Once practitioners have established the principles and intended outcomes for their Forest Schools programme, they can move on to consider how and what to plan for each of their weekly sessions. They need to consider how they will use the vast array of learning opportunities the woodland provides and enable children to explore this exciting new environment.
Approaches to planning may vary slightly from one programme to the next, but the starting point should always be the findings of the baseline assessment carried out during the first six weeks of the programme. The planning should follow the familiar cycle of observation, evaluation, assessment and planning, with its emphasis on child-initiated learning, the learning and developmental needs as well as interests of the individual child (see box).
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here
