitioner will introduce external – explicit – processes that through the course of the
programme, begin to become unconscious and implicit for the individual. For example the
practitioner may lead on discussions and reflections initially, but over time the individual will begin
to offer their own thoughts and feelings as to the accomplishments and developments that they
are making. For some children, their self-‐perceptions may become more forgiving, realistic and
balanced due to positive outcomes of experiences, which they have encountered during the
Forest Schools experience, and a result of the reflective process. This more well-‐adjusted
discernment can then be applied to the relationships with peers, adults and the environment. The
participation, successes and the shortcomings, at times, faced by the individual when challenged
or being taken out of a comfort zone of responses or behaviours become less traumatic and more
solvable. All of these processes are central to the Archimedes Forest Schools Model and are
distinctive of our philosophy and ethos. Without a sound self perception, Maslow and Rogers
suggest that Self actualization is not possible.
5.1.3. Well Being:
Well being is still going through a transition from being a philosophical debate, from the
works by Aristotle, to becoming a scientific research domain. As such there is really no definition
of Wellbeing, although it has been defined from a more clinical perspective as being the ‘absence
of negative conditions’ whilst from a psychological perspective it is defines as the prevalence of
‘positive attitudes’. Most commonly though, at present there are the six attributes that could be
identifiable in a person if they were exhibiting normal levels of well being. “More than the absence
of illness of pathology …subjective (self-‐assessed) and objective (ascribed) dimensions. It can be

measured at the level of individuals or society [and] accounts for elements of life satisfaction that
cannot be defined, explained or primarily influenced by economic growth”. (McAllister (2005). This
is supported by Shin and Johnson who in 1978 who described wellbeing as a ‘global assessment of
a persons quality for life according to his own chosen criteria’.
These are all the definitions being used when indicators of national well being are being
assessed, and though definitions are hard to explain, the five important aspects of wellbeing, after
interviews with grown ups and children by the New Economics Foundation were reported to be:
the ability to connect with people, be active, take notice, keep learning and to give. All these five
characteristics that contribute have been researched and have a firm foundation in their
contribution to their long-‐term impact on wellbeing. Adults often draw upon their own
experiences of being children and vivid memories of how they felt, when ignored, excluded or
picked out by someone who did not like them. Ferre Laevers (1997) has spent many years
researching how experiences affect children’s behaviour, body language, self-‐worth and sense of
wellbeing. Laevers writes “for development to occur, children need to be high on emotional well
being” and “high on involvement”. Laevers has identified the following “signs of well being”:
openness and receptivity, flexibility, self-‐confidence and self-‐esteem, being able to defend oneself,
assertiveness, vitality, relaxation and inner peace, enjoyment without restraints and being in touch
with one’s self. If most of these signs are present it might be concluded that a child’s wellbeing is
high, and contrarily, that their absence would indicate low levels of well being. A high level of
wellbeing is identified as being in touch with your feelings and able to express them.
These observational elements are key to the work that Forest Schools practitioners discern,
at baseline level and throughout the programme on a weekly basis. If possible in order to correlate
trends that relate to the time of day, the activity that was being participated in, the season and
sometimes as detailed as the weather or the member of staff present or absent. We have found
from our in-‐house research that wellbeing can dip before we clear up for the day, or before lunch.
Of course this can then be discussed with the child or young person in order to identify reasons for
fears or uncertainty It shoes we care, we are observant and that the practitioner wants to make a
difference and to support the young person as best they can to arrive at solutions in the best
possible way, and this of course links to resilience and creating positive outcomes to difficult
situations. It is important that the assessments are consistent; the same person carries them out,
because to certain degree these will always be subjective. But it will create a clear and positive
outlook for the child and help the practitioner in their planning and help also with the
development of individual self worth, self image, or self confidence, through the utilization of the
reflective practice. As children progress linguistically and conceptually then they are encouraged
to articulate and to voice feelings as they become more aware of their relationships with their
peers, the adults and the environment. The more aware they are the more able they are to self
regulate and to function in positive and successful ways – this of course is emotional literacy and
the development of emotional intelligence.
There is evidence to support Forest Schools ethos and practices are able to achieve
rounded personal development through the achievement of self-‐esteem and self confidence in
children and improvement of ability to work cooperatively and ability to appreciate others. There
is attitudinal change by development of relationship with the forest environment and respect for it,
and feeling at home reflects this. The children develop increased abilities by learning skills and
knowledge.
5.1.4. Resilience
What is commonly identified as resilience in children and adolescents relates to the ability
of individuals to respond positively to adversity, stressful, challenging and adverse conditions. The
greater the resilience in children, the more adaptive they become. Resilience develops from
experiences involving adversarial situations, difficulties, with or without a supporting environment.
At Forest Schools, the processes employed are concerned with learning, those that create a
positive absorbing and environment, creating opportunities for a propensity to absorb and
assimilate concepts, skills, knowledge amongst other things and therefore to grow and mature.
Emotional literacy is a fundamental facet of the Archimedes Forest Schools Model. It
encourages practitioners to aim towards the development of an understanding of children’s own
emotions, as well as of those around them encouraging the promotion of social relationship. R
Kenny has published a report on how Forest School can support the development of resilience in
children. She has identified how, through an exposure to risk and opportunities provided for the
development of an independent, mindful approach to understanding situations, children can
become more able to analyse the outcomes to situations. With the correct coaching, mentoring
and support, children who are not necessarily naturally resilient by character or by impacts of the
nurturing process can develop the skills though participation in their long term programmes and
as such these can translate into later life. The longer the programme, the higher the levels of
relationship with the practitioner and role model, as such a deeper and more meaningful degree
of sense of value and respect can be facilitated. In this relationship it is easier to present
challenges that can push children outside of their comfort zones who can then begin to
understand that if and when things go wrong, then there are the support networks there to
question, critically and empirically the outcomes. Such new ways of thinking, working and
behaving, will promote positive emotions and develop that motivation to work towards higher and
more demanding goals. Know that making mistakes is normal and acceptable and essential in
supporting resilience it becomes a normalized process, as opposed to one that creates crisis,
though a lack of learnt responses.
The longer the exposure during the programme the greater the personal rewards – nature
is a great teacher and facilitator and it models and creates excellent metaphors for change and
development and that no two seasons are the same. Actions are needed to survive and these can
be dramatic at times, for example when there is little rain and trees need to lose their leaves early
in the season, in order to prevent transpiration, sometimes resilience is understanding that the
resources we think that we have are not enough and that we have to look deeper inside to find a
solution. Also it is a lesson of life, though we are consistently developing independence, that we
are a race of humans that requires community for survival and happiness. In some situations it is
imperative that we have the capacity to ask for help when we become aware that we need it, not
only that we need to know who to go for to get the best help we can, but also to know how to ask
for it. This is all a part of the development of resilience in our daily lives
5.2. Environmental Identity, Forest Education and Sustainable Development:
5.2.1. Environmental Identity:
Forest Schools Education has an important role in development of an understanding of the
woodland and natural environment among children and adults by creating environmental identity.
Development of this ability assumes importance because this changes perceptions about the
environment as a necessity and thus the need to protect and safeguard it. Children as the
guardians of the future begin to understand the sustainable precepts that alone can ensure
protection of environment. Therefore, Forest Schools programmes have an important role in
supporting the development of environment related concepts in children to allow them to
understand their own roles and responsibilities relating to the natural world.
Clayton (2003) proposes ‘that an environmental identity is one part of the way in which
people form their self-‐concept: a sense of connection to some part of the nonhuman natural
environment, based on history, emotional attachment, and/or similarity, that affects the ways in
which we perceive and act toward the world; a belief that the environment is important to us and
an important part of who we are. An environmental identity can be similar to another collective
identity (such as a national or ethnic identity) in providing us with a sense of connection, of being
part of a larger whole, and with recognition of similarity between ourselves and others. Also like a
group identity, an environmental identity can vary in both definition and importance among
individuals.’
5.2.2. Forest Education:
Depending upon the age of children and objective of an adult programme the Forest School
may perform different roles, like initiation to nature, overall development of foundation stage (0-‐5
years), primary and school programmes, or development of suitable expertise such as training of
instructors for Forest School. Forest School is now regarded as the most basic educational need of
schoolchildren for outdoor education, in particular for children of 0-‐5 years age group. Out of the
various objectives initiation to nature is one of the major objectives.
Forest Schools in Britain are an inspirational process that offers children, young people and
adults regular, long term opportunities to achieve and develop confidence through hands-‐on
learning in a woodland environment. The Forest Schools settings are characterised by five features,
namely, woodland environment, a high adult to pupils ratio, learning linked to child led learning
that can link to National Curriculum and Foundation-‐Stage objectives, freedom of exploration
using multiple senses, and the most characteristic feature of ‘regular contact for the children’ with
Forest Schools over a period of time. The benefits of learning in the Forest Schools environment as
observed through research have revealed overall development: personal, social, emotional,
linguistic, communication, and development of ability for problem solving and risk taking.
The development of Forest Schools from inception in the 1990’s became more widespread in
2000’s due to their support by the Forest Education Initiative (FEI), Forest Schools Wales and
England and training provision made available and delivered by Archimedes Forest Schools
Education. This was pivotal in the growing popularity and involvement from the FEI supported
forest education activities. In 2006, according to the FEI reports there were about 100
practitioners utilising Forest Schools approach in England and 20 each in Wales and Scotland. In
Wales most of the successful Forest School projects were supported through Forest School Wales
and the Forestry Commission.
The Forest Education Initiative in Wales and Scotland, and the Forest Education Network,
which is a UK-‐wide partnership of woodland, environmental and educational organisations
including Forestry Commission in England, Scotland and Wales, the Field Studies Council, the
Woodland Trust, Groundwork and the British Trust for Conservation Volunteers, have all been
involved in funding and support of forest education activities since its creation in 1992. FEI and its
network of partners, involving schools and communities, conducts programmes to promote
increased understanding of forests, and their environmental, social and economic potential. In
2009/10, 73 cluster groups operated under the FEI across Britain. About 68 percent of cluster
group activity was connected to training, delivery or networking including the running of Forest
School. FEI supported activities that matched with the equal, or greater funding from other
sources.
O’Brien & Lovell (2011) reviewed the strengths and weaknesses and future potential of the
FEI’s role and contributions to forest education and the role played by FEI’s cluster groups in
2009/10. A majority (68 percent) of cluster group activity were found to be connected to Forest
School either through training, delivery or networking. Therefore, Forest School played a very
useful role in forest education by creating awareness about the woodland environment among
pre-‐primary, primary, and secondary school students, as well through projects with focus on
young adults and those with learning disabilities.
5.2.3. Sustainable Development:
Forest School in the general population have involved pre-‐school children through their initiation
to nature at their nursery settings. In later years this has diversified significantly to a range of
client groups. Archimedes has had a wide focus from inception and there are now many who also
work with a wide range of client groups including pre school through primary, NEETs and ‘in the
community’. When children and adults are exposed to nature they are able to use their senses and
abilities far more effectively, increasing cognitive and reasoning ability. Research by some such as
Colcombe, S., and A.F. Kramer. 2003 looked at Fitness Effects on the Cognitive Function of Older
Adults: A Meta-‐Analytic Study. Psychological Science 14, 2: 125-‐130. Whereas researchers such as
Taylor, A. F., F.E. Kuo, and W.C. Sullivan. 2001. Coping with ADD: The Surprising Connection to
Green Play Settings. Environment and Behavior 33, 1: 54-‐77. Kirkby, M. 1989. Nature as refuge in
children’s environments. Children’s Environments Quarterly 6:7-‐12.) This research is reflected in
the outcomes of Forest Schools. The ethos and principles of Forest Schools are rooted in human
beings’ close association with nature. In current times, sustainable development is a global issue
due to indiscriminate use of natural resources, in particular forests and wildlife. There is a growing
concern due to reduction of forest cover and permanent loss of several species of plants and
animal life. The initiation of interest and understanding of the importance of the place of humans
in and with nature among children is essential in the early stages of children’s development. An
altruistic perspective, developing when children are around 4 to 8 years old (University of Oxford)
is fundamental to the attitudes and relationship with the natural environment as they grow.
Sustainable development promotes protection of environment and a balanced use of
natural resources. It is a subject that especially concerns the interests of future generations. Forest
Schools provide an opportunity to closely observe, experience and understand the natural
surroundings over a long period of time when the programmes are provided across all seasons as
they are intended to do. This longevity promotes a better understanding of the interactions and
processes of nature and all its complex relationships, its unique independent and interconnected
elements and creates a sense of personal as well as a collaborative responsibility. There are two
basic requirements to promote awareness about sustainable development that have been
documented; a long term connection, awareness and education about nature, with an interested
and motivated adult and this leads in later years, to a more complex understanding about the
utility of nature and its conservation. Both of these play a positive role in Archimedes Forest
Schools Education programmes through its practitioners education and Forest Schools
programmes it is understood by the team, that there is no value to teaching children to love and
protect the planet, and identify all the awful things that are happening, if there is not in the first
place a foundation, of love, awe and wonder that is at the core of the child. If there is no passion
for the beauty of the intricacies of the planet, then there is little identity with the pressures and
problems. Without a connectedness, the responsibility will always lie with someone else. The
development process of positive environmental identity is considered a major contribution of the
Archimedes Model towards promoting environmental awareness and sustainable development in
the long term, but it is also understood from research that without the long term intervention,
and much of that through self discovery, then the awe and wonder will simply not translate into
active participation in the preservation and conservation of the planet. Before a longevity of and
concern for societal or global Sustainable Development to be present, an awareness of Personal
Sustainability must ensue within the individual.
Early childhood experiences are known to last until we mature and move through adolescence
and into adulthood. Awareness of woodlands and their environment develops love and respect for
nature and develops its distinct and unique identity in the mind of children. Therefore,
Archimedes Earth through its in-‐depth pedagogy provides valuable experiences and education
about plants, trees and animals in the woodlands to its participants through the processes of
immersion and exploration. The Archimedes Earth Model sensitizes trainee practitioners about
the principles of sustainable woodland management and development and the required practices
to best achieve sustainable development in the Forest Schools sites through Environmental Impact
Assessment and dynamic assessments. All highly skilled, confident practitioners are able to
translate their knowledge and skills to their children, young adults and others through practice
during Forest Schools. Aware and informed about issues relating to the environment and the need
for personal responsibility and active conservation of nature at a young age, children go on
growing as adults and are more likely to occupy positions related to natural resources and as a
result can be expected to play constructive roles in the future of the planet and its under laying
distress.

CHAPTER 6: Role of Forest schools in Health and Well Being.
6.1. Forest Bathing (Shinrin-‐yoku)
There are a great many studies emerging from the US, Japan and Scandinavian countries
that make many correlations between green spaces and wellbeing and in a recent study ‘A
Countryside for Health and Wellbeing: The Physical and Mental Health Benefits of Green Exercise’
by Jules Pretty, Murray Griffin, Jo Peacock, Rachel Hine, Martin Sellens and Nigel South from the
University of Essex, in this finding there was significant increase in the levels of self esteem, and
along with that a correlation between self esteem and body size. Body size and self esteem also
impact on the desire to participate in physical activity in green spaces and so it is possible to
observe or draw a conclusion that when self esteem can be raised, there is a higher desire for
physical activity. We all know that there is a direct correlation between well being and physical
exercise as chemicals are released in the body, such as endorphins and to some extent dopamine
– the feel good factor. Non Transmittable Diseases (NTD) and illnesses such as cardiovascular
disease, heart attacks and some forms of diabetes can (though not always) be related to
overweight or stress. Physical activity reduces stress levels and it has been found that being able
to see, be in or experience nature in a number of forms can reduce stress, increase recovery times
and in some cases actually suppress the onset of illness and disease in some cases.
The Archimedes Model, ethos and practices are built on the principles of outdoor learning
being available in an environment created out of the synthesis of open spaces, natural
surroundings of woodland, and a support infrastructure, one that is founded upon Margaret and
Rachel McMillan’s nursery provision (Cunningham, 2006). However, unlike more regulated current
outdoor provisions, we have explored how children in the woodland environment have freedom
to choose, experience, and learn from the natural surroundings. The presented environment
offers varying levels of opportunities and possibilities for development of physical, mental,
sociological, sensory, and communication abilities, self-‐esteem and confidence, and ability to learn
to take independent decisions and take care of personal welfare.
A large body of evidence from scientific research and other studies has proved that
connection with nature, in particular with the forests, woodlands, plants and animals, leads to a
lot of benefits to health and wellbeing.
Forest Bathing (Shinrin-‐yoku): The woodland environment in Forest School provides an
opportunity to play and learn skills. As the children move around they learn to take care of them
and help each other and as such the possibilities provided can be demonstrated to be very
beneficial to children’s health and wellbeing.
In Japan, visits to local forests are considered to be significantly valuable for health and
wellbeing. The Japanese Ministry of Agriculture, Forestry, and Fisheries coined a term ‘Shinrin-‐
yoku’ in 1982, and it means ‘taking in the forest atmosphere, or forest bathing’. The concept has
since received scientific acceptance to not only provide relaxation for participants, but also to
significantly reduce stress. Park et. al (2010) after reviewing the results across 24 forests in Japan
researchers have shown that exposure to a range of forest environments significantly lowers
cortisol increases concentration, decreases pulse rate and as a result blood pressure. Other
positive changes in human physiology from the health point of view have been observed, that is
now leading a new field of forest medicine.

Kawada (2011) has reported that by visiting forest parks enhanced human Natural Killer (NK)
cell activity. These Natural Killer cells are a type of lymphocyte or white blood cell, and it is this
lymphcote that is an essential element of our innate immune system that help us to fight
infections and infections at a cellular level. NK cells play a major role in the elimination of both
tumours and virally infected cells. The increase in activity of NK cells is associated with increased
anti-‐cancer proteins such as performin, granzymes A and B, and granulysin in NK cells. The visits to
nature were also reported to reduce the levels of stress hormones both in male and females. The
effects were found to last for up to thirty days depending on the length and nature of the
immersion, suggesting a once a month visit to a forest or woodland can maintain high NK levels.
The report suggests that phytoncides are released from trees and these affect changes in
hormones having a cumulative effect on the production of the cells.
The recent scientific evidence suggests both a preventive and cancer controlling effect of
Shinrin-‐yoku. In the light of these evidences about the health advantages of forest visits, the
woodland Forest School environments can be considered very beneficial to schoolchildren,
parents and teachers alike from the point of health and wellbeing. But it is the association to, and
physical connectedness with the trees that facilitates this wellbeing, and will be missing in the less
wooded environments in which some Forest School programmes are offered.
6.2. Theories of Biophilia, Attention Restoration and Stress Recovery:
These two theories explain how nature plays a very important role in reducing stress, fear
and anxiety in a range of groups, it is seen to promote a life more healthy and increase well being:
‘Biophilia’ is explained as the innately emotional affiliation of human beings to other living
organisms (Wilson, 1984). This ultimately links us as humans with our natural surroundings. The
theory proposition is that the existence of a genetic sequence in humans programmed over one
million years of evolution can respond positively to natural environments and helps us to survive
and thrive. Individuals respond to these environments by feeling more content and by functioning
more effectively, whilst in them but also after immersion, more effectively.
Kaplan & Kaplan, 1995 suggest that there are two types of attentions in our lives: ‘direct’
and ‘indirect’. Direct attention involves concentration on activities that are judged significant by
the individual and involve hard work and are generally not considered the most interesting
subjects. Indirect attention involves issues contemplated as interesting and less importance to
survival and these may have to be blocked out to concentrate on the direct attention activity, and
if this is the case can cause tiredness. Indirect attention or fascination holds our concentration
with little or no effort. This allows our brain to be restored so that we can return to direct
attention. This theory is supported by over 100 studies. By allowing children with for example ADD
to be in the outdoors for a period, allows for this restoration of concentration back in a classroom
environment.
‘Psycho-‐physiological Stress Recovery Theory’ is based on ‘immediate positive response’ to
either immersion in or views of nature (Ulrich, 1983). Such reactions can be witnessed within
minutes of this exposure to nature. The changes observed are a significant reduction in stress,
measured blood pressure, reduced muscle tension, and a lowering of the pulse rate. (Ulrich, et.al,
1991). According to the theory this change is the result of an innate reflex associated with the
limbic system. Ulrich et al suggests that that throughout our evolutionary period those that now
possess this immediate recovery ability will have a greater opportunity for survival by remaining
mentally alert after encountering or enduring stressful situations. The ‘Biophilia’ hypothesis
identifies this ‘immediate positive response’ or reflex is presumed to be a result of our deeper
genetic code.
These two restorative theories, ART and Psycho-‐Physiological Stress Recovery theory explain
the mechanism that restoration can take place. ART is understood to be a voluntary process that
affects our thought processes and is measured by psychological features however, the Psycho-‐
Physiological Stress Recovery theory is understood to be an involuntary response in the limbic
system and is measured from a physiological perspective.
Forest Schools outcomes in producing positive effect in learning can, to some extent be
attributed to ‘Biophilia’. The restorative theories can be linked to the reduction in stress levels and
the consequential improvements in learning and performance observed in children, leaders and a
variety of client groups. The Archimedes Model takes into consideration the provision and care of
basic needs identified by Maslow and Rogers, that are prerequisite to increased feelings of
security and thus reduction of stress through the provision of a positive learning environment: the
warmth, through clothing, footwear, shelter, fire; quality food, as nutrition is necessary for
concentration; drinks, water intake is necessary for food digestion and availability of energy; and
physical and emotional security through the development of trust and a sense of value in the
group and from leaders. These conditions promote wellbeing and learning.
6.3. Restoration Effect of Natural Surroundings of Forest School:
Evidence from research has shown that children playing in natural settings at Forest Schools
can improve concentration; a natural environment acts as a buffer to stress (Wells and Evans,
2003). Faber Taylor and Kuo (2008) have shown reduction in the severity of symptoms of ADHD in
young people engaged in activities in open green space compared to those carrying activity in
urban outdoor and indoor environments. The natural environment is also known to improve
children’s mood and improve self-‐discipline (Faber Taylor et al, 2002).
The degree of improvement in children affected by ADHD increases with the period of
exposure with nature, these improvements are observed even if this exposure incorporates
journeys travelled to school are greener and if better views from windows of green space are
made available. We all know that stress affects the mental capacity and health of children and
when faced with highly demanding events showed lower levels of anxiety and higher levels of
overall self worth if they are extensively and repeatedly exposed to nature (Wells & Evans, 2003).
Further studies have shown that after increased contact with nature the brain can be restored
from exhaustion caused by direct concentration and can reduce many symptoms such as impulsive
behaviours, irritability and aggression, thus improving performance and the opportunity for praise
and success from the teacher. Children with lower academic success rates and what is perceived
to be antisocial behaviours in class are more likely to receive negative personal comments than
those who are moderate or high achievers, who are more likely to receive praise for achievements.
Roe (2008) investigated mental health in young people across three behavioural states: ‘no
behaviour problem’, ‘significant behaviour problem’ and ‘mental disorder’. The forest setting was
found to be advantageous in all behaviour groups thus reflecting restorative outcomes in natural
settings. A key finding was the ability of the forest to stabilize anger across all three groups. Anger
in young people is linked to the reduced physical and mental health, depression and increased
anti-‐social behaviour (Kerr and Schneider, 2008). The study suggests that Forest School can help
control anger in young people at risk, opening a potential door to improved learning experiences
and rehabilitation and Personal Sustainability by increasing the propensity to become a Capable
Learner.
By review and analysis of current research, Kenny (2010) explored the relationship of the
child with the natural world and changes made in Western industrialized culture. Applying
relevant child development theory, eco-‐psychology and biophilia the reviewer found evidence of
growing dissociation of children from the natural environment. Exploring tensions experienced by
young children between their biological drive and modern life, the reviewer concludes with an
analysis of the theory of ‘Nature Deficit Disorder’ linking reduced opportunities for children to
access nature with the increasing levels of mental ill health and obesity. This theory provides a
compelling case for the ‘re-‐naturing’ of childhood.
6.4. Health Benefits of Outdoor Learning:
Physical activity in the outdoor has direct health benefits to adults and children. Urban
lifestyles do not always allow for exercise in the open, or necessarily open spaces for children to
run and play. Though it has to be said that there is also a decrease in the physical activity of
children who live in rural areas also, as parental concerns and fears of accidents by traffic and
people have an impact on the choices that parents make for their children and their freedom to
roam and explore. The sedentary lifestyle in modern life limits physical activity, leading to poor
digestion and metabolism and in turn poor growth. This leads to an increasing trend of non-‐
communicable diseases (NCDs) like cardiovascular diseases, high blood pressure, diabetes, obesity,
cancer and chronic respiratory disorders. The lack of physical activity and lifestyle is considered
responsible for the recent increase of NCDs in adults and children.
A paper presented by Justin Sherwin et al. 2011 suggests that through their Systematic
Review and Meta-‐analysis of sunlight and exposure to the outdoors increases Vitamin D
production in children’s body and as such will inevitably reduce the reliance of other forms such as
vitamins. Without vitamin D we will all have problems with weak bones. But it is also identified
through the research that simply playing and being outdoors will help to establish good distance
vision. The review has identified that in some children there has in fact been cases where children
with near-‐sightedness has been improved. ‘The Association between Time Spent Outdoors and
Myopia in Children and Adolescents’

CHAPTER 7: Careers in Forest Schools and Outdoor Education
7.1. Opportunities in Forest Schools Education
Archimedes diversified initially by adapting from programme to delivery to training and now
by offering training in various natural settings of beaches and bush lands, jungles, and rivers as
well as in less diverse and complex ecosystems such as school grounds and back gardens and parks.
We also provide the new Nature Kindergarten Educator’s qualification and Working with Children
and Young people with Trauma by Ruth Adams. Archimedes Earth serves to provide specialised
training to meet the demands of educators working in natural places and their participants from
the point of view of adventure, learning, health and well being for children and adults and
conservation of outdoor natural environments.
In 2002 a network of practitioners held the first national level conference at which a UK
definition of Forest School was formulated and key features of Forest School were identified,
including the decision that Forest School will be run by qualified level 3 practitioners. In 2007
Archimedes held a Conference where the proposal was discussed with delegates regarding the
establishment of an Association of Forest School Practitioners. Then in 2009 the formation of the
IOL SIG meant that there was a development proposal resulting in a consultation for the
establishment of the Forest School Association (FSA). The definition, principles and criteria of good
practices in Forest School were reviewed and built upon. The Forest School Association (FSA) was
launched on 7th July 2012 at Elvaston Castle in Derbyshire as the new professional association for
Forest School.

Fig 12: Training Progression – The different levels of training that are available in the Archimedes
Forest School Model. Levels 1 to 4 are recognised throughout the industry.

7.2. Career Opportunities in Forest Schools:
With the increase in number of Forest Schools in UK and elsewhere there is a growing
demand for trained practitioners at different levels. Qualified staff with appropriate qualifications
and experience is in demand. Opportunities are growing for those with qualifications and
experience in this area of knowledge and provision

A parent or volunteer trained to Level 1 can find opportunities to support level 3
practitioners in local Forest School programmes, thus building their own experience and
understanding and for some a deeper sense of self worth and provides increased confidence and
aspirations. The Level 2 assistants support Forest School Level 2 leaders on a regular basis and by
attaining this level of accreditation can support the number of children who then have access, can
be the beginning of the journey towards a career advancement or voluntary opportunities for that
individual. Above all it can provide a fulfilling and worthwhile role in the settings education and
learning programme. At Level 3 Forest School Leaders have the accreditation and certification to
plan, design, deliver, manage and assess the programme, not only from the perspective of the
children participating, the staff management and support, but importantly from the perspective of
the benefit of the environment and its sustainability and well being.
A variety of school teachers, support assistants, nurses, nursery nurses, Early Years
Practitioners, youth workers and rangers attend Forest Schools training and in so doing add,
through this CPD (continual professional development) to their foundation of skills and knowledge
and can as a result increase employability potential in schools, colleges and Forest Schools around
the world as a result. The more recognised the ethos and practice of Forest Schools becomes, the
higher value will be placed on the achievement of this accreditation in a range of industries.
7.2.1. Career path for Young People.
It is becoming apparent that during career advice and personal development in years 9 to
11 in schools in the UK, there can be a focus on more traditional careers and often reported that,
‘Careers advice 'is letting down girls' report by Laura Clarke August 2007, who states that ‘Sexist
careers advice is damaging the job prospects of girls’
If this advice is on-‐going it can encourage some young people to underestimate the
potential of their own abilities and go onto restrict, through lack of education and choices. It is
evident that many end up working in the care and well being industries such as beauty and
hairdressing because of a lack of favourable and more rounded advice at such an important time
of their lives. Boys, to a greater extent are given information about the scientific and potentials of
different Information technologies industries including those of engineering displacing them

potentially from taking up the much needed male role models in the care industry, this is a
generalization of course, however
‘The quality of careers guidance available in schools in England is "nothing less than appalling",
says the president of the body representing further education colleges’ according to By Sean
Coughlan BBC News education correspondent
It is well known that work experience can increase a realistic appreciation of an industry,
and by attending a programme during childhood and attributing ones own levels of wellbeing and
enjoyment and relationship with nature can then lead onto a great many alternative industries
that opens opportunities for a career in Forestry silva culture, arboriculture, permaculture,
horticulture, animal husbandry, farming, outdoor sports, learning and education, and that on top
of opportunities for promotion of environmental awareness, sustainable development,
architecture, water related industries to name a very, very few of the huge potential.
Children, by developing an intimate and intrinsic interest in nature, now this affects their
own local communities and build a caring association and level of responsibility for the world’s
environments often start at a local level and will seep through into later life. This can all come
about through experiencing the learning and freedom experienced and at the heart of their Forest
Schools processes. Biophilia research suggests that this early childhood experience will indeed
have this effect; It is only when a programme lasts a long period of time, where the relationship
with the grownups and other significant adults in their lives support their educational journey that
this can happen successfully and consistently. The longer the project, the greater the relationship
with the natural world and therefore the higher and more sustained are the long term impacts on
individual and collaborative wellbeing. It is demonstrated that through the development of

neurons and through the experience of positive outcomes to stressful, difficult and challenging
experiences, children become more resilient and are much more likely to be able to cope with
disappointment and when things do not always go right the first time. There has been observed a
change in the approach to learning including a more deliberate effort in reading and writing, as
children are able to express their ideas and recreate their experiences back in the classroom.
Concentration and self worth and self confidence improve when children are in connection with
green spaces and this is particularly prevalent when there is an identified issue with concentration,
such as with children with ADD and ADHD.
Archimedes Forest Schools has made processes available to individuals to move, not just to
develop Forest Schools career paths, but also in other areas of natural enquiry -‐ tree work,
woodland management, research, ecology, rangers, bush craft and survival, countryside managers,
environmental managers, outdoor professionals and environmental sustainability -‐ all because of
the development of an embedded environmental identity a an early age. This in turn has enabled
certain participants to desire a better world for themselves and for the planet in which they live. A
more balanced environmental stability and to seek out careers that can support the global
systems of sustainability locally, nationally or globally. This is not restricted to children either.
There are many individuals who have attended Archimedes Forest Schools Education training and
as a result have changed career paths and desired to support children, through their new
understanding and skills.
We know that through transference of learning into lives through experience and reflection,
as opposed to simply attending a short term forest school experience, one that is becoming
increasingly familiar and popular these days, is the most significant. If theoretical content and
training is being watered down to provide what schools think they want, perhaps a token Forest
School as that is a buzz word for outdoor learning, such as a forest school activity day, or couple of
half day sessions, then the true impact of Archimedes Model is lost. There is no guarantee of
progression or maturity of thought and understanding of nature and self as the processes of
neuron development is not happening and therefore the new pathways are not myelinated. If
hard wiring does not occur though continual immersion in the experience then it is likely that
there will be a functional deficiency for these children to rely on in the future, as the experience is
still external, as opposed to embedded. Forest schools simply becomes a trip, an activity, a nice
thing to do as opposed to the intended purpose that is to make life changing opportunities
possible, to support growth and development to enable children to function in as many social
situations as possible, not just for the here and now, but for their future success as independent
adults. Not simply to have a transient experience that gets lost in the sea of everyday life.
7.2.2. Outdoor Learning Training courses:
In addition to Forest Schools the other brands of Archimedes are Beach Schools, Bush
Schools River Schools, Jungle Schools and Social Forestry. In 2012 Archimedes setup the first ‘Bush
Schools’ training course in Perth (Australia). The ethos and philosophy of Bush Schools are
developed on the lines of the Forest Schools but the Bush Schools derive their materials and
contents adapted to suit the Australian culture and environment. We are also very proud to have
supported the development of the Jungle School in the mountains and highlands of Malaysia,
where significant impacts have been recorded with the indigenous children attending the local
schools there.
A programme called Forest Community and Adult Learning (FoCAL) provides opportunity to
young adults with disabilities such as autism to learn new skills as well as supporting families and
those with mental health concerns or issues. This tackles issues such as obesity, physical wellbeing
through engagement in active lifestyles, cooking and food as well as generating a positive regard
for the health benefits of the natural environment. We all know and understand that exercise
produces endorphins, and the natural feel good factor achieved from the production of dopamine
and adrenaline that in good doses motivates and encourages us to action and wellbeing.
7.2.3. ‘Get Children Outdoors’ Initiative:
Archimedes Earth has been advocating outdoor experience for children as a means of
providing children opportunity for development, health and wellbeing. The ‘Get Children
Outdoors’ campaign uses experience of working with children in the outdoors for over three
decades. It is their mission to see children develop confidence, self-‐esteem and emotional
awareness through activity in the outdoors.
The initiative ‘Get Children Outdoors’ was started with the objective to inspire everyone
including families, teachers, policy makers in the understanding that the outdoors has immense
potential in children’s overall development and their success and achievements later in life.

The Archimedes Recipe - Trainee level
Skilled
Trainee
Practitioner
Practitioner
PERIENCE
EX
g Su
rin m
Sp
me
Training Natural
r
week Environment Qualification
TION
P RE
mn
Wi
te tu
EC
Au
n
r
VIE
FL
W
RE
Practitioner
-Trainer Informed
Practitioner
-Trainer
THE ARCHIMEDES FOREST SCHOOL MODEL Fig 12 version 2 - 04-07-2014
Fig 13. The Trainee Recipe

CHAPTER 8: Archimedes Forest Schools Education
8.1. Overview
Over the last 12 years, Archimedes Earth has been privileged to train more than 6500 of the
estimated 11,500 practitioners in the UK. Archimedes Earth has three full time trainers and 29
trained and mentored Associate trainers. Of the 60 trainers members of the Forest Schools
Trainers Network, up to half are using the Archimedes Earth Forest Schools Education Model. This
means that over half of the Forest Schools Practitioners, it is safe to conclude around the world
are Archimedes Forest Schools Practitioners delivering the Archimedes model, principles and
ethos to children and others.
Figure 10 All Archimedes Practitioners follow the same ‘Recipe’ model for the development
of personal competency as the Participant (Ref Fig 2). This same process is designed on the same
principles and will facilitate traits of a skilled practitioner the same seasonal and long-‐term
approach applies as it does to develop the skills of a Capable Learner
Some practitioners have worked with up to 20,000 children during the last 14 years; some
have worked with 20 since their training. If we were to calculate a moderate view of the arc of
influence of Archimedes Earth, then it would be fair to say that if each of the 6500 practitioners
worked with 200 children each during their lifetime that is 1,300,000 children, if those 6500
worked with 500 children each that is 2,600,000 children, if each had worked with an average to
1,000 children that would be 6,500,000 children. Now if each child then took their mum or dad or
grandma to the woods or wild spaces to play as a result, as research by Blackwell and Nawaz 2014
suggests, the breadth of that influence becomes doubled. These are of course conservative
estimates, as we do know of many who have worked with many more children and covers the UK,
Malaysia, New Zealand, Australia, US, Canada, Spain, Germany, France, to name a few of the
countries practitioners have emanated from or delivery has taken place in.
8.2. Development of Archimedes Earth
In 2001, Archimedes Earth was established to provide education to children around the
country and later for those wanting to become Forest Schools practitioners, using this progressive,
constructivist approach. All the training is based on research and findings from eminent leaders in
the field, introduced in the first instance by that generated by Gordon Woodall. By 2000
approximately 100 Forest Schools leaders were already trained by Gordon Woodall, a
Scandinavian observed Early Years approach adapted to the British culture and simulated by
Bridgewater FE college in their campus nursery.
Archimedes Earth developed a Forest Schools Education model after carrying out extensive
research in the writings of leaders in the field of education, outdoor industries, business,
environmental conservation, youth and community as well as neuroscience to create a course that
bought together knowledge, tools, models and good practices in one place, Archimedes Earth -‐
Forest Schools Leader Awards. Archimedes Earth studied the condition of education in open
woodland spaces prevailing in Denmark, Norway, Sweden and Germany, their schools,
kindergartens, community outdoor youth projects and environment centres as well as utilising
aspects of good practice laid down by the outdoor industries’ National Governing Bodies such as
the British Canoe Union, Caving and Mountain Leader Training. Having been working in the more
traditional outdoor adventure activities industry for a number of years we had valuable support
from the Institute of Outdoor Learning in the UK, and with understanding of environmental
management and countryside management these aspects all contributed to the emergence of the
content and methodology. As a result of this research into relevant industries and prior knowledge
and experience the Archimedes Earth Forest Schools Education programme model has transpired
over the years incorporating theory and practice from the most relevant areas to support children
in their development to adulthood.
The realms of influence include environmental conservation and science, woodland
management, heritage crafts and skills, the outdoor industry, practices in adult learning,
programmes for young people and youth work, facilitation theory and business, adventure
wilderness and outdoor industries, educational theories of Jung, Rogers, Vygotsky, Steiner and
Piaget, Reggio and Macmillan to name a few, and approaches for working with those having
challenging behaviour or special educational needs such as autism spectrum disorders (ASD) and
other cognitive disabilities or disorders such as trauma and abuse.
Archimedes Earth processed this knowledge and understanding from diverse fields; from
play, education and learning processes and incorporated it into the evolving Archimedes Forest
Schools programmes. The Practitioner and Leader training courses have followed a thoughtful
monitoring and evaluative screening process for the selection of suitable learning materials and as
this foundation of knowledge grows, content is adapted and utilised. Selection of educational
materials was based on their effectiveness in terms of enhanced learning. In the first two years
Archimedes worked in Doncaster, Sheffield, Chesterfield, Rotherham, Barnsley, and Stratford-‐
upon-‐Avon delivering programmes and projects to early years, families, parents, young people,
and through experience developed more intimate models, in Forest Schools training and Forest
Schools practice.
In 2002, Archimedes Earth launched its training courses based on the successful long term
Forest Schools programmes and the application of the theoretical understanding identified. The
aim was always simple and clear and that was to enabling others to work with young people,
families and children in woodlands. Through support, we were able to develop appropriate course
content based on new findings and observations that had taken place since the inception of Forest
School in the UK in the mid 1990’s.
The Archimedes Earth course was accredited by the awarding body and over the last 12
years, Archimedes has been privileged to train more than 6500 of the estimated 11,500
practitioners through in house and associate national trainers at all levels. As a result, the majority
of Forest School practitioners around the world have been trained using the Archimedes Forest
Schools Model for Practitioners who are now delivering using that Forest Schools model or
adaptions to it, based in the principles and ethos for the maximum benefit to children and other
client groups. The Archimedes Earth model has at its core a depth, breadth and process based not
only on practical experience but also in evidence provided from other practitioners and
researchers. It will always be difficult for those looking for training to know how to distinguish
what makes an adequate course that meets their needs, as when looking from the outside
inwards, choice is always a complex issue. Commonly in this day and age of financial constriction
and pressures for time, the cheapest and closest are quite often deemed the most suitable choices.
When an individual decides to attend an Archimedes Course it will not necessarily be the
choice of price and distance. It is very often the particular approach that we offer, the ethos and
values that are to a great extent passed on by word of mouth and experience of the qualified
practitioner and how they have been able to translate the experience into reality and though that
practice been personally successful in achieving the intended goals for the programme and each
child who participates in it. When Archimedes is booking prospective learners, or trainee
practitioners onto courses some basic and fundamental predispositions will be required to be
already in place in order for the individual to gain the most out of the training. This could be as a
matter of enjoyment, engagement, motivation, transition, understanding, experience or level of
ability in terms of childcare or teaching and environmental understanding, and the most important
feature is the place of the child in nature.
Figure 14: The ideal traits that a learner will possess prior to attending an Archimedes Forest Schools or other course.

Archimedes Earth now runs Forest Schools programmes with young children and families in
schools, with special needs children and with adults with mental health, through a number of
different projects, FoCAL (Forest Community and Adult Learning), Forest Schools Kindergartens
and the Dangerous Adventure Club. Archimedes Earth offers Forest School Level -‐ 1 to 3 training
to become a practitioner or an assistant and the Level 4 Archimedes Forest Schools Trainers
Award for becoming an Associate Archimedes Trainer and a Level 4 Archimedes Forest Schools
Practitioner for those wanting to develop practical skills and knowledge, further and in more
depth and expertise of that of the level 3 and will be interested in research and the gathering of
analytical data form their programmes.

Fig 15. From Practitioner to Practitioner
Trainer. The process of evolving from Level 3 Practitioner to Level 4 Practitioner-‐ Trainer

Archimedes Earth has grown and developed a network of Forest Schools Training Centres
of Excellence® and focuses on Forest Schools Education nationally and internationally. However
Archimedes Earth consistently pursues its intentions and visions maintaining its original core aims.
We have not swerved from seeking to make a difference to the lives of children globally,
irrespective of culture, language, heritage, gender, age or ability, or socio economics.
Fig 16. Arc of Influence Archimedes Earth
We will continue to do this through providing training and education to practitioners as well as the
delivery of programmes for children, young people and adults.
As the Forest School movement grows and there is an increasingly diverse support for Forest
School provision, Archimedes is confident that it can identify its model of provision and
development, its focus and abilities and that this will continue to emphasize the biological,
physical and cognitive relevance of long term, reflective, child centred provision.
The Archimedes Earth Forest Schools Education Model promotes a collective ethos, vision,
values and processes for the transformation of children, young adults and adults and continually
encourages programmes of delivery techniques based on the theoretical and practical foundations
offered during training. It is by going back to the beginning of the story and to reiterate how
Archimedes Model is concentrated on the Capable Learner, using theory and application in order
to promote educational, societal and through these world change.
The practitioners’ experience during training is improved and strengthened to provide a
better understanding as this is developed whilst transformational skills emerge during the process
of planning, preparing, delivering, observing, recording monitoring, assessing and evaluating each
child, young person, or adult. Archimedes promotes a unique and transformational approach
through its learning and training. It is this methodology and supportive resources that provide
distinctiveness in what it offers through training and through project delivery and has let us to the
significance of the Archimedes Model that can be applied at all levels of experience from child
participation, to practitioner training and then replicated through the Trainer programme. The
ethos is the same, the application is the same, the intended outcome is the same –though relevant
for the participant-‐ and this strengthens and supports those who participate no matter the level.

8.3. Archimedes Earth Courses:
8.3.1. The Archimedes covers training in all the conventional Levels-‐1 to Level-‐3 and a special
Woodland Skills Entry Level programme for 14 plus and a Level-‐4 programme:
Entry Level: Woodland Skills is for young people, or adults with additional needs.
Level-‐1: is an introduction to the ethos and philosophy of Forest School
Level-‐2: Enables individuals to become a learning support assistant in Forest School
Level-‐3: enables to set up, run and lead programmes in Forest Schools
Level-‐4: Trainer -‐ enables to become an associate trainer for Archimedes Earth
Level 4 – Practitioner – develops personal skills and awareness in aspects relating to the
Archimedes Forest Schools Model, develops expertise in practical aspects and includes the
requirement to collect analytical data for research and evaluation. See Fig 14: Training progression

All Archimedes Forest Schools qualifications are on the QCF, the Register of Regulated
Qualifications, and accredited by a nationally recognised awarding body and supported by a robust
moderation and verification process.
Fig 17: The Skilled Practitioner – What comes out. The key skills which a practitioner gains from the
Archimedes Training Model at Level 3
8.3.2. Archimedes Earth in Other Environments and Habitat.
Archimedes Earth through experience and reviewing process has been privileged to
originate other practitioner training allowing learners to work and extend their practice
confidently into other environments. So from the Forest Schools Education model there is now
Beach Schools, Social Forestry, River Schools, The Danger Adventure Club®, Bush Schools and
Centre of Excellence for Forest Schools Training®. Settings utilising and implementing the
Archimedes Forest Schools Education Model can be certified by a robust Quality Mark process;
Provider settings and schools can register under three categories, namely, Gold, Silver and Bronze.
Quality Marks ensure consistency of the quality provided through training and that this is
sustained and supported through the governing bodies and leadership teams in settings and
schools enabling them to also support parents and stakeholders in the knowledge that their
children are participating in the best supporting and sustainable provision of education through
the consistent and cross generational process, and for all children at Archimedes Forest Schools
programmes within those settings that have been accredited (www.archimedes-‐earth.com).
8.3.2.1. Archimedes Earth Beach Schools
Beaches are large open spaces in nature. Beaches vary according to their location, their
physical history over millennia, as well as more recently due to urbanization or development, all
influencing their ecology, their fragility or robustness, their geomorphological structure and their
visual surroundings. By any comparison beaches are no less challenging an environment compared
to woodland or forests and provide an opportunity to create a rich and healthy teaching and
learning environment. Beaches are a virtual museum, with fossils, empty shells of molluscs,
limpets, sand, pebbles, and fish skeletons. Live crabs hiding in rock pools, a live octopus or a seal
left behind by the receding waters of the low tide and flocks of migrant and resident birds. There
are big rocks nearby with roaring waves lashing against them. These objects speak about the
environment, competition, survival, evolution, and climate change and provide one of the most
beautiful sights in nature.
Given this rich diversity of resources, the open space and the physical challenge of winds,
water, rocks and sand, the activities on beach require deep care thoughtfulness and attention
from the programme planner. Thus the natural settings on a beach provide great opportunities for
outdoor education for holistic development of children and adults by education in environmental
issues, conservation and sustainable development and learning new skills. Beaches due to the
exposure to the wild elements and the force and strength of water, some totally visible, like waves,
but also the unseen in rip tides and the moon influencing tidal paths. It is this reason that the
Beach Schools Practitioner training has come into fruition.
8.3.2.2. How Beach Schools compare with Forest Schools
To make the best use of beaches for achieving safe learning the same model has been
applied, but with the knowledge and understanding that simply by being confident in the
woodland environment, understanding of the ecology and the ability to manage risks in that
particular environment, can not equip all individuals with the knowledge and understanding of the
beach and coastal environments. The course covers aspects of safety, risk management and how
to plan according to seasons and tidal pattern. Children love to paddle and to play in water and to
dig and to explore, but tides can be fierce and rapidly change. Developing an awareness of these
environments can support this rich and diverse environment for learning. The same
transformational approach and pedagogy is applied in Beach Schools, whilst at the back of our
minds, keeping our children safe.

8.3.2.3. Beach Schools Education and Career Prospects:
Archimedes Earth provides Beach Schools Level 3 Practitioner qualifications at level 2 for
Learning Support Assistants and Level 3 for those wanting to run Beach Schools sessions and
programmes. Archimedes Earth as the founders of Beach Schools training with the desire to
educate individuals in the sustainable use of beaches, conservation of beach environment and its
uniqueness. Our mission is to encourage the use of beaches and for education and learning and
create a rich and lifelong love for coastlines and all they have to offer.
8.3.2.4. River Schools
Many woodlands and wild spaces, even urban parks have streams water ways or rivers
running through them. These area are immensely enticing, fun, enjoyable and due to the
movement if water, sensorial and therapeutic. The sound of water running is well documented to
calm the body; the visual impact of the movement creates a meditative atmosphere, focuses the
eyes due to the dynamic process. Water stimulates exploration and physical immersion, to touch it,
splash in it, to move it and to dam it. TO attract birds to a garden, it is well known that you place
dripping or running water, we are after all no different. However rivers are also sensitive
ecosystems rapidly eroded and the very sensitive to interference. They are dangerous places and
this is one of the main reasons that local authorities restrict out of the classroom activities around
water bodies, or ban them altogether.
The River Schools practitioner level 3 training has been developed to support those who
wish to use this beautiful and stimulating environment safely and protectively. It allows teachers,
and practitioners to access the rivers with groups where in the past they would not have been able
to do so.
8.3.2.5. Social Forestry Practitioner
Archimedes Social Forestry practitioners concentrate on the development of the core
principle of ‘Personal Sustainability.’ That is the ability of a person to be self aware, self regulatory,
self motivational, function socially and empathetically; Healthy in body, mind and spirit for the
duration of their lifespan.
Many individuals work with adults and young people in wild spaces and woodlands using a
variety of different media to fulfil the same basic goals, that of wellbeing through the engagement
with nature. The Social Forestry Practitioner will engage with a wide range of individuals covering
as big a variety of programmes or sessional activities. Client groups include NEETS, Prolific
Offenders, those with mental health issues, learning disability, brain injury, dependency issues,
trauma and attachment history, Autistic Spectrum Disorders, non attenders, personal mentoring,
health walks, dog walking with groups, to name but a few. The qualification is aimed specifically as
the use of wood and woodlands to develop a good sense of self, a sense of place and a personal
realization that they can make a contribution to society, to their families and sustain themselves.
The New Economics Foundation has identified 5 main areas that contribute to high levels of well
being; Connect with people; Be Active; Take notice; Keep Learning; Give something. Attending a
Social Forestry programme by a trained practitioner will allow participants to engage in each of
these areas and develop the skills to engage in them independently outside the programme, in
order to become Personally Sustainable.

8.4. Forest Schools Framework of Excellence and Management:
Archimedes Earth has developed a framework of excellence for schools and settings that
use the Archimedes Earth Forest Schools Education model.
There can be a number of benefits to the traditional education setting, the school, the nursery and
the college. Education has been delivered in classrooms for decades and centuries, with the
movement away from that becoming more established since the 1930’s as explored in chapter 2.
As pressures increase and more emphasis is placed on academic standards of testing and exam
results, there is a greater concentration on the need for children to develop reading and writing
skills and to become creative explorers of their world, but also through the achievement of the A
to C grades at GCSE and A level. Cary L. Cooper state in the book ‘Teachers Under pressure’, that
as our education system whilst undergoing both immense and rapid change, it is very common for
teachers to be stressed at work unable to find support to deal with the changes and many are
leaving.
There are debates about the role of schools and teachers, The Scottish Government
comment that ‘Norway is often seen as a beacon in providing high-‐quality Early Childhood
Education and Care services for all children with a strong emphasis on a holistic pedagogical
approach, outdoors activities and the link between play and learning in a child's development’
(http://www.scotland.gov.uk/Publications/2013/03/4564/9) The report suggests that in Norway,
where there is a strong emphasis on outdoor learning, similar in some cases to those we
undertake at Forest Schools, does create a strong and firm foundation and this is fully supported
by the Norwegian government, Norway does have high levels of kindergarten staff who work but
are in fact untrained due to the explosive numbers of kindergarten places required in the country
and new settings being opened to provide for the demand for pre school places. The lack of
trained professionals can and will have impacts on quality in the long term. It is interesting that
(Østrem et al. 2009) ‘bought up a number of concerns that the documentation and mapping
undertaken on children up to 6 years in the kindergarten settings is raising in emphasis.
Interestingly they ask whether it supports or is in conflict with the national curriculum guidelines
which are clear in their limited expectation of individual documentation, and is required only for
pedagogues to use to reflect and provide opportunities for learning ønsberg, Høgskolen state that
‘Norwegian kindergartens have a duty to achieve the aims set out by The governmental framework
plan though the way it plans and prepares and provides its offering, the kindergarten is required to
"...lay the foundations for lifelong learning and active participation in a democratic society in close
understanding and collaboration with the homes of the children." I thought that it was interesting
to mention here that other countries, though we like to glorify them on occasions because we
want so desperately to emulate what we think is the whole picture and not necessarily the case.
All teachers and educational professional teachers and pedagogues are under pressure, no matter
which country they live in; ‘Life and culture and society is rapidly changing, technology is changing
it, and as such the demands on children, socially as well as educationally are shifting and even the
very construction and firing of the brain in response to this technology is changing to
accommodate the shift in sensory input ‘
Research is emerging from a range of sources of utilising the Forest Schools Education
model. There is, and always will be much anecdotal descriptions, qualitative review and
speculation. Steiner suggests that in al work with nature we use the hand, the heart or the head,
or all three. Working with wood he describes as a process of heart. As such we as positioners and
trainers engage fully on an emotional level and as such we simply ‘know’ that something good is
coming out of the process. Research makes many generic claims, but sometimes this can be non
specific and not really useful to the school setting, that is interested in a more focused approach
to findings. There is an increased understanding that Forest Schools works, and the nature of the
provision is so dependent on many variable, that drawing conclusive conclusions can be and is
carried back into the school in terms of how has attendance at forest Schools add value to the
participants in terms of its academic remit, which is to support knowledge, skills and
understanding, to promote the ‘capable learner’ and to inspire an individual to be independent,
resilient, provide an economic contribution Social and Emotional Aspects of learning (SEAL) ad
every child matters; Being Healthy, Staying Safe, Enjoying and achieving, making a positive
contribution and economic wellbeing.
Archimedes Forest Schools Education model would describe this as ‘Personal Sustainability’
and can describes someone who can add constructively and creatively to society as a whole, not
depleting its resources, environmental, economic or from its community. Longitudinal studies do
take time, but there is emerging evidence to support the implementation of Forest Schools, using
the Archimedes Model.
The Archimedes Framework of excellence is setting based. It recognizes that an individual
or staff team can provide excellence through its Forest Schools provision, but if this is not
supported within the setting at all levels, and it is an issue that rears its head on so many occasions
as concern from Practitioners who have trained with us. This the most common reason that Forest
Schools becomes unsustainable in schools or nurseries, irrespective of the knowledge that it make
a difference to children’s life, experience and foundations for learning; if practitioners are not
understood, supported or valued, then they as individuals will always loos vision and hope, as a
result the children will loose their opportunity to participate in the whole transformational
experience. The Framework of Excellence is designed with the aim of supporting schools through
follow-‐up standardized and that the best value for money is achieved through added value to the
school as a result of Practitioner training. There are many different areas where excellence can be
developed, and these are embedded in the Quality Mark process. Here is an example of the
criteria for school or settings management, one aspect of the process.
The Framework of Excellence is the building blocks on which the Quality Mark is awarded at
each level and are covered by the following criteria:
1. Leadership & Management
2. Quality
3. Student Experience
4. Health & Safety
5. Environment
6. Learning Provision
7. People & Partnerships
8. Evaluation
8.5. Forest Schools Quality Marks:
Archimedes has developed its certified Quality Marks for Forest Schools Practitioners
working in settings. The purpose therefore of the Archimedes Forest Schools Education Quality
Mark is that it is schools or settings based and it is aimed at a strategic level to support schools to
integrate and to create a sustainable approach understanding that those who attend Forest
Schools using the Archimedes model will in the long term contribute back into the school or
setting, education as a whole and the impact on society can only be a positive thing. It assumes
that the practice is of the highest quality and there is the Quality Improvement Framework (QUIF)
which was developed by the Forestry Commission and Archimedes, amongst others with
experience in Forest School development and delivery helped to pilot and the QUIF was ultimately
designed as a self-‐improvement assessment tool for each practitioner to participate in if they so
desired.
Whenever a setting displays the Quality Mark others will be aware that those trained are
Forest Schools practitioners using the Archimedes Forest Schools model through attendance and
certification on a course run by Archimedes. Archimedes Earth website will publish all those
setting names certified by the company through using the Framework of Excellence. The details of
the Quality Mark system are explained below:
• The Archimedes Earth Quality Mark is recognition that a setting meets the criteria that
have been matched against the Framework of Excellence for each level established
• The Archimedes Earth Quality mark stands for quality and safety. If a setting carries an
Archimedes Forest Schools Education Quality Mark, it ensures that the setting has been
verified and audited on a regular basis and that it will perform to a consistent quality over
time.
• The Archimedes Earth Quality Mark will be awarded to a setting and they can display their
award in physical, electronic and in printed form.
• Archimedes Earth regularly checks Quality Mark holders to ensure encourage them to
continue to meet the appropriate standard
• Archimedes Earth Quality Mark holders will be listed on the Archimedes Earth website.
• The Archimedes Earth Quality Mark designation is valid for three years and is subject to the
setting evidencing its continuous improvement through internal audit and self-‐assessment.
These settings will participate in an Archimedes Earth continual assessment process and
the designation will be upheld as long as all the conditions are maintained.
• Archimedes Earth Quality Mark is the first in the field to recognise a setting as a holistic
entity in it’s vision for Forest Schools programme delivery and how this can enhance the
children as well as schools learning standards; it is assessing the setting as a whole for its
support and integration or Forest Schools for children and young people and it is this that
people look for and trust.
There are three levels of Quality Mark
• Forest Schools Gold Award: The highest Accolade for a setting that meets the criteria
• Forest Schools Silver Award: The developmental award for a setting that meets the
required criteria
• Forest Schools Bronze Award: The entry level award for a setting that meets the set
criteria
Gold Award Settings: These are thought leaders, advocates and people dedicated to the process
of transforming children and young adults through their interaction with woodland and wild
spaces. They will demonstrate and practice their understanding of Forest Schools pedagogy, ethos
and methods for working with children and young adults. They will also demonstrate that they are
changing lives and communities through their Forest Schools programmes. Their setting is at the
forefront and pinnacle of transformational education.
Silver Award Settings: These are dedicated to becoming Gold Award Settings. They are those in
transition from entry level to the premier status and those that clearly recognise and understand
the benefits of transformational Forest Schools education. They will have secured access to
woodland or wild spaces that can be used for Forest Schools. They will have put staff and
management through Archimedes Forest Schools training courses to ensure that they have the
highest level of Forest Schools practitioners.
Bronze Award Settings: These organisations are those that are starting out on their Forest Schools
journey. They are committed to establishing and maintaining Forest School provision and are in
the process of developing their woodland or wild space into an approved educational resource.
They will have at least one Archimedes trained Level 3 Practitioner who will be given the resources
to champion Forest Schools provision at their setting.
Benefits of Forest Schools Quality mark to Service Providers:
• Whether it’s a school, nursery, public setting, private entity or outdoor activity provider the
Quality mark provides assurance that it consistently meets the requirements of the
appropriate standards.
• All parents, stakeholders and the community will be made aware of the success of the
setting and celebrate in the commitment that the setting has made to promote and
provide this specialist provision for the children and as such the local community, socially
and environmentally as a result.
• All successful organisations will be awarded with a plaque and certification.
• The organisation is presented with confirmation of its achievements to use the Archimedes
Forest Schools Education Quality Mark to promote how Forest Schools provision is
integrated into the school or setting. To maintain this approval Forest Schools carries out
regular reviews
• Any organisation can apply online having confirmed that it has read and understood the
applications standard document prior to signing up.
• All practitioners are offered the opportunity to sign up for the Bronze Award on application
for training and this is presented to the setting in which they work on qualifying at Level 3
and completing their on-‐going mentoring at the setting for the academic year.

CHAPTER 9: Conclusion
In conclusion as we have thoroughly in some places and scantily in others touched upon
the Archimedes Forest Schools model, I have attempted to put the concept into perspective. We
have looked at the work that Archimedes Earth does through its practical provision of
programmes and its support of practitioners through the training. We have also looked at the
development of traditional and also the not so traditional formats of education and how Forest
Schools fits into that.
Neuroscience is emerging and our understanding of gender, age and environment is
influencing many aspects of how we see children and how their brains evolve through their lives.
We as teachers, facilitators who have a passion for learning and for the work that nature fulfils as
the natural teacher has been explored and how nature can go many miles in developing,
establishing and maintaining health and well being.
We have not really explored the areas of Reggio Emilia and the atelier as part of the story,
we have to some degree ignored how our own experiences influence us as practitioners and how
we ended up where we are on the journey that has bought us to Forest Schools, but we have at
least bought this up as a thought provoking element to the theory and to the process
Archimedes does not by any stretch of the imagination profess to know it all. It would be a
foolish and self destructive statement. However we are trying our best to be the best we can be. I
don't think that anyone n the world could ask for more.
Our hearts are and always have been in the right place; We desire great things for our world, for
our selves and ultimately we desire these great things so that we can give our children the best
world to live in, the best education that they deserve, the love and joy and acceptance that is the
right of all children and above all we wish to introduce them to the wonders of the natural world,
the awe and wonder that is elemental in our lives and we wish to give them their childhoods in
which to play and simply be. The child that worries not, that wonders greatly, that has the widest
set of experiences possible, that laughs every day, that is amongst friends and adults that respect
and are respected back. That each one can have a chance to know a beautiful and real relationship
with the wonder, that we call our Earth.
Archimedes has spent many years working towards a story that we can tell. We hope that
you have enjoyed it so far, its not over yet! If you are a practitioner who has worked with us,
trained with us, who has story to tell, we would sincerely love to hear it. If you are a child who has
been to Forest Schools and has something to share we would love to hear it. If you are a parent or
a carer and you have seen a wonder or a glimpse of the magic that comes from Forest Schools
then we would like to see it. If you have a passion and a desire to change the lives of children, to
develop the personal sustainability of all those you encounter and you feel moved to become a
part of the story, then we would love to know about it, so we can be a part of that journey with
you. Thank you for your time and your energy and your passion.
This book is written for all the children around the world who have experienced the joy and
passion of being at Forest Schools; to all the practitioners who have trained with us and who have
committed your own time energy and experience to making a difference to the lives of so many.
To my amazing team, to those of you who take phone calls, those who turn up week after week
with a drive that is beyond comprehension because as trainers you want to share the Archimedes
Forest Schools Model with a whole new generation. Thank you to those that have endlessly been
reading the words that are contained in this book and made diagrams of what has been growing
for so long. To those of you whom I have experienced on the way who have given me hope, who
have given me drive and without whom Archimedes would not be what it is, Forest Schools
Education would not have been a part of something so amazing and now to the Middlewood
Nature Nursery and Forest Schools Kindergarten Staff teams who believe that we can make a
difference.
No matter where you are on your journey…
make it a good one!

INDEX OF ILLUSTRATION
Figure 1: Arch of Influence 12

Figure 2: The Archimedes Recipe 26

Figure 3: The Forest School Participant-‐What goes in 33

Figure 4: The Forest School Participants-‐What goes out 35

Figure 5: Sphere of Influence 61

Figure 6: Making it Real 64

Figure 7: Landscape Diversity 66

Figure 8: The Transition State 84

Figure 9: Training Element 86

Figure 10: The Trainee Practitioner Recipe 88

Figure 11: The Humors-‐Development of Self Evaluation Skills 115

Figure 12: Training Progression 137

Figure 13: The Trainee Recipe 144

Figure 14: The Ideal Traits that a Learner Possess
prior to Attending an Archimedes Forest Schools or other Courses 149

Figure 15: From Practitioner to Practitioner Trainee 150
Figure 16: Arch of Influence Archimedes Earth 151

Figure 17: The Skilled Practitioner-‐What comes out 154

ABOUT THE AUTHOR
Sarah Blackwell is the CEO of Archimedes Earth,
Founder of Forest Schools Education and Forest Schools Kindergarten.
Sarah has researched and written accredited training programmes in Forest Schools, Beach
Schools, Social Forestry, Bush Schools and the Nature Kindergarten Educators Award.
Sarah was a major supporter of the Institute of Outdoor Learning Special Interest Group for Forest
Schools and an elected director and treasurer for the Forest Schools Association on inception.
With a First Class Honours Degree in Countryside Recreation Management and a Post Graduate
Certificate in Secondary Business Teaching Education Sarah is also a qualified in Mountaineering,
Climbing, Caving and an NLP practitioner
Sarah has written in many magazines and appeared on radio.
Sarah’s passion for children’s education and the outdoors was the main motivator for her work
developing Urban Forest Schools in South Yorkshire, Derbyshire and East Riding with young people,
Early Years and Adults from 2000. This passion for social change and for the well-‐being of children
globally has inspired her to train Internationally and to develop her Blog ‘Get Children Outdoors’
as well as to write a book about her approach to Forest Schools and the Model that Archimedes
have developed over the past 15 years

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Archimedes Forest Schools Model

For Joe, Aaron, Elly and Euan

With all my love

and sessions to a range of audiences.

participants who experience it.

and model offers.

Chapter 1: Outdoor Education and Forest Schools 9

1.1. Concepts and Practices in Outdoor Education: 9

1.2. Forest Schools for Outdoor Education: 10

1.3. Learning Experience through the Archimedes Forest Schools Model: 11

1.4. Outcome of Forest Schools 11

Chapter 2: Development of Educational Theories and Practices 11

2.1. Early Life in Nature 11

2.2. Evolution of Educational System and Practices: 11

2.3. Evolution of Education Theories: 11

2.4. Development of Archimedes Earth 11

2.4.1. Definition of Forest Schools: 11

2.4.2. The Ethos: 11

2.4.3. Archimedes Earth Forest Schools 11

2.4.4. Typical Days at Forest Schools: 11

2.4.4.1. Health and safety checks: 11

2.4.4.2. Preparation of Forest School sites: 11

2.4.4.3. Development of Children: 11

2.4.4.4. Thematic Sessions: 11

2.4.4.6. Reflection and Transfer: 11

CHAPTER 3: Archimedes Earth Practitioner Training 11

3.1. Training of Practitioners – Pedagogy, and Woodland Environment 11

3.2. Neurological Development in Natural Environment 11

3.3. Benefits of Tools and Fire in Forest Schools: 11

3.3.1. Stages in Competence Development in Tools Use and Safety Practices:

3.3.2. Tools Use and Care: 11

3.3.3. Personal Protective Equipment (PPE): 11

3.3.4. Fire Circle Guidelines: 11

CHAPTER 4: Risks, Safety Measures and Benefits 11

4.1. Risks and Safety IN Forest Schools: 11

4.2. Tools, Fire and Food Hygiene: 11

4.3. Archimedes Earth and Risks-Benefit Assessment: 11

4.3.1. Woodland Site: 11

CHAPTER 5: Archimedes Schools and Holistic Development 11

5.1. Holistic Development in Forest Schools Environments 11

5.1.1. Personal Development 11

5.2. Environmental Identity, Forest Education and Sustainable Development:11

5.2.1. Environmental Identity: 11

5.2.2. Forest Education: 11

5.2.3. Sustainable Development: 11

CHAPTER 6: Role of Forest schools in Health and Well Being. 11

6.1. Forest Bathing (Shinrin-yoku) 11

6.2. Theories of Biophilia, Attention Restoration and Stress Recovery: 11

6.3. Restoration Effect of Natural Surroundings of Forest School: 11

6.4. Health Benefits of Outdoor Learning: 11

CHAPTER 7: Careers in Forest Schools and Outdoor Education 11

7.1. Opportunities in Forest Schools Education 11

7.2. Career Opportunities in Forest Schools: 11

7.2.1. Career path for Young People. 11

7.2.2. Outdoor Learning Training courses: 11

7.2.3. ‘Get Outdoors’ Initiative: 11

CHAPTER 8: Archimedes Forest Schools Education 11

8.2. Development of Archimedes Earth 11

8.3. Archimedes Earth Courses: 11

8.3.2. Archimedes Earth in Other Environments and Habibtat. 11

8.3.2.1. Archimedes Earth Beach Schools 11

8.3.2.2. How Beach Schools compare with Forest Schools 11

(www.archimedes-‐earth.com and www.forestschools.com)

evaluating out-‐of-‐school learning.

Through the rapid and accurate identification of three-‐dimensional objects by touch

developed, cleared or otherwise modified. As such, most hunter-‐gatherer communities live in

a range of positive outcomes such as improvement in self-‐concept, self-‐esteem, pro-‐social