Woodland Learning Progression - guidance for teachers and practitioners

Created by FEI Admin Scotland | Published 03.05.13

INTRODUCTION

Getting started:Are you interested in developing your outdoor teaching and learning practice but baffled by the different terminology? Are you unsure which methods and activities best meet your needs? The aim of this resource is to help you to make informed choices depending on your particular setting, and illustrate clear progression pathways.

Remember, you don’t need formal training or a qualification to take children outdoors, but often training can help you to develop knowledge, skills and confidence in your outdoor practice, and add breadth and depth to the experience of the groups you work with.

Who is this for?This resource has been developed to support teachers, educators, policy makers and anyone involved with outdoor learning, particularly in a woodland setting. This includes those interested in the therapeutic value of natural spaces and woodlands for young people and adults with particular needs. There is a wide range of outdoor models for different settings and needs. The selection illustrated here are the most commonly used terms for approaches using trees and woodland as the context to support play, learning, health and wellbeing. 

Progression:Summary information is provided to help track personal progression as a practitioner in taking learning outdoors. The stages and links suggest you could:

  1. Try this first - practice that may be useful as a first step
  2. Compare with - equivalent/ similar approaches
  3. Consider– additional training or resources to extend your skills. 

Find the full introduction document here. Or search the resources for Introduction to Woodland Learning Progression.

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