Horizons Winter 2024 (#104) by IOL-Horizons

HORIZONS THE OUTDOOR LEARNING MAGAZINE

ISSUE 104 WINTER 2024

SPOTLIGHT ON JAEOL

Get acquainted with an old friend, as the Journal of Adventure Education and Outdoor Learning’s new Editor, Pat Maher, discusses the journal’s future aims

WOODLAND WELLNESS Find out just how beneficial trees are for human health and wellbeing

WINTER FORAGING Lizzy Maskey refreshes our memories on the laws of foraging and offers us a delicious ramen recipe to see us through the winter

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HORIZONS WRITE AN ARTICLE

Content for publication is always welcome and should be emailed to the Editor. The Editor will attempt to return all unsolicited material but cannot accept responsibility for it. Please read the contributor guidelines before submitting content. COPYRIGHT of the magazine as a publication is vested in the Editor. Copyright of articles remains with the individual authors who will receive a copy of their article. Reproduction in whole or in part is forbidden without the express permission of the Editor, who is normally happy to grant requests for educational purposes. Opinions shared in articles are not necessarily shared by the Editor, Editorial panel or IOL.

ADVERTISE

Contact Fiona Exon at IOL for information: fiona@outdoorlearning.org. Advertisers retain copyright for their adverts. Adverts shared in this magazine do not represent endorsement by the Editor, Editorial panel or IOL.

JOIN OUR EDITORIAL PANEL

Having a specialist panel means we have a wealth of experience in different types of Outdoor Learning at our finger tips. This helps ensure the stories we publish are up-to-date, well structured and useful to our readers. If you’re interested in joining our specialist panel, go to: https://www.outdoor-learning.org/GoodPractice/Research-Resources/Horizons-Magazine/ Horizons-About-The-Panel

ISSUE CREDITS DESIGN AND EDITING Catherine Dunn

PROOFREADING Jack Reed

COVER ART Eilidh in her favourite tree (credit Mark Wilson)

PANEL

Thank you to the Horizons panel for their continued support and contributions. Geoff Cooper Colin Wood Suzie Dick Liam Scott Di Collins Jack Reed Sam Moore Stuart Meese Ian Healey Morgan Luddington Eluned Roberts IMAGES Images throughout this magazine have been sourced from unsplash.com and contributors unless otherwise specified. Photographers retain copyright.

INSTITUTE FOR OUTDOOR LEARNING The Institute for Outdoor Learning (IOL) champions safe activities and effective learning in the outdoors. We are a professional membership institute working towards an application for a Royal Charter. Learn about IOL and how to become a member: www.outdoor-learning.org.

EDITORIAL

Happy new year to you all! It’s been an icy cold start to 2024, so plenty of excuses to wrap up with a mug of tea and a copy of Horizons. We’ve got a jam-packed winter issue to see you through until springtime. Something I’m particularly excited about is Danny Carden’s article on access education for generation Z (p.12). Danny discusses Ramblers Scotland’s novel approach to access education and how his organisation made use of TikTok and Snapchat to connect with younger audiences. For our centre-spread, we’ve got exciting updates from the world of bushcraft (p.18), followed by a wonderful feature on the important role trees can play on human health (p.20). Mike Wardle takes us through his research into diversity at the leadership level in outdoor centres (p.25), before Dave Harvey takes us through a new framework for assessing quality in outdoor learning (p.28). Lizzy Maskey continues her brilliant series on foraging, and offers us a delicious ramen recipe (p.34), before Holly Brigham reviews the brand new edition of Outdoor Learning Across the Curriculum (p.36). Finally, we’ve got Pat Maher, the new Editor of the Journal of Adventure Education and Outdoor Learning (JAEOL), as our In Profile guest this issue (p.37) - don’t miss Pat’s Spotlight article (p.9) for a reintroduction to the JAEOL. Happy reading! p

EDITOR CATHERINE DUNN Catherine is an award winning filmmaker and creative. Her work primarily looks at mental health, adventure and the climate crisis. She holds an Outdoor Education MSc. WE WANT TO HEAR FROM YOU! If you’re interested in contributing to Horizons, contact the Editor at horizonseditor@outdoor-learning. org. You can also find us on X (@ioloutdoorprofs) and Facebook (outdoor.learning.professionals).

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CONTENTS SCANNING THE HORIZON

Find out what’s new across the Institute for Outdoor Learning.

PAGE 4-8

SPOTLIGHT

ACCESS EDUCATION FOR GEN Z

PAGE 9-10

PAGE 12-14

This issue, we’re putting a spotlight on the Journal of Adventure Education and Outdoor Learning (JAEOL).

ADVENTURES AWAY FROM HOME

Danny Carden discusses the exciting digital engagement work of Ramblers Scotland.

EXPLORE BUSHCRAFT

Check out our double-page spread on all the latest bushcraft tips and news from around the IOL.

Learn about the continued work of the UK Youth Fund: Adventures Away from Home, as it supports underrepresented young people in the outdoors.

PAGE 18-19

PAGE 15-16

NEW SERIES

ADVENTURE FOR ALL CONFERENCE 2023

Read Nick Liley’s write up of the 2023 AFA conference.

PAGE 17

OPINION

WOODLAND WELLNESS

PRESERVATION THROUGH USE

DIVERSITY IN LEADERSHIP

PAGE 20-22

PAGE 23-24

PAGE 25-27

Lessons learned from valuing traditional Explore the science behind the human benefits of our beautiful woodland friends. maritime heritage.

Explore Mike Wardle’s case study on ethnic diversity in outdoor leadership.

Photo Courtesy of Hangloose Adventure Ltd

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CANOEING FOR NATURE CONNECTION

NATURE SCHOOLING

PAGE 31

PAGE 32-33

Take a closer look at how the senses may affect nature connectedness.

Deborah Lambert takes us through the findings of the Erasmus+ Natural Schooling project.

WINTER FORAGING

BOOK REVIEW

IN PROFILE

PAGE 34-35

PAGE 36

PAGE 37

ASSESSING QUALITY IN OUTDOOR LEARNING

Dave Harvey takes us through new methods of judging quality in OL.

PAGE 28-30

SERIES

Explore Lizzy Maskey’s tips for winter foraging.

Holly Brigham reviews the new edition of Outdoor Learning Across the Curriculum.

This issue, we spoke to the new Editor of JAEOL, Pat Maher.

SCANNING THE

HORIZON

NEWS FROM ACROSS THE INSTITUTE FOR OUTDOOR LEARNING A few words from Jo

Allyship in the outdoors

One of the purposes of the IOL is to help individuals and organisations from across the field of outdoor learning to connect and develop through communities of practice.

There is much being written about allyship at the minute, but I find this, from Chikee Igbokwe, particularly helpful.

by Jo Barnett, IOL CEO

Following on from our online conference in October, I have been attending and enjoying some of the in-person events and conferences. At the IOL Bushcraft conference in November, I camped in beautiful autumnal woods, carved my first ever pendant, ate delicious cuisine cooked on an open fire, learnt about tarps & knots and discussed strategies for helping young people engage in the outdoors and bushcrafting. As this event ended, the planning for the March conference began!

by Jo Barnett, IOL CEO

Allyship is about a lifelong journey of building relationships. Allyship is ongoing action with a focus on other people and not just on yourself. Allyship starts with an examination of yourself to better understand the privilege, power and access available to you as a result of the different identity groups to which you belong. Importantly, allyship requires learning about the communities you are showing allyship towards. It requires you to educate yourself on the issues that may not affect you – even and especially when it is difficult. This is part of your journey to becoming a true and authentic ally - Chikee Igbokwe, Allyship UK.

The IOL was honoured to be invited to the launch of the digital course about racial inclusion and allyship created by The North Face at the Kendal Mountain Festival on 17th November 2023. This is a free to access e-learning course with a completion certificate - check it out here.

Then, in early December, I joined the IOL Adventure For All conference in the stunning setting of the ‘Calendar House’, which is Avon Tyrrell Outdoor Centre, in the New Forest. The theme of the AFA conference this year was “not every disability is visible” and brought a fresh look at ADHD and Autism by learning from people with lived experience. The presentations, workshops and discussions were challenging at moments, but with their focus on ability they were inspirational at all times. Check out the full conference write-up on page 17.

There are no additional fees for joining IOL specialist groups and I would encourage you to reach out and meet others that are not in your more immediate outdoor learning world. All the time you will be expanding your own knowledge and skillset, giving your expertise, making new contacts and new friends! p

The IOL is also working with the National Youth Advisory Board Equality, Equity, Diversity, Inclusivity & Belonging Consultation Group to develop guidance for inclusive, anti-oppressive and anti-discriminatory standards for youth work practice. The aim is to produce a resource that is user-friendly for all those working with young people through a youth work approach (whatever their training level or professional competency). There are resources on the IOL website which include insights and recommendations from the ‘Raising Our Game’ Webinar series from 2021 .p

Work at Height & Rescue for Adventure Activities

Gain awareness of safe and efficient work at height techniques in a high ropes course, adventure park or climbing wall environment. Develop your understanding of relevant legislation for the industry, appropriate techniques for vertical and horizontal movement and rescue of a co-worker/participants. Counts towards CPD points for AMI members.

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SCANNING THE HORIZON

High Quality Outdoor Learning By Dave Harvey

IOL have commissioned a new publication that builds on the success of High Quality Outdoor Learning (HQOL), published by the English Outdoor Council in 2015 as an update of the previous High Quality Outdoor Education (HQOE) from 2005. Since its publication, HQOL has been widely used in the outdoor learning sector as a reference for quality and has been translated into Welsh and Chinese. Quality can be viewed as a blend of outcomes, processes and structures (see article on page 28). Quality in Outdoor Learning can be viewed from practitioner, provider, beneficiary, funder, commissioner, or policy maker perspectives. Each will have different priorities, some of which may overlap. HQOL (2015) provides an outcomes framework that enables judgements to be made regarding the benefits of outdoor learning postprogramme, but does not give an indication of what actual practice looks like or practice that leads to these outcomes. The new guide will focus on processes as in the practitioner/ provider aspect of delivery. From a theory of change perspective, it prioritises the mechanisms of change, or in other words the aspects of provision that bind the activities themselves together and that can be controlled and influenced by the practitioners and providers. This follows a line of thinking that suggests that by concentrating on the quality of process, the intended outcomes are far more likely to be achieved than by focusing solely on the outcomes. IOL’s sector-wide position means that guidance needs to reflect the various motivations and approaches that members hold. Some members will prioritise wellbeing, some environmental

connection, some academic development, personal development or group skills. There will be a common thread that links all approaches however, and this guide would seek to make the different strands of that thread explicit. Click here for more information on High Quality Outdoor Learning and click here if you’re interested in learning more about theory of change p

SCANNING THE HORIZON

‘Shine a light on Outdoor Learning’ NEW! #GlobalOutdoorLearningDay 21st November 2024 https://awareness-days.co.uk/awareness-day/global-outdoor-learning-day/2024-11-21/

Conferences & Courses & Webinars with IOL

We are now moving on with programming face-to-face regional and special interest conferences and meetings as well as more webinars. These gatherings will offer opportunities to network, gain skills and get sector updates. Book for IOL events here: https://bit.ly/IOL_WebinarEvents IOL Strategic Leadership Workshop

13-14 April, Laches Wood Outdoor Education Centre, Staffs

A 2-day workshop led by Leading Practitioners of the IOL. This is for those with a senior and strategic role in their organisation, or who are seeking to develop their career to take on higher levels of responsibility. Modules include, current strategic challenges and opportunities, how to make positive impact in your work, influencing and inspiring change and leading action. l £255 pp IOL Members/£335 pp non-IOL members (includes full annual IOL membership). Accommodation and full board included. Places are limited so early booking recommended. Bookings will open soon. l

Outdoor Learning Sector Strategic Conference 20-21 November 2024 l

An event being led by the IOL Employers’ Group and the Outdoor Advisory Board for the breadth and depth of the Outdoor Learning Sector to come together for longer term thinking, goal setting and action planning. More details to follow.

IOL Bushcraft Conference 1-3 March 2024, Danemead Scout Camp, Broxbourne, Hertfordshire l Workshops, speakers, networking, practical skills, discussion... Come and be part of our fantastic bushcraft community. Bookings are open now: https://bit.ly/IOL_WebinarEvents. Programme details soon.

IOL Wales / Cymru Conferences IOL North Wales, 16 March 2024, IOL South Wales, 13 April 2024 l Opportunities for IOL Members to showcase to teachers what they can offer to support the Curriculum for Wales through outdoor learning. IOL North Wales at The University of Bangor. IOL South Wales at The Atlantic College. More details soon.

IOL FREE Webinars for Members We are busy planning a series of free webinars for IOL members for this spring. Keep an eye on your newsletter for announcements!

All Party Parliamentary Group - Outdoor Learning (January 2024 update) by Andy Robinson - Lindley Educational Trust

Recent activity The All Party Parliamentary Group (APPG) for Outdoor Learning continues to work to raise consciousness and debate at Westminster. In the last quarter of 2023 this involved a drop-in session for MP’s at Portcullis House. The drop-in was designed to support MP’s consideration of outdoor learning provision in their constituency. To help achieve this the IOL, as the group’s secretariat, arranged for a map of outdoor learning providers across the UK to be overlaid by constituency boundaries. Scan the QR code (right) to view the map. A cross-section of MPs from the Conservative party, Labour party and Liberal Democrats attended the drop-in and discussed the state of outdoor learning provision and its potential. In addition, they were provided with a recently published report on outdoor learning and Youthwork from UKYouth and evaluation findings from the Department for Culture, Media and Sport’s Adventures Away from Home funding (see page 15). There was also an opportunity for them to consider the school user-driven ‘Kaddi’ map that supports planning for a range of school visits.

2024 plans The APPG is planning a range of activity for 2024. The planning currently includes a survey of MP’s to establish experience and perception of outdoor learning, as well as a survey of outdoor learning providers and practitioners leading to a sector report for MPs. There are also aspirations to facilitate visits to a cross-section of outdoor learning provision across the UK for members of the APPG.

Call to action If you have not yet contacted your MP to encourage them to engage with the APPG please do. The group is chaired by Robin Millar MP and the secretariat is provided by the Institute for Outdoor Learning. If you wish to support the work of the group please contact IOL.

SCANNING THE HORIZON

BE ADVENTURE

SMART

Foreword by Paul Donovan, AdventureSmart Co-Project Lead Winter is upon us and with that comes additional challenges as we plan those cold-weather adventures, whether that be with our families and friends or our customers and clients. Regardless, we need to make good decisions which are based on sound advice, acknowledging our knowledge, skills and understanding. Venturing outdoors in winter can be an exhilarating experience, but as the days shorten we can expect ever-changing weather conditions. Factoring in the ability, knowledge and fitness of the least able/experienced person in your group may mean choosing shorter or less-demanding outings. During the winter months, it’s more important than ever to gather relevant information about where you are planning to go. As outdoor professionals and members of the IOL, I hope you can find the time to embrace Jo’s words below and champion the AdventureSmart approach that promotes clear, consistent and friendly messaging. Together we can encourage more people to get outdoors and active and increase their chances of having an enjoyable, safe experience, especially during this winter season.

We, as outdoor learning professionals, need to share the message that whether heading out for a walk with the dog, venturing into the hills to walk and/or climb or braving the coastal or inland waters for a swim, paddle or sail, everyone needs ask themselves 3 questions before setting off.

Be Adventure Smart in Winter

1. Am I confident I have the right SKILLS & KNOWLEDGE for my day? Whether you are new to venturing outdoors in winter or a seasoned pro, wherever you are going and whatever you are doing, consider your SKILLS & KNOWLEDGE and those of your companions. Your plans must consider the skills and knowledge of the least able/experienced person in your group. Navigating in winter is a step up on what you already know if you venture out in summer conditions. As a result, you will need to be much more precise as there are many more variables to take into account: poor visibility; frozen ground; snow cover; and avalanche risk. All of this will require you to have an enhanced set of skills and a greater understanding. Whatever your chosen activity, it’s a good idea to improve your skills with some training.

AdventureSmart can help you engage your customers with the information they need to enjoy the outdoors safely. AdventureSmart is here to help you keep your customers safe and comfortable in the outdoors, so they return to regale their friends with wonderful stories of their great adventures.

“Snow provokes responses that reach right back to childhood.” — Andy Goldsworthy. Looking out of the window to see snow and the way it transforms the world into a magical place is one of life’s wonders and, for many, one of life’s greatest pleasures. It is enticing, but we may have to head uphill to find it. Paddling one of our many waterways, exploring the coastline or venturing into the hills and mountains in winter brings with it a truly unique and rewarding experience, but remember that days are short and weather conditions can change quickly so you need to plan for all conditions. Be mindful that it will get dark more quickly if the skies are overcast.

“To appreciate the beauty of a snowflake, it is necessary to stand out in the cold.” — Aristotle. To head out and enjoy cold weather you need to prepare well – it is not about having the most expensive high-tech kit, but having the right kit. It is about everyone in your party being well prepared and completing all necessary checks before setting off. The days are shorter, low-angled sun and winter weather can all affect daylight hours and visibility. The air and water temperatures are also lower and the wind significantly increases the chill factor. Ice and freezing ground conditions are treacherous and ice on open water is all too tempting to children and pets.

“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together.” — Vesta M. Kelly.

2. Do I know what the WEATHER will be like? Winter weather is notoriously unpredictable. Take time to understand what the weather has been like over the past few days, what the weather is doing on the day of your adventure and how that effects the ground and environmental conditions. 3. Do I have the right GEAR? The trick is putting a little bit of thought into what conditions you might meet and packing a bag with just enough to ensure you can cope with whatever the day may bring. It is essential to keep yourself warm and dry whatever your activity, protect yourself against winter sunshine and glare. Activity equipment needs to fit, be maintained and you need to know how to use it well – check you have warm layers, a head torch, charged phone, a map and a shelter. Encouraging those we work with to consider these three questions will help them prepare and enjoy everything that is refreshing and revitalising about winter adventure. Through AdventureSmart, you can empower your customers with the knowledge to make good decisions, keeping them safe, comfortable and keen to come back for more outdoor adventures! For more information, head to the AdventureSmart UK website p Article by Jo Barnett, IOL CEO

SPOTLIGHT New Editor, Pat Maher, shines a light on the Journal of Adventure Education and Outdoor Learning (JAEOL) Pat Maher is a Professor at the School of Physical and Health Education at Nipissing University in North Bay, Ontario, Canada. He is a Fellow of the Royal Canadian Geographical Society and a 3M National Teaching Fellow. Pat has taught and conducted research in outdoor and experiential learning, community development, protected area management, and nature-based tourism at universities in Canada, New Zealand, Norway and Iceland. In this article, I will introduce, or perhaps reintroduce, the Journal of Adventure Education and Outdoor Learning (JAEOL). As an IOL publication (alongside Horizons), JAEOL has some shared values and ambitions which I hope to showcase. I do this as the new Editor-in-Chief of the JAEOL, having officially taken over from Professor Barbara Humberstone on the 1st July 2023. Barbara leaves giant shoes to fill after 18 years at the helm, but thankfully she has agreed to stay on in an Emerita capacity - offering sage advice, but also continuing to review and process submissions on occasion.

A reintroduction First and foremost, the JAEOL is an academic research journal. This means the journal looks to publish evidence-based research that can withstand rigorous academic interrogation. Therefore, each submission undergoes a double-blind peer review process – in other words, each paper is comprehensively reviewed by two anonymous reviewers (who often have expertise in the research topic in question) as a means of ensuring the credibility and quality of the journal’s research output. So, the JAEOL is not an editorial-style magazine, like Horizons, but a complimentary publication that shares academic discussion/research to support practitioners in the field. The double-blind peer review process, mentioned above, ensures anonymity for the authors and the reviewers of the submissions (hence the term double-blind). In addition, when a submission comes in I, as Editor-in-Chief, screen it and then pass it along to one of three Associate Editors who reads it, before passing it along to two reviewers who have been selected specifically for that submission. We require two reviews of each manuscript to ensure the work is credible and high quality. It is very rare that a paper is successfully accepted in the first instance - many go through two or more rounds of reviewer feedback and Associate Editor scrutiny. So, if you ever wonder why it takes so long for an academic paper to come out, that’s why!

How do we get the journal into your hands? Luckily, we have some great folks involved. First and foremost, the JAEOL is physically published by Taylor and Francis, who are a large UK-based publishing house that takes care of practical things like our website, submission portal, copyediting, etc. Their technical assistance is invaluable.

Next are the three Associate Editors - Dr. Jelena Farkić at Breda University of Applied Sciences in the Netherlands, Dr. David Hills at the University of the Sunshine Coast in Australia, and Associate Professor Chris North at the University of Canterbury in New Zealand. Jelena, Dave and Chris do much of the process-based heavy lifting; they also cover secondary duties such as Social Media Editor, Book Review Editor and Journal Convenor, respectively. Our reviewer pool is comprised of hundreds of academics around the globe, with twenty of our longest-standing reviewers comprising the JAEOL’s Editorial Board. These individuals come from twelve countries and help advise the editorial team from a variety of perspectives. As you can see, the JAEOL is an international journal, committed to the core values of the IOL, but somewhat operating at armslength - we maintain a wonderful relationship through the work of Graham French as Liaison Officer.

In numbers In 2023, we received 155 submissions – a huge uptick from 2022 where we received only 98. As we grow in numbers, we grow in scale and reputation. Our global reach is growing with over 3200 institutions accessing JAEOL through annual subscriptions and 166,000 article downloads in 2022. UK institutions make up 9 out of the top 10 locations for these downloads and the top downloaded article was accessed by over 5500 distinct users. I feel I can comfortably state that we are one of, if not the, top journal in the outdoor and adventure space. We are collaborative with our peers – namely, the Journal of Experiential Education (JEE) based in the USA, the Journal of Outdoor and Environmental Education (JOEE) based in Australia, and the Journal of Outdoor Recreation, Education and Leadership (JOREL) also based in the USA. Each journal has its own niche and, similar to the relationship JAEOL enjoys with its parent organisation (IOL) and publisher (Taylor and Francis), so too do these other journals: JEE with the Association of Experiential Education and Sage; JOEE with Outdoor Education Australia and Springer; JOREL with the Association for Outdoor Recreation and Education/Wilderness Education Association and Sagamore. Images 2, 3 and 4 have been provided by the author. The author retains copyright.

SPOTLIGHT

Aims and ambitions So, what makes JAOEL unique – what are our aims and ambitions? If you look to our website, you’ll find the following text: “The main purpose of the journal is to provide a central point and place of reference for the publication and dissemination of research and scholarship on adventure and the outdoors as media for learning, as well as recreation. The journal aims to promote dialogue, research, thinking, teaching and practice from critical perspectives in the fields of adventure education and outdoor learning. It intends to publish papers concerned with social, cultural, political, ethical and environmental issues in the outdoor studies field”. That’s pretty broad and for good reason – one of the spaces we’ve aimed to fill is the truly international scope and breadth of the field. In the four issues published in 2023, we had 35 papers which cover research from the UK, as well as Denmark, France, Lebanon, Malaysia, Canada, Australia, Finland, Norway and many other locations. Publishing exceptional research from across the globe makes the field stronger, as does covering a diverse range of topics, from adventure sports amongst elite athletes to outdoor play amongst early years. While each of the journals mentioned on page 9 comes from its own geographic silo, the JAEOL editorial team sees the primary focus as disseminating top-notch research, and particularly research from outside the anglo-sphere and beyond the “traditional” norms of the outdoor sphere. We believe this is a positive development and so it’s an ongoing ambition. A second ambition of the journal’s leadership is to become more inclusive. One area that supports this is open access. While IOL members can get overall access as part of an add-on to their membership (an extra subscription), through Taylor and Francis we are able to offer an increasing amount of

research to everyone as open access papers. Once again, if you head to our website and click on either individual issues of the journal or the queue slated for publications (Online First), the papers with the Gold Lock are available for reading and PDF download, regardless of your membership status or physical location. A full listing of open access articles can be found on the Taylor and Francis website. We hope to provide a yearly summary from 2023 onwards of the open access papers available for all. Finally, as we attempt to be as topical as possible, we also endeavour to curate special issues of critical knowledge. These issues differ from our regular issues, which are generally built chronologically (first articles accepted are first articles published). Our first issue of 2024 will be a special issue focused on Digital Technology and Networked Spaces; this includes a very timely article on the impact of artificial intelligence, written by members of the editorial board and free to access. Our next special issue will be on the potential benefits of outdoor and adventure education on human health and well-being which, so far, has received a significant number of submissions. In 2025, we will look back to move forward, as the special issue expected out in the middle of that year will celebrate the JAEOL’s 25th anniversary and changing perspectives and discourses since 2000. Overall, we aim to keep the JAEOL relevant on a global scale, but also relevant on a local scale – getting cuttingedge research into the hands of those in the field (or those who make decisions about the field, such as policymakers, administrators, etc.). If you’re keen to find out more about the JAEOL, its relationship with the IOL, or how academic publishing works more broadly, get in touch. If you simply want to discuss expedition canoe journeys in Canada’s North or where to grab a craft beer coast-to-coast in Canada, feel free to drop me an email - ptmaher@nipissingu.ca p

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ACCESS EDUCATION FOR

GENERATION Danny is Communications and Engagement Manager at Ramblers Scotland, where he has worked since 2016. He leads the charity’s press, website, social media and online campaigns – and he has a particular interest in video content. Danny began his working life as a journalist, reporting for English regional newspapers including the Shropshire Star. He loves rock and ice climbing, outdoor swimming and walks with his young family.

Since 2021, Ramblers Scotland has produced annual video campaigns to promote responsible access alongside Scottish Government partners, online influencers and young coproduction panels. These fun and informative videos offer practical advice to young beginners via platforms such as TikTok and Snapchat. The videos have repeatedly won UK awards and received great feedback - including from the Scottish Government’s Visitor Management Group and have gained a combined total of more than 5 million views. Ramblers Scotland Communications & Engagement Manager, Danny Carden, talks us through the success and the lessons learned along the way.

time of writing, are roughly 25 years old or younger. It was a huge chance for new people from a wider range of backgrounds to enjoy the health and wellbeing benefits of walking, while supporting rural economies and communities.

We wanted to harness rather than dampen that enthusiasm and so aimed to play our part in ensuring beginners could responsibly use their access rights to get walking and - if they wanted - enjoy fun nights under the stars. However, there is no denying that the booming numbers also raised challenges at busy hotspots. In fact, NatureScot found around a third of people getting out after lockdown encountered litter, fly-tipping or human waste (33%) and a lack of public toilet facilities (32%). Feedback from rangers, business owners and local communities suggested the rise in outdoor visits often involved young beginners, including many seeking sociable camping experiences with friends.

With overseas tourism, pubs and music festivals still off limits, young adults who often had little previous experience were particularly keen to visit the countryside. A NatureScot survey (1) highlighted the sharp rise in outdoor visits as Covid restrictions eased. 70% of respondents said getting out helped them to de-stress, relax and unwind and 56% agreed that it improved their physical health. It looked like a pattern that would stay in the long-term, with 49% expecting to increase their time outdoors in the future.

For the problems that did occur, it was often beginners acting out of naivety, rather than malice. For example, poor advanced planning resulting in inappropriate parking and over-use of popular camp spots. Newspaper coverage at the time featured depressing images of abandoned tents, burnt fire rings and smashed bottles. Across the outdoor, tourism and local government sectors, it was widely accepted that something needed to be done to engage young people with the Scottish Outdoor Access Code.

Opportunities and challenges

Our 2021 response

My charity, Ramblers Scotland, works to champion and protect Scotland’s landscapes and world-class access rights. For organisations like us it was amazing to see Generation Z enthused by nature – Generation Z are broadly defined by their access to/use of digital technology from early years and, at the

In 2021, Ramblers Scotland embarked upon our most daring social media video campaign ever alongside the John Muir Trust and NatureScot. We aimed to create eye-catching content that would positively show young people how to enjoy fun and responsible wild camping, in a way that would resonate with them and feel relatable. However, there was no

The indoor isolation of the Covid lockdown era created a groundswell of pent-up energy from people desperate to get outdoors. We can probably all recall pining for mountain walks, nights out camping and to leave the family Zoom quizzes behind. Inevitably, the ‘great release’ of the post-lockdown era saw an immediate surge in outdoor recreation in Scotland.

way we could reach the target audience of young beginner campers via our traditional channels. We were aware of our lack of knowledge around what motivates our young target audience to get outdoors. With this in mind, we recruited a dozen young beginners to form a co-production panel to guide our approach. Together, we co-produced the ‘How to enjoy a fun wild camp in Scotland’ video, which features influential TikTok creator Jarad Rowan, who gave us a gateway into his highly engaged TikTok following. Rather than attempt to attract young people to our channels, we instead opted to find and visit these newer audiences, which meant paid promotion of our video on youthful social media platforms. Our young adults and advertising advisor’s recommendation to also use Snapchat proved very wise. The 2021 campaign eclipsed any other videos we’d produced with: • • •

more than 270,000 views; more than 1.1 million total impressions of campaign content; and almost 5,000 visits to our advice landing page.

Viewers of the full-length YouTube version watched 64% of the video, which is a great result for this platform. It won Gold for ‘best film in a social media campaign’ at the Events and Visual Communication Association (EVCM) Awards in London and the success emboldened us to be even more ambitious in 2022.

Expanding for 2022 As well as our existing partners, it was great to be joined by VisitScotland, Cairngorms National Park Authority, Loch Lomond & The Trossachs National Park Authority and Forestry & Land Scotland in 2022. While 2021’s campaign had surpassed our expectations, one big learning was that young adults did

not want to click away from videos to a static website. Instead, we adopted a new approach which aimed to encourage viewers to complete the videos (viewing 100%). We didn’t target ‘views’, as that term has different definitions across platforms and normally refers to seeing only a small section of the video. We wanted completions! We broadened the topics to cover outdoor recreation in general, rather than just camping, and included clear actionable advice which was presented in a humorous manner. We split the content into three short videos starring Natalie Erskine, from BBC’s The Social, and young Edinburgh comedy outfit Fix This Window. They pushed messages of: • • •

leave no trace; stoves beat BBQs; and have a plan B if you’re visiting hotspots.

These reflected the priorities of our partners, co-producers and feedback from on-the-ground staff. The campaign was a soaraway success, gaining more than 2 million ‘views’, but, more importantly, a whopping 109,000 completions of the full videos. It also won ‘best use of a small budget’ at the EVCOM Awards 2022. You can watch the videos on the Ramblers Scotland TikTok page.

This year While budget pressures sadly meant we lost a couple of partners for 2023, we’ve been delighted with the performance of our 2023 campaign. While we’ve always had a broad range of people on our co-production panel, this year we were determined to ensure that we also had on-screen diversity. Glasgow-based musicians and content creators Tyrese Ojo and Dexter Brady agreed to star alongside Stirling student Melissa Wright. We also adjusted the advertising strategy, with even more focus on Snapchat, where we’d seen wonderful value-for-money in 2022. The content was much more surreal than before, yet somehow we felt more confident thanks to previous years. We used terrible puns, gaudy masks and offthe-wall humour to address topical subjects such as issues with disposable vapes, inappropriate fires and disturbance of ground-nesting birds. Check out the films on the Ramblers Scotland TikTok page. • • •

leave no trace, by removing litter; avoid fires; and reduce wildlife disturbance.

ACCESS EDUCATION

Musician and content creator Dexter Brady said,

“We had a class time working with Ramblers Scotland making these short films on being safe and responsible in Scotland’s countryside. Although the videos we made were funny, it’s important to follow these instructions and protect what’s special about our countryside!” At the time of writing, our videos for 2023 have been viewed almost 3 million times, with 161,000 completions. Our best result yet.

Benefits of co-production The videos have really caught the eye of the outdoor sector, been shown in schools and presentations and have been requested by bodies including the Ministry of Defence and the Outdoor Recreation Network. I believe we’ve learned a lot along the way, but the key reason for our success has been the co-production model. Co-production aims to ensure that you’re doing your project with your audience. Not just for them – or, worst of all, to them. On each of the three years of the campaign, we have recruited panels of young people with a bit of an interest in the outdoors, but who are in no way experts. They helped make big decisions by providing their input on everything from agency recruitment, content planning, channel strategy and the editing process. Young Glasgow man Andrew Wu co-produced the 2023 campaign. He said,

Being daring I am hugely grateful to all our partners since 2021 – and our video agency Heehaw - without whom we quite simply could not have delivered this project. Not only did they provide essential financial support, but they also embraced letting our co-producers set the tone of the videos. There are already loads of videos about responsible access in Scotland, many of which feature staff in uniforms describing what not to do. We’ve produced something very different. It would have been easy to approve these campaigns to death, resulting in videos that tick all our internal boxes but leave our audiences cold. It’s been brilliant to work with partners who are willing to try something new and step outside all our comfort zones. While it’s likely that we’ll chart a slightly different course with our responsible access work in 2024, we feel we’ve learned so much from these video campaigns and are chuffed with the results. Ultimately, it’s my hope that all of us who work to promote responsible access will remember that producing messaging that we love is fine, but producing content that our target audiences will watch and learn from is even better p References 1. nature.scot/outdoors-and-nature-engagement-sustained-post-lockdown

“It was really nice to be a part of a collective effort, coming up with ideas and concepts and getting different opinions on them. It was a fun collaboration and I hope the videos turned out as great as we thought they would.” Our co-producers continually pushed us to make shorter, punchier and more relatable content. They intervened when we were going down wrong routes and contributed amazing ideas - we are massively indebted to them.

Images 2 and 3 have been provided by the author. The author retains copyright.

ADVENTURES

are constantly looking for opportunities to offer funded programmes to ensure all young people can access this vital support.

HOME

In early 2023, we had an opportunity to do this with The UK Youth Fund - Adventures Away from Home (AAfH), which was a Department for Culture, Media and Sport (DCMS) £600k grant fund to provide bursaries for disadvantaged young people to access fully-funded outdoor learning opportunities across England.

AWAY FROM Find out all the latest on the UK Youth Fund: Adventures Away from Home project, which has been supporting disadvantaged young people access fully-funded outdoor learning across England

Responsible for overall leadership and strategy of Outdoor Learning at UK Youth, and for the direct leadership and development of Avon Tyrrell, David Watts has over 20 years experience of working in outdoor learning and the youth sector. David was instrumental in the centre becoming a leader in the delivery of outdoor learning for young people. As a keen outdoors person, he enjoys the challenge of wandering up mountains on his own and spends as much time as possible cross-country skiing in Scandinavia.

Adventures Away from Home

This incredibly short initiative, which was delivered in only 8 weeks, really demonstrated the power of the outdoor learning sector to move at pace; via 45 charities and notfor-profit outdoor learning providers we were able to reach 3,500 disadvantaged young people across England. The project aimed to reach young people aged 11-18 who were experiencing financial hardship, had a personal disability, faced mental well-being challenges, were in care or a young carer, had little or no access to green space, or were considered ‘vulnerable’. Outdoor learning providers were able to apply for a grant that could be used to provide fully-funded bursary places that could be accessed by youth organisations to attend an AAfH experience with a group of young people for either a day or a two-night residential. The first phase delivered positive outcomes in terms of increasing access to valuable outdoor learning for young people with significant access needs and/or who face inclusion barriers. This included improving their skills for life and work through building confidence and improving their mental wellbeing - it was a privilege to be part of the first phase of the fund. For full details of the outcomes, please do check out the full report on our website.

Being in the outdoors can be inspiring, it supports wellbeing and just feels good, as many of you reading this will know. For young people, the outdoors offers the benefit of a different learning space, opportunities to disconnect from day-today challenges and it can be incredibly inclusive by offering individuals the opportunity to meet or connect with other people. By stepping back into nature and taking on new challenges it often provides memories that last a lifetime. We know that outdoor learning offers young people the opportunity to thrive and, through our ‘Experience, Learn, Develop’ framework, the UK Youth outdoor learning approach helps demonstrate the collective power of youth work and outdoor learning as a mechanism to deliver high quality outcomes for young people. Our ambition is that youth work & outdoor learning are widely utilised as an equal and valuable part of the ecosystem that supports young people. UK Youth define outdoor learning, similarly to the IOL, as: experiential learning within an outdoor environment to support a young person’s personal, social, and educational development, improve health and wellbeing, engagement with physical literacy, and environmental awareness. The outdoor space in which learning takes place is an integral part of the learning process. There are approximately 14 million young people in the UK and only 4 million of them have access to youth work annually – precise figures on the number of young people who have access to outdoor learning are difficult to establish, but we are also confident that it is not enough. As part of our charity’s role, we engage with government on regular occasions to advocate for the importance of outdoor learning and youth work and

ADVENTURES AWAY FROM HOME

Moving forwards As a result of the positive outcomes and clear desire from the outdoor learning sector to reach new audiences, DCMS recently committed a further £1.5m to Adventures Away from Home. Delivered via a competitive delivery contract, UK Youth were fortunate to again be awarded custodianship of this funding and be awarded the grant. This was almost a 200% uplift on the original pilot funding and clearly demonstrates the positive effects of the work the sector is doing with young people. The second run of Adventures Away from Home recognises some of the learning from the first programme - the delivery window increased to three months and the range of young people and delivery organisations eligible has also significantly increased. Through support from organisations such as IOL, Association of Heads of Outdoor Education Centres, Learning Outside the Classroom and the Field Studies Council, as well as through our own UK Youth networks, we were able to push this out quickly across England, which resulted in over 250 applications – unfortunately, this meant it was significantly oversubscribed, meaning some incredibly worthwhile projects missed out on funding. Naturally some organisations commented on the tight delivery and application timeframes and expressed their disappointment at not being funded or being funded but not in full. We are understanding of all these comments and remain committed to the belief that every step takes us positively forward - the overused quote ‘Rome was not built in a day’ does spring to mind. It has taken significant effort and commitment to get DCMS to commit new funding to outdoor learning. We must take the path in front of us and be strategic, as we want long-term sustainable funding for all young people, but particularly those who otherwise face barriers to access as we know the benefits can be both immediate and enduring. The second run of the Adventures Away from Home programme is set to deliver outdoor learning experiences to 10,000 underrepresented young people through 82 outdoor learning organisations with the aim of contributing positively to their personal development. We should recognise this as an outdoor learning achievement, as not many sectors can respond as agilely as we have for the benefit of young people.

We are confident Adventures Away from Home mark 2 will be a success, not only for the 10,000 underrepresented young people it will directly reach, but for the outdoor sector and young people as a whole. We believe this has opened a door, not only to unlock further funding, but to be able to demonstrate the breadth of provision that operates under the outdoor learning umbrella. Furthermore, large and smallscale outdoor learning organisations have been connected to organisations working with young people, creating an improved network of opportunity to develop young people. We are in the midst of a programme that will potentially demonstrate the value of outdoor learning for young people at scale, particularly because: •

the breadth of providers is significant, effectively demonstrating the scope of opportunities for young people;

•

politically, the government funded AAfH mark 2 and so, by definition, must agree on the value it represents for young people. Therefore, there is a strong rationale to adopt into government policy that all young people should have the opportunity to engage in outdoor learning;

•

funding from government, trusts, foundations and corporates can be realised with a coherent outdoor learning continuous media approach from us all.

A unique approach One of the key aspects of our approach is UK Youth’s unique position to connect outdoor organisations directly with our network of almost 4000 youth organisations in England. We know not all delivery is to youth organisations, as the funding will also contribute to educational visits for disadvantaged young people or for individuals who are part of the special educational needs and disability community. This approach of connecting youth organisations and outdoor providers has potentially three key localised opportunities: •

the development of long-term relationships, recognising local community assets and opportunities for young people;

•

opportunities for localised funding - it’s often possible to find small pockets of localised funding which are supported by the proven outcomes for Adventures Away from Home impact reporting, thus demonstrating the value outdoor learning delivers to young people;

•

and joining localised outdoor learning and youth work provision to improve outcomes for young people that can have a secondary benefit for the local community.

We strongly advocate outdoor and youth leaders build on the opportunities afforded to them by the AAfH funding.

What’s next? Good question! UK Youth will continue to seek funding for ‘Adventures Away from Home’ ideally for UK-wide provision, but often funders have specific asks which must be considered. When opportunities arise, UK Youth will remind UK government of the value of outdoor learning for young people, the value of the cost investment per young person and the need to have a cross-government department policy for outdoor learning. We will launch the promised Outdoor Learning/Youth Work Special Interest Group (OLYWSIG) supported by IOL, which aims to engage like-minded members who are engaged in, or have an interest in, connecting youth work and outdoor learning practices to improve the quality of outcomes for young people. Please email outdoorlearning@ukyouth.org if you are interested in joining this group. We hope the AAfH fund is just one step towards providing equitable access to outdoor learning for all young people and we hope the outdoor sector continues to be proud of what is being achieved p

Article images have been provided by the author. The author retains copyright.

Disabled people are half as likely as non-disabled people to believe that sport is for someone like them - 32% vs 63% (1). As we all know, engaging in adventurous outdoor activities contributes significantly to our physical and mental health and wellbeing. But what if you couldn’t get out? As outdoor professionals, ensuring our services are available to disabled people is not just a ‘good thing to do’, it’s now expected, and so it should be. Inclusion should not just be a box ticking exercise. As outdoor leaders, we need to be fully committed to ensuring people across all sectors of society can have access to the benefits of being outdoors. The IOL Adventure For All (AFA) professional practice group exists to promote participation in adventurous activities and outdoor learning by disabled people. In December 2023, the group met for its annual conference in Hampshire, at Avon Tyrrell outdoor centre. This magnificent location was the perfect setting to network with and learn from other professionals and to share best practice in outdoor activity inclusion. The theme of the AFA conference this year was “not every disability is visible”.

Learning from people with lived experience The conference was lucky to hear from three fantastic speakers on their own personal experiences and challenges. Phil Blair, a senior manager from Calvert Lakes, gave an insightful presentation on how his recent ADHD diagnosis has changed his approach to his own life and his work. Phil shared some of his own reflections on how people could adapt their sessions, and places of work, to support people with ADHD. Sallie Bateson, an Autism Ambassador and mother of a child with autism, discussed the challenges and prejudices children and parents face because of autism.

award is plugging this gap nicely! As well as looking at how we interact with disabled people, Dr John Crosbie gave a useful presentation around the Equalities Act and how we can make ‘reasonable adjustments’ to activities, or the workplace, to enable more people to be included.

Learning from others Alongside all the discussions, there was also time for some equipment expertise. Dr Suresh Paul of Equal Adventure led a presentation on the work they are doing to support more inclusion in outdoor learning, while Amanda Wild from Adventure Climb Rescue took the opportunity to pick the brains of delegates on technical improvements that could be made to the Access Harness - an activity harness that is becoming increasingly popular for outdoor practitioners working in the field.

ADVENTURE FOR ALL CONFERENCE 2023

The AFA group was treated to a tour of Avon Tyrrell, where they looked at how the centre had adapted its activities for disabled people including an impressive ‘hoist’ used for people with a physical disability to access the zip wire tower. As outdoor activity providers, we often Nick Liley, Centre Director of Bendrigg Trust end up working in our own bubble and get set in our ways, and 2023 Secretary to the Adventure For All so it was great to learn from IOL Professional Practice Group, discusses the others who are doing similar key learnings from the latest conference work in the field. These kinds of Finally, the adventurer, author collaborations are the best part of and charity founder, Alex Staniforth AFA - where we work together to make talked about how he struggled with his each other better! own hidden disabilities and mental health challenges. He discussed using the outdoors to Where do we go next? help manage his ‘peaks and troughs’ in life. In 2020, Alex went on to co-found Mind Over Mountains, a charity restoring AFA conferences are always a fantastic place for learning mental well-being through coaching, counselling and outdoor whether it’s learning from experts, through workshops or experiences. Alex’s honest and light-hearted storytelling just through discussions with other delegates. The group captured the group brilliantly. are already planning the next conference which is expected to take place in December 2024. Keep an eye out on the Accommodating everyone IOL website and social media channels for more details. If disability inclusion within outdoor learning is important to As well as hearing from people with personal experience of you, please consider joining the AFA group. You can find out hidden disabilities, there were two excellent sessions focussing more information here: outdoor-learning.org/Membership/ on provision and what we as outdoor leaders can do to Professional-Communities/IOL-Adventure-for-All-PPG p improve the experiences of disabled people in the outdoors. During a thought-provoking discussion, Dr Ashley Hardwell and Professor Hayley Fitzgerald of Leeds Beckett University explored how we move from inclusion rhetoric, to making inclusion a reality. Dr Hardwell then went on to explore the importance of developing practitioners’ ‘relational’ skills as well as their ‘technical’ skills, as part of their ongoing personal development. Being able to relate well to others is a vital part of working with disabled people and sadly, this can be overlooked in some traditional outdoor training courses. It was felt, however, that the IOL’s Accredited Practitioners (APIOL) Article images have been provided by the author. The author retains copyright.

Bushcrafting Around The World By Mel Grenfell

While most of us are very familiar with bushcrafting in British woodlands, venturing further afield can push us out of our comfort zone. What resources will be available? How will they behave? Is the local wildlife a potential risk factor? What wild foods can be eaten? It’s perhaps not until we travel to foreign environments that we truly understand just how much information and awareness about those things we’ve gained by growing up and working in the outdoors in the British Isles. Members from other parts of the world will relate to this I’m sure. These are the things that we take for granted because we just “know” them; an innate sense of understanding of our place. It’s hard to remember the learning period. Being in an entirely new place can initially create a sense of overwhelm—everything is new, it all looks different. But bushcrafting principles are the same the world over. After a while you begin to notice the similarities with home and not just the differences. It doesn’t matter that you don’t know the name of the tree—examine it for its properties instead.

Take the opportunity to learn from locals or the indigenous peoples in that area. Apply the principles of bushcraft in the new setting. My brother lives in Queensland, Australia and we were lucky enough to go and visit him earlier this year. The landscape is truly alien—we were in a heavily forested area in a sub-tropical zone. The trees were huge, the landscape features were open and bizarre, it was humid, the wildlife noises were unfamiliar and I felt, initially, like a fish out of water. After that early sense of overwhelm, I began to make use of the Seek app on my phone to examine and identify plants and trees. I discovered that many of the specimens were in the same plant families as those that I’m familiar with at home. I was spurred on! I began to research aboriginal methods of firelighting—what plants were used as drills and hearth boards, and I started to be able to pick them out in the landscape. Just this small amount of knowledge served to make me feel more comfortable in my EXPLORE ALL THINGS BUSHCRAFT FROM AROUND THE IOL, CHECK surroundings. Pictured above is a Grass Tree (Xanthorrhoea) - the flower spike is EVENTS, THE LATEST FROM THE BUSHCRAFT PROFESSIONAL PRACT used as the drill for friction fire making. AND SOME GREAT STORIES FROM AROUND THE WORLD OF BUSHCR I decided to make a coil basket as a way to link myself with this new landscape. A few weeks prior to our trip Down Under, at the IOL Bushcraft Professional Practice Group (PPG) conference, Jules Bristow had run a coil basket-making workshop. Eager to consolidate the skills that I’d learnt from her, I set about searching for materials that would be appropriate for the task. Applying the principles that I’d learnt in the UK meant that I was looking for dry plant materials that were long and thin. I collected two different materials; needles (similar to pine) from a She-Oak (Casuarina equisetifolia) and “cones” from a Norfolk Island Pine (Araucaria heterophylla). The stitching was done with some raffia. I made the base from the She-Oak needles and the sides from the Norfolk Island Pine cones. I learnt a lot about the properties of the materials which helped to increase my connection with the landscape.

BUSHCR

Many landscapes in Australia are characterised by red earth. My next attempt to connect with this unfamiliar land was to explore the potential earth pigments that I saw all around. The presence of high concentrations of iron gives Australia a red appearance from space. I gathered a couple of small pieces of soft rock and ground them with a pestle and mortar. I added a small amount of egg yolk as a binder and a little water to loosen. The resulting paint was rich in colour and glossy. I used it to paint the shaft of an atlatl dart that I made when I returned home.

My 9 year old niece is a big Harry Potter fan and I’d wanted to make her a wand. As Australian bio-security laws are so strict, I didn’t want to risk making one at home and then having it confiscated at border control, so I took a whittling knife with me instead and decided to make one while in country. I didn’t want to cut any green wood, so chose an interestingly curved piece of eucalyptus wood. Don’t ask me what type of eucalyptus it was because there are over 800 different ones, making up 77% of all forests in Australia! It turned out to be the hardest wood I’ve ever whittled and the shallow spiral that I carved took me all day instead of an hour or two. However, she seemed pleased with it—I just hope she keeps it away from their dogs….

WE WANT TO HEAR FROM YOU! For many of us working in bushcraft and outdoor learning, the winter is often a quieter time when our attention perhaps turns to kit maintenance and learning or practicing new skills. With the field of bushcraft being so broad, there is always something new to learn or to practice, consolidate or refine. We’d love you to share what you’re up to this winter - what are you repairing or maintaining? Have you decided to learn a completely new skill? Are you making something to practice a technique? Are you doing this alone or as a group? Get in touch at info@wildlycurious.co.uk (Mel Grenfell, IOL Bushcraft Professional Practice Group).

Engage, Commit, Shadow, Deliver, Develop A number of our Bushcraft Professional Practice Group (PPG) members are also members of BushscoutUK, which is a National Scout Active Support Unit for the Scout Association. Their membership is made up of volunteer Scout Leaders from all over the UK who have a passion for teaching traditional and practical Scouting skills to other Scout Leaders. Their main purpose is to provide training for adult volunteers within the Scouts, and also support a number of large Scouting events around the UK. Some of the subjects they cover on their practical skills training days are as follows: knife safety & skills; axe/ saw safety & skills; backwoods cooking; tarpology & tents; fire; kelly kettles & water purification; pioneering; crafts; and game preparation.

RAFTING

K OUT UPCOMING TICE GROUP RAFT

Terry Longhurst (former PPG Executive Committee member) is the founder of Bushscout, which he set up in 2012, with the aim of equipping adult volunteers in Scouting with the practical skills that they’d need to keep those traditional outdoor skills alive for generations to come. Terry has just stepped down to enjoy some well-deserved time with his family, but the work of Bushscout continues. With around 170 members (and still growing), Bushscout has become the go-to provider for practical skills teaching in UK Scouting. Members earn a series of neckerchiefs and awards for increasing levels of commitment and skills. Bushscout is an organisational member of the IOL - for more information, head to the website.

IOL Bushcraft Professional Practice Group Spring Conference 2024 - Danemead Scout Campsite (near Broxbourne, Hertfordshire Friday 1st - Sunday 3rd March Tickets will be available very soon on the IOL website - just head to outdoor-learning.org and click on events. There are a range of tickets to accommodate everyone, including:

Weekend ticket, fully-catered with camping - £135 Weekend ticket, fully-catered with shared indoor accommodation - £150 Saturday day ticket, including lunch and evening meal - £80 Saturday day ticket, un-catered - £70 We’ve a fantastic line-up of workshop presenters, an exciting keynote speaker, a Friday evening campfire Q&A session, delicious campfire-cooked meals, the traditional conference raffle, the popular express workshops, competitions, networking, discussions and so much more. Join us in 34 acres of beautiful ancient coppiced woodland for a weekend of upskilling, professional development, inspirational encounters and enjoyment! Article images and words provided by Mel Grenfell. Author retains copyright.

WOODLAND

NEW SERIES

Tim Chamberlain worked with children, students and scientists for 15 years. Qualified as a zoologist and sculptor he holds industry qualifications relating to safety, rope access, advanced canopy access techniques and rescue. He is now Chief Instructor in Honduras for Canopy Access using skills gained in rigging and risk management as an outdoor instructor and tree climbing expert. As an active volunteer he is a Verifier for the Woodland Trust’s Ancient Tree Inventory and also works on rare raptors in partnership with Forestry England as a member of the Dorset Raptor Study Group. For me, winter is a wonderful time as it reveals woodland architecture and the never-ending inventory of tree forms with all their funky branches, gnarly tree holes and cool fungi. As a professional tree climber who spends a considerable part of the year aloft in the canopy, I pay particular attention to the branches, looking for clues that can give me new insights into the structural health of individual trees. Indeed, some trees are like old friends that I visit throughout the year. As someone who is passionate about connecting people with nature, I’m lucky to have my dream job as a tree climbing instructor with Canopy Access. We train and guide students, scientists and filmmakers in the UK and further afield. However, tree climbing is about so much more than just getting up there! As we explore, we provide space for people to experience something we call ‘tree time’; using all our senses we take a moment to engage with the tree which we are climbing and the natural world around us.

space have a higher birth weight (1). Researchers have also shown that people living near trees and green spaces are less likely to be obese, inactive or take antidepressants, with doctors prescribing fewer anti-depressants in urban areas with more trees on the street (2). While having tree views from hospital windows can decrease recovery time (3), spending time in nature has also been found to improve creativity and to counter illnesses including cancer, strokes, gastric ulcers, depression, anxiety and stress as well as improve concentration and memory. Exposure to trees, the sky and birdsong in cities can improve mental wellbeing and the psychological benefits of walking through forests are seen as significant (4). Trees, therefore, not only improve our psychological health when we are near them, but they also contribute to the general health of our bodies. They do this in part by absorbing the airborne pollutants which exacerbate respiratory and heart conditions and carry carcinogens. Even better is the fact that trees not only absorb harmful chemicals, but they also release beneficial ones called phytoncides, which have been found to boost the immune system (5).

Walking in the woods and looking at loopy, swoopy, angular, bumpy branches is a lot of fun and, yet, far from just idle pleasure. In our modern world of endless distractions, where it is all too easy to become disconnected from the natural world around us, there is growing recognition of the wide-reaching benefits of forests and woodland for wellness and health. It’s well known that woodland brings benefits including carbon capture, flood management, and the reduction of water and air pollution, but more recent published papers show forests can also offer a range of positive health impacts, with doctors now prescribing nature experiences as a way to help improve our physical and mental health.

What are some of the benefits of woodlands for wellness? Research has shown that trees and green spaces can offer multiple health benefits from allergy reduction to increases in self-esteem and mental wellbeing. Access to nature can prove vital for good mental and physical health at all ages. Living in areas with more green space correlates with lower levels of cortisol, a stress hormone, and also significantly reduces income-related health inequalities which helps to counter the effect of deprivation. Its effect has been further noted in newborn babies where those born in areas of abundant green

Article images have been provided by the author, apart from image 4 and image 6 which have been provided by Joseph Taylforth and Chris Hilditch respectively. All photographers retain copyright.

D WELLNESS Forests and dementia As people are living longer, diseases associated with older age are becoming more common. However, nature has some possible solutions. Research into the link between the positive impact of nature and its effect on early-stage dementia shows the potential for woodland areas to have considerable beneficial effects (6). This was observed during a 10-week pilot woodland activity programme for people with early-stage dementia, where woodlands were found to promote mental wellbeing. The programme was delivered by Forestry Commission Scotland rangers and gave participants many positive outcomes such as a sense of freedom, meaning and identity, social connection, inclusion and a space for discussion, something which is so often missing for people in

WOODLAND WELLNESS

the early stages of dementia (7). Being in woodland was seen as central to these beneficial outcomes.

How can we instil the importance of forests in our children? As kids, trees and woodlands are a rich source of wonder and play. Simple interactions with nature in forests offer stimulating experiences where curiosity can develop, helping young minds to be curious and to develop a sense of “adventure in its purest form” (8). Being in a tree is a very special part of this and, for many, climbing trees is a core childhood experience. Forming a key part of the forest school programme, climbing and accessing trees allows an important learning opportunity through guided play. This play, as well as being lots of fun, helping hone motor skills and further develop proprioception, also performs an additional role in that it allows young children to learn how to assess risk and, therefore, how to be safer in the outdoors (9).

Once you’ve chosen your tree, you can reach out and say hello, touch its bark, be curious and find wonder, there will always be something to discover. Once you’ve spent a moment in its company, see how it makes you feel. You could also try drawing it, writing a poem or simply spend time reflecting on what you discovered, all without leaving the ground. As tree climbing experts, we too look forward to walks in the woods and springtime’s leaf-burst as we draw up plans for quality time up in the canopy - not only to seek out adventure, but also to reap the health benefits our tree friends provide us with. So, take a moment to notice and enjoy your local trees, they may be impacting you and your health more than you think! p

How are these benefits being harnessed? One way these benefits are being harnessed is through a technique known as shinrin-yoku or forest bathing. Becoming popular in Japan in the 1980’s, shinrin-yoku literally translates to “taking in the forest atmosphere” and involves consciously connecting with the forest surroundings by engaging all of our senses. This can begin by smelling the air and the earthy scent of damp soil, listening out for birdsong and the sweet sound of the wind in the branches. As you look around at the patterns in the bark and light streaming through the canopy, you can reach out to feel the damp moss at your feet and the warmth of the sun as it breaks through the leaves; you can even taste the freshness in the air! And the great thing is that it doesn’t matter how fit or unfit you are, forest bathing is accessible to all and, put simply, involves ‘slowing down’ and spending time in a forest, or anywhere with trees for that matter. The key thing is that you should try and experience the forest without technology or other distractions (10). This may become increasingly accessible in the UK through our medical healthcare system. Here in the UK, an estimated one in five patients consult their GP for what are primarily social problems, for which traditional medical interventions and treatments do not help. Doctors are now able to offer social prescribing as a non-medical solution and, as well as being popular with both patients and GPs, there is supportive evidence for its potential to reduce demands on primary and secondary healthcare. Following referral by a GP, some studies demonstrated nearly a 30% reduction in demand for GP services, others reported an average 24% fall in attendance at A&E, with “statistically significant drops in secondary care referrals” up to 18 months after referral. As a whole, the shared costs of social prescribing appear to give an improved return on investment making it “a more affordable and worthwhile intervention for the health service to consider” (11) .

Conclusion Trees can provide us with a deep sense of wellbeing. As rates of anxiety and depression are increasing in young people (12), it’s now more important for children and young people to have access to all the benefits discussed above, (e.g. stress relief, lowering rates of anxiety, depression, etc.). With so many different ways to interact with nature, a great way to develop an interest is to find a favourite tree. This may be in a garden, local park, school grounds or nearby woodland. You might choose it because of its size or shape, a special branch you can touch or sit on, or for the shelter its leaves offer. Or maybe because it reminds you of someone, of shared time spent there with friends.

References 1. Toda, M. T., et al. (2022) “Exposure to natural environments during pregnancy and birth outcomes in 11 European birth cohorts.” Environment international 170: 107648. 2. Brink, P. t., Schweitzer, J., Jones, H. & Blake, R (2017). Nature for Health and Equity. Friends of the Earth Europe for Inst. for European Environmental Policy: http://www.foeeurope.org/sites/default/files/biodiversity/2017/briefing-naturehealth-and-equity-march-2017.pdf 3.Ulrich. R. S., (1984). View through a window may influence recovery from surgery. Science. Vol 224, Issue 4647. 4.Sherwood, H. (2019) Getting back to nature: how forest bathing can make us feel better. The Guardian: https://www.theguardian.com/environment/2019/ jun/08/forest-bathing-japanese-practice-in-west-wellbeing 5. Li Q et.al. (2008) Visiting a forest, but not a city, increases human natural killer activity and expression of anti-cancer proteins International Journal of Immunopathology and Pharmacology; 21(1). 6. Cessford, E (2016) Helping dementia with forest therapy, John Muir Trust Journal: 61 (Autumn) (https://www.johnmuirtrust.org/resources/361-journal61-autumn-2016). 7. Cook, M. (2015) Research note: Forests as places of mental well-being for people with dementia; Forest Research: https://cdn.forestresearch. gov.uk/2015/05/fcrn019.pdf 8. Holmes, N. (2023) Enabling adventurous lives through adventurous mindsets. Horizons: 103 (Autumn); Institute of Outdoor Learning. 9. McGurk, L. (2022) Parents – Stop Worrying and Let Your Children Climb Trees! Open Air Life: https://rainorshinemamma.com/ parents-stop-worrying-and-let-your-children-climb-trees/ 10. LI. Q. (2018) ‘Forest Bathing’ Is Great for Your Health. Here’s How to Do It; Time ideas: https://time.com/5259602/japanese-forest-bathing/ 11. Polley, M.J. and Pilkington, K. 2017. A review of the evidence assessing impact of social prescribing on healthcare demand and cost implications. University of Westminster: http://tinyurl.com/westminsterresearch 12. Dykxhoorn, J., Osborn, D., Walters, K., Kirkbride, J., Gnani, S., & Lazzarino, A. (2023). Temporal patterns in the recorded annual incidence of common mental disorders over two decades in the United Kingdom: A primary care cohort study. Psychological Medicine, 1-12.

OPINION

PRESERVATION

THROUGH

USE Ron Bulmer explores how important cultural assets and traditions can be championed, celebrated and preserved in the outdoors.

that earn their keep in water activities. The plastics revolution may have simplified the whole approach to getting out onto the water, but not if you are one of those rare types who build water-borne craft from scratch or are Scandinavian. However, the legacy of the clinker-built Viking longboat is alive and well – but only just. Right across Scandinavia there is a raw drive to ensure the future of clinker-built boats, a design that has lasted a millennium with many and varied regional variations, but a common ancestry that is unmistakably evident. Clinker-built refers to the planking on a boat’s hull which overlaps and is held in place by a nail – which, when struck, makes a ‘clink’ sound. The clinker-built boat has truly stood the test of time, well over a millennium in fact. Their solid seaworthiness is justifiably legendary. Indeed, in 2016 a replica longboat traversed the Atlantic, leaving Norway and calling at Iceland, Greenland, the United States and Canada. In the summer of 2023, the ‘Saga Farmann,’ sailed from just south of Oslo to Istanbul.

Community-led For the Viking enthusiast, Tønsberg, a small coastal town nestled in the Færder maritime national park, has several replica longships that are all sailed at regular intervals, with another (at the time of writing) under construction. The other major ongoing maritime community project there is the Kystkultursenter (coastal centre) which is a community focal point, with workshops where a variety of boats can be worked on with youngsters making model boats to sell. The coastal centre has jetties, meeting rooms, a kitchen selling hot food – all achieved by volunteers. However, the heart of all this effort is getting out on the water, preferably in clinkerbuilt rowing boats – many of which were built on site and are certainly repaired there. It is a true hub of traditional outdoor craft and is carefully maintained across generations.

Ron Bulmer has been a member of the IOL for 50 years. He is now engaged in studying for a Master’s degree by Research at the University of Highlands and Islands. He remains a Relief Instructor at the Maritime Department, UHI Orkney. He can be contacted at: ron.bulmer@uhi.ac.uk.

In the modern world of outdoor learning, it’s easy to forget about some of the traditional cultural assets and perspectives that get lost behind modern approaches and equipment. I am a firm believer in preservation through use - the idea that valuable aspects of history and culture can only be truly maintained by promoting and popularising their use. In this article, I will explore an example from my own interests, which is the clinker-built boats of Scandinavia. However, the concept could be re-imagined for many issues across outdoor learning, including the use of traditional materials in clothing development and traditional materials in shelter building.

Tried and tested For centres with boats, particularly with sailing boats, part of the winter chore is refurbishing, re-varnishing, checking for cracks, wear and tear – indeed, this could apply to other crafts

The boat in the foreground is one hundred years old and the intention is to restore it to a sea-worthy condition.

They also have their own sail training vessel, ST Berntine, which was originally used for hunting seals. However, this project has its own management sub-committee, all of which is run by volunteers – it is very much a community enterprise, reflecting their maritime heritage. It is against this backdrop that Tønsberg was chosen as the venue for a major conference dedicated to the Nordic clinker-built boat and allied traditions.

PRESERVATION THROUGH USE

At the 2023 Nordic Traditional Clinker-built Boats Intangible Cultural Heritage Conference at Roskilde in Denmark, the Nordic Clinker Boat Charter was formally adopted. The key Article, for me, is Article 9:

Safeguarding through use: The main principle for the transfer of knowledge about the Nordic clinker boat traditions is safeguarding through use.

ST Berntine, former seal hunting vessel, now a sail trainer

A Scandinavian conference In 2021, UNESCO recognised and accepted a joint Scandinavian bid to have traditional Nordic clinker-built boats entered onto the Convention of Intangible Cultural Heritage. This was an impressive achievement. In October 2022, the Norwegian lead agency, Kysten Forbundet (Coastal Federation), headed up a conference to both celebrate the achievement and plan future development. Kysten Forbundet supports the wealth of coastal volunteer teams that are scattered along Norway’s extensive coastline. These teams endeavour to maintain the local maritime infrastructure whilst building and, importantly, sailing traditional boats – it is very much a community driven enterprise.

As a principle, I feel this should be adopted across other areas of modern life, including outdoor education – traditions around clothing, lifestyle, building and travel could be maintained just as the clinker boat tradition is in Scandinavia. I believe that cultural assets should not be treated as sedentary exhibits, but as relevant vehicles for 21st century adventure.

Of course, the concerns are ones that outdoor educators will be all too familiar with. The cost of utility bills, the dearth of volunteers, how to engage with youth, bidding for additional funding and liaising with various authorities from local councils to national government. At times, the picture was quite gloomy, yet there were inspirational moments; one conference delegate had devised a program using computeraided design imagery as an approach to engage interest among young people in traditional boat building. Another started manufacturing specialist nails for traditional boat building, helping to support his traditional sail making business. A friend, who is a mediation officer at the Norwegian National Maritime Museum (which is also an academic and research institution), told me she had bought some traditional mittens. They were expensive, yet expected to last a lifetime. These mitts were fashioned from traditional materials in a traditional style and outperformed modern equivalents. I’m not necessarily making the argument that we should all revert to knee-length breeks and Tricouni nailed mountaineering boots, but indigenous folk from places like Greenland will tell you that traditional clothing is far superior to contemporary materials.

Does it have to be plastic? It’s all about sustainable practices and how techniques and approaches from across the traditions of outdoor activities/ education can be adopted across the board. In the case of clinker-built boats, with responsibly managed resources and a sustainable approach, the wood should last forever. Wooden boats are individually built, meaning each build is unique, unlike the homogenous design of plastics. With natural materials there is a greater connectivity to the natural world.

Compare and contrast Engaging with Kysten Forbundet demonstrated to me invaluable approaches to outdoor access, the rationale and, indeed, the cultural divide. It was the perfect example of how important cultural assets and perspectives can be celebrated and preserved – an approach which I feel outdoor education could emphasise and champion.

Venturing into Scapa Flow in a South Isles Orkney Yole. Dog mandatory.

The concept of ‘the journey’ is deeply rooted in the philosophy of outdoor learning, but from ‘the tree to rigging’ is very much part of the Scandinavian ethos and a thought-provoking methodology to keep heritage alive and real. Surely there is room for discussion here - outdoor learning is about journeys in all their various forms and I think most would agree that it should also be about connectivity and sustainability. As Article 9 of the Nordic Clinker Boat Charter states ‘…safeguarding through use” could be a guiding principle. To finish, I must acknowledge the help and support from friends and colleagues with the Kysten Forbundet. In addendum: when the article was originally written, UK government recognised UNESCO’s Convention of Intangible Cultural Heritage, but the matter of joining was ‘under review’. However, just before Christmas 2023, the Department for Culture, Media and Sport, announced a public consultation with the intention of joining the Convention. This change of policy can only advance the dialogue, diversity and visibility of such heritage assets; it opens opportunities to increase revenue opportunities and, importantly, engenders muchneeded support for the promotion and development of sustainable adventurous journeys within our own outdoor communities and culture p Article images have been provided by the author. The author retains copyright.

DIVERSITY IN

LEADERSHIP Mike Wardle takes us through his research on diversity at the leadership level in outdoor centres

Mike Wardle has worked in the field of education for 40 years. This has been in the areas of academia, public management and sport leadership. He has been employed in the field of youth work, as a teacher both in the UK and Africa and in coaching in outdoor education. He is presently Director of Shadwell Basin Outdoor Centre, which is a charity in East London.

Introduction Within the field of outdoor education, it is strongly agreed through documentation and evidence that there is a lack of diversity with regards to people of colour at the leadership level. There is a lack of literature around people of colour in leadership in outdoor education within research studies. Further to this, there is a void in knowledge and lack of investigative approach associated with the field in question. As such, I undertook a small-scale exploratory case study as part of my master’s research in an outdoor centre which sought to investigate the experiences of people of colour in leadership in outdoor education. In this article, I will discuss my approach, the aims of the study and the findings.

Aims of the study The aim of this study was to elicit the voices and experiences of people of colour in the field of leadership in outdoor education. The study participants identified as people of colour in leadership positions in outdoor education. The study context was an outdoor centre, of which I (as the author) am head. The two research questions which I sought to answer were: What are the issues related to people of colour in leadership in an outdoor education centre?

How can we ensure opportunities in leadership are developed for people of colour in outdoor education?

Collecting and analysing data The data collection process made up two stages of the fourstage research design, with analysis making up the other two. To begin, one-to-one interviews of around ninety minutes were undertaken with all six participants (three male and three female). The six-phase method of ‘Inductive Thematic Analysis’ (1) was used for data analysis. 179 different data extracts (statements, opinions, or ideas) were recorded from participant interviews. These were grouped under 42 coding names (for example, ‘Training and Qualifications’) and were put under the most relevant research question(s) as answers. Frequency and volume of data per code was used to select the most relevant to develop into themes. Two initial thematic diagrams were developed under each research question. Further data collection came in the form of focus groups which were created by participants. They were presented with the two research questions and related thematic maps (as mentioned above) and selected the three most important themes from each thematic map. This created two final thematic maps. This was done to maintain the trustworthiness of the collected data. These two thematic maps were used for final analysis and discussion.

Findings The participants were asked to rank, in order of importance, the themes developed from the interviews as below. As such, three primary themes were generated from research question one: lack of diversity; self-limiting actions; and access to the environment. The quotes expressed below are drawn from focus group data.

DIVERSITY IN LEADERSHIP

Lack of diversity This theme was the root issue that everything else depended on, ‘lack of diversity is first as everything else stems from this’. Past experiences were recollected, ‘even when you are on programmes that are for diversity, it still feels like it is up to you because the facilitators are still all white’. A sense of frustration emerged around how much assistance centres provide, ‘some centres are in urban areas next to diverse populations, and they are not reaching them’. Participants discussed other reasons for the lack of diversity, with ‘societal attitudes’ proving a prominent focal point after institutional responsibility - ‘I feel societal attitudes are what dictate access to the environment and other areas’. There were different reasons given for the lack of diversity, but the group agreed this was the biggest issue for people of colour in leadership.

Self-limiting behaviours One participant narrated a story where they were the only person of colour out of 120 competitors at a sailing event. ‘It is not easy, but I need to focus on people who are nice to me to stop self-limiting actions’. The group agreed there were several issues that contributed towards self-limiting behaviours. One participant commented that, ‘knowing people who look like you are doing these things, leading, then your perceptions change as seeing the outdoors as adventurous and not dangerous’. Having the confidence to step into a white world was identified as a challenge and barrier, with discussions on imposing limitations on yourself associated with role models - ‘outdoor sports, to be fair, do not have role models’. It was also the belief of some participants that self-limiting behaviour grew out of lack of diversity. It was, in a sense, a self-fulfilling prophecy as one was closely related to the other.

Access to the environment Most importantly, it was felt that financial accessibility was due to professional costs and the demographics of people of colour living mostly in urban areas, where travelling to the outdoors was difficult. One participant commented that ‘I do think that most people [of colour] cannot afford to do outdoor activities’. One participant commented on physical access that ‘in the city it is hard to get access to water and the outdoor environment’. Some felt upbringing restricted access to the environment, with one participant commenting that ‘if parents are not into outdoor sports, then this can be a problem’. Further to this, it was felt that organisations played a part in restricting access. ‘If centres are not reaching out this can be a problem of access’. Findings from research question two prompted the exploration of three further themes, which were: good role models; access to workplace and employment; and awareness.

Good role models Reflecting interview data, there were strong feelings about the importance of leadership role models to ensure opportunities. It was seen as, ‘really important to have role models that affect your identity, that is what builds your confidence’. One participant explained about an older leader who had inspired them saying, ‘when I saw this person, I thought they were the coolest cat in town’. This triggered a younger participant to say, ‘that’s like you with me’. It was an inter-generational moment as regards the power of role models, with surprise on the face of the older leader about the affect they had. It was thought that having role models and mentors was a solution to a lack of diversity. ‘Having role models will boost your self-confidence, if we put a lack of diversity first as an issue then role models should come first’.

DIVERSITY IN LEADERSHIP

Others felt that access would be easier if role models were present at work. ‘To have a good role model is your way in, otherwise you will not be interested’. This opened a discussion on access to employment.

Access to workplace and employment One participant thought workplace access as opposed to role models was more important: ‘I think access to workplace and employment is important, as if there are opportunities then good role models are not so important, role models are less important if the opportunities are available’. From this, there were discussions around the ideal situation where employment access and role models in combination would develop opportunities. One participant commented, ‘most people do not have platforms to assist them to become leaders’. It was also felt that management should bear responsibility for creating pathways and opportunities, reflecting interview data. However, even though some participants had been on leadership programmes specifically for people of colour, the theme of ‘positive discrimination’ was not seen as one of the three most important themes.

Awareness ‘Awareness’ discussions revolved around two meanings. Firstly, ‘the awareness of our potential from the industry’. This puts the responsibility on the outdoor industry, with a need by organisations to seek out potential in people of colour. In frustration, another participant said, ‘a lot of people do not understand why we do not just come, that is the local ethnic population’ - this referred to organisations making spaces easier to enter. There were comments related to the context and the higher percentage of staff from ethnic backgrounds. ‘We are lucky to have this centre otherwise I do not know where I would have gone’. The second meaning is related to ‘the awareness of opportunities that exist for us’ as one participant put it. It was felt that people of colour should themselves seek out opportunities that existed. This was related to self-value and self-worth during the discussion: ‘we need to show positive affirmation of ourselves to be ourselves’.

Summary and conclusions There was a wealth of in-depth data that emerged from the study. To focus this, the discussion from the findings concentrated on what it means for literature and related theories, what the findings indicate as regards the research questions and what contextual meanings appeared. There were a number of conclusions put forward related to these three areas according to the research: • • • • • • • •

The field could benefit from more exploratory and investigative research using self-awareness and qualitative approaches. More exploratory research on self-limiting behaviours, with an emphasis too on self- building leadership pathways is needed. The important factor of intersectionality (interconnected effects of other factors such as gender or faith) needs to be acknowledged and its influence studied more. The importance of positive role models and good self-chosen mentors to create personal identification is of high value. There is a need for equal opportunities and targeted positive action measures through access to networks and employment, with management taking responsibility. There is need for change to be driven from grassroots level upwards with an emphasis on the individual and the organisation to change society. Although the contextual setting for the research has a higher-than-average percentage of people of colour in leadership roles, it is noted that there is no policy document supporting this. This is a need for each organisation. There is a wealth of rich data from this study that can be used to generate further research and a discourse - models or frameworks could be applied as a lens to examine this further.

Finally, for those wanting to make a difference or those in positions of responsibility, they need to ask some specific questions: ‘whose voice is (and is not) being heard, how that voice is being heard, and ultimately why it is being heard’ (2) p References 1. Braun, V. and Clark, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3 (2), pp. 77-101. 2. Rose, J. and Paisley, K. (2012) White Privilege in Experiential Education: A Critical Reflection, Leisure Sciences: An Interdisciplinary Journal, vol. 34, no.2, pp.136-154.

ASSESSING QUALITY IN

OUTDOOR LEARNING Dave Harvey runs his own outdoor learning consultancy, research and training business. He is involved in a wide range of projects that seek to develop the sector and improve access to its benefits. The author would like to thank Dr Roger Hopper, Graham French, Glen Probert, Ed Sibson and Dan Whittaker for their ideas and comments on this article.

This article proposes a conceptual framework that helps providers to answer these questions and offers a range of ways of looking at quality of provision. Drawing on a model of quality assessment widely used in the health sector and combining the idea of a ‘theory of change’ (2), it brings together ideas from existing practice, publications, and academic theory to create a new model for assessing quality in OL.

How do you judge quality? The answer to that question will likely vary depending on a wide number of factors that relate to what is being assessed (e.g., a product, an experience, a facility, a service, etc.), expectations, and the meeting of needs. These perceptions may be influenced by contextual factors such as cultural background, societal structures and personal experiences, leading to highly subjective views.

A theory of change (ToC) is the thinking behind the change a programme or service wants to achieve. It makes very clear the rationale which the work is based upon and sets out the link between the needs in a specific context and the impact a particular programme or service is intended to have on those needs. Developing a ToC begins with understanding the gap that the programme is trying to address, the background needs of the people that you are intending to work with and the organisational and personal values that drive the provision, collectively referred to as the context of the programme. This, in turn, leads to an appreciation of the longer-term sustained impact that the programme is trying to contribute to, something that participants can only achieve for themselves and that may be influenced by numerous other experiences and interventions beyond the specifics of the OL programme.

Understanding the idea of quality in outdoor learning (OL) can therefore be challenging. The term itself can refer to how good or bad something is or be used to claim a high standard - within the outdoor sector there are multiple interpretations of high quality which is reflected in the wide range of available frameworks, qualifications, accreditations, and awards. Looking from the ‘outside-in’ this can be seen as a lack of coherence and, to those tasked with making decisions around educational aims or evaluating programme quality, somewhat bewildering. In the UK, as with many other Western countries, there is an increasing emphasis on inspection and outcome frameworks to gauge the value of an intervention. While it can be argued that reducing everything to a set of tick boxes misses an essential emotional element of the outdoor experience, such frameworks are a part of the accountability culture that currently dominates our society. They also serve to break down an overall experience, product or service into manageable chunks that can help participants, practitioners and observers make valid judgements, helping them to understand just what it is that leads them to recognise quality. In their recent book ‘Outdoor Learning Across the Curriculum’ (see page 36 for a review of this book), Beames, Higgins, Nicol and Smith (1) attempt to address this challenge by providing teachers with a series of questions to ask providers as a route to assessing quality. They are aimed at schools who are talking to a residential provider, but have relevance across all aspects of OL provision: 1. What theories or educational frameworks do the providers use to support learning? 2. What qualifies the provider’s staff to deliver the aims of the visit? 3. What are the educational purposes of the timetable, how are the activities appropriate for achieving the aims, and what evidence is there for this?

Theory of change

OL programmes, through facilitated activities and experiences (the mechanisms of change), can lead to specific outcomes which contribute to the sustained long-term impact. The ‘mechanisms of change’ created by providers of OL include not just the activities, but the conditions that will contribute to the outcomes achieved by participants that can be measured. Underpinning the ToC is an appreciation of ‘quality’, which considers consistency across different practitioners and participants and depends on the criteria agreed to gauge success. A ToC helps to articulate why an intervention works and sets out a framework to help evaluate its effectiveness - a recommended strategy to improve the evidence supporting OL (3). There are obvious benefits in being able to justify OL approaches at all levels of decision-making, but the primary reason is to increase the impact on the lives of the people with whom we work. It is not just about proving the value and effectiveness of an intervention, but also about improving its quality.

Defining quality Any assessment of quality must be based on a shared understanding of what quality is. The idea of quality is highly subjective and essentially a set of value judgements that reflect a person or organisation’s point of view. As such, it is challenging to arrive at a definition that meets every stakeholder’s expectations, especially in a field as broad as outdoor learning. The criteria that are used to define quality will influence the methods used to assess OL.

What can be assessed? In the clinical healthcare sector, the Donabedian model (4) is widely used for measuring the quality of care. The model proposes three aspects of provision that can be assessed to inform a judgement of quality – structure (the physical and organisational characteristics of the provision), processes (what is delivered to the participants) and outcomes (the effects the programme has) – that have relevance to the outdoor learning sector. The model can be presented as a linear sequence and, thus, is similar to the structure of a ToC. Designing a ToC is often achieved by working backwards from the desired long-term outcomes to arrive at the activities and conditions that will create the best chance of achieving the programme specific outcomes – so that is where we’ll start. Outcomes, both short-term and longer-term (impact), provide the ultimate assessment of effectiveness of an OL intervention. The English Outdoor Council’s definition of High Quality Outdoor Learning (5) captures ten categories of outcomes that can be used as a framework to assess effectiveness and has been widely used across the OL sector. Other frameworks can be applied, for example, through specific school curricula or syllabi, outcomes frameworks or identified needs. However, issues exist around capturing meaningful outcomes data relating to the highly subjective areas of feelings, emotions and attitudes (6). Furthermore, outcomes and impact can, in certain contexts, be difficult to measure and attribute specifically to the OL intervention in question. The second part of the Donabedian model that can be assessed involves looking at the processes involved. What is involved in such an assessment demands careful consideration – what may be appropriate in one context may be less so in another. Teaching and youth work standards, school inspection criteria, apprenticeship frameworks and National Governing Body criteria all offer potential solutions. For those assessing the quality of processes it is most clearly represented by what they see and feel on the ground, and will broadly cover aspects of planning for learning, the relationships between leaders and participants, how the learning is facilitated, how the learning environment is managed, and how learning is assessed and progressed. From a provider perspective, it may also be beneficial to include aspects such as programme continuity and flow, inclusion, sustainability, continuity, adaptability and reactivity to change, etc. Work on this aspect, commissioned by the IOL, is currently underway based on the idea of a common framework applicable to all approaches and settings (see page 6). The settings where the outdoor learning takes place, through their structures and systems, provide the third source of quality assessments within the Donabedian model. Information is relatively accessible and can be checked or assessed against agreed criteria. Statutory schemes, such as the UK’s Adventure Activity Licensing Authority (AALA) (7) inspections of adventurous activities, are supplemented by a range of externally assessed voluntary accreditations (for example, the Learning Outside the Classroom Quality Badge, 8), covering broadly similar areas of provision including health and safety policies and procedures, emergency procedures, use of vehicles, staff competence, safeguarding, accommodation and data protection. Some schemes, but not all and to varying degrees, also assess teaching and learning, overlapping with the process domain. The Donabedian quality assessment model can be reframed in the context of outdoor learning (see Figure 1 on page 30).

Linking the elements together: theory of change Combining the three elements of outcomes, process and structure with a theory of change provides a framework that addresses the potential criticisms of each element of the Donabedian model when viewed in isolation. Donabedian (4) highlighted the connection between means (processes) and ends (outcomes), where the outcomes ‘are themselves the means to still further ends’. In the language of a theory of change, this is the connection between what happens during the programme, the outcomes that are achieved through it and the sustained longer-term impact that the programme outcomes contribute to. The processes and structures from the Donabedian model are the ‘mechanisms of change’ within the ToC that contribute to achieving the desired outcomes. The context aspect of the ToC emphasises the uniqueness of each intervention and allows for the particular blend of outcomes, process and structure that is being applied. The model (Figure 1) provides a conceptual framework that enables an understanding of quality in the context of the desired change. The ToC is positioned at the centre of the model and links the three domains of structure, process and outcomes. The double headed arrows illustrate how evaluation of each of the domains can influence the others through application of learning.

ASSESSING QUALITY

Figure 1. A conceptual model for assessing quality in outdoor learning.

Applying the model

Summary and final thoughts

The model can be applied to specific contexts across the outdoor learning sector and can be used by users and providers alike to frame quality. Other users might include people commissioning outdoor learning experiences who may be teachers or visit leaders tasked with the experience itself, or they may be advisers or others interested in judging quality. The second group, providers, includes all those offering services to clients, but could also include, for example, schools who deliver their own outdoor learning.

Creating a theory of change helps providers to articulate what they do and why they do it. It draws together the evidence they base their programmes on and makes clear the assumptions and beliefs that underpin their work. By addressing the three different quality domains of structure, process and outcomes, providers will be in a good position to make a strong case for the value and credibility of their work. As a result, users will be better able to make informed decisions regarding the quality of provision.

As a person organising an OL experience and looking to engage a provider, the model offers a framework to guide the decision-making process. If a provider is able to share a theory of change with the organiser it should address the thought processes that underpin the programme offer. External accreditations, evidence of programme evaluations and staff competence combine to create an overall picture of quality. Once the programme is running, a focus on delivery is possible ‘in the moment’ and many judgements about repeat bookings will be made during this phase.

Evaluating quality is challenging and can be controversial. The question, ‘do we value what we measure or measure what we value?’ is highly relevant - the current trend towards the measurement of outcomes that are judged to be desirable is seemingly at odds with an assessment of quality that focuses on process. The discussion is valuable and the framework offered here, while not being the only solution, highlights some of the ways that quality can be judged. It is intended to be flexible enough to allow users to focus on the aspects of provision that they value most and will hopefully prompt further debate p

For a provider, the model sets out the areas that a potential client or commissioning body would be interested in and is likely to ask questions about. Developing a theory of change encourages a close look at what is done and why, and helps other audiences to understand it as well. It also provides the basis for an evaluation framework, enabling providers to gather data that helps to both prove the value of the chosen approach and to identify areas for improvement. The underlying aspect of quality that supports a theory of change is critical for translating theory into practice – evaluating outcomes is less valuable if the key elements of practice (i.e., the mechanisms of change) are not present in the first place. For the wider sector, the model provides a framework that demonstrates awareness and understanding of the issues underpinning quality in outdoor learning. For sector professional bodies it offers a common approach to quality assessment that allows for specific approaches and contexts. Beyond the sector, for example at government level, the model provides a basis for developing guidance for non-specialists with an interest in assessing and evaluating quality.

References 1. Beames, S., Higgins, P., Nicol, R. and Smith, H. (2024) Outdoor Learning Across the Curriculum. Abingdon: Routledge. 2. Institute for Outdoor Learning (n.d.) Theory of Change. Available at: outdoorlearning.org/Good-Practice/Good-Practice/Theory-of-Change 3. Fiennes, C. et al. (2015) The Existing Evidence-Base about the Effectiveness of Outdoor Learning. London: UCL Institute of Education. Evidence for Policy and Practice: Information and Co-ordinating Centre (EPPI-Centre) and Giving Evidence. 4. Donabedian, A (2005). Evaluating the Quality of Medical Care, The Millbank Quarterly, 83 (4) pp. 691-729. 5. Journal of Adventure Education and Outdoor Learning.English Outdoor Council (2015) High Quality Outdoor Learning. English Outdoor Council. 6.Christie, B., Higgins, P. and McLaughlin, P. (2014) ‘“Did you enjoy your holiday?” Can residential outdoor learning benefit mainstream schooling?’, Journal of Adventure Education and Outdoor Learning, 14(1), pp. 1–23. 7. HSE (n.d.) General information on the Adventure Activities Licensing Scheme. Available at: hse.gov.uk/aala/general-information.htm 8. CLOtC (2021) LOtC Quality Badge. Available at:lotc.org.uk/providers/ lotc-quality-badge-2/

CANOEING FOR NATURE CONNECTION I’m Pete and I run Exploring, etc, a company that provides outdoor adventure activities in the north-east of England. This includes outdoor education programs for schools and “Nature for Wellbeing” workshops for adult groups from various organisations and businesses. Alongside this work, I am studying for a Masters in Outdoor Education. Contact me on my website. E.O. Wilson’s “biophilia hypothesis” (1) posits that we have an evolved affinity with life. This potentially explains why canoeists are drawn to time on the river. Britain’s rivers can be rich with life. They are habitats for a wealth of species including river mosses, a whole world in miniature of invertebrates and dippers that eat them, freshwater fish being preyed on by kingfishers or otters, salmon spawning on clean gravels, and, in the very best rivers, the very rare and special pearl mussels. Drawing on Wilson’s work, Lumber and colleagues (2) have identified five pathways to nature connectedness. They are contact, emotion, beauty, meaning and compassion. Perhaps surprisingly, their research found that traditional ways to engage the public with nature are less effective, such as sharing facts about nature or teaching people to identify species. It is not that learning about nature isn’t important, but the scientific attitude to nature seems to necessitate a distancing, an objectivity, that separates us from nature. Instead, the five pathways appeal to sensory perception, emotions, artistic aesthetics and a person’s moral compass. Before we try to understand nature objectively, we should fall in love with it subjectively. To try the five pathways out for size, this article will explore their use in the context of river canoeing.

Senses Canoeing can help us engage with nature through the senses. Moments of calm and rhythmic movement lend themselves to a mindful experience of the river surroundings. Simply watching and listening to running water has a certain soothing, hypnotic effect. One minute there’ll be a waft of wild garlic, the next a flash of orange and blue from a kingfisher. Canoeing is a multi-sensory experience. A canoeist is constantly responding to their senses: the balance of the boat, the wind, the water. They are in a constant interplay of perception and action. If this goes wrong for you, and you capsize, you will at least enjoy another sensory experience...swimming.

Emotion Spotting an otter can make the hairs on the back of your neck stand up. There is an emotional heft to being close to a wild animal and being privileged enough to spend time in their presence. Life on the river can inspire a range of emotions. For better nature connection, we must become more aware of how nature makes us feel. Do we feel awe or humility in the face of thousands of gallons of water tumbling headlong towards the sea? Do salmon jumping up a weir make us feel empathy for the struggle of life? The river environment can bring a feeling of vitality. A splash of water to the face after neatly negotiating a rapid can be invigorating. In some languages, such as Scottish Gaelic, there are words that beautifully embody these sentiments. We need to build ourselves a personal vocabulary for how nature is making us feel. Article images have been provided by Conrad Ohnuki. Conrad Ohnuki retains copyright.

Beauty For greater nature connection, canoeists can make space to dwell on what we find beautiful. The physical beauty of a river has inspired many artists across the years. Water reflections bring a harmony between land and sky. Notice what it is about the forms, colours and shapes that we find pleasing. Canoeists might stop to sketch, paint, photograph or film what catches their eye.

Meaning We connect with nature when we use it to communicate concepts symbolically. Rivers are rich in symbolism and meaning. Baptism rituals use rivers to symbolise spiritual cleansing and purification. Rivers can symbolise boundaries and division. Crossing a river can represent transition to a new phase of life. Turbulent water can represent the mercuriality of emotions. The flow of a river can represent the passage of time. The mystery of what is hidden beneath the surface of a river can be symbolic of the hidden depths of the human psyche. Canoeists might reflect on their experiences through creative, metaphorical language, whether they regale their exploits in the pub or pen poetry.

Compassion Nature can be valued moralistically. We have a deeper relationship when we care and then act to look after the places we love. Canoeists take part in the Big Paddle Cleanup or just incorporate some litter picking into their usual paddles. They campaign against river pollution from industry, agriculture and sewage overflows. They help remove invasive species such as Himalayan balsam. They help monitor the health of the river environment with citizen science water quality monitoring such as the Riverflies kick sampling surveys. 65 river catchments in the British Isles have a River Trust.

Conclusion: Down the river Our fortunes are inextricably bound up with the fortunes of the ecosystems we are a part of. When we turn on a tap, it is easy to feel disconnection with the rivers and wildlife that may have played a role in bringing us fresh water. The human exploitation of the natural world has happened in part because of this type of disconnection. We must seek to connect with nature, not just because it’s good for our health and wellbeing, but because it may help us return to living in sympathy with our ecology. Wilson (1984, p1) goes further, saying “our existence depends on this propensity, our spirit is woven from it, hope rises on its currents” p References 1. Wilson, E.O. (1984) Biophilia. Harvard University Press. 2. Lumber, R., Richardson, M. and Sheffield, D. (2017) ‘Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection’, PLoS one, 12(5), p. e0177186.

1. To achieve a healthy and happy body and mind. 2. To become a sociable and confident person. 3. To become a self-directed and creative learner. 4. To be an effective contributor. 5. To be an active global citizen.

THE NATURAL SCHOOLING PROJECT

Deborah Lambert is the Erasmus+ Natural Schooling project lead and co-author of Bloomsbury’s awardwinning National Curriculum Outdoors series of books. Deborah is a former primary and special educational needs teacher, lecturer for the Learning Institute and Outdoor Learning consultant, delivering tailored outdoor curriculum training for schools as well as continuing to work with classes, delivering curriculum linked outdoor learning. She is currently chair of the Natural Schooling Research Interest Group (RIG), which meets online to discuss outdoor learning and provide an international networking opportunity.

Findings from the Erasmus+ Natural Schooling project A 3-year Erasmus+ project, entitled ‘Natural Schooling; using curriculum innovation to improve student outcomes wellbeing and health’ led by the Learning Institute (an outreach arm of Westcountry Schools Trust) has recently successfully concluded. The findings of the project evaluation provide more evidence that an outdoor learning approach to curriculum delivery improves not just student outcomes, wellbeing and health, but the wellbeing and health of the teachers too.

The aim of the natural schooling project was to provide more evidence to support Malone and Waite’s hypothesis, with the outcomes listed above underpinning the project and its evaluation.

The project The Erasmus+ funded project studied the impact of innovating curriculum delivery by using a natural schooling approach. The project partners included schools from the UK, Sweden, Spain and Italy, ranging from mainstream primary and secondary ages to post-16 and special education alternative provision schools – all of whom had varying levels of experience of using the outdoors to support learning, within their settings. Thus, the project provides data of varying approaches to natural schooling delivered in diverse cultural contexts and settings. Each of the project partner schools planned and monitored the impact of a wide variety of natural schooling curriculum innovations which utilised outdoors settings, school grounds or nearby green spaces to learn in nature, about nature and through the natural environment. These included: • • •

•

The natural schooling project evaluation (2) reported on the five key objectives of the project. These were: • • •

What is natural schooling? The broad term ‘outdoor learning’ is commonly interpreted as a wide range of learning and activities that take place outdoors. For the purposes of this research project, the term ‘outdoor learning’ was narrowed down and the title ‘natural schooling’ chosen to better reflect the focus of the project; learning in nature, about nature and through the natural environment. In the natural schooling project, although the outdoors is the place and medium for learning, it also uses the natural world to apply the curriculum. The term ‘natural schooling’ was originally proposed by Malone and Waite (1), who called for more evidence to show that by adopting a natural schooling approach, learning in nature, about nature and through the natural environment, children and young people can achieve 5 key outcomes needed for 21st century learners:

A 3-year building and construction programme to build an outdoor classroom and taking science lessons outdoors all year round (Sweden). A study of flora and fauna along a local river running through the centre of the city and taking part in a citizen science project aligned with the local university (Italy). Creating a school garden and greenhouse to study how plants grow, using the produce in school meals to promote healthy eating. Litter picking, recycling and making art from natural objects (Spain). Building a weather station, using motion sensor cameras to monitor local fauna, editing videos and undertaking species research, and using 360-degree camera apps linking to Google Earth to provide photographs of local species (Spain). From nature to the plate, using foraged ingredients to cook soups, sauces, make tea and dried herbs, and using foraged plants and berries for artwork (UK).

• •

The presence of natural schooling in curricula of participating schools and raised awareness of barriers to its representation in the curriculum. The impact on teachers’ practice and wellbeing. The extent to which natural schooling innovations demonstrated enhanced learning and/or wellbeing outcomes for the learners involved and developed competencies for 21st century living. Any enhanced engagement with the school curriculum and learning by the wider community. Evaluation of the use of the cross-European sharing of information and data about natural environments between learners and teachers involved in the natural schooling project.

Evidence was gathered using a mixture of quantitative and qualitative methods. Partners in the project used observations, semi-structured interviews with teachers and school management, and students’ work to evaluate the impact of natural schooling interventions on student outcomes. Skilled in such professional assessment, teacher report was deemed an appropriate method of evaluating outcomes. Teachers’

personal perspectives were also used to inform responses to the post-project questionnaire. This highly detailed questionnaire, completed by each partner, alongside other information gathering activities, at the final transnational event in Parma, yielded most of the data for the evaluation report. The pre-project questionnaire was used as a benchmark to evaluate the extent to which the originally intended objectives and outcomes had been met.

The evaluation The project evaluation confirmed the results of larger contemporaneous studies on nature-based learning approaches, finding that: a ‘whole school’ approach is best to support pupils’ mental health and their learning ability; building the skills and confidence of teachers is necessary in delivering activities successfully; and easier access to natural spaces, whether in school or nearby, is required. The project evaluation found that, although training by experts was found to be desirable and desired, circumstances meant that many of the teachers and project leaders in each setting also became self-directed learners, undertaking their own research around learning in, about and through nature. Influential circumstances included the covid-19 pandemic, which limited travel and face-to-face training, and staff changes over the course of the 3-year project. Although a deliverytraining approach was initially envisaged for the project, with key theoretical training inputs made throughout, the creativity of partners led to a more co-constructive form of training, with monthly management meetings enabling regular sharing of practice and ideas, which also met the needs of staff that joined the project part-way through. The perceived positive effect of the natural schooling curriculum innovations on teachers’ practice and wellbeing was reflected in all of the data gathered from the international partners in the project. There were no negative responses recorded on the questionnaire in relation to this objective. Responding on a scale from –3 to +3 (from extremely negative to extremely positive impact) in response to the question ‘where would you place the impact of this project on staff wellbeing, professional development and staff effectiveness?’ the responses averaged +2 - a ‘very positive impact’. The most detailed responses from partners across all data collection activities related to the value and impact of transnational collaboration and the way it facilitated the sharing of different pedagogies and teaching techniques as well as broadening understanding of the value of natural schooling. A comment from the Italian partners is particularly notable: “In Italy, a slightly rainy day is considered bad weather and low temperatures cause teachers to stay indoors, with the whole pupil group, even during recess; on the other hand, too hot weather is also a reason to seek shelter indoors. Therefore, for Italians it is always very inspiring to watch teachers and learners gear up and perform outdoor educational activities in this project. Partnering with countries where ‘good’ weather is seldom there has surely helped Italians put many fears in perspective.” (Italy) Project partners reported greater collaboration between staff working on the projects, with an increase in the number of staff willing to adopt a natural schooling approach and increased sharing of good practice. “Natural schooling has helped teachers consider going ‘out’ as more ‘natural’, i.e. normal. More teachers organise outdoor activities than before.” (Italy) “Staff collaboration has increased and the interest in outdoor

Article image 2 has been provided by the author. The author retains copyright.

teaching has increased among staff at the school that have not been involved in the project.” (Sweden) “The natural schooling approach also contributed to use of different teaching approaches, improved knowledge of local resources, more time spent outdoors, confidence in taking pupils off-site, planning different outdoor sessions etc.” (UK) The project evaluation has recommendations for schools wishing to adopt a natural schooling approach. These are that schools should: look for opportunities to enhance curriculum subjects through learning in, about, for and through nature in their local environment; work collaboratively across the whole school with the support of senior leaders to ensure that innovations are recognised, valued, and embedded within the school culture; share their ideas and practice within their school and across other schools, both within their country and internationally - being part of a bigger project appears to support commitment and ambition; and monitor and evaluate their innovations in natural schooling approaches not only to refine and enhance their effectiveness to work across a wide range of abilities and ages to meet their students’ needs appropriately, but also to demonstrate and celebrate success with the wider community.

The value and impact of the natural schooling project is evident in the data gathered and evaluated in the report. Although all the projects faced challenges to varying degrees, the partners remained positive, active and continually looked for ways to meet and overcome challenges. Cross-national sharing was a central and vital element of the project, facilitated through regular monthly online meetings and transnational events hosted by the different partners, fostering positive, collaborative professional relationships and friendships. The value of transnational collaboration that underpinned the overall success of the project cannot be underestimated and is encapsulated by this observation from the Spanish partner: “Globalisation’ is usually linked to negative issues – but this kind of globalisation is what is worth all our efforts.” (Spain) The full evaluation report is now available to view from the project website, which forms one of the project outputs for resource dissemination. Here, you will also be able to access the project handbook, evaluation report and training programme. For further details about the project or to find out more please contact the project lead debbie.lambert@ learninginstitute.co.uk p References 1. Malone, K., & Waite, S. (2016). Student Outcomes and Natural Schooling: Pathways from Evidence to Impact Report. Available online at: https://www.plymouth.ac.uk/news/ report-identifies-ways-to-boost-childrens-quality-of-life-through-outdoor-learning 2. Cuffe, J., Waite, S., Lambert, D. (2023) Project evaluation report: Erasmus+ Natural Schooling: Using curriculum innovation projects to improve student outcomes. Available online at: https://naturalschooling.eu/ erasmus-natural-schooling-evaluation-report-2023/

FORAGING

SERIES

This issue, Lizzy explores the laws around foraging and offers us a recipe to keep you warm during the colder months Lizzy Maskey runs Pippin & Gile a bushcraft school based in the South-East established in 2018. Lizzy has been teaching outdoor eduction since 2013 and moved to formalise and extend her bushcraft knowledge in 2016. Lizzy launched Pippin & Gile after returning from cycling 9000km to Kazakhstan unsupported. When not cycling or teaching, Lizzy is always looking to learn and develop and can be found exploring hedgerows and muddy puddles across the UK and around the world.

Foraging is about so much more than just collecting plants and fungi for the pot. Gathering of any natural materials can come under the heading of foraging. While the depths of winter don’t tend to offer a huge amount of edible plant materials, there are a number of resources that are easily gathered at this time of year - especially fire-lighting materials. Don’t worry though, I’ve got a lovely warming ramen-inspired soup recipe at the end of this article!

Foraging and the Law The Theft Act (1968) states that it is legal to gather the four Fs flowers, fungi, foliage and fruits - for personal use if they aren’t cultivated. However, gathering firewood or other branchy material is not covered under this act, therefore landowners’ permission must be sought to gather such material. Land access varies across the UK, but is especially limited in England where only 8% of land is freely accessible. In addition, it must be noted that access land, as covered under the Countryside and Rights of Way Act (CRoW 2001), only includes the right to walk or walk with a dog on a short lead, it does not include the right to forage and you would be committing trespass if you were to forage on this land. If you think this is unacceptable, please speak to your local MP about this or do some campaigning (rather than choose to ignore the rules). There are also other restrictions on areas such as sites of special scientific interest (SSSIs) and local by-laws. So, that’s the legal side of things, what about the fun part!

Tinder and ember extenders Tinder is any fine grade material that will catch light easily. This can include cotton wool, fine twigs, silver birch bark, thistle heads, dried bracken, dried grasses, tumble dryer fluff... the list goes on. Ember extenders are similar to tinders, but rather than holding or going to flame they often just smoulder. These are really useful materials to put inside a bundle of the larger tinder material for blowing an ember into a flame. These include, but are not limited to, charcloth, King Alfred’s cake, reedmace seeds, rosebay willow-herb seeds, thistle heads and globe artichoke heads. As you can see there is some overlap between the two lists. The winter is a really good time of year to gather these, especially those cold, crisp, frosty days, when many materials have been freeze-dried and the air hasn’t been able to hold much moisture for a while.

Collecting grasses, bracken and other woody seed heads Collecting these tinders is best done in a slow and methodical manner. Stems of grasses and similar materials behave in the same way as twigs when they are dead and dry, in that they will snap; whereas, if they still have life left in them they will bend. So, it is worth gathering your tinder a stem at a time, to ensure that you get the best quality materials for your bundle. On my courses, I usually use a dried grass tinder bundle and a core of either reedmace or reedmace mixed with willowherb. These combinations work well and, more importantly, are easy to gather in large volumes. This is by no means the only or best combination to work with though - nor is there any need to make tinder bundles or ember extenders from only one or two materials. Try a mix of bracken, heather tops, silver birch bark and sticky weed and in the middle a good handful of thistle heads, King Alfred’s cake and rosebay willowherb, especially if you are based in a scrubby moorland area and these resources are easily available. Use what you have to hand, collect in different seasons, store some for the rest of the year, but also challenge yourself with collecting and using purely on the day. December – February is a good time to collect the architectural stems of hogweed, the plant whose seeds I advised gathering in the November issue. These tall dried hollow stems make for fabulous tinder. They burn fast and hot, creating tall leaping flames, but they are quite short lived, so the next layer of material you add will need to be at hand and dry. Other materials that you can still gather at this time of year are dead nettle stems, sticky weed (where it’s been drying after it’s climbed up through hedges) and the super fine moorland grasses that cover the tips of your boots on a walk. Dock and sorrel stems make a good substitute for thin twigs if they are in short supply in your area. Gather a bundle of these and tie them up in a bundle to add to the flames of your fire. As with hogweed stems, this will burn hot and fast, so again make sure you have your next grade of material to add on top.

Winter warmer The 1st of February is Imbolc, a cross-quarter day that marks halfway between the solstice and the equinox. Traditionally it is a time to celebrate the fattening of livestock and the milk of the cows starting to flow. I find at this time of year spring really feels like it is on its way. The snowdrops are marching their white heads ever upwards and there are new shoots appearing daily. It is still bitterly cold, so a hearty warming soup is a perfect lunchtime treat after a long walk in the morning frost. This soup recipe is inspired by the spring greens that are starting to pop out along our hedgerows and in our woodlands and jelly ears - a hardy mushroom that survives the frost. Edible plants that you are likely to see at this time of year include wild cress, cow parsley, nettles and hedge garlic. The

information below is not intended as an identification guide, so please be aware of the need to be 100% certain of your identification before eating anything. As with all new foods, the recommendation is to try a small quantity first to ensure you don’t have an adverse response to it.

Wild cress

The mustard family is a wonderful one for the forager as everything within it is edible. There are a number of bitter cresses including the hairy (Cardamine hirsute) and wavy bitter cress (Cardamine flexuosa). These generally small plants grow in a rosette (like a dandelion), with distinctively lobed leaves - a mix between rocket and cultivated cress. They like bare ground and disturbed soils and will often pop up throughout the winter. Their root structure is very minimal, so I advise cutting their leaves with a small pair of scissors, otherwise you can find yourself accidentally uprooting the whole plant, which as we saw earlier would require the landowner’s permission.

Jack by the hedge - Alliara petiolata

Another plant in the mustard family, this one has a tang of garlic to its leaves, giving it an alternative common name of hedge garlic. A biannual plant, the first year it grows a large rosette of leaves and stores the energy in its roots. The second year it puts up a flower head. It is much lighter in flavour than ransoms, which can easily overpower a dish. The leaves can be found all year round, as they contain a natural antifreeze. Fresh new growth, the bit I’d advise picking, is emerging now.

Above: Rosebay Willowherb Seeds Left: Nettles

Cow parsley - Anthriscus sylvestris

A member of the apiaceae (formally umbellifer) family. There are 70 species in this family, of which 35 are edible, carrots being the one you likely know best. However, there are 5 in this family that will make you seriously ill (or worse). Cow parsley is in the edible half of this family and is one of my favourite plants to forage given its profusion near me and its wonderful taste. Be aware that it is very similar to hemlock, especially in its younger stages, so you need to be incredibly careful with your identification of this plant. I advise people that they live with the apiaceae family for a year, watching them through their various growth stages, before beginning to forage them.

Stinging nettle - Urtica dioica

Stinging nettles grow on high nutrient, recently disturbed soils. Therefore, they often signify contact with habitation or areas of previous habitation. These hardy perennials will be starting to push through the soils now. Pick the top two or four leaves of new growth from areas you know haven’t been sprayed with weedkillers. Either grasp the nettle firmly and crush the stinging hairs or wear a pair of gloves. The heat from the ramen will remove any sting before you eat it. Nettle leaves are great at collecting micro-nutrients, so are a wonderful spring tonic. However, do avoid collecting on exindustrial sites due to their ability to collect chemicals as well as nutrients.

Above: Cow Parsley Left: Bitter Cress Below: Jack by the Hedge in flower

Jelly ear – Auricularia auricula-judae

This mushroom is easily identifiable and grows on a huge range of dead timber. I have even seen it growing on a ply-board sign! Commonly found on Elder (Sambucus nigra), the jelly ear looks, as its name suggests, like an ear - growing as a bracket from the side of a dead section of tree trunk. It has a jelly like texture with a surprising crunch to it. It isn’t strongly flavoured, but absorbs flavours well and dehydrates and rehydrates nicely too.

Early Spring Greens and Jelly Ear Ramen Serves 1

Ingredients • 1 sachet miso paste • 1 nest fine noodles (any type) • 2 handfuls of early spring greens (e.g. wild cress, cow parsley, nettle tops, hedge garlic) • 3-5 jelly ear mushrooms • 1 egg

Left: Bracken and Heather Below: Jelly Ear and Spring Green Ramen

Instructions 1. 2. 3. 4. 5.

Fill a small pan with enough water to boil an egg. Add egg and bring to the boil. Boil for 6 minutes, so it’s hard-boiled. Boil the kettle with a generous mug of water in. Rinse your mushrooms and spring greens in cold water. Using a spatula to hold them, rough chop the nettle tops into small pieces. Slice the jelly ear mushrooms into long thin strips. 6. Find your favourite bowl, add the miso paste and boiling water to the bowl and mix. 7. Add the noodle nest, nettles and jelly ear mushrooms and leave for four minutes. Whilst that sits, shake the water off the other foraged greens and slice them thinly. 8. Add your wild spring greens and stir. 9. Remove the shell of the egg, cut into half or quarters and add to the bowl. 10. Leave to cool for a few minutes until it’s a nice temperature for eating. 11. Eat in loud, slurping mouthfuls, enjoying the simplicity and balance of the flavours and the warming feeling inside p Foraging is undertaken at the risk of the forager. Article images have been provided by the author. The author retains copyright.

BOOK REVIEW Holly Brigham reviews the brand new edition of Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice

Holly is an educator based in Hong Kong, specialising in experiential education and health. She has previously been a Head of Outdoor Education and has been working in and with schools for over 10 years.

There is a distinct possibility that this book will challenge your view on pedagogy, curriculum and our role as educators. One of the new chapters ‘encouraging students and teachers to explore worldviews, ethics and their own responsibilities’ clarifies that student-centred learning is problematic if we don’t also address and challenge our own views, our community and the society we live in. Upon first reading, this seemed like a monumental and daunting task. However, the authors provide the theory, case studies and frameworks for readers to consider, explore and integrate into their practice. Perhaps my favourite of the new chapters is ‘community-based learning’, or CBL, which looks at the frameworks for developing outdoor learning in your setting, the historical rationales for doing so and the understanding that CBL is a reciprocal engagement that may lead to the positive transformation of your community. There are similar pedagogical approaches such as service and place-based learning, but the authors are clear on the benefits, the particulars and how enriching CBL can be for cross-curricular learning and the components of CBL that make it stand apart from place-based and service learning. This book is the outdoor educator’s golden ticket to engagement. For those of you who are are most often based in a classroom, school or centre grounds, this book will inspire you to get out and find those goldenticket moments in your communities and help the community along the way. For those of you who are studying any form of education, you will find this book is meticulously referenced with seminal and current texts and will provide inspiration for your own studies and research. For more information on the new edition of Outdoor Learning Across the Curriculum or to get hold of a copy, click here.

If you are reading Horizons, there is a good chance that you are already an advocate, leader or enthusiast of the concept of learning outside the classroom (LOtC) or outdoor learning (OL). If you are anything like me, you might struggle to engage less knowledgeable or experienced stakeholders in what OL might look like in your setting, or perhaps you already provide it and are looking for theoretical guidance and inspiration. In this comprehensive and insightful book, the authors provide a compelling argument for the integration of outdoor learning into curricula delivered in mainstream schooling environments. They delve into the theoretical underpinnings of outdoor learning, explore its pedagogical benefits and offer practical guidance for educators seeking to implement meaningful outdoor learning opportunities for their students. As a second edition, it fully warrants its updated title with four brand new chapters to add to the revamped and reimagined material from the first edition. Although not brand new, this book does make progress and creates a reflective discourse on important topics across the spectrum of outdoor learning. At first glance, the book may seem to appeal to teachers first and foremost. However, the value of bringing school curricula and outdoor learning together is something that all stakeholders should be versed in to maximise the value of provision and, if nothing more, so we are ‘singing off the same hymn sheet’. If you work with school groups in mainstream education, at a field studies centre, traditional outdoor adventure centre or freelance for a school provider, I am confident you will find value in this book.

Image from Taylor & Francis Group website.

IN PROFILE This issue, Horizons spoke to the new Editor of the Journal of Adventure Education and Outdoor Learning, Pat Maher

Jo Barnett: Welcome Pat, all the way from Canada! So, what’s your current role in outdoor learning? Pat Maher: Well, I’m currently a Professor in the School of Physical and Health Education at Nipissing University in North Bay, Ontario. That’s my day job in outdoor learning. I’m just returning to that position having been an administrator for a couple of years, a Dean in teaching and learning, and it’s exciting because I will get to go outside with students again. I’m also the new Editor-in-Chief of the Journal of Adventure Education and Outdoor Learning (JAEOL). Jo: You’ve been involved in the outdoors for a while, where did that initial interest or love for the outdoors come from? Pat: I think at the outset it comes from my parents. They’ve got stories of us going on hiking trips in the Rockies or going on canoeing trips somewhere across Canada or around the world. I feel like it started there, and part of that was also them sending me off to summer camp most summers of my childhood. And then I moved on to working in those summer camps in Canada and the United States of America, and it snowballed from there. From those initial parental pushes, I realised it’s what I wanted to do with my life. Jo: Would you tell us more about the summer camps? Pat: The conventional summer camp experience begins with going away, in some cases it might be the first time that you’re sleeping on your own away from mum and dad. In my case, my brother also went with me to summer camp. So, you get shipped off for two or three weeks and it’s just a joyous place to be, hiking, canoeing, swimming, doing high ropes courses, playing games and just experiencing the outdoors. Being away from your parents, but having camp counsellors that you look up to like big brothers or big sisters – that was kind of cool. I was a camper at a YMCA camp in Nova Scotia from 8 or 9 until 16, became part of their leadership training programme and then became a Counsellor there for a couple of years. I went on to work at another couple of summer camps/outdoor centres until I started my undergraduate degree in outdoor recreation. Then I worked for the Canadian Outward Bound Wilderness School – and I still work with them in an advisory capacity now, 25 years later! Jo: Thinking about your career, what was the most significant thing for you? Pat: I feel it’s when something comes full circle. I went to Lakehead University in Thunder Bay, Ontario. I was a student there for four years in outdoor recreation before working for Outward Bound. One of the coolest things now is working on research projects with colleagues who, 20 years earlier, had

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been my professors. Also, after completing my PhD in New Zealand and working in places like Antarctica, coming back to Canada and getting into the academic system here felt like a full circle. I’ve come back to where I started. Jo: With all those adventures, what do you think is the most important thing that you’ve learnt? Pat: For me it is just to be on the lookout for opportunities and don’t let them pass you by. I see all the amazing possibilities for students or early-career professionals to do this, or do that, or do the other thing. Some of my greatest opportunities were outside of my academic pursuits - planning and leading multimonth canoe expeditions in Canada’s Arctic. Jo: What would be your top tip for someone starting out in an outdoor learning career? Pat: Keep your radar open, be on the lookout for those opportunities and then run with them. For me, what really set me off in my current direction was when I got a Commonwealth Scholarship to go to New Zealand to do my PhD. The connections that I made, or conversations that I had all those years ago, they still keep coming into my psyche or into my professional career. I have to recognise my privilege here as a white middle-aged man and one with parents who already knew about academia, that helped me greatly. Jo: From your perspective, what do you think is important for the future of outdoor learning? Pat: Well, I think what’s critically important is that people still do it. They still get out there. They’re still physically face-to-face in the outdoors. The problem, or fear, that I have is people being so virtual. It becomes harder to tell the difference between the real and the AI-generated, and so people have no idea if these plants, or those creatures really exist, how the world works and all the interactions that are going on between the living and non-living world. For me, what’s important is for people to continue to have the opportunity to access real outdoor environments and have programmes and instructors that are capable of taking people safely and knowledgably into the outdoors. Technology can augment that, but not substitute it. Jo: What are you up to next then, Pat? Pat: Working on the Journal of Adventure Education and Outdoor Learning and keeping that ticking along. Attending the 10th International Outdoor Education Research Conference in Toyko, Japan in March. I am also working with Simon Beames on a Routledge Handbook on Mobile Technology, Social Media, and the Outdoors - hopefully this rather large forty-chapter volume will be out in 2024! Jo: Thank you, Pat, for sharing your fascinating career with us all p

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