There are a range of theories and practical approaches to learning and facilitation in the natural environment that underpin our group work, including Forest School; Social and Therapeutic Horticulture; Green Care; Mutual Aid and Trauma Informed Care. I will cover some of these in more depth in posts over the next few months.

Forest School, or Forest Skills as we call it, plays an important role in our community.

Although it has its roots in ancient natural practices, Forest School as a specific approach to learning is relatively modern development. It began in Scandinavia based on open-air culture, was originally brought to the UK in 1993 and has now become popular in an important role, alongside traditional formal education processes for young people.

The Forest school offers a learner-centred, democratic and informal learning experience in the natural environment such as a local woodland. As opposed to current curriculum-based schooling in the UK where young people are given little or no control, Forest School encourages people to use their imagination freely, take control back, make choices about activities and take risks.

This approach is becoming recognised as really important for adults to learn and develop life skills too. There are now several ‘forest communities’ working with youth groups and adults across the UK including The Woodland Skills Centre, owned by Warren Woods Ltd, a community-owned, not-for-profit social enterprise in North Wales.

In 2011 the UK Forest School community set out 6 specific key principals for provision which distinguish it as a unique model. These loosely guide our Forest Skills provision at our community allotment.

This opportunity to be involved in free play, appropriate risk taking and exploration in a natural environment on a regular basis can support the development of resilience, self-confidence, self-esteem, problem solving skills, imaginative and creative lifestyles, self-sufficiency and independence for our group members.