What kinds of Forest School training are there?
Forest School training is typically structured across different levels, each level representing a progression in depth of knowledge, skills, and responsibilities for practitioners. These levels, often denoted as Level 1 through Level 5, provide individuals with the necessary training to become competent Forest School practitioners. Let's explore the differences between Forest School training at each level:
Level 1: Introduction to Forest School Awareness
Focus: Level 1 introduces the Forest School concept. It raises awareness and provides a basic understanding of its principles and ethos.
Content: Training at this level includes an overview of Forest School principles, the benefits of outdoor learning, and an introduction to risk management.
Target Audience: Level 1 training is suitable for individuals who want to gain a foundational understanding of Forest School but may not be directly involved in its implementation.
Level 2: Forest School Assistant
Focus: Level 2 builds on the foundational knowledge acquired at Level 1 and is designed for those who assist in Forest School sessions.
Content: Training covers practical skills, risk management, and the ability to support Forest School sessions under the guidance of a Level 3 or Level 4 practitioner.
Target Audience: Level 2 is appropriate for individuals looking to actively participate in Forest School sessions as assistants, helping with activities and ensuring the safety of participants.
Level 3: Forest School Leader
Focus: Level 3 is a comprehensive training program for individuals wishing to independently lead Forest School sessions.
Content: The training at this level delves deeper into pedagogical theories, child development, tool use, and in-depth knowledge of woodland environments. It includes practical experience in planning, delivering, and evaluating Forest School programs.
Target Audience: Level 3 is for those who aspire to take on a leadership role, planning and managing Forest School sessions with a focus on the holistic development of participants.
Level 4: Forest School Trainer
Focus: Level 4 is designed for individuals who want to train and assess Forest School practitioners at Levels 1, 2, and 3.
Content: Training at this level includes advanced pedagogy, assessment strategies, and the ability to facilitate training sessions. It also involves understanding adult learning principles.
Target Audience: Level 4 is suitable for experienced Forest School Leaders who want to take on a training and mentoring role and guide the next generation of Forest School practitioners.
Level 4: Forest School Advanced Practitioner
Focus: Level 4 is designed for individuals who want to develop their practice with a specialisation.
Content: Training at this level includes advanced pedagogy, research methods, and the ability to facilitate community development. It also involves an understanding of ethnoecology.
Target Audience: Level 4 is suitable for experienced Forest School Leaders and Trainers who want to take on an advanced role, using and conducting research to develop the field.
Level 5: Forest School Advanced Leader
Focus: Level 5 represents the highest level of Forest School training, intended for those seeking to contribute to the strategic development of Forest School at a broader level.
Content: Training at this level includes advanced leadership skills, research, and the ability to influence policy. It encompasses a deep understanding of the broader educational context and advocacy for the Forest School movement.
Target Audience: Level 5 is aimed at experienced Forest School Leaders or Trainers who want to contribute to the development of Forest School education on a cultural level.
In summary, the various levels of Forest School training cater to individuals with different experience levels and aspirations within the Forest School framework. As practitioners progress through the levels, they acquire a more comprehensive understanding of Forest School principles, educational theory, and practical skills, allowing them to take on increasingly responsible roles.
