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Spring Edition 2019

  • Text
  • Headmistress
  • Headmaster
  • Regis
  • Brancaster
  • Attenborough
  • College
  • Schools
  • Gyngell
  • Savage
  • Bank
  • Village
  • Boning
  • Miller
  • Minchin
  • Cowell
  • Fogle
  • Grylls
Bear Grylls, Ben Fogle, Louise Minchin & Cressida Cowell all contribute to this packed edition on the wonders of the great outdoors! Win a family holiday to Forte Village, Sardinia and join our Holland & Holland school clay tournament. It's our best issue yet!!

Learn to be WILD We

Learn to be WILD We explore the growing popularity of Forest School teaching; using natural environments to develop teamwork, creativity and a sense of adventure Splash! A groupjump into the largest available muddy puddle is a much enjoyed end to a Forest School session at Winchester’s The Pilgrims’ School. What child doesn’t like getting wet and muddy? You might be surprised, says Forest School Leader Alex Judd, who explains that plenty of children won’t have come into contact with mud before their first Forest School experience. Many are terrified at the thought of getting dirty and look in horror at their newly muddy waterproof trousers. Her group of Year 2 boys had spent nearly two hours outside on an almost freezing day, in the rain and with a keen wind slicing across the Itchen River feet away. Not one boy mentioned the conditions. Perhaps because of the old adage that there is no such thing as bad weather, only the wrong clothing: the children were little Michelin men in wellies, waterproofs, hats and gloves. But it was more a feeling of being genuinely comfortable dragging logs into a circle to sit on, slipping over whilst playing Sharks & Minnows, and looking under rotting wood to discover woodlice and other mini beasts. This particular Forest School session tied in with classroom teaching about space and astronauts. Alex explained that her outdoor sessions often add depth to the curriculum and aim to develop creativity and, crucially, independence and teamwork. Other sessions might be more bushcraft-specific and tailored to tool use, climbing trees, building fires and cooking and den building. There is an emphasis on ‘holistic teaching’ – through gentle questioning and encouragement, alongside activities, a child’s independence and self-belief grows. Once boundaries have been set (literally – children are shown the parameters they can roam), teachers step back. Which can

SCHOOLS Kitted out for whatever-the-weather teaching, boys at The Pilgrims’ School Winchester, make story sticks, rocket ships, and hibernation habitats for clay hedgehogs be hard because adults so often step in and show how to do something instead of letting children discover on their own. What quickly became apparent was that after initial running around in the highoctane way you’d see in any playground, the volume slowly lowers. Children form their own teams or work solo, hefting large branches and showing each other discoveries such as, “this snail shell is smaller than my fingernail!”. Using the natural materials around them the boys made rockets and other space paraphernalia, while discovering and discussing micro and macro-habitats. After washing hands, a snack and a huge splash in the aforementioned puddle, it was back to school to change back into uniform. Cheeks were ruddy and the rocket ships were docked, ready to soar as high as imaginations another week. To infinity and beyond, without a screen in sight! For more about Forest School provision at The Pilgrims’ School visit pilgrims-school.co.uk “OUTDOOR SESSIONS OFTEN ADD DEPTH TO THE CURRICULUM AND AIM TO DEVELOP CREATIVITY AND, CRUCIALLY, INDEPENDENCE AND TEAMWORK. ” What is a FOREST SCHOOL? • It will have on-going and regular sessions come rain or shine in a woodland or natural environment. • The aim is to build a close relationship between pupil and nature. • It’s all about holistic learning and helping to foster resilient, confident, independent and creative learners. • Pupils explore together to create a sense of identity and community. • It gives pupils the opportunity to take supported risks appropriate to the environment and to themselves. • It is run by professional and qualified Forest School practitioners with a high adult to child ratio. Discover more at forestschoolassociation.org SPRI NG 19 ★ schoolnotices.co.uk 49

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