Teddy and I have spent two days learning how to take film, edit it, make voice over explanation and add music and text. He then researched the things we found in the garden and put it all together. He and his brother then made a wormery to study their behaviour and investigate how they process soil.
I made this film on Saturday before we went into total lock down in the UK. But I thought it was still worth sharing on the basis that you could hide them around your house, or garden and use them as a tool to engage kids in a dialogue about language, narrative, creative thought and problem solving.
Please share photos of things you make to me and I will add them to the digital art gallery.
The advice from UK government at time of publishing was that we should all keep exercising, but just avoid large groups of people.
Foraging can be a really fun way to get the kids really looking at plants and investigating the natural kingdom. The wild garlic is out in full force at the moment and is a wonderful nutritious food, but do make sure you help kids to identify it correctly and check all leaves before you eat them. I filled out sink and washed them in a “bath” and was surprised how much sad and dirt came out, so highly recommended. The smell is an obvious indicator that you have the correct plant, but remember: If in doubt, go without! Cuckoo’s pint/ lords and ladies is the only plant really worth worrying about. The flowers, leaves and berries are all poisonous.
Wild garlic pesto is great with pasta, risotto, with baked fish, or on hot toasted bead.
Ideas for making your tiny world magical and exciting.
What did we learn?
We learned to speak to each other. We learned to share and communicate, and value the opinion of others. We realised that there is not one tool per person . We worked a system around it. It was based on community and fairness and patience and tolerance. It was hard. It caused controlled explosions. We worked through it.
There were some big arguments this week. The adults could not always resole them. It was ok. There was some big arguments with the adults. It could not be resolved. It was good for the kids to see. I use a phrase with my son which will not work for some years to come: “That happens sometimes.” When he cannot cope because I had said that we would go to the park after school, but then storm ” sabotage” comes in and it’s cold and rainy and horrid. “That happens sometimes”. BUT YOU SAID WE WERE GOING TO THE PARK.
Someone very dear to me asked me recently if I would (honesty) rather live without autism in my life. But genuinely, it would be like living with the storm without the rainbow.
Week 1 theme: Light and dark
We had two rolls of paper, one white sugar paper and one black sugar paper. I have made some willow charcoal and brought some chalk.
Nature books for inspiration
Pumpkin carving and cinnamon.
Resources: One knife, ice cream scoop, plastic bowl.
Willow lanterns with tissue paper and leaves, petals etc to decorate.
Resources: Willow, cutters, scissors, tissue paper, PVA., masking tape
Pumpkin cake. See recipe.
Resources: Weighing scales.
week 2: WATER theme
Water painting. You use a big brush or sponge to make
Resources: rolls of sugar paper, masking tape, brushes, pots, poster paints.
Water beads. Fran is preparing and bringing.
DIY water filters.
Resources: Old plastic water bottles, sand, stones, pebbles, cotton wool.
Resources: Water melon, oranges, grapes, pineapple, cookie cutters, kebab sticks.
What went well?
The boys were dead keen on the water filters and love science. They are drawn to the big construction tasks. The girls gravitate towards arty and fine motor skilled activities. Nana loves cooking.
Week 3: SPACE
Blow painting to make aliens.
Resources: Poster paint, biodegradable straws, googly eyes, black paper, toothbrushes.
Sand and rocks to mimic the moon.
Zip line rockets
Resources: String, card board, tapes, balloons, books for inspiration.
Moon rock cakes.
Resources: Flour, butter, sugar, silver spray.
What went well?
The space ship building was loved by our 7 year old and he spent an hour constructing one. He was sad he did not have time to cook, but super happy when an older boy shared his with him. This boy is building really strong relationships with the three adult/ leaders. Our 13 year old girl did some nice mentoring with our 9 year old girl (who does not speak) The older ones chatted to younger ones about their experience of autism.
Week 4: Mine craft
Design a mine craft book mark.
Resources: squared paper, felt tip pens, mine craft print outs.
Resources: 3kg of clay, bits of rock, plastic, pewter, coins. Tools for excavation.
Resources: Lego, bell tent, bell tent carpet.
Bread flour, cheese, yeast, kettle, measuring jug, weighing scales.
Write to parents to bring toppings!!
What went well?
The pizzas went down a storm. We did get them to get involved in cutting vegetables they would not normally eat. R and Z loved the excavation. We have time in the end to pick an interesting lego shape and push in clay to make a mould.
“In my day, everyone was not diagnosed with something. There is a label for everyone now. “
“In my day, you were just stupid. We didn’t call it dyslexia.”
Me: In your day, school was a very different place because in your day, there was no OFSTED and no league tables. Kids were not tested every week. We did not get assigned reading levels. We were not told we were failing all the time. We did not have homework from the age of 4. There was no literacy hour nor numeracy hour. We learned through projects. We were left to our own devices a lot. We had unstructured play and a lot of time was spent outdoors. We were not pacified with screens and we mostly had our mum’s at home, to drop us in school and pick us up. Mum’s now have to work just to pay the obscene mortgages we have hanging round our necks. Kids are spending 10 hours a day at school.
In our day, we were not bombarded with adverts and pop ups and billboards selling us messages of a lifestyle we would never have. Adverts, by their very nature are designed to make you feel sad. If you liked yourself, you would not need the face cream, perfume, or holiday abroad. But by being told you are ugly, smelly and depressed, you spend money.
This generation are guinea pigs for how phones, tablets, laptops and 24/7 TV can change brain architecture. These are tools for which often kids have no respite. And we constantly wonder why young people are in an absolute mental health crisis.
This picture is of my son before he started school. He looks very different now. Today I went to see a prospective secondary school. They showed me the isolation room. They explained the detention system. DETENTION, a word we use for prisoners.
I went for a coffee with a lovely friend afterwards. “What changed a few years ago, Sy? Why are all these kids suddenly not coping?”
We started trying to solve a behaviour without asking what the reason was for the behaviour. In simple terms: we stopped listening.
PLAY is how we learn. Schools seem to have forgotten this human fact and reduced all learning down to worksheets which can be downloaded from Twinkle (if Primary) and facts which can be read and regurgitated for fortnightly tests (Secondary). So let us engage in a dialogue about the value of play, in all it’s wonderous forms.
- Imaginative play
Imaginative play allows children to explore the impossible, be creative and think in an unrestrictive way. “Bruner, 1972 stated that play had a major role of rehearsing, where the child rehearses actions pertaining to real life situations in a safe, risk-free environment, where the child is preparing himself/herself to face the difficult situation in a less stressful way.”
Doing this in the natural environment provides so much stimulation for the imagination.
Very often in Rachel’s sessions with the Steiner school, she collects a “story stick” on the way from collecting them from their drop off point and bringing them to the fire circle. The stick is always an interesting shape. We pass it round the circle saying out name and then telling the others what we think it looks like or what we re-imagine it to be. Rachel then often weaves this into the story she tell while they eat.
- Social play (friendship and belonging, cooperative play)
Sadly, I think, children have very little time in their normal day the experience unguided social play. School is structured and the emphasis is on individual attainment. How can one assign a number to each child if two of them have produced the work? Shock horror! For me, when they reach me at secondary school, their entire social interaction can be all online. I would walk around in the year 7 block last year at break, and every single on was either on an i-pad or their phone. There was no conversation, laughing, touching, clapping, eye contact.
I whole heartedly believe this is the sole reason for the mental health crisis we now find ourselves in and while I see a practical place for technology and digital media, I think that it can never be a replacement for making real and physical connections to those around us. Feeling a sense of “Belonging” is crucial.
At Forest school, away from screens, and often with no phone signal, you are undistracted. You are looking people in the eyes and communicating in both verbal and non-verbal ways. Learning to cooperate and to compromise is an essential life skill, one which can be overlooked in a school context. It is often “resolved” by the adult, but in forest school, the learners have to develop those skills without adult intervention.
- Rough and tumble play
In my house, I often find myself saying “If you are going to play rough and tumble, someone is going to end up crying.” I don’t stop them playing rough and tumble, but just point out that this is the parent of events. One of my sons have autism and one of the overarching themes with Autism spectrum condition is that they often have a low Proprioception ability. This means; perception or awareness of the position and movement of the body. He can hit harder than he means to, be extra clumsy and fall off and hurt himself more.
One of my favourite philosophies of forest school is about it being experiential learning. My son is not going to get better Proprioception, by sitting still in a chair. He is going to get better by falling, rolling, crying, trying again, and gradually improving. He needs more rough and tumble for his brain to actually make better neuro connections. And this all links to growth mindset. One does not get better at maths by never doing maths again.
Celebratory & ritual play
A strong belief of mine is that celebrations should bring people together. I personally embrace everything: Christmas, birthdays, Eid, Diwali, Chinese new year etc. I believe that historically they came about for probably a practical reason. Winter is bleak. Christmas gives us hope and a chance to connect with our loved ones. Diwali, the festival of light, reminds us the even in the dark days and nights, we can come together to share good food and remember our ancestors.
Forest school is a lovely way to embrace all cultures, traditions and religions. One needs to have a conscious understanding of the beliefs of the families who participate, and so a degree of knowledge is required.
At my Autism class SENsory Forest school, we ensured that our one Muslim family felt included and that I would check if activities I had planed were in accordance with Halal law.
- Storytelling and narrative play
Stories are the threads that bind us. “Storytelling is what connects us to our humanity. It is what links us to our past, and provides a glimpse into our future. Since humans first walked the earth, they have told stories, before even the written word or oral language.” Jon Ferreira, Director, Actor, Educator. May 17 2015 ·
What has never ceased to amaze me with the Stenier kids, and some have some significant ADD or ADHD traits, even in the woods, is that when Rachel is telling a story, they are all listening intensely. When she then finishes, and begins to explain the session and options, two or three are chatting. I think that we really underestimate the power of story. It is in our soul.
- Creative play
This is my area of expertise. Having taught design and technology, I feel that I can speak from my own experience of the value of this kind of play. When you create, design, problem solve or make something, a child’s sense of self worth increases incredibly. For many of the children who come to me through conventional education or through forest school work, this is the only time they feel free from the bindings of assessment and attainment. They have accomplished something, it is real and it is in their hands and no one can take that away from them. They have an immense sense of pride and are desperate to show their parents.
This has been my way to have self-worth as a teacher, but now in my new world of forest school, it encompasses all that we do.