Our Woodland Learning Vision

CPS children enjoy outdoor activities and collaborative problem-solving and develop a strong, positive relationship with their natural world. They choose, initiate and drive their own learning, experiencing appropriate risk and challenge. Children build resilience which is transferable to other learning, as does the ability to problem solve, work independently or in various roles within a group. We strongly believe that the confidence the children gain encourages positive behaviour, which is carried back to their indoor classroom learning.

Woodland Learning offers ALL children opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in both Mini-Woodies and our Woodland Learning Zone and across our tree lined school grounds.

Our aims are:

• To deliver a child-centred inspirational learning process, that offers opportunities for holistic growth.
• To develop social, physical, intellectual, creative, emotional and spiritual skills.
• To help develop the character of each child with a particular focus on resilience
• To develop each child’s skills as a learner with a particular focus on collaboration.
• To develop confidence and self-esteem through learner inspired hands-on experiences in a natural setting.

What children learn in Woodland Learning

Learning outside is a great way of character building: from social interactions to wellbeing and self-esteem, allowing them to display their creativity, all enthused by their connection with nature.

• Safety in the Woodland Learning Zone

• Den Building
• Craft Making (Tool work)
• Reconnecting with Nature
• Science (plant and animal life, habitats, pond dipping and creation of fire)
• Identification of creatures inhabiting the Woodland Learning Zone, in particular Birds through our participation in Annual Big Schools’ Birdwatch

Although carefully planned, each session varies depending upon what happens in the session and the children’s own interests. For example, a huge number of ladybirds appeared during one session; the children were captivated! The learning turned towards ladybird counts and most popular locations. The children naturally formed and tested a range of hypothesis: do they all have the same number of spots? Why are there so many today?’ Why did this happen? Their curiosity was piqued and they wanted to learn more about these little beetles.

How do we assess children?

Assessment for Learning is used, mini-quizzes as well as observations to adapt sessions during the child-led activities.