A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners. The forest school leader is there to guide, nurture, facilitate, keep safe, encourage and reinforce positive behaviour towards each other and the environment. Through careful planning, appropriate dialogue, relationship building and reflective practice, each session ensures learners get the most of the session and both the learner and practitioners can understand individual/group achievements, develop emotional intelligence and plan for the future.

The Practitioner models the forest school pedagogy during their programing of each forest school session and session evaluation. Pedagogy is the discipline deals with the theory and practice of education and how the two should influence best practices on how to teach. This means that each individual is considered for their learning technique, interests and method of play during and post the forest schools session. Session are often planned but are changed during the sessions responding to the learners responses and methods of learning, this also effects planning for future sessions. Play and choice are an integral part of the Forest School learning process, and play is recognised as vital to learning and development at Forest School.

Below are some examples of learning style or ‘smarts’ that every person uses every day to process everything they learn. The individual will use them all in varying amounts and it is important to be aware of these learning styles so we can best support each person. What are your smarts?

• Nature Smarts

• Word Smart

• Music Smart

• Self Smart

• People Smart

• Nature Smart

• Body Smart

• Picture Smart

(Want to know more see Howard Gardener’s theory of Multiple Intelligences)

What does this mean during sessions?

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The role of the forest school leader during a session is to offer a safe and secure learning environment suitable for the needs of all. Every young person will be different with different needs so it is important to be in a forest school area that is as versatile as possible.

The forest school leader, along with schools, parents, and key workers work together to identify the needs of a group and the individuals within the group and plan a programme that works for all on all levels. Forest school will tackle all aspects of emotional and social wellbeing including: self awareness, social skills, motivation, empathy and how to manage feelings. Working in this way will help young people to learn tolerance, compassion and empathy showing emotional intelligence and help with developing new skills, concentration levels, independence and communication showing increased self esteem.

During the session associated adults to the learners have a key role to play not just after the session but during. Adults that are not the Forest School practitioner(s) are asked to allow the learners the freedom to fully immerse themselves in the session. This can often be unfamiliar and a bit scary for the adult involved, especially if they have never experienced participant led outdoor learning in this way before. All we ask is to let the forest school practitioner to fully lead the session and resist the urge to use verbal instructions or otherwise to control the learners movement and way of learning so letting them fully explore and experience each moment. The learners want and need to experience and manage their own risk, under the influence of the Forest School Practitioner so avoiding the phrases ‘be careful’, ‘watch out’, which influence behaviour therefore the person’s experience and ability to learn. Assisting adults need to use their keen skills of observations to make sure the risk management steps set out by the practitioner are being followed and that you are aware of the agreed signs or signals set out during the sessions that mean stop at once. This will support the activities to continue and the development of the participant.