Our Curriculum
At Canopy Forest School the learning that takes place is based upon an emergent curriculum which means that we take the lead from our students. The seasons, weather and emotional landscape of the group influence our activities and we follow a holistic framework of pedagogy not a static step by step process. Our planning is loose in form to allow for flexibility and child led adaptations. However, we do have an overarching theme each term which takes one of our core values as a focus. We also can put each student through the National Outdoor Learning Award and continuously weave emotional literacy and intrinsic motivation into each session, helping us to look after ourselves, each other and the environment.
Our Ethos
To provide a classroom with no walls. Where the sky is the limit.
Nature is the teacher and imagination, play and discovery the curriculum.
Self-esteem, well being, deep connections and a sense of wholeness and joy are the learning outcomes.
Our Values
Connection-To connect to the natural world, self, and others
Growth-To undergo natural development socially, emotionally, physically, spiritually, and intellectually over a period of time. To nurture reflection, innovation, and creativity.
Exploration- To enjoy new discoveries, adventures and take supported risks.
Sustainability-To use methods that do not harm the environment so that natural resources are still available in the future. To be able to support eco-systems so they can continue over a period of time
Our Mission
To create a transformative learning experience in a natural setting where play, exploration and supported risk taking inspires personal growth and meaningful connections to the world, self, and others.
Look after ourselves, look after each other and look after the place that we'are in.
Ethos, mission and values
Our ethos
underpins everything that takes place within the Forest School. It encompasses our beliefs and values, purpose and passions.
Policies and
Outcomes
Our Policies are built upon our ethos showing what, when, where, who, why and how we deliver our Forest School programme. Our policies and procedures are the principles which guide decisions and actions.
Practice and
Experiences
The practice and experiences that we deliver are based upon our Ethos and Policies and the 6 Forest School principles. We also work on individual child targets through our provision and staff interactions.
Observations and Feedback
We reflect, assess and feedback to staff, the school, pupils and parents. We capture and record ideas, activities, skills growth and progress. We create termly reports and progress against individual targets. We create annual impact reports and continually reflect, adjust and review our practice.
The Curriculum
At Canopy Forest School our four core values underpin everything that takes place. Like the six guiding principles of Forest School no single value takes precedence over the others. Although each value is explored individually they may all take place within a session as they are interlocked and work harmoniously together.
Our planning is lose in form to allow for flexibility and child led adaptations. We produce skeleton overviews which are working documents which grow organically and develop with the group. There are many layers to the learning that takes place in our sessions but alongside the visible skills and knowledge the real magic that takes place is in the unseen. Our highly skilled leaders subtly weave into their sessions, emotional literacy, intrinsic motivation and provide a non-judgmental environment that promotes; trust, connections, relationships and individuality. This is where participants grow in self-confidence, self-esteem and develop resilience and independence.
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Connection
Our first theme
Growth
Our Second theme
Exploration
Our third theme
Sustainability
Our forth theme
Click to discover more about each of our key themes
Our session format
Before a session takes place the Forest School Leader will carry out a daily risk assessment of the area and will take any necessary action to ensure the site is safe before use.
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The beginning of a session will follow a similar pattern each week. A typical structure will involve our clients being collected or brought down to the Forest School site and welcomed.
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Students will then gather within the forest school circle and be shown a visual timetable for the session alongside a now and next board.
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They will then be registered and have a quick recap of rules and boundaries and the focus that was chosen in the last session (a floor book is used to collect these ideas). We also use a 3 minute sand timer to indicate how long this introduction will go on for.
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After this we usually play a team game that activates the group.
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Then we begin our explore and investigate time and if any skills or crafts are being taught they are introduced and explained by a Forest School leader but this is self initiated learning time.
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Half way through the session we gather back together for a snack, a big question, story or chat.
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Then we continue with our explore and investigate time.
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Finally, our session closes with reflection time and we discuss and reflect on our learning and then make plans on where and what we would like to discover and explore next.
Assessment
At Canopy Forest School we use both formative (used during learning) and summative (used at the end of learning) to inform our curriculum. During the first six weeks of any new session with a group we use baseline assessments to help us understand each cohort. Play types, play schemas and executive functioning skills are all observed to help us create sessions that address the fascinations and interests of our students. We work closely with SENCos to establish goals linked to Individual Healthcare Plans and areas of need so we can tailor sessions to support and address the specific needs of each learner. These goals are strategically implemented to ensure targeted support, allowing students to develop coping mechanisms, interpersonal skills, and a renewed enthusiasm for learning. Our goal is to promote holistic development and support each student's success in their mainstream educational setting. We record, assess and report the progress of our students on their individual targets and personalised plans. We share our accurate and meaningful assessments with Schools, students and parents. We monitor and record attendance and engagement and work closely with each schools DSL. We produce annual Impact Reports that share and measure our outcomes.
The National Outdoor Learning Award
At Canopy Forest School we can run the National Outdoor Learning Award with groups. This award scheme recognises and captures the personal development outcomes of participants during their regular Forest School sessions with us.
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The award was created by Dr. Roger Hopper and has been used by the Institute of Outdoor Learning since 2018. It is based upon long standing research into Outdoor learning’s impact on personal development and one of the main aims of the NOLA award is to capture and celebrate the personal and social qualitative change created by outdoor learning, in a measurable manner.
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This award is underpinned by educational best practice and European welfare legislation. It focuses on three main aspects Respect, Safety and Learning and within each of these aspects three objectives are addressed myself, others and the environment.
