Redwood ParkOutdoor Education
What is the subject objective?
Outdoor Education includes Forest School (Years 7 and 8) and the Duke of Edinburgh Award (Years 9,10 and 11).
The primary objective of the curriculum in Forest School, the Duke of Edinburgh Award, and all outdoor education, is to provide a holistic learning experience that goes beyond the traditional classroom environment. This curriculum focuses on practical skills, personal development, and an understanding of the natural world. The depth of the curriculum includes activities that foster independence, resilience, and environmental awareness. It incorporates a broad range of skills from basic survival techniques and teamwork to leadership and critical thinking. These programs are not strictly based on the National Curriculum; however, they complement and enhance it by providing experiential learning opportunities that align with its goals, such as promoting physical education, citizenship, and personal well-being.
The National Curriculum provides a framework that informs the planning and teaching of Outdoor Education by emphasizing the development of physical health, mental well-being, and social skills. While these outdoor programs expand on the National Curriculum’s focus on subjects like Science, Geography, and Physical Education, they also integrate cross-curricular themes such as environmental stewardship, sustainability, and community engagement. By incorporating these themes, teachers can design lessons that meet educational standards while also fostering a deeper connection to the environment and society. This approach ensures that pupils receive a balanced education that is both academically rigorous and personally meaningful.
By the time pupils complete these programs, they should have developed a variety of practical skills and knowledge, including survival techniques, orienteering, first aid, and a deeper understanding of ecosystems. Additionally, pupils will have enhanced their soft skills, such as problem-solving, communication, leadership, and teamwork. These experiences aim to build character, encouraging qualities like perseverance, responsibility, and self-reliance. Students will also have a stronger sense of environmental responsibility and an appreciation for nature, which are crucial in today’s world facing environmental challenges.
How is the subject delivered?
The current curriculum for Forest School, the Duke of Edinburgh Award, and Outdoor Education is designed to align closely with the intended objectives of promoting holistic development, practical skills, and environmental awareness. The curriculum is carefully structured to provide a balance between theoretical knowledge and hands-on activities, ensuring that pupils can build their understanding progressively. Through a series of planned activities and experiences, the curriculum encourages pupils to develop independence, resilience, and a deep connection with nature, which aligns with the broader educational goals of fostering personal growth and a sense of responsibility towards the environment.
These programs are typically delivered in a sequence that builds complexity over time. In Forest School, sessions are often timetabled weekly, allowing for continuous engagement with the natural environment. This regularity helps to build a deeper connection to nature and provides a consistent framework for learning. For the DofE Award, the program is delivered over several months or years, depending on the level, with a mix of in-school planning and outdoor expeditions. Outdoor education may be delivered through scheduled trips, field studies, and regular outdoor activities integrated into the curriculum. These programs are applicable to all key stages, but the complexity and depth of activities are adapted to suit different age groups, ensuring age-appropriate learning experiences.
Impact and accreditation
The impact of the curriculum in Forest School, the Duke of Edinburgh Award, and Outdoor Education can be demonstrated through various outcomes that reflect the holistic development of students. These outcomes include improved physical health, enhanced emotional well-being, increased confidence, and a greater appreciation for the natural environment. Pupils who participate in these programs often exhibit stronger problem-solving abilities, better teamwork, and leadership skills. Evidence of these impacts can be gathered through observations, pupil self-assessments, feedback from peers, and reflections documented in journals. Additionally, the successful completion of specific tasks, projects, and expeditions serves as tangible evidence of the skills and knowledge acquired through these programs.
At the end of Key Stage 4, pupils can earn accreditations such as the Bronze, Silver, or Gold Duke of Edinburgh Award, depending on the level they have completed. These awards are widely recognized and valued by employers and educational institutions, as they signify a pupil's commitment, perseverance, and ability to work independently and as part of a team. Forest School programs may offer certificates of achievement that recognize a pupil's skills and contributions to conservation projects or other outdoor initiatives. In Outdoor Education, pupils might receive certificates related to specific competencies, such as first aid, or qualifications in outdoor leadership and navigation.
Reading across the curriculum
While Forest School, the Duke of Edinburgh Award, and Outdoor Education are primarily hands-on and experiential, there are numerous opportunities to integrate reading into the curriculum to enhance pupil understanding and engagement. Reading helps to build background knowledge, provides theoretical underpinnings for practical activities, and fosters a deeper appreciation of the natural world. By incorporating relevant texts and reading resources, these programs can enrich the learning experience, support the development of literacy skills, and encourage a lifelong love of reading about nature, adventure, and outdoor pursuits.
In Forest School programs, reading resources might include nature guides, field guides, and books that help pupils identify local flora and fauna, such as "The Lost Words" by Robert Macfarlane and Jackie Morris, which reintroduces children to nature vocabulary through poetry and art.
For the Duke of Edinburgh Award, reading resources may focus on practical skills and expedition preparation. Participants might also use DofE handbooks and guides that outline the requirements for each award level and provide tips for planning and completing sections such as volunteering, physical activity, and skills development.
Outdoor Education programs can incorporate a wide range of texts that cover environmental science, outdoor survival, and adventure stories. Additionally, fiction and non-fiction books about wilderness survival, can engage pupils and stimulate their imagination and critical thinking about outdoor adventures.
Linking with our vision
The curriculum in Forest School, the Duke of Edinburgh Award (DofE), and Outdoor Education directly contributes to the school vision of preparing our community to live their best lives by offering transformative opportunities that foster resilience, collaboration, and personal growth. These programs enrich pupils' Cultural Capital by exposing them to new experiences, skills, and perspectives that may not be accessible in their everyday lives, especially for those facing disadvantages as outlined in their Education, Health, and Care Plans (EHCP). By engaging in hands-on activities, teamwork, and challenges in natural settings, pupils learn to overcome obstacles, build confidence, and develop essential life skills such as problem-solving, communication, and leadership. These experiences equip pupils with the resilience and adaptability needed to navigate various life situations and prepare them to contribute positively to their communities, thus aligning with the broader school vision of empowering every individual to live their best life.
