Horizons Spring 2022

ISSUE 97 SPRING 2022

H O RIZ O N S PROFESSIONAL DEVELOPMENT IN OUTDOOR LEARNING

IN THIS ISSUE

GOT THE RIGHT ATTITUDE? FINDING FAIRIES AND A FRAMEWORK FOR LEADERSHIP

BODILY INTELLIGENCE SAFETY, PRACTICAL TIPS AND CALLING FOR A NATURE PREMIUM PLUS MORE

ISSN 2634-8799

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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: click here.

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@outdoor-learning.org For additional details click here.

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: www.outdoor-learning.org/Good-Practice/Research-Resources/ Horizons-Magazine/Horizons-About-The-Panel

ISSUE CREDITS DESIGN PROOFREADING CByrne

finthepenman@outlook.com PANEL Thank you to the Horizons panel for their continued support and contributions.

Di Collins Daniel Towers Sam Moore Geoff Cooper Ian Healey Marcus Bailie Bob Larcher Suzie Dick Colin Wood Liam Scott IMAGES Front cover: main cover image has been sourced from www.pxhere.com.

Editorial images have been sourced from www.pxhere.com. 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 HORIZONS OFFICE IOL, Warwick Mill Business Centre, Warwick Bridge, Carlisle, Cumbria, CA4 8RR. T: 01228 564580 F: 01228 564581 E: fiona@outdoor-learning.org ©2021/22 Carmen Byrne ISSN 2634-8799

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ISSUE 97 SPRING 2022

EDITORIAL SHARE YOUR STORIES Horizons looks to share different perspectives, ideas and good practice from across the Outdoor Learning sector.

We’re always interested in hearing about your experiences and ideas for features.

Look at our writer’s guidelines, and then have a go at writing an article: click here for details.

F

or me, there’s only one place to begin this issue… with the fairies on page 34 (the final article in the Outdoor discoveries series). Admittedly, as I spent many happy hours as a child looking for the illusive beings at our local Fairy Glen, I may be a little biased! Seriously though, a bit of magic and child-like wonder for the outdoors, is a great way to illustrate the value of Outdoor Learning to children and young people – prompting the question; “What can we do to make sure more children and young people benefit?”

Clearly we need a Nature Premium! Head over to page 21 to catch up on what’s been happening so far and then read ‘In the spotlight’ on page 9 to see how Outdoor Learning is embedded within a whole school approach.

It’s essential that we are active in our commitment to Outdoor Learning being equitable, learning from individuals who have lived experiences – Justine shares how it is often the attitudes of hearing people towards deafness which causes the biggest barriers (from page 13).

Continuing this spirit of life-long learning there’s also plenty to explore around physical intelligence (page 27), topping up nature know-how (including pond building page 39) and catching up with the experiences of others in ‘Viewpoint’ (page 43). This issue also sees the start of a new mini ‘Insider’ series which charts the journey of one Outdoor learning practitioner from interview to end of the season (page 45).

There is no doubt plenty of work for us to do… and so Mike King, IOL’s Chair of Trustees, gives us some focus on page 7.

See you in the summer! n

Next, it’s the perfect time to ask ourselves whether we have the right habits (see page 31 to learn about the safety stool), and explore the 4-3-2 leadership framework (from page 17).

EDITOR Dr Carmen Byrne Feel welcome to email any ideas for articles, suggestions for ‘viewpoint’ questions for readers to answer, and to share resource recommendations: horizonseditor@outdoor-learning.org

NEXT

CONTENTS> ISSUE 97 SPRING 2022

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CONTENTS

SCANNING THE HORIZON

AT A CROSSROADS

Readers share the resources which have influenced their practice.

Mike King, IOL’s Chair of Trustees, shares an update.

PAGES 5 TO 6

IN THE SPOTLIGHT

PAGE 7

FEELING FREEDOM Christian Kitley answers questions about his work as Head of Outdoor Learning at Manor Lodge School.

PAGES 9 TO 12

DON’T MISS

THE 4-3-2 A framework for leadership and learning.

By Martin Barry

PAGES 17 TO 20

‘ARE YOU ALRIGHT WITH THAT?’ Justine shares how it is often the attitudes of hearing people towards deafness which causes the biggest barriers – with tips for better communication.

By Justine Lee

PAGES 13 TO 16

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ISSUE 97 SPRING 2022

CHILDREN AND YOUNG PEOPLE NEED NATURE Calling for a nature premium – sharing the journey so far.

By Dr Sara Collins and Sarah Lawfull

PAGES 21 TO 26

MUST READ

NAVIGATING INTELLIGENCE Thinking about physical intelligence, the role of the body in learning and ways it could impact Outdoor Learning.

By Richard Whall

DOING RIGHT

CHECKING THE RIGHT HABITS A little bit of Japanese safety culture that works.

By Loel Collins

PAGES 27 TO 30

PAGES 31 TO 33

END OF SERIES

NATURE NOTES

STEP INTO SPRING Seasonal wildlife tips – including how to build a wildlife pond.

By Paul Ritchie

PAGES 39 TO 42 NEW SERIES

OUTDOOR DISCOVERIES

INSIDE STORIES

FAIRIES

THE INSIDER

Searching for fairies outdoors.

By Tracy Hayes and Charlotte Murphy

Short insider view from interview to end of season.

By Calvin Healey

PAGES 34 TO 38

WHAT’S GOING ON?

PAGES 45

See reader viewpoints about opportunities and challenges from page 43.

ISSUE 97 SPRING 2022

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SCANNING THE

HORIZON

NATURAL WELLBEING

WEBSITE

Resource:

Way of the rope by Tim Shieff

Why it’s useful:

I love to explore different physical activities in my quest for physical intelligence and have found Tim’s Way of the Rope courses to be easily accessible and highly valuable to both my personal and professional practice.

Rolling the rope is helping me to understand and share ideas about physical intelligence, the connections between our body, brain and environment, and can be used in a variety of ways from simple co-ordination practice or targeting mobility to mindful movement or intense exercise circuits.

Way of the rope website is a great starting point for exploring the benefits of ropework and how to get started.

Where to find it:

https://rdscvr.com

Recommended by: Richard Whall

Read Richard’s article about physical intelligence from page 27 n

HOME TO NATURE

BOOK

Resource:

The Almanac: A seasonal guide by Lia Leendertz (Octopus Publishing Group, 2022)

Why it’s useful:

I really like this annually published book as it gives me so many ideas and themes to use throughout my lessons. The wide-ranging topics the book covers, including recipes, seasonal growing and traditional crafts, makes it a great ‘go to’ for seasonal lesson ideas.

Where to find it:

Good book stores.

Recommended by: Christian Kitley

Christian is in the spotlight answering questions about his role as Head of Outdoor Learning. Go to page 9 n

IMAGES

In exception to the small child image (pxhere.com) on page 6, all other images have been sourced from publishers who retain copyright.

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ISSUE 97 SPRING 2022

RESOURCE RECOMMENDATIONS

IT’S BUZZING! INSECT WEEK 2022 Be ready for a week of insect fun from 20th to 26th June. Explore the wealth of bug related learning resources from the Royal Entomological Society here: https://www.insectweek. co.uk/learning-resources

BEING INCLUSIVE

GUIDE

Resource:

A guide to working well with women by the Women’s Voices Movement (Inspiring Change Manchester/ Shelter, 2022)

Why it’s useful:

This resource brings together insider perspectives and guidance from women who have multiple and complex needs. This is not Outdoor sector-specific, but its value is in the insight it gives to how complex life can be and the scope to consider how the Outdoors can better work with, support and nurture women who are experiencing or have had traumatic experiences.

Where to find it:

www.fulfillinglivesevaluation.org/evaluation-reports# 333-manchester-inspiring-change or click the image below

Recommended by:

Carmen Byrne, Horizons Editor

THE POWER OF RESEARCH

BOOK

Resource:

Growing a Forest School from the roots up! Edited by Nic Harding from the Forest School Association

Why it’s useful:

Written by FSA trainers, trustees, staff, and Forest School leaders this is a rich resource for anyone thinking about setting up Forest School or already leading a programme. Containing practical ‘how-to’ sections alongside invitations to deepen knowledge and reflect on practice, this book supports Forest School professionals to provide quality sessions for client groups of all ages and is challenging my own thinking. My trainees are loving it!

Where to find it:

https://forestschoolassociation.org/ book-sales/#!form/Booksales

Recommended by: Dr Sara Collins

Read how children and young people need a nature premium from page 21 n

.

ISSUE 97 SPRING 2022

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LETTER

AT A

CROSSROADS MIKE KING, IOL’S CHAIR OF TRUSTEES, SHARES AN UPDATE

T

he Outdoor sector is definitely at a crossroads as we emerge battered and bruised from the last two years. First of all I would like to thank you for remaining members of IOL, as your support has given us a voice and a credibility to talk on behalf of those working in the outdoors. Secondly, I would like to thank all those who have contributed to webinars and articles which have been a source of support for all of us. We have certainly seen a slight decline in the Outdoor professional population, however, it seems that we collectively managed to maintain a level of service in our industry.

One lesson we can take from this experience is that the outdoors is relevant and important to the wellbeing of people. Having survived, adapted or created new opportunities we must be optimistic in what can be achieved as we look forward. However, we must be mindful that we do not develop our provision at the expense of the environment. A CMCC article I read recently stated that “...enjoying being in nature doesn’t always translate into environmental awareness and the outdoor industry itself is contributing little towards maintaining the natural environments that its customers rely on. With a growing consumer base and increased economic clout this sector has the potential to help educate people on the current climate crisis.” (1) Who would have thought that ‘Zoom’ was not a verb in a cartoon but a platform to build relationships? As we travelled through this period we have had to learn new skills and at the same time we have had to learn how to wait. We have moved from one era to another in terms of technology, practice and IOL personnel. The executive team (Andy, Louise and Neal) have all travelled onto new adventures and Mark (Taff), Fiona, Dave and Steve have held the Institute together whilst we seek a new team.

As we go to print, I am unable to share with you who we have appointed (due to finalising the legal processes). However, I can assure you that we are pleased with the appointments. The new team, the movement towards an Outdoor Learning Association and a heightened awareness of how we can educate our society about responsible engagement with nature really does reflect the crossroads we are at, which points towards a very exciting future n

REFERENCE

1. Cmcc Foundation (2019). The Outdoor Industry’s troubled relationship with nature. https://cmccclimate.medium.com/the-outdoor-industrys-troubled-relationship-withnature-dd48dca05211

IMAGE

Woodland fork image was sourced at pxhere.com. The photographer retains copyright.

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ISSUE 97 SPRING 2022

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ISSUE 97 SPRING 2022

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IN THE SPOTLIGHT

FEELING

FREEDOM HORIZONS TALKS TO CHRISTIAN KITLEY, HEAD OF OUTDOOR LEARNING AT MANOR LODGE SCHOOL 9

ISSUE 97 SPRING 2022

Tell us a little about your background and how you became Head of Outdoor Learning at a primary school As a child I loved to be outdoors, playing and exploring in my garden or in the woods. This love of the outdoors is something that I carried through my youth and now into my professional life as well. I suppose my Outdoor Learning journey really began aged 6 when I joined my local beaver scout group; 25 years later and I still haven’t left! My experience as a scout leader was key in my decision to train as a primary school teacher in 2010.

Throughout my teaching career, I have always taken every opportunity to move learning outdoors in whatever subject I was teaching, sharing the benefits of Outdoor Learning with my class and my colleagues. I was lucky enough in my previous school to be able to set up an Outdoor Learning programme and run an outdoor activities club which proved to be very popular with the children and their families. As we were an all-through school, I was also able to run the DofE award which, although certainly challenging during the pandemic, was a wonderful opportunity to expand participation in the school as well as to share my skills and passion.

In 2020, with the country in lockdown, I started the dissertation for my MA in Education. I was looking at how to increase participation in Outdoor Learning among traditionally under-represented groups, particularly girls, in more adventurous activities – which was a really fascinating topic and one that I am very passionate about. As well as broadening my views on Outdoor Learning, being completely immersed in the subject made me realise that this area is where my passion lies and where I can see myself working permanently.

A few months after finishing my dissertation, I saw my current job advertised on the IOL website and decided to take the plunge to teach Outdoor Learning full time, and I’m not looking back!

What is your current role?

My current position is Head of Outdoor Learning at Manor Lodge School. I am very lucky to have a passionate and dedicated team in the department, including a Forest School leader and an Outdoor Learning teaching assistant. All the children, from Nursery up to Year 6, have an hour of Outdoor Learning lessons per week, all year round. In these lessons we follow a really broad curriculum including bushcraft skills, cooking, gardening, traditional crafts, navigating, art and nature to name a few areas. We combine this with after-school clubs and activities so the children have a lot of time enjoying the outdoors!

Our school prides itself on ‘allowing every child to have a childhood’ and Outdoor Learning is key to this approach, giving the children adventures in their learning every day. We have an incredibly supportive Headteacher who fully embraces and promotes our Outdoor Learning provision as a real selling point of the school. I am a big believer in culture being the prime factor in a school’s achievements, especially after hearing Steve Head (see ‘Focus on the positives’ on page 12 for further details) speak a few years ago, and Manor Lodge really embodies this principle with its Outdoor Learning.

The school environment is set up with Outdoor Learning and playing spaces at its heart – teachers are encouraged and supported to take their lessons outdoors as much as possible; adults and children eat lunch together outdoors for much of the year and all our staff

ISSUE 97 SPRING 2022

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IN THE SPOTLIGHT well as some amazing ideas from various Outdoor practitioners on Twitter. I am really lucky to have amazing grounds to work in which gives me so much scope to plan activities in a variety of environments: I frequently move from forest to pond to Japanese garden in a day, which I certainly don’t take for granted. The variety of spaces within the school really is fundamental to what I can offer the children.

Are you facing any challenges at the moment?

The weather is often a challenge as we are right up on a fairly exposed hill so we get pretty windswept at times! The children take it all in their stride though, so apart from in extreme weather, I always aim to get outdoors with them.

Keeping them all motivated in wind and rain can be challenging, but I try to make those days’ activities extra fun to compensate for the weather. I really try to keep the curriculum fresh, responding to what is happening around us, which often means changing plans at short notice and from year to year. The pressure I put on myself to provide engaging and evolving lessons I think is a challenge that most practitioners in Outdoor learning face!

Do you see any opportunities emerging?

meetings are held outside in all but the most extreme weather. All of this (as well as the compulsory welly boots on the uniform list!) gives the feeling and reassurance that the outdoors is an integral part of the school experience here and certainly not a passing phase.

Having everyone eating together is a really nice way to build relationships between staff and pupils in a different setting from the usual classroom environment. This just adds some fun to the mix and if we are honest, everyone loves a picnic! As a school, staff are encouraged to think about how their lessons can be taken outdoors and part of my role is to support them in achieving this alongside fostering the outdoor culture throughout the school.

What’s the best thing about your work? What most inspires you?

The freedom I have to create an exciting and varied curriculum is definitely one of the most exciting things about my work. That I am able to adapt my lessons completely to what might be happening at the time, whether that be an event in the world, changing weather or even the appearance of an interesting bird or fungus!

I love being able to share my passion for the outdoors with so many children every week, seeing them discover something new or gain confidence using tools. It sounds like a cliche, but the children really are the biggest source of inspiration for my lessons and their interests or questions often make it onto the lesson plans for the next week or term.

Recently, for example, a child was asking about thatched roofs after seeing one on holiday, and as I am always keen to promote traditional crafts, we are now going to do some low-level thatching next term! I also get a lot of inspiration from my team at school as

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We are looking to the future now and hoping to expand our provision to other schools in the area by hosting Outdoor Learning sessions for them in our grounds, hopefully giving the opportunity to share our wonderful outdoor spaces. We will also be hosting an Outdoor Learning conference soon for teachers, practitioners and instructors to collaborate and be inspired by the amazing work happening in settings around the country.

We are really keen to build a community feel around our school so we are inviting parents into school to experience some of the Outdoor Learning sessions for themselves! This is a really exciting project and I am really looking forward to strengthening the link between parents and the school.

This term we have also begun an allotment building project with the help of the parents within school. When complete, the allotments will offer an incredible learning space for the children to grow and harvest their own food — learning as they go. Parents will also be encouraged to share in the growing journey and enable the grounds to be put to good use by our community throughout the weekends and holidays.

FOCUS ON THE POSITIVES As well as being hilarious and uplifting, Steve Head’s #149forLIFE encouraged me to focus on the positive outcomes of my work and not dwell for too long on the odd negative experience. I won’t give too much away but you can see loads of talk around this on Twitter using the #149effect hashtag.

One thing Steve said really stuck with me: “Culture eats strategy for breakfast.”

(See footnote one)

BE IN THE SPOTLIGHT Would you like to be in the spotlight?

Email horizonseditor@ outdoor-learning.org with a little bit of information about yourself. We’ll then send you a few questions to answer.

It really made me consider the time we should be giving in schools to develop the culture we want to have.

For information about Steve Head go to: www.stevehead.co.uk Thinking about the big picture of Outdoor Learning are there any changes which you’d like to see happen?

Following on from the pandemic, Outdoor Learning has come to the fore as a solution to social distancing in classrooms as well as a tool to promote wellbeing and positive mental health in children. Whilst it is amazing that more schools are using their outdoor spaces, I think it is really important that we plan for the long-term prospects of Outdoor Learning and ensure that it doesn’t become a bit of a ‘phase’ that gets quickly overlooked as we move away from COVID-19.

Research consistently shows the benefits to children and adults of spending time in the outdoors and connecting with nature.

Unfortunately the perceptions of Outdoor Learning in schools do not always match up with the potential benefits. This is particularly true the further into education a child gets. Whilst in Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) there is a multitude of settings offering forest school lessons, this provision seems to disappear in the move up to KS2, which I think is a great shame and missed opportunity.

Often children don’t get to engage again in regular school-based Outdoor Learning until well into secondary school with the Duke of Edinburgh’s Award or Cadets. I believe there needs to be a greater push for regular Outdoor Learning opportunities throughout a child’s time at school and not just restricted to the younger age groups.

The other key change I would like to see is greater diversity within the Outdoor Learning community, including schools. As a white male, I am aware that I am hugely overrepresented and this is something that needs to change. Recently, groups such as Black Girls Hike and Muslim Hikers have brought this issue to a wider

FOOTNOTE

1. The saying ‘Culture eats strategy for breakfast’ is often attributed to Peter Drucker.

IMAGES

Images have been supplied by the author who retains copyright.

audience and have shown how much more we need to do to encourage a more diverse and inclusive workforce and participant base within the sector.

I truly believe that schools can and need to lead the way in building a more diverse Outdoor community. My Masters research showed (admittedly on a small scale!) how important childhood experiences were in keeping children engaged with Outdoor Learning as they move into adulthood.

Schools and other youth organisations need to blaze the trail here.

If you could only share one thing with readers about the future of Outdoor Learning what would you share?

Outdoor Learning is vitally important in today’s schools. From issues as broad as mental and physical health, to living sustainably, Outdoor Learning gives children the skills, knowledge and ideas to make a difference in our world whilst having incredible fun!

Let’s make sure that this is reflected in our schools and not allowed to pass as ‘just another phase’ n

IT’S ALL ABOUT NATURE READ ABOUT THE NATURE PREMUIM AND HOW IT WILL BENEFIT CHILDREN AND YOUNG PEOPLE. GO TO PAGE 21

ISSUE 97 SPRING 2022

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‘ARE YOU ALRIGHT

WITH THAT?’

JUSTINE SHARES HOW IT IS OFTEN THE ATTITUDE OF HEARING PEOPLE TOWARDS DEAFNESS WHICH CAUSES THE BIGGEST BARRIERS

AUTHOR Justine Lee Justine is a marketing and communications specialist working in the sport and travel sector. She is a keen runner, climber and outdoor swimmer and has been deaf since childhood.

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I

remember the excitement of packing my rucksack for the first time – bright orange with an external frame – and wondering how I was going to carry this weight for two days. I was 14 and about to head across Bowes Moor with a group of classmates on our Duke of Edinburgh’s Award expedition. This was my first outdoor adventure.

For my untested legs, the expedition was hard, that external frame was not comfortable, and the canvas A-frame tent was heavy, but I loved it. Navigating our way on our own, setting up camp...I had been bitten by the adventure bug. Since then, I have been fortunate to enjoy many, many days hiking, climbing, camping, canoeing, cycling, skiing and sailing in many different countries and continents.

I love being outdoors, trying something new, pushing myself and seeing what I can achieve.

This may not sound particularly remarkable in a magazine dedicated to people working in the Outdoors. However, it took some confidence on the part of my parents when I was 14 to let me sign up for the DofE. Without their confidence, my life would have been very different, and I would not have had the chance to enjoy the thrill of scrambling to a mountain top or sailing the oceans.

Why? I am deaf. I wear hearing aids but without these I hear very little.

Unlike other disabilities, deafness is not immediately obvious. All limbs are intact, there is no visible indicator. Most research and training around supporting people with disabilities centres on how to accommodate people with physical or learning disabilities.

As I discovered when writing my own degree thesis, there is very limited research into the impact of hearing loss on participation in outdoor activities. After all, what is there to consider? A hearing loss doesn’t affect your actual ability to climb, run or ride. You don’t need to make adaptations to kit or activity choices. Yet, while someone who is deaf may be physically capable of taking part in all activities, there are significant barriers that prevent people with a hearing loss from taking part.

So, what are these challenges and how can you navigate your way through and ensure your colleague or group member enjoys their experience?

Find out how best to communicate The biggest challenge when leading a group that has a deaf/ hard-of-hearing member is, obviously, communication. Poor communication can lead to anxiety, frustration and embarrassment.

As with any other disability, people with a hearing loss are not a homogenous group experiencing the same barriers and difficulties.

It is very rare for someone to be completely deaf, there is a sliding scale ranging from having some hearing loss to being profoundly deaf, and levels of hearing can differ between each ear.

Some people may wear hearing aids, some may have cochlear transplants, others may use sign language to communicate.

When a climbing instructor saw that I had put ‘partially deaf’ on my personal details form, he asked if I’m ‘alright with that?’

Well, strangely, I am.

ENJOYING NATURE AND THE OUTDOORS WITH DEAF CHILDREN

The question should have been ‘what did he need to know or do to make sure we had a successful day out?’

Get some tips from the National Deaf Children’s Society on how to keep deaf children safe outdoors.

Click here to read more.

What can you do?

People with a hearing loss are naturally anxious that they know what’s going on. They don’t want to do the wrong thing or go the wrong way.

In one of my first fell races, the weather was so abysmal it washed all the course markings away. Positioned at the back of the group (because I didn’t want to hold up the faster runners), I didn’t hear the new instructions.

I had indicated my hearing loss on my entry form, but these forms were administered by someone else in the hosting club. The tale of me doing a completely different route and my teammates frantically searching for me after they had finished is now a good dinner-party tale. At the time, we were all worried and in future races a teammate made sure they were by my side.

My advice: Take note of what has been put on personal detail forms from – and talk to – the individual(s) involved.

Move to a quiet area and ask how they like to communicate and what their needs are – don’t assume.

Don’t be afraid to ask questions.

How much can they hear? What are the best methods of communication for that person? Do they lip read or have an interpreter?

Where will you be?

Think about the nature of the activity that you will be taking part in/leading.

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ARE YOU ALRIGHT WITH THAT? neither of which will work well for people who are deaf/have a hearing loss.

My advice: Think about how you will alert the individual or group should an emergency arise – it could be a buddy system or using lights.

Have you got the right attitude?

One of the greatest challenges comes not from the individual who is deaf/has a hearing loss, but from those around them.

It is often the attitudes of hearing people that present the biggest barrier – the attitude that being deaf, despite the lack of any other limitation, somehow reduces or hinders their ability to perform well.

Or that having a deaf person within the group/ taking part in the activity is too big a risk for the wider group. They are viewed as a burden or hindrance.

My advice: Check your own perceptions, don’t make assumptions.

If you have introduced a buddy system, make sure buddies don’t take over.

As with any other group member, talk to the individual about their experience levels and how comfortable they are doing a particular activity.

Look out for isolation and loneliness When investigating hearing loss and the impact on sporting performance for my degree thesis I found that, in common with my own experience, people who are deaf or who have a hearing loss are less likely to take part in team sports. This is primarily due to the challenge of interacting with others around you, the inability to hear shouts or commands from teammates or the ref’s whistle.

Within outdoor activities, the individual with a hearing loss may find themselves on the periphery of the group, unable to take part in chat going on around them or tired from maintaining the high levels of awareness and concentration needed when in a group or doing an activity. This can lead to feelings of isolation which can impact on their enjoyment. easily, or might you be out of sight at times or have your back to the group? Having your back to the group makes communication virtually impossible. How will you adjust your usual way of leading to compensate for this?

My advice: Are there visual methods that you can use for teaching or leading? Ideas could include pre-agreeing a system of hand signals or signals using equipment (e.g. three sharp tugs on the rope), introducing a buddy system or making sure you only give instructions or directions when everyone is facing you.

When you need to talk to the group, try to minimise background noise, use quieter areas and consider noise from weather conditions such as wind.

Most emergency procedures also involve whistles and/or radios,

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While a buddy system can be useful when taking part in an activity, it could lead to a sense of dependency which could be frustrating for the individual.

My advice: Be aware of what is happening in your group.

Use regular pauses to give everyone the chance to chat easily and feel part of the group.

Think about kit, location and hazards There are a few other areas to be aware of. Occasionally, some helmets may not be compatible with some hearing aids or cochlear implants. Wearing hoods/hats can affect the performance of hearing aids and cochlear transplants – either muffling microphones or adding background noise (rustling of a hood) which will make it more difficult to hear.

WHAT’S IT LIKE BEING DEAF OUTDOORS? Sachiko Flores shares her perspective of what it means to be Deaf in the Outdoors.

Click here to watch

Hearing aids and cochlear transplants (the external mechanisms) aren’t waterproof and will be removed before any water-based activity. As well as needing a safe space to keep these items, someone who was able to follow instructions and conversations on land may struggle now they are in or on the water. Make sure you address this in advance.

My advice: Give your instructions whilst on land and agree some simple hand signals to use in the water.

When out on a trail, climbing a route or riding, if another group or individual comes up behind you, someone with a hearing loss won’t be aware. The other hiker/ cyclist/ climber may be frustrated that they can’t get past. The sudden appearance at your elbow of someone trying to squeeze past can be unnerving.

My advice: Think about how you would handle this situation. Could you warn the people approaching from behind or have someone tap the deaf person on the shoulder to make them aware?

Don’t be put off It may feel like there is a lot to consider but do remember, the individual with the hearing loss will often have years of experience adapting what they do. They will be experienced in making sure they stand in the ‘right’ place to hear; letting the group or key individuals know about their hearing loss; bringing a buddy or an interpreter.

Far from being an ‘extra thing to think about’, implementing these tips and advice will improve the experience for any group whilst making sure all members have an enjoyable time and can achieve their potential n

IMAGES

Article images have been sourced from pxhere.com, with the author’s bio image supplied by the author. Photographers retain copyright.

TOP TIPS IN

COMMUNICATION

1 2 3

Face the individual when speaking Avoid having your face in shadow; this makes lip reading difficult

Speak clearly. Don’t over exaggerate lip movements or speak excessively slowly

4

In your initial conversation, ask the individual where they would like to stand when you are giving instructions

5 6

Get their attention before you start speaking

If others in the group answer questions or put forward suggestions, repeat the answer/ question so the individual with the hearing loss is aware of what others have contributed

7 8

Check for understanding

Try rephrasing a sentence or instruction if it is not understood.

Don’t get frustrated if you have to repeat something several times

INTELLIGENT BODIES Explore ideas of physical intelligence

in Outdoor Learning go to page 27.

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THE

432 - -

OF LEADERSHIP AND

LEARNING

AUTHOR Martin Barry, Outdoor Educator Martin Barry is an experienced Outdoor Educator, currently working at the Outward Bound Trust. He is in the final phase of completing his Professional Doctorate in Outdoor Leadership and Coaching. When not fell running, Martin can be found practising the saxophone and working on perfecting the art of making sourdough bread.

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hose of us who mountaineer and coach mountaineering skills have long had access to a range of acronyms or simple models which are designed to be useful in aiding our ability to both teach and keep track of progress and position. For example, some years ago, during my Winter Mountain Leader courses I was reminded that during each navigation leg in conditions of poor visibility, I should always be able to answer these four main questions: What will I expect to see if I overshoot the point I’m aiming for?

What will I expect to see if I have not travelled far enough?

What will I expect to see if I have drifted off to the left?

What will I expect to see if I have drifted off to the right?

Other simple cognitive aids include ‘The 3 Ds’ of navigation; namely direction, distance and description. This is particularly useful when coaching those new to navigation, or when the confidence of an individual may be low. The primary task at the commencement of each leg is to ensure that direction is properly sorted (either by use of a bearing, or by relating the map to the ground). The second task is to calculate the distance, and hence duration, to the target. The final one is to consider the description of the ground as you travel over it, and what one may expect to see.

This is where the four questions which I was reminded of on Winter Mountain Leader come in really handy. This type of self-questioning is extremely valuable in creating and front-loading situational awareness, which has been shown to be vital in dynamic environments. It is especially advantageous in helping to promote thinking which considers what may happen in that environment in the immediate and near future. This is important when considering that a number of serious outdoor incidents and near misses have tended to show strong links to poor situational awareness ability (1). For example, flooding in caves, changes of tide and current conditions, building offshore breezes, the development of circumstances which are creating avalanche conditions, etc.

Although short-term and future situational awareness (2) capability is important, the ‘micro’ aspect is worthy of brief discussion here as it relates to factors of immediate security. A realistic example occurs when it is necessary to take a small step from a ledge if jumping into a pool, such as when gorge-exploring. If at the last moment a student or client baulks at the step out but has left the jumping spot, it is possible that they will collide with whatever it is they were stepping out to avoid.

The CLAP acronym is hard to reference and therefore attribute, but is likely to have originated from the British Canoeing coaching department in the early 1990s. It is of significant value because of its transferability across many activities and domains. For those who have not encountered the CLAP acronym, it refers to: Communication Line of sight Avoidance Position of most use / effectiveness Communication suggests the necessity to pre-organise, this gives some structure and ensures it is agreed. It may be in the form of signals in a river context, whistle blasts in a gorge or caving context, or tugs on the rope in a climbing context. Occasionally it will be much more subtle than any of these.

Line of sight states that it is very advantageous to be able to see your client, student or peer, even if through an intermediary. Obvious examples can be found when multi-pitch climbing, or on a dog-leg section of river rapid.

Therefore, in anticipation of this event, the instructor or leader of a led group needs to be able to physically hold the student if necessary, or be in a position to oblige them to step off appropriately. Even on a flat and level jumping surface, there may be a requirement for the leader to be firmly anchored in order to perform the actions noted.

This lack of awareness of immediate future events, compounded by the absence of an anchor for the instructor, led to the Grey Mare’s Tail fatality of 2006.

Avoidance is one which deserves more attention than it receives and has close links to communication. For example, in preventing young students getting hypothermic on a mountain day in cool, damp conditions, avoidance suggests that appropriate warm layers are worn and waterproofs, hats and gloves are carried. In this context, the avoidance is in the ‘set-up’. Arguably the most important aspect of avoidance is in communication. For example, the communication of simple movement skills and patience in the brief discussion about how to carefully descend a steep rocky path which may otherwise result in trips or sprained ankles.

Those of us who paddle and coach paddlesport skills have had access to the CLAP acronym to facilitate decisions associated with river leadership. This simple model offers a robust and coherent mental framework to be utilised prior to paddling a rapid section of river. It is routinely used with peers, and when teaching students on a course to develop logical thought processes before making a decision which may affect the welfare of others, not just themselves.

Position of most effectiveness considers where the leader or their delegate should be positioned, such that they can be of best use.

Some consider that this position is adjacent to where the most serious instance could occur, but the majority view is that the position should be where there is the greatest likelihood of occurrence simply because the generation of a serious incident is continually ‘nipped in the bud’ by this positioning.

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THE 4-3-2 This final self-question and answer as the leader or coach provides for a simple and quick dynamic risk assessment, which in this example may call for some modification as to how the group continues, and one which certainly helps to inform the P of CLAP. These are 4 simple questions which pull out lots of information quickly, and can be offered to students or apprentices to enable them to make their own future decisions, consequently fostering independence and agency in what is termed a cognitive apprenticeship (3). In this paddling context it allows the individuals within the group to begin to quantify the amount of risk exposure they will tolerate, or modify specific elements to reduce it.

THE 3 PRINCIPLES

So, in mountaineering contexts we have the four questions and three Ds of upland navigation as noted above, plus the CLAP acronym developed within the paddling community, one which shows great levels of transferability across activities and sectors. I would like to show how these can be developed into a more complete framework, and then utilised in a broader range of outdoor contexts. To start with, the context of paddlesport will be used.

In elaborating on CLAP it is possible to develop the 4-3-2, which is a deluxe version of an already great framework. It is: The 4 Questions, the 3 Principles and the 2 Eddy Rule

THE 4 QUESTIONS

1 2 3 4

Where do we want to go?

Where does the flow want to push us?

What moves do we need to perform in order to get to where we want to?

What are the consequences of not being able to make those moves?

Arguably the easy bit and the stuff we now know more about, i.e. line of sight, avoidance and position of most usefulness. There are 3 because communication should be considered as a given, overarching structure.

THE 2 EDDY RULE This ensures that two eddies are available to the weakest member of the group, before losing line of sight. In the case of a big eddy, one will often suffice, but whilst river leading and making judgements and decisions that affect the welfare of others, we obviously have to be sure that no-one is running the risk of not making a safe refuge.

So, we’ve got CLAP and now the enhanced, go-faster model in the 4-3-2. Using the acronym CLAP helps us look at the cold hard facts of river leading, but upgrading it to the 4-3-2 helps us do that and have a great framework for making those tricky decisions, whether coaching, leading, or paddling with peers.

It may be considered that a framework such as the 4-3-2 can be transferred across a range of Outdoor contexts, whether leadership biased or educationally focused. The framework of the 4 questions and 3 principles is relatively fixed, but there is scope for creativity and originality in the final 2 factors.

If the 4-3-2 is adopted for a typical day in an Outdoor Education centre for youngsters, a worked example within the context of an introductory caving session might look like the following:

A worked example In the role of a moving water leader with students, as the group descends it becomes apparent that the river narrows and bears right with a strainer on the outside of the bend occupying about 25% of the width of the channel. So; 1. Where do we want to go? Anywhere to the inside of the bend.

2. Where does the flow go? It sets vigorously to the outside of the bend and the strainer.

3. What moves do we need to make? Slow down and reverse ferry away from the strainer, or quick spin and forwards ferry towards river-right bank.

4. What happens if one of them can’t make the move? Potential for a nasty swim amongst water and branches.

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REFERENCES

1. Brookes, A. (2011). Preventing fatal incidents in Outdoor Education. Lessons learnt from the Mangatepopo tragedy. New Zealand Journal of Outdoor Education: Ko Tane Mahuta Pupuke, 2(6), 7-32.

2. Collins, L., Giblin, M., Stoszkowski, J. R., and Inkster, A. (2021). A study of situational awareness in a small group of sea kayaking guides. Journal of Adventure Education and Outdoor Learning, 21(3), 277-293.

3. Dennen, V. P. (2013). Cognitive apprenticeship in educational practice: Research on scaffolding, modelling, mentoring, and coaching as instructional strategies. In Handbook of research on educational communications and technology (pp. 804-819). Routledge.

IMAGES

Images have been sourced from pxhere.com except for author profile image which has been supplied by the author. Photographers retain copyright.

TAKE A RESEARCH PERSPECTIVE Read a study of situational awareness in a small group of sea kayaking guides.

Go to the Journal Adventure Education and Outdoor Learning article here

A worked example The 4 Questions (and answers) 1. Where do we want to go? In the cave we want to traverse across a mud bank a metre above a streamway.

2. Where does gravity, mud, or the flow of water want to push us?

Although the mud is slippery and damp and has a trench caused by passage of other feet, gravity wants to pull us down into the streamway.

3. What physical moves do we need to perform in order to get to where we want to? The physical moves are that the young people need to keep their balance and carefully follow the trench with their feet.

4. What are the consequences of not being able to make those moves? The consequence of not being able to perform those physical moves is that they will slide or stumble into the streamway below.

The 3 Principles Line of sight Is it possible to maintain this for the whole group? If not, adjust position or use an intermediary / assistant.

Avoidance Have the youngsters been appropriately briefed on what movements they will need to make?

Position of most use Is the leader in a position to spot, or communicate to each young person how to be successful? (The best place for communication may be more advantageous than being positioned for most serious occurrence). With an assistant, it should be possible to cover each of these tasks, but occasionally an informed choice must be made in considering the most likely need rather than the most serious.

The 2 ‘Learning through adventure’ aims 1. How much of the group’s time and focus do I wish to allocate to the sport and activity of caving?

2. How much of the group’s time and focus do I wish to allocate to focus on personal growth, teamwork development and environmental awareness?

Conclusion This short article revisited some of the acronyms and models used in mountaineering, navigation and paddlesport, and developed them into a more comprehensive framework which I have termed the 4-3-2.

My experience of using the 4-3-2 in whitewater coaching and leadership has been very positive and it is considered that there is scope for valuable transfer of learning. Although the principles and structure offered need not be followed studiously, it is contended that the framework offers an evolving and dynamic risk assessment tool which is able to build in the educational aims of an Outdoor Learning session, and becomes especially useful when operating in more demanding professional environments n

HAVE YOU GOT THE RIGHT HABITS? Learn about the safety stool from page 31.

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NATURE CHILDREN AND YOUNG PEOPLE NEED

AUTHOR Sarah Lawfull, Director of Where The Fruit Is and Chair of Forest School Association Sarah has over three decades of nature-based education experience – most recently as a qualified coach, an early years consultant and an FSA Endorsed Forest School trainer. She is committed to advocating with and for all those children whose background makes accessing nature difficult and is co-lead of the Nature Premium campaign.

AUTHOR Dr. Sara Collins, Biologist, Forest School Practitioner and expert den builder Sara has taken on the role of political campaigner as co-lead of the Nature Premium campaign. It has been a joy to work with others that share the idea that all children should have regular access to nature, with additional support for those who need nature most.

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CALLING FOR A NATURE PREMIUM TO GUARANTEE REGULAR TIME IN NATURE FOR ALL CHILDREN AND YOUNG PEOPLE

“

There can be no keener revelation of a society’s soul than the way in which it treats its children” Nelson Mandela (1995)

C

hildren have lived through a pandemic, climate and biodiversity emergencies, vivid images of burning forests, and now a war in Europe. Stories of hospitals and homes bombed are served as a daily dose of trauma, without adults to explain geographical distance or to navigate emotional fallout. Combine these experiences with messages that you are overweight, spend too much time on screens, or that you have lost so much learning that you will never catch up. Our children hear that they and their world is broken – many hear that it is their fault.

Whilst CAMHS referrals increase, access to treatment lags and the number of children missing school rises. Government reports label the reason for this as ‘challenging communities’, as if these problems stem from marginalised families in difficulty rather than global and national social inequalities (1).

A big idea During the first lockdown, Forest School Association (FSA) trustees met on Zoom to discuss children’s and teachers’ experiences. We spoke of children in inner-city Leicester and Portsmouth living in flats without gardens and families locked out of parks. Children had nowhere safe to play and no morning walks to school. The social inequities of access to nature showed starker than ever (2).

Institute for Outdoor Learning member Matt Harder had a lightbulb moment, “What children need is a Nature Premium!”

He worked with key workers’ children and vulnerable learners and saw the value of time at Forest School for the wellbeing of staff and children.

This seed of an idea grew and we searched for someone to plant and nurture it. Our own lightbulb moment was that we needed to do the planting. Having never run a campaign before, we were like first-time tree planters. Armed with a tree ID book, our acorn, a spade and enthusiasm, we searched for others to join us to plant the Nature Premium idea.

Between us, we had a lifetime’s experience of working with children and young people in nature. Dr. Sara Collins, with her background in ecology and commercial management, brought passion for the environment, tenacity and a methodical brain. Sarah Lawfull offered understanding of human learning from her roles as teacher, youth leader, coach and Forest School trainer. Other trustees set up a website, produced an animated film, created a logo, and reached out to members.

With the encouragement of colleagues at the FSA, and the forbearance of our families, we emailed anyone who believed

children needed nature. Having no experience with campaign protocols, we wrote audacious emails asking Lords, government ministers, writers and conservationists to help. We flew right to the top.

Early supporters were Chris Packham, the Bishop of Durham, who included the Nature Premium in an article co-written with the Archbishop of Canterbury, and Merlin Sheldrake, scientist and author, who helped our mycelial network to grow.

As more artists, environmentalists and economists engaged, FSA members spoke to their MPs and put us in touch with people who could help. Colleagues in the Natural Environment Sector Partnership (NESP), Our Shared World (OSW) and Forest Education Network England (FENE) offered guidance.

As the pandemic progressed, the social inequities of access to nature became stark; Natural England’s People and Nature Survey found that one-in-eight households in Britain are without a garden, and in England, black people are nearly four times as likely as white people to have no access to outdoor space at home (3).

Reaching out to policymakers and colleagues in Scotland, Wales and Northern Ireland, we realised the work they were doing to narrow this gap and make their curriculums fit for purpose. As with England, there were case studies of effective nature-based learning in schools and early years, and calls for funding and increased political will to ensure every child has access to green spaces locally and further afield.

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NEEDING NATURE

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around the UN SDGs and understood the importance of big picture, systems thinking (4).

Meeting regularly with colleagues at the Wildlife Trust and Council for Learning Outside the Classroom (CLOtC), we recognised that the Turning Learning Inside Out (TLIO) consortium was ideally poised to provide safe, enriching learning outdoors as soon as children returned to school. The Nature Premium would guarantee that schools can access this wealth of expertise as part of an ongoing COVID-19 recovery plan (5).

February 2021 saw the publication of the government-commissioned The economics of biodiversity: The Dasgupta review. This report states that nature-based learning must be integral to our education system if we are to halt biodiversity loss and live in harmony with the natural ecosystems that sustain all life on earth (6).

This sentiment is what the Nature Premium asks for, so we asked Professor Dasgupta to support us, which he did: In my report…I made a plea for a transformation of our education systems towards one where children from an early age are encouraged to try and understand the infinitely beautiful tapestry of processes and forms that is Nature…the Nature Premium will deliver such a transformation to the benefit of our children and their future development.”

Having attended the Bank of England’s seminar on the review, we met Andy Haldane, then Chief Economist at the Bank of England, who suggested we find a funding mechanism to offer the government a solution (7).

Emboldened, we asked more influential people to help us. The more conversations we had, the more we realised how many agendas the Nature Premium would help address.

Pre-pandemic, through our own Forest School programmes and nature connection work, we witnessed the transformation of young people struggling with formal education. The latest figures suggest one in six 6–16-year-olds now has a probable mental health disorder (8).

Grant funding Late summer 2021, the Ashden Trust awarded the FSA with a grant and guidance for the Nature Premium. With their networks and campaigning experience, the campaign was even shared at COP26 through ‘sounding out’ conversations in the Blue Zone.

their support for the Nature Premium; the commitment of these young people and their demands for government and schools to listen to their concerns about the climate and biodiversity emergencies fuelled us. They understood that younger generations must have a proactive relationship with the natural world to promote biodiversity and to mitigate the impacts of rising temperatures.

With the publication of the DfE’s Sustainability and climate change draft strategy, we doubled our efforts. Nadhim Zahawi’s statement that:

Natural England’s survey found 83% of children say being in nature makes them very happy, with eight in ten agreeing that they would like to do more to protect the environment (10).

“Education is critical to fighting climate change. We have both the responsibility and privilege of educating and preparing young people for a changing climate” (9). had us all cheering. The Nature Premium could be the answer to his call for innovative and transformative ideas.

What do children and young people think?

From the outset, Teach the Future and UK Youth for Nature offered

Global Action Plan also found that young people care deeply about other people and nature. Whilst coronavirus has strengthened this, they experience negative impacts to their wellbeing when they perceive that ‘others don’t care about the environment’. This “valuesperception gap” increases eco-anxiety and makes them less likely to act on the issues they care about (11).

Grant funding has made it possible for us to begin scaling up our youth engagement, calling on the expertise of other organisations and the lived experience of our own ambassadors (12).

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NEEDING NATURE What about schools?

From Leading Nature NOW, an early years wellbeing and catch-up programme in Oxfordshire, Sarah hears from practitioners about toddlers who are terrified of crawling on grass. One early years teacher spoke of a four-year-old’s amazement at feeling rain on his face for the first time. Stories of such poverty of experience are flooding in.

Writing about the value of environmental education, Matt Larsen-Daw suggests that “Schools and colleges can act as ‘levellers’ to enable all young people to have a minimum level of nature experience, when the opportunities and encouragement they get at home may differ enormously” (13).

We believe the Nature Premium should provide additional funding to allow levelling up, where those children who have the least access to nature should receive more support.

Campaign supporter Edd Moore, a primary school teacher, agrees, “There is a clear disparity in access to nature for children and young people in the UK, which has only been made worse by lockdown… Time outdoors experiencing our natural world should be a right, not a privilege.”

Learning about your local area creates a sense of place, a feeling of belonging, and builds communities. With the Nature Premium, the education system would invite marginalised communities to feel welcome, enjoy and care for natural spaces.

Next steps At COP15, world leaders will gather to discuss reversing the declines in nature. We hope that children and their education will be high on the agenda.

Research shows that human behaviour in natural spaces largely depends on our experiences with nature, that the ‘extinction of

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experience’ is a threat to biodiversity conservation and to our own wellbeing.

Researchers Goodenough and Waite note that, “Sustainability is not just about ‘looking after nature” REFERENCES

1. Education Committee (2022). Report summary: Is the catch-up programme fit for purpose? https://publications.parliament.uk/pa/cm5802/cmselect/cmeduc/940/ summary.html 2. Armstrong, A. et al (2021). Why society needs nature: Lessons from research during COVID-19. https://www.forestresearch.gov.uk/research/why-society-needs-nature-lessons-fromresearch-during-covid-19/ 3. ONS (2020). One in eight British households has no garden. ons.gov.uk/economy/ environmentalaccounts/articles/oneineightbritishhouseholdshasnogarden/2020-05-14 4. United Nations Department of Economic and Social Affairs, UN Sustainable Development Goals. https://sdgs.un.org/goals 5. CLOtC (2020). https://gem.org.uk/wp-content/uploads/2020/05/18-5-20-Supporting-schoolsto-re-open-by-taking-learning-outside.pdf 6. Dasgupta, Professor Sir Partha (2021). Final Report – The economics of biodiversity: The Dasgupta review. https://www.gov.uk/government/publications/final-report-the-economics-ofbiodiversity-the-dasgupta-review 7. Bank of England (2021). https://www.bankofengland.co.uk/events/2021/march/seminar-withprofessor-sir-partha-dasgupta 8. Education Committee (2022). Is the Catch up Programme fit for purpose? https://publications. parliament.uk/pa/cm5802/cmselect/cmeduc/940/summary.html 9. DfE (2021). Sustainability and climate change: A draft strategy for the education and children’s services systems. https://assets.publishing.service.gov.uk/government/uploads/ system/uploads/attachment_data/file/1031454/SCC_DRAFT_Strategy.pdf 10. Natural England (2021). The children’s people and nature survey for England: Summer holidays 2021. https://www.gov.uk/government/statistics/the-childrens-people-and-naturesurvey-for-england-summer-holidays-2021-official-statistics 11. Global Action Plan (2021). United in compassion: Bringing young people together to create a better world. https://www.globalactionplan.org.uk/files/united_in_compassion_-_research_ paper.pdf 12. Nature Premium: https://www.naturepremium.org/ambassadors 13. Larsen-Daw, Matt (2021). Understanding our place in nature: The potential impact of environmental education. https://trust-journal.org.uk/more/authors/matt-larsen-daw/ 14. Goodenough, Alice; Waite, Sue (2020). Wellbeing from woodland. Palgrave Macmillan, p9 15. Copenhagen: WHO Regional Office for Europe (2016). Urban green spaces and health. https://apps.who.int/iris/bitstream/handle/10665/345751/WHO-EURO-2016-3352-43111-60341eng.pdf?sequence=1&isAllowed=y 16. Nature Premium Digital toolkit: https://trello.com/b/GTQVQwdZ/nature-premium 17. Department for Digital, Culture, Media and Sport, The Rt Hon Nadine Dorries MP, Nigel Huddleston MP, and The Rt Hon Michael Gove MP (2022) https://www.gov.uk/government/news/government-outlines-ambitious-plans-to-level-up-activitiesfor-young-people 18. Juniper, Tony (2022). Green Paper can herald Nature recover. https://naturalengland. blog. gov.uk/2022/03/16/green-paper-can-herald-nature-recovery/

IMAGES

Images have been supplied by the author. Photographers retain copyright.

ACCESS THE TOOLKIT Click here to get the Nature Premium toolkit.

Further details about Nature Premium can be found here: www.naturepremium.org

but includes social justice and the wellbeing of all who share this planet through economic, political, social and natural dimensions (14).

It is time for a curriculum that meets the needs of all living things, including humans, to teach children that we are nature. Unless we learn to live in harmony and sustainably with the natural world, life on earth will be irreparably damaged and we will miss this golden opportunity to foster the long-term health of future generations and…provide long-term benefits to nature, humans, health and the climate alike (15).

At this moment, post-COP26 and after the impacts of COVID-19, we have a once-in-a-decade opportunity to influence government policy and get children into nature.

To influence and embed the Nature Premium within the Sustainability and Climate Change strategy before its intended publication in late April 2022, we have grown the campaign team and are generating widespread support with a high-profile PR campaign (16).

With the Harmony Project on board, our advocacy for children and nature enters a new phase; the once small acorn of an idea is now growing into a strong tree.

We are in this for the long haul, knowing oak trees grow slowly and thrive only in a community. We recognise the decade of work by Mary Colwell, campaigning for a Natural History GCSE, and the years of relationship-building that the CLOtC has put into furthering the cause of inspirational learning experiences.

Funding We know that schools and early years settings are best placed to understand the needs of their children, so they will decide how to use the money. We have worked with colleagues at the Centre for Public Service Reform to create a Social Bridging Funding (SBF) model.

This model fits with the Environment Plan and builds on the projects that are part of the Defra/DfE-funded Children and Nature programme.

We seek to meet and work with the DfE, other stakeholders, including philanthropic funders, to explore how the SBF model can pilot the costs and feasibility of implementing the Nature Premium.

Futureproofing The Nature Premium campaign’s objectives align with the government’s recently announced package of measures to ‘level up’ activities for young people and its aims to increase access to regular out of school activities, adventures away from home and opportunities to volunteer (17).

We share Natural England’s vision of thriving Nature. A “nature positive future”, to quote Tony Juniper, is the future our children want and the legacy we can leave them (18).

Will you join us in nurturing this idea that grows stronger every day?

Will you advocate for a Nature Premium so that our children can grow up happier, healthier and greener? n

FIND AWE, WONDER AND FUN Learn outdoors with fairies on page 34.

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NAVIGATING

INTELLIGENCE

THINKING ABOUT PHYSICAL INTELLIGENCE, THE ROLE OF THE BODY IN LEARNING AND WAYS THIS COULD IMPACT OUTDOOR LEARNING AUTHOR Richard Whall (BSc, MSc, PGCE, FHEA) Lecturer in Human Movement, University of Central Lancashire Having previously worked across the health, fitness and education industry as a coach, trainer, advisor and qualified primary school teacher, Richard has developed an interest in the physicality of learning, from a scientific and philosophical perspective. This has led to current explorations of the concept of physical intelligence as a PhD project, and people’s experiences of physical intelligence through running.

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avigating intelligence? Sounds like something you’d expect an experienced mountain leader or arctic adventurer to possess. And it certainly could be. But could it also mean something else?

To me, in this article, it refers to a wider exploration of the intelligence landscape: what is out there to know about intelligence, where is intelligence located and how does intelligence look from different viewpoints?

Whilst the term ‘intelligence’ is widely used, and most people would be able to identify individuals or instances they believe to demonstrate intelligence, there is still no universally agreed definition of what intelligence actually is! Explored from the perspectives of both science and philosophy, the concept of intelligence has certainly been subjected to intense scrutiny and debate. This has created a rich landscape of knowledge, models and theories that can support those working in the fields of Outdoor Learning and education.

For example, challenging the common perception that intelligence is a single thing, measurable by IQ, Howard Gardner, in the 1980’s and beyond, proposed a theory of ‘Multiple intelligences’ (1) — see figure one.

Where traditional education has fixed it’s gaze narrowly on logical and linguistic intelligence, the holistic nature of Outdoor Learning provides a vast array of opportunities to develop other intelligences beyond the traditional classroom smarts.

For example, building intra-personal (also known as emotional) intelligence by negotiating challenging land or water-based environments or developing inter-personal (also known as social) intelligence through team-based problem-solving activities or co-operative play.

This rich, and somewhat uncharted, territory also affords the potential for further exploration.

Nestled amongst the broader view of intelligences lies bodily-kinesthetic intelligence.

With my background in health and fitness, I have always been fascinated by the thought of a ‘physical’ intelligence, and became even more intrigued when I stumbled across a book titled Intelligence in the flesh by renowned educational psychologist Guy Claxton. In it, Claxton makes a bold claim; that bodily or physical intelligence isn’t just another type of intelligence, but is in fact the foundation for all intelligences (2).

Sparking a desire to explore this further, I recently set out on a research adventure to navigate the wider intelligence literature, guided by input from individuals across the movement and education sectors, in an attempt to map the concept of physical intelligence for my PhD. The purpose of this article is to share some of my explorations to date, considering what physical intelligence could be, the role of the body in learning and ways in which this could impact Outdoor Learning practice.

Neglected bodies Whether based around the singular notion of IQ, different types of intelligence or the overall purpose of intelligence in life, there is a general agreement that intelligence is a property of mind (or brain). Unfortunately, this point of view essentially removes mind from body, relegating the body to be considered as a mere biological machine under the control of the brain; a thing simply to be kept fit and healthy.

The idea that mind and body are two separate things (dualism), with the mind being more important than body (mind-over-matter), dominates western thinking, and educational practice in particular. The prioritisation of the logical and linguistic intelligence-based subjects such as English, Maths and Science is a prime example, with little consideration given to the body outside of Physical Education (P.E). P.E. itself can often suffer in reverse, with it’s obsession with sport and being physically active resulting in a narrow, though well-intentioned, focus on health and neglecting the wider role of the body in learning.

But what if we invert this view and focus instead on the connections, indeed the inseparability, of body and mind?

FIGURE ONE: Multiple intelligences

Debate surrounding the ‘body-mind’ problem can be traced back at least as far as the Ancient Greeks – though the stimulus for this viewpoint arguably dates back to the literal rise of head over heels as our ancestors, the early hominids, developed the unique capacity amongst mammals to walk upright on two feet some two million or more years ago.

Intriguingly, it is an evolution-informed standpoint that helps us to reconnect body and mind, providing evidence that there is much more to our physicality than we currently think.

Getting to grips with physical intelligence Key to a species’ survival is the ability to find food, stay warm and avoid being eaten, all tasks that require movement and intelligence. Delving all the way back to some of the earliest forms of life on earth, physical bodies existed before brains, indicating that movement and intelligence are possible without a brain to make any decisions.

Indeed, recent research from ecological psychologists suggests that nervous systems, and therefore the brain, originally evolved to support intelligent movement (3).

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NAVIGATING INTELLIGENCE Further evidence for the importance of physical intelligence can be found within the work of Jean Piaget (4), who highlights the importance of movement in the sensorimotor phase of his learning theory (see page 30).

It is through physical movement and sensory perception that a child is able to learn about the world, all the while forming connections between body, brain and world that result in enormous growth in brain size.

Unfortunately, by suggesting this phase dominates for just the first two years of life, the bodily focus quickly fades into the background once children enter formal education (Early Years notwithstanding).

So, it seems to me that Guy Claxton may well be right: that physical intelligence could be the foundation for all intelligences.

Movement is clearly important for learning and development. The early evolutionary role of the perceived organ of intelligence, the brain, was to enhance the ability to move. But does this bring us any closer to understanding what physical intelligence might actually be?

Well, yes. And no! Against a background of failed attempts amongst the scientific community to come to any consensus over what intelligence is, it would be foolish to think I’d be able to construct a clear-cut answer for what physical intelligence definitively is!

What I can offer, however, is suggestions for what it might include, based on some recurring features across the research literature which help to identify intelligent behaviour. These include: the ability to solve problems, to learn and adapt, and the idea that intelligence plays a vital role in life success (5).

Therefore, based on these central ideas, the definition of bodilykinesthetic intelligence as proposed by Gardner, and ideas collated

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from participants in my research, I tentatively propose that physical intelligence demonstrates an individual’s ability to solve problems through movement, in relation to both their internal environment (physical body) and surrounding external environment (physical and social). See figure two.

Furthermore, physical intelligence demonstrates an individual’s ability to learn from their experiences and apply or adapt their understanding in different contexts and future situations.

Thinking beyond physical activity So, what does this mean for Outdoor Learning and where might this understanding lead us?

Being outdoors and physically active will naturally require and challenge physical intelligence; technical skills to move through different environments, fine motor skills when working with tools and the complex interaction of cardiovascular and musculo-skeletal systems that enable running, jumping, climbing and free-play. But can we do more to enhance the development of physical intelligence and make the most of what the outdoor environment affords?

Often the thought is simply about keeping our body active. Whilst being physically active is important for overall health and wellbeing, can we expand the narrow focus on duration and intensity of activity (aka calorie counting), and also incorporate exploration of how well we move, our awareness as a moving body and how we feel whilst moving?

Do your movements feel fluid and effortless, or stiff and mechanical?

Do you move freely and without pain, with every part of your body contributing to the movement as required or are certain parts, consciously or unconsciously, neglected or over-worked? Can you find different ways to solve different movement problems?

LEARN MORE ABOUT THE SENSORIMOTOR STAGE The sensorimotor stage is the first stage of a child’s life.

Watch a short introduction to Piaget’s stages of cognitive development.

Click here.

FIGURE TWO: Solving problems through movement

The varied, dynamic outdoor environment naturally provides continual stimulus for us to learn and adapt our movements: walking over uneven ground, climbing over rocks or balancing along fallen logs, for instance. But don’t just find one way to climb a tree or balance along a log; actively seek out alternative routes, vary foot and/ or hand placements, vary the speed or add turns or twists.

Feel how this changes the way each part of your body moves, tuning in to the subtle adjustments you are making to maintain fluency and stability. Challenge your balance in different positions, move your head, close your eyes, hold out an arm or a leg, but do so attentively.

These are all examples of opportunities to apply previous skills to new experiences, to continue the process of learning and adaptation, and which place significant demands on our bodily sensory systems; both interoceptive (sensing our internal physiological and emotional state) and exteroceptive (sensing directed towards external environment including visual, auditory and tactile).

Use of these sensory systems could be considered as examples of body language, the language of physical intelligence, learning to listen and connect to each and every part of your body. Our emotional states likewise have a physical and physiological basis, and can be influenced by our breathing and postures. Standing tall when facing a challenge can help you to feel more confident, for REFERENCES

1. Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.

2. Claxton, G. (2015). Intelligence in the flesh: why your mind needs your body much more than it thinks. London: Yale.

3. Fultot, M., Frazier, A., Turvey, M. & Carello, C. (2019). What are nervous systems for?

Ecological Psychology, 31:3, 218-234.

4. Piaget, J. (1953). The origin of intelligence in the child. London: Routledge and Kegan Paul.

5. Sternberg, R. J. (2020) ‘Rethinking what we mean by intelligence’, Phi Delta Kappan, 102(3), pp. 36-41.

FIGURES

1. Gardner, H. (1999) Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books. Note: The graphic includes seven intelligences as originally proposed by Gardner, but additional intelligences have also been suggested, including ‘naturalist’ intelligence which refers to the ability to understand living things and read the natural world.

2. Supplied by the author

IMAGES

Images have been sourced from pxhere.com except for author profile image which has been supplied by the author. Photographers retain copyright.

example, or learning to breathe, relax and release unnecessary bodily tension may help to overcome fear.

Being able to read and relate to the body language of others is also a vital aspect of social communication, teamwork and leadership.

Acknowledging the existence and importance of physical intelligence therefore elevates the value of physical activity to beyond something simply done for fun, health or exploration, potentially adding even greater meaning to an array of already purposeful Outdoor Learning activities.

None of what I’ve written here is necessarily ‘new’.

Rather, much of it is the development or repurposing of concepts and ideas already in existence, but that may have previously been overlooked or hard to find. Conscious awareness of the moving body features strongly in dance and somatics; for example, breath is central to the ancient arts of yoga and qigong, and the rapidly developing science of ecological dynamics highlights the importance of movement variety.

My research adventures to date have allowed me to unearth a deeper understanding of physical intelligence, bringing attention to its potential importance and ways in which it can be enhanced. It is hoped that as my research continues, I will be able to uncover further valuable insights and investigate the impact of these ideas in practice n

THE WAY OF THE ROPE Find new ways to explore the connections between body, brain and environment on page 5.

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CHECKING THE

RIGHT HABITS

DOING RIGHT

SHISA KANKO, A LITTLE BIT OF JAPANESE SAFETY CULTURE THAT REALLY WORKS — THREE LEGS OF THE SAFETY STOOL

AUTHOR Loel Collins, Researcher and Trainer Loel has worked in the Outdoor sector for over 35 years.

He is currently an independent researcher and freelance trainer. His doctorate and research interests lie in judgement and decision-making in complex environments.

Loel.collins2@gmail.com

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n the first article of this series (Horizons issue 96), we considered the value of creating good habits. For example, we advocated driving to work via the same route to reduce demands on your decision-making resources.

However, have you ever driven home after work and realised you don’t remember the last five minutes of the drive? Almost as if you switched into autopilot?

When we perform an action repeatedly, it becomes habitual, one that doesn’t engage us. This contrasts with the positive habits encouraged in the first article. Habits can become unsafe outdoors if the instructor is not cognitively engaged in the decision-making process. Such lapses can be especially costly when instructors need to verify that a particular action has been completed — we don’t want critical safety checks disconnected from their purpose What if instructors have developed bad habits with karabiner, knot or buoyancy aid checks when they’re working with groups? The challenge is not having habits form in critical aspects of those final safety checks before an activity occurs. We may be able to learn a lesson from the Japanese railway network.

One practical approach in ensuring safety checks is called ‘pointing and calling’. The Japanese rail system implemented pointing and calling as a method of occupational safety. Principally, to avoid mistakes by pointing at important indicators and calling out their status.

It may sound odd, but consider the last time you performed a critical safety check when under pressure; there is a good chance you did this! For example, you may well have physically checked the karabiner while saying (even under your breath) ‘done up’.

Instructors frequently know ‘what’ to check (the buoyancy aid waist ties need to be done up) and ‘why’ (to make sure the buoyancy aid does not ride up on the wearer if in the water)— pointing and calling is the ‘how’!

Known in Japanese as ‘shisa kanko’, pointing and calling works by associating a specific task with a physical action and vocalising that action, raising the consciousness levels, engaging the checker and consequently improving the quality of the check – three legs to the safety check stool (see figure one).

In the Outdoors, rather than just relying on the instructor’s eyes or habit, each step in a task is reinforced physically and verbally to ensure the stage is both complete and accurate. Pointing and calling has a particular value in time-constrained tasks. By necessity, these tasks are identical, repetitive and prone to the damaging habits (automation with a lack of engagement) highlighted earlier; attaching someone at the top of a zip line, or at the head of an abseil or lower off; climber to a rope on a climbing wall, may all be typical examples.

The concept When performing a check, the instructor could ‘point and call’ the check: “waist tie done up” “karabiner screwed up” “buckle threaded back”

FIGURE ONE:Three-legged stool of in action safety checks

It’s not enough to perform just a visual inspection nor just a physical assessment; it is the combination of the three – the task (the check), the physical and the verbal – that gets this to work.

Pointing and calling works by engaging multiple senses. The instructor identifies the object and verbalises their checking action; they can’t skip over the safety check. The cognitive aspect ensures the habit has value.

In short, the instructor is cognitively engaged. A vital element of this is the variety of physical actions and calls the instructor might perform while completing their checks. While this sounds silly pointing and calling reduces workplace errors by up to 85 percent in some studies (1). An initial investigation improved error detection in rope work systems to over 90 percent, mainly screw-gate karabiners being done up and edges protected!

The challenge However, such a simple and effective method of improving error detection has primarily been confined to Japan. Perhaps Westerners ‘feel silly’ and self-conscious performing gestures and calls. Given its demonstrable value, how might we encourage instructors to apply ‘shisa kanko’ without feeling self-conscious?

The first point to make is that this is an essential aspect of an instructor’s role; their group will want to be safe, so straightforward and explicit safety checks are expected. In the group’s eyes, this is professional and good practice.

Moreover, the expectation of a check is genuine; evidence in activities that are single experiential ‘rides’, such as zip wires, bungee jumps, and abseils, shows that participants perceive the safety checks as the instructor’s key role — more a technician than an instructor (2, 3).

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CHECKING THE RIGHT HABITS A second point is to understand the mechanism, ‘associating a specific task with a physical action and vocalising the action, raising the consciousness levels’.

When pointing and calling was applied in the New York subway, but without the explicit ‘pointing and calling’ safety checks still improved (4).

Some instructors may point and call enthusiastically; those who are more self-conscious will also benefit from the increased awareness by reinforcing each task.

Some examples

However, the ideal solution is integrating all ‘three legs of the stool’ to the safety check. It need not be the explicit ‘pointing at and calling out’ as the name implies. Indeed, simply raising awareness that essential safety checks have three parts – a need, an action and a verbalisation – may suffice.

Imagine, securing a canoe trailer to a minibus, for example (see figure two);

When an instructor checks a knot is tied correctly, they don't just look at the knot and mentally check it (only 2 of 3 stool leg safety checks).

They say, “that's good” with the knot in their hand (3 of 3). The physical action of holding the knot and the verbalisation of the quality of the knot achieves the essential link.

A karabiner check could be done by holding the karabiner, squeezing it across the gate and spine while saying “great, done up” .

The driver has a legal responsibility (need).

If the gate opens, they have discovered differently and can correct it.

Connecting the hitch, plugging in and passing the chain over the hitch (action).

It's simple, the three parts, the check, physical and verbal, work in synergy – that’s why this works so well.

The driver says, out loud whilst pointing,

This need not be constrained to just instructors; for instance it can be used on occasions when we have students check their own actions or equipment, clipping onto a fixed-line. The same three links can be made.

“Hitch, lights, brake” (verbal).

The student can clip the line, rotate the karabiner, do it up, then squeeze the karabiner while looking at it and calling karabiner check, "…clip, rotate, tighten squeeze…" .

The instructor can feel more confident that the check has been effectively completed.

By understanding the three legs of the safety stool, instructors can apply it to all checks, and is a simple model that works n

REFERENCES 1. Richarz, Allan (2018). The amazing psychology of Japanese train stations.

Bloomberg https://www.bloomberg.com/news/articles/2018-05-22/the-amazingpsychology-of-japanese-train-stations 2. Collins, L., and Collins, D. (2013). Decision-making and risk management in adventure sports coaching. Quest. doi:10.1080/00336297.2012.727373 3. Shinohara, K., Niato, H., Matsuit.Y, and Hikano, M. (2013). The effect of ‘finger pointing and calling’ on cognitive control processes in the task switching paradigm.

International Journal of Industrial Ergonomics. 43(2), pp 129-136.

4. Richarz, A. (2017) Why Japan’s rail workers can’t stop pointing at things; A seemingly silly gesture is done for the sake of safety. Atlas Obscura. https://www. atlasobscura.com/articles/pointing-and-calling-japan-trains

FIGURE TWO: Attaching a trailer

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IMAGES Author profile, trailer check and Japanese text have been supplied by the author, with other images sourced from pxhere.com. Copyright is retained by the original source.

FAIRIES

OUTDOOR DISCOVERIES

SEARCHING FOR FAIRIES OUTDOORS AUTHOR Tracy Hayes, University of Cumbria A qualified youth worker and community development professional, Tracy takes a playfully narrative approach to her work. She is lead editor of the book Storytelling: Global perspectives on narrative (Brill, 2019) and is convenor of the British Educational Research Association’s (BERA) Nature, Outdoor Learning and Play Special Interest Group, and Social Media and Website Officer for the Royal Geographical Society’s (RGS) Social and Cultural Geographies Research Group (SCGRG).

AUTHOR Charlotte Murphy Charlotte is currently working to save money for travelling in a self-built camper van. She plans to apply for a masters in youth criminal justice, specialising in young people with learning disabilities.

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n this article, we tell the story of Charlotte’s research to explore how stories, imagination and creativity can add awe, wonder and fun in a way that enables us to find our own magic outdoors – whatever our age.

This is the third, and final, of the Outdoor Discoveries series. It draws on the first two articles in this series (1, 2), along with reflections on Tracy’s research and practice, and incorporates these of Charlotte, a recent graduate whose third year dissertation study explored the experiences of a family who went looking for fairies.

Since leaving university, Charlotte has gone on to work in social care, most recently caring for her Nan, who has advanced dementia.

Her dissertation was titled: The supporting role of fairies in childhood imaginative play. This was not the research Charlotte had originally intended to undertake. She was finding it difficult to pick a topic, and had been exploring several different ideas around children, young people, and criminal and social justice, when she participated in a research methods workshop led by Tracy.

Here, alongside her classmates, she followed instructions to, “Think back to your childhood and remember an experience that you had outside as a child” (2, 3).

For Charlotte, following this process unlocked long-forgotten memories of playing with her friends – real and imaginary. She laughed as she told classmates about the fairies she shared her life with as a child.

Her earliest memories are of playing in a mystical world of fairies and pixies, and teddy bear picnics. She recalls watching a video from her local library, called The Fairies, which followed the adventures of Harmony (the golden fairy) and Rhapsody (the rainbow fairy) and their friends (4). They would sing, dance and play games, and they lived at the bottom of a garden in an old oak tree.

Marriott explains,

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“When you hear the expression ‘Away with the fairies’, you imagine someone rather useless. Someone chronically distracted, with a short attention span and no common sense. Someone – if we’re not being polite – a bit batty” (5).

It is an expression not usually used as a compliment, but to bring attention to those of us (the authors included) who are daydreamers, often lost in thought, with vivid imaginations. Like Tracy, Charlotte recalls finding school a challenge: “Much to my teachers’ dismay, my imagination was not limited to play times and I struggled in conventional classroom learning activities because I did not concentrate well.”

When Charlotte was five years old, she wrote letters to fairies, especially one: “Amanda: my tooth fairy, my friend and my own personal wish granter” She left them around the house when she went to bed. On waking in the morning, she was delighted to find another letter written back to her, left in the same place. She told her family stories of fairy parties and enjoyed adventures with Amanda in the garden and woods behind her house.

The question of if fairies were real, did not emerge until Charlotte was much older, and by then she was able to respond with reference to academic theories and research. For example, drawing on Harrington’s observation of children engaging with the fairy village created at a school: “… whether or not the children believe in fairies is often unimportant. Once they have encountered something that is potentially magical, the role the students embody in their imaginative play becomes that of an individual who believes in fairies and is attending to their happiness” (6).

Charlotte remains emphatic that she believed (believes?) in fairies.

Charlotte, the final year university student, texted her mum to ask if she remembered the fairies, and her mum texted back with photos of the letters that she’d kept safe over the years – treasured family mementos. She shared them with her classmates, and Tracy shared some stories from her years in practice as an environmental educator.

One of Charlotte’s classmates is a grandmother and invited her to join her family at an outdoor setting that had lots of fairy houses. So, Charlotte went out to play with the grandmother, her daughter and two granddaughters – one of whom was aged five (a serendipitous coincidence). We protect their identity by naming them here as Nanny, Mother and Child. Tracy was invited along too, as photographer and note-taker. This experience enabled Charlotte to consider intergenerational perspectives, alongside reviewing literature, her own reflections and conversations with Tracy.

What Charlotte and Tracy found A fairy house is a small home designed for fairies, gnomes and woodland creatures to live in (7). In comparison, trolls’ houses tend to be much bigger and are often found beneath bridges (8), whilst unicorns favour ‘… free, shared, un-programmed spaces (most often with trees in them)’ (9).

There are lots of different kinds of fairy houses. Some are made completely from natural materials, gathered up and repurposed.

Others include manmade objects, sometimes even representations of the fairies themselves. In Harrington’s account of children engaging with the school’s fairy village, she is careful to explain that the students create fairy houses themselves from naturally occurring objects (6). The only rule they have is that they cannot damage living things or else the fairies will not come and visit.

This means that they cannot pull bark off a tree, however if the bark is already on the floor when they find it, then they may use it.

Creating fairy houses encourages children to observe the materials at their disposal in their immediate environment, developing observation skills and inspiring an appreciation of what is around them (10). This may also enable them to feel a kind of freedom that is not found indoors – it is a less demanding environment, which offers children space to be themselves with less inhibition (11).

In Charlotte’s research study, she did not observe a noticeable difference in the family’s engagement with the alternative forms of houses, the children she was with were as enchanted by those with manmade objects as they were with the natural ones. We now share some of the encounters with fairies that happened during that magical day.

LOOKING FOR FAIRIES

When we (Charlotte and Tracy) arrived at the site, we were given a map marking the locations of some of the fairy doors that could be found. Charlotte’s initial thoughts were that this may alter the family’s engagement through setting an objective for the child – to find the fairy doors. When the family joined us, Mother handed Charlotte a small piece of paper. It was a card the child had made for the fairies that we would meet.

We set off to explore: the child was on a mission, map in hand, wellies on foot, to find the fairy homes. We huddled around various gnarly tree trunks, peeping into the small windows of the fairy

houses, seeing if the child could spot anything. Charlotte and the child crouched down next to a small fairy house built into the fork between tree roots, hoping for a magical moment. Gently, Charlotte whispered, “Can you see anything?”

Carefully placing her hands onto the trunk, avoiding the muddy patches, Child leant in closer. Charlotte watched her gazing into the dark space, when suddenly she exclaimed, “I saw a wing!”

Charlotte recalls feeling excited, giggling gleefully, feeling as she had when she was a child when she saw fairies.

“

The child ran back through the wood to her mother and grandmother.

Nanny! I saw a fairy!”

Her grandmother and mother both responded enthusiastically.

“What did she look like?”

her mother asked, crouching down to give her full attention.

“She had gold wings, a gold crown... she was the tooth fairy!”

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FAIRIES

The child had recently lost two of her front teeth, and her mother told us that the fairy had left her a present under her pillow.

The child quickly moved on to the next house. When we caught up with her, she was beside another fairy house, built into the trunk of a fallen tree. As we approached, the child joined us on the path to tell us there were lots of fairies in that tree. She told us in a matter-offact way: “The tree is really friendly for fairies.”

Child spent most of her time running ahead of the group, map in one hand, pencil in the other, searching around trees for more houses, until she found a tree with several houses around it. Mother and Child approached each house, carefully avoiding stepping on the spring flowers nearby.

The child knocked politely on each fairy door and the ones that opened she put her mouth to the doorway and whispered “Hello?” then turned her head, listening for a reply. She did not find any more fairies, but we watched from a distance as Mother, Nanny and Child laughed and chatted animatedly together.

As we moved further through the garden, she pointed to a circle of logs and said, “Look, I can see a fairy!” and ran toward them. Charlotte followed and told her, “When I was little, my mum used to tell me that a circle of dark grass, or logs or toadstools was a fairy ring. That’s where they have their parties! Maybe we just missed them. Sometimes I left sandwiches and cake out for them.”

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Child did not say anything, just looked at her for a moment, before running back to her nanny. She told Nanny that we had just seen a fairy party, and they were eating cake and sandwiches.

By the end of the trail, as the adults were stood talking, Charlotte noticed the child squelching in muddy puddles. For a while she just watched, then joined her. She copied her, moving her feet up and down to make squelching sounds. At some point, unnoticed by Charlotte, the child stopped. Totally mesmerised by the sound of the mud and moving her boots through it, creating shapes and swirling it around, it wasn’t until Tracy asked Charlotte a question that she realised that it was just her playing in the mud, and everyone was ready to leave. We think she may have been away with the fairies…

REFERENCES

1. Hayes, T.A. (2021). Finding joy and hope: Taking time to ask and making time to listen.

Horizons, 95, pp 12-14.

2. Hayes, T.A. and Tremble, S. (2022). Magic moments: Noticing magic moments outdoors.

Horizons, 96, pp 33-36.

3. Hayes, T.A. (2014). Seeing the world through their eyes: Learning from a 5½ year old, a rabbit and a boat ride with aunty. Horizons, 63, pp 36-39.

4. Watts, J. (2022). Meet the fairies. Available at https://thefairies.com/meet-the-fairies/ 5. Marriott, Z. (2022) Away with the fairies. Royal Literary Fund. Available at https://www.rlf.org. uk/showcase/away-with-the-fairies/ 6. Harrington, K. (2015). Natural Start Alliance. Available at: https://naturalstart.org/featurestories/magic-wonder-science-and-exploration-educational-value-fairy-villages 7. Light-Beams Publishing (2020). What are fairy houses? Available at: https://fairyhouses.com/ 8. This is a reference to the traditional tale of the the billy goats gruff. For a modern interpretation with ideas for incorporating the story into Outdoor Learning, see https://www.bbc.co.uk/teach/ school-radio/eyfs-listen-and-play-billy-goats-gruff/zr3yt39 9. Kunkel, D. (2006). How unicorns learn. Horizons, 36, pp 10-12 10. Torkar, G. (2021). Taking notice: Children’s observation skills in nature as a basis for the development of early science education. Available at: https://www.bera.ac.uk/blog/taking-noticechildrens-observation-skills-in-nature-as-a-basis-for-the-development-of-early-science-education 11. Schweizer, S. (2009). Under the sky: Playing, working, and enjoying adventures in the open air, a handbook for parents, carers, and teachers. Forest Row: Rudolf Steiner Press.

12. Waters, P. (2015). Narrative journey: Storying landscapes for children’s adventurous outdoor play and experiential learning. Horizons No 67, 32-35 13. Loynes, C. (2004). If you want to learn to navigate, throw away the map. Available at: https://insight.cumbria.ac.uk/id/eprint/808/1/Loynes_IfYouWantToLearn.pdf 14. Carson, R. (1956). The sense of wonder. New York: Harper and Row.

IMAGES

Tree house image on page 37 has been sourced from pxhere.com. Other images have been supplied by the authors. Photographers retain copyright.

What does this mean for practitioners in Outdoor Learning?

As Harrington (6) explains, the simple joy derived from magical experiences can be traced to the idea that anything is possible. This applies to adults like Charlotte as well as to children. We can see from the stories shared here, that the adults and children respond to each other’s narrative cues (12), sharing and developing the fairy experiences.

A tree that is friendly for fairies is likely to welcome animals too, providing an introduction to wildlife-watching for children.

We see that the child stepped away from using the map; although she kept it firmly held in her hand, she did not follow the trail. Close inspection of the map revealed it is designed to be open to interpretation, there is no ‘one set route’, instead it encourages wandering and exploration, enabling serendipitous, magic moments.

This echoes the approach to Outdoor Learning advocated by Loynes, who cautions that, “the serendipitous encounters of the heart with the landscape are squeezed out by the map work approach to the outdoors” (13).

Children enjoy activities like this because it enables them to take control of their learning and be creative, which is likely to capture their attention for longer than being told what to do and how to create things. The processes of making houses, hunting for them, sharing them and being conscious not to hurt the environment presents countless developmental opportunities.

Play is a sociable development process. As their language matures, children are able to play in multiple roles, using their voices to differentiate the imaginary world they are immersed in and their own voices to create the scene, as we saw in the stories shared here.

Prompting the child to expand her imagination or use it in ways she may not have done before, benefits her learning. For example, asking questions such as,

Our questions for you are similar to those Tracy asked in 2014 (3): Do you make time and space for play – for yourself and for others around you?

CREATE A FAIRY GARDEN

Do you encourage others to make use of their imaginations?

Do you share your stories, and listen when others tell you theirs?

Click here to download a mini guide to making fairy gardens (with general learning outcomes) by Learning through Landscapes.

Finally, are you responsive – for example, how do you respond when a child tells you they have seen a fairy, presenting you with a narrative cue?

Charlotte and I are going to give the final words to Rachel Carson (14), which we have slightly amended to include us:

“

“If [we] had influence with the good fairy who is supposed to preside over (...) all children, [we] should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.”

Let’s keep finding joy and hope, noticing magic moments and searching for fairies – and other magical creatures – outdoors n

“Do you see anything?” or, “What did the fairy look like.” expands her imaginary narrative and allows her to decide what she believes they look like.

BUILD YOUR NATURE KNOW-HOW Make the most of your green spaces with seasonal tips – including how to build a wildlife pond from page 39.

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NATURE NOTES

WILDLIFE TIPS FOR CENTRES, SCHOOLS, PARKS AND GARDENS

STEP INTO

SPRING PLANT-SPOTTING Hawthorn or mayflower egus monogyna) is the only Hawthorn or mayflower (Crata , r the month in which it flowers British plant to be named afte , quickthorn, bread and cheese but is also called whitethorn, and hoppity-haws. ypole, source of May Day It was the ancestor of the ma in-the-Green and features in garlands, decoration of JacksGreen Man. The flowers, wreaths on carved faces of the a blood pressure and can act as leaves and fruits help reduce the in s t component of hedgerow mild sedative. It is a significan rce for a wide variety of bees UK and an important nectar sou and other insects (1).

Dandelion cinale) grows in carpets of The dandelion (Taraxacum offi ged green leaves (hence its golden-yellow flowers with jag ’s tooth) and clouds of name from dent de lion or lion in the wind. Now often featherweight seeds blowing h erminated in lawns it had a hig considered a ‘weed’ to be ext and was once grown repute for its medicinal powers as an alternative to lettuce in extensively for chemists and winter salads. rie making dandelion wine in Lau There is a classic account of de ma e as a family we hav Lee’s Cider with Rosie (2) and ions gathered off our village vegetarian honey with dandel ortant early nectar source for green. For wildlife it is an imp m from hibernation, enabling the queen bumblebees emerging rkers (3). to build nests and produce wo

AUTHOR Paul Ritchie, Sorbus Learning CIC Paul is a biologist with a passion for Outdoor Learning and teaching local communities, voluntary groups and others about ecology, conservation and wildlife gardening through courses, workshops and talks. As Director and project leader of a small not-for-profit Community Interest Company (CIC) he promotes understanding of our natural world. https://sorbuslearning.co.uk/

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BIRDWATCHING Tawny owl and early spring, tawny owls On warm nights in late winter as farmland become very vocal (Strix aluco) in town parks and ale ting with sharp ‘ke-wick’ fem they form breeding pairs, due of the males. calls and long haunting hoots trees is known by some This familiar occupier of hollow re), including gilly hooter (Shropshi lovely names across the UK, ter houlet (Yorkshire) and hill hoo screech owl (Sussex), Jenny be to ly like st ed owls are mo (Cheshire). These medium-siz at dusk as they rest wellals seen hunting for small mamm during the day. As with other camouflaged in mature trees ed ted by dissecting the regurgitat owls, its diet can be investiga ther and fur, which is a fun and pellets of undigested bone, fea with families (4). informative activity to carry out d swifts House martins, swallows an ) ) and swallow (Hirundo rustica ica urb House martin (Delichon s art erp erparts and light und with their forked tails, dark upp farmland in early spring after arrive back in our gardens and ir m Africa. The martins build the long and arduous journeys fro t of mud under the eaves of enclosed coconut-shaped nes ws make an open mud-cup buildings and cliffs, whilst swallo es. nest inside buildings and cav around villages and towns House martins favour feeding es. at home over farms and pastur whereas the swallow is more the us apus) arrives later in The rarer dark brown swift (Ap life in the skies above villages, season and spends most of its nest on tall buildings (5). towns and cities where it can

LEARNING RELAXING After over 30 years working in woodlan d as a volunteer, a ranger and more recently as an Outdoo r Learning practitioner I need no convincing of the power of tree s and ancient woodland to heal us both physically and mentally, as well as provide a fantastic resource for teaching .

Entering a wood is to start a journey of discovery about our natural world, uncovering ancient wisd om and finding ways to relax from the stresses of modern life.

I want to encourage you to make time to sling a hammock, con template the canopy, hug a tree, listen to birds and feed your sen ses (6).

Why not visit a small wood or grove of trees and find a quiet spot to lean against a tree, rest on the ground or lie down in a hammock and ‘bathe’ in the natural wor ld.

A hammock is a great way to relax outd oors and take time out from your busy schedule to look up into the canopy… soak up the diffuse light glinting through the verd ant roof above, feast your eyes on the vitality of life in the tree tops or listen to the call of birds and humming of insects.

You can buy a reasonably priced hammock from a variety of plac es and once you have found ‘hammockable’ trees all your care s can drift away as you lie back and feed your senses on woo dland wildlife around you (7).

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STEP INTO SPRING MAKE A WILDLIFE POND!

large, is one of the most An area of water, no matter how create in a wildlife-friendly gar important features that you can does it support an den or green space. Not only nts and animals, but it also interesting variety of aquatic pla all wildlife. provides vital drinking water for den or park will be visited by A pond or wetland area in a gar birds and mammals. Ponds are insects, amphibians, reptiles, feature and bucket ponds are the most popular type of garden ideal for small areas (8). ect pond, make sure that you sel To establish a vibrant healthy wth habitats. Submerged native plants from different gro ss , spiked water milfoil, watercre oxygenators such as hornwort d. ate aer the water fresh and and water starwort help keep ves, like amphibious bistort, Aquatic plants with floating lea t, water crowfoot and native broad-leaved pondweed, frogbi m sunlight and help reduce water lilies, shade the water fro algal growth. h, marigold, water mint, soft rus Marginal plants such as marsh the at s llow d grow in the sha yellow flag and lesser pond ree aluable cover for insects and water ’s edge and provide inv amphibians (9).

Excavate in laye

rs

Lay out of butyl/

plastic liner

REFERENCES

Line with old carp

ets or sand

1. Mabey, Richard (1996). Flora Britannica. Sinclair Stevenson.

2. Lee, Laurie (2002). Cider with Rosie. Vintage. First published in 1959.

3. https://www.plantlife.org.uk/uk/discover-wild-plants-nature/plant-fungi-species/dandelion 4. Buczacki, Stefan (2002). Fauna Britannica. Hamlyn.

5. https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/identify-a-bird/ 6 Wardley, Tessa (2014). The woodland book. Bloomsbury 7. Kieran, Dan and Hodgkinson, Tom. (2008). The book of idle pleasures. Ebury Press.

8. https://freshwaterhabitats.org.uk/wp-content/uploads/2013/09/pond-design.pdf 9. Briggs, Josie (2011). Wildlife habitats for your garden. GMC Books 10. https://www.wwt.org.uk/discover-wetlands/gardening-for-wetlands/how-to-build-awildlife-pond/

IMAGES

Hammock image on page 40 and background images (wood, lillies, paper) were sourced from pxhere.com. All other images were supplied by the author. Photographers and artist retain copyright.

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HOW- TO

FLY OVER TO THE A-Z OF BIRDS Visit the RSPB website to search for popular birds, and listen to bird calls Click here

Take it step-by-step 1.

2.

3.

4.

5.

6.

Chose a suitable site and mark out the perimeter Dig a hole and create shelves or layers Line the hole with old carpet and waterproof liner Fill the pond with water Plant in and around the pond Watch wildlife and marvel (10)

Here’s a snapshot of our pond building process from late winter and early spring – Look how the pond has evolved over the following two years n

OUTDOOR LEARNING IN ACTION Pond is finished

in March 2019

Go to page 9 to see how one primary school places Outdoor Learning at the heart of their approach.

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HAVE YOUR

SAY

“

I would like to continue outlining issues related to the major staff shortages that the industry is currently facing:

1. Permanent staff hours: Some managers find the shortage of freelance staff problematic because permanent staff use all their allocated hours and subsequent programming becomes difficult.

This may result, for example, in the termination of smaller (like weekend) courses which ultimately means lost learning opportunities for clients and loss of revenue for Outdoor Education centres.

2. Greater reliance on freelance staff: Freelance staff do an amazing job and are an integral part of our industry. Some managers are relying on freelance staff (when they manage to book them!) to take greater responsibility in centre life.

This may be, for example, taking a supervisory role that is usually taken by permanent staff who need time off to balance their hours.

This may incur a greater cost to the centre (who quite rightly pay a higher rate to the freelance staff) and puts extra pressure on freelance staff to demonstrate increased capability in front of their peers.

3. Devaluation of the industry: 3.A. Some managers are employing less experienced/ paid staff to accompany more experienced staff (permanent or freelance) to ensure client-to-staff ratios are adhered to on those sessions that are deemed less adventurous. These could be unlicensed activities like, for example, problem-solving or team challenges.

•

This may mean lost learning opportunities for clients – we all know that smaller ratios result in better learning.

•

I think this is really important – companies then realise that they can employ people with less experience for less money. People with more experience are pushed away and the overall amount of wages paid within the industry is greatly reduced.

•

Less experienced staff may mean a reduction in quality learning and safety during lessons.

3.B. Less experienced staff entering the industry:

THIS ISSUE HORIZONS ASKED READERS TO HIGHLIGHT WHAT CHALLENGES OR OPPORTUNITIES ARE BEING FACED EITHER INDIVIDUALLY OR AS AN ORGANISATION NOW OR AS SUMMER APPROACHES 43

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•

Staff entering the industry appear to have the more basic level of instructional awards, or are too narrowly qualified in one particular sport. We seem to have lost those members of staff who can deliver an adventurous multi-faceted day out.

•

Newer staff accompanying the more established staff can quickly and legitimately learn effective leadership and teaching skills. If their proceeding experience, however, is limited to a very small variety of centres it is difficult for them to apply their learning to new situations and make it concrete.

3.C. The loss of experienced staff in higher positions: •

Retirement

•

Removal of experienced staff from front line delivery to more background facilitation like, for example, programming. This may be due to age or business requirements.

3.D. The time and cost involved in today’s instructional awards make it difficult for all staff to develop professionally.

As I mentioned in my last viewpoint, I don’t know all the answers and I think staff shortages are a really serious problem. The industry will soon be suffering if it isn’t already. These comments are purely based on my own experiences and observations of many centres within the Outdoor Education sector of our industry.”

VIEWPOINT BY: Rob Humphries, APIOL Ghyll Head Outdoor Education Centre, Lake District, Cumbria.

“

A recent survey of 4,000 adolescent girls and boys suggests girls are more likely to disengage from sport and exercise in their teens compared to boys. The survey of 11-18-year-olds conducted by Women in Sport identified a number of barriers contributing to the drop-off, including a lack of confidence, fewer perceived opportunities, periods, body image and feeling unsafe outdoors.

The study alludes to a huge missed opportunity to encourage more girls to stay active after primary school, especially with girls that say they used to be sporty but have become gradually disengaged.

Since the beginning of the COVID-19 pandemic we have witnessed an increase in the number of people taking up outdoor activities and spending more time outdoors, yet this report suggests more needs to be done to empower girls to overcome avoidable barriers that prevent them continuing with sports and exercise.

Those working in the Outdoor industry, such as Plas y Brenin, Sport England’s National Outdoor Centre, are aware of the role they have to play in making the outdoors more inclusive, accessible and diverse.

Plas y Brenin recently joined forces with seven other leading Outdoor institutions to commission comprehensive research to understand current levels of participation in outdoor activities. The insights informed a plan of action – starting with the group agreeing to a number of commitments designed to improve diversity within the sector, including: •

Educating ourselves and our workforce – to gain greater insight from the lived experiences of those who are underrepresented

•

Improving the diversity of people – within all levels of our organisations and in the imagery used to promote walking, climbing and camping

“

VIEWPOINTS

There is much to be optimistic about; schools and parents seem keen to book and there are funding opportunities if you can adapt to meet them. However, a combination of COVID-19, Brexit and world geopolitics has left us in a position where it seems the cost of everything we buy, from insurance to equipment, from fuel to venue hire has risen faster than inflation.

At the same time we try and honour quotes from last year and keep the cost to parents and schools affordable as they also tackle inflationary pressures on their budgets. This is not a new situation.

However, the general sense of uncertainty from the last two years still exists and it is this that is the biggest ongoing challenge at the moment.”

VIEWPOINT BY: Bryn Beach, E3EAdventures Ltd.

•

Developing collaborative relationships – with community groups and individuals who can help us effect change and improve pathways for people to access walking, climbing and camping

•

Holding ourselves accountable for our actions and setting targets to improve equity, diversity and inclusion

There is a long way to go – as identified in the Women in Sport report – but for our part, we have already started investing more time and resources welcoming diverse groups. We are running a pilot training scheme with the Muslim Scout Fellowship (MSF), which, if successful, will be rolled out on a wider scale.

In partnership with Experience Community, we will be delivering residential weekends that will support people with disabilities to get outdoors and participate in activities which allow them to get to places they may have never been able to access before, following a successful first weekend last year.

We’re also hosting #ShePaddles – a specialist canoeing and kayaking weekend to encourage more women to try paddlesports – in partnership with Canoe Wales in May. While we’re making progress, it’s clear there is a lot more to do – both collectively and as individual organisations. As the National Outdoor Centre, we have a role and responsibility to take action to make the outdoors more diverse, From hiring staff from different backgrounds to creating initiatives and offerings that will help make Outdoor Learning more welcoming and accessible, so that more people can experience the often life-changing benefits associated with Outdoor Learning.”

VIEWPOINT BY: Ruth Hall, CEO Plas y Brenin, North Wales.

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THE

INSIDER

NEW SERIES

AN INSIDER VIEW FROM INTERVIEW TO END OF SEASON

N

ew year, new job. And hopefully this year sees more of a return to ‘normal’ for both myself and Outdoor Activity centres in general. COVID-19 was crippling for many staff and centres and has resulted in staff cuts and an industry drain. It’s been a difficult and frustrating few years with very limited work opportunities for me, so like many others I’ve had to turn to other things such as labouring and state benefits to make ends meet.

Before I arrive on centre I have been tasked with having an in-depth knowledge of the staff handbook, which is another good sign – at one of my past companies I didn’t even see a copy of the staff handbook until several weeks into the season!

That’s the background and context as I’m about to start a role as a manager of a centre that’s new to me. Although I’ve never worked for this company before, I have over 20 years of industry experience and was due to take up an Assistant Manager’s role with them in March 2020...until Covid struck!

My main concern as the start date draws closer is whether we’ll be fully staffed, especially considering the background and context of industry shortages. But until we get on site, that’s an issue for someone else to deal with.

Over the years I’ve worked for several companies who have vastly different levels professionalism, including one where there were flags as early as my telephone interview which, was far too brief and vague. That was a steep learning curve – if they didn’t care to ensure the right staff were in senior positions, what else did they not take care of? A lot as it happens!

This new role has already started better – there have been some long phone calls and many emails to relay information and answer questions which is not just necessary, but both settling and reassuring.

AUTHOR Calvin Healey, Centre Manager Calvin has over 20 years of experience in the Outdoors industry and has had senior roles in the UK, France and Australia. This year he has started as a Centre Manager in Brecon (South Wales), for a company he’s not worked for before – Acorn Adventure.

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It’s hard to know the challenges I will face this season apart from learning the ins and outs of how this particular company operates.

Everything else will have to be dealt with as it arises. A friend of mine once compared being a manager to doing yoga, i.e. being comfortable in uncomfortable positions, because you constantly have to deal with challenging people and situations, and be okay with that.

So it’s not really something I can prepare for.

My preparations now basically involve getting my kit packed so I’m ready for the season and the Welsh weather. And this is getting me excited to get back doing what I’m trained for and love to do n

IOL

KNOWLEDGE BASE A MEMBERS-ONLY RESOURCE FOR ALL PROFESSIONALS IN OUTDOOR LEARNING The IOL Knowledge Base builds on the very successful member-tomember webinars offered during the COVID-19 pandemic and will be a place to share knowledge, presentations and links on all aspects of Outdoor Learning provision.

It will be particularly helpful to students, apprentices, and members completing RPIOL, APIOL or LPIOL Awards. Here is a our starting point. How the Knowledge Base develops will be shaped by what you, our members, find most valuable.

FACILITATING LEARNING > > > > >

To contribute a link or article, or to request resources in a particular area, please email: institute@outdoor-learning.org To visit the Knowledge Base go to the IOL website: www.outdoor-learning.org where IOL members can log in for immediate access.

Or, visit the website to learn more about the benefits of becoming an IOL member.

ACTIVITY SKILLS AND COACHING

FL1 Theory of Change > Outdoor Therapy Statement of > Good Practice National Outdoor Learning Award > High Quality Outdoor Learning Teaching Outdoors webpage and links

Governing and Awarding Bodies IOL Bushcraft Professional Practice Group IOL Field Studies Professional Practice Group

EQUALITY, DIVERSITY, INCLUSION > > >

Equality, Diversity and Inclusion webpage and links LGBT+ Rights IOL Adventure for All Professional Practice Group

EXPERIENCE AND JUDGEMENT

RESEARCH AND REPORTS

ENVIRONMENTAL KNOWLEDGE

> > >

>

>

Adventure Activity Information Log Professional Recognition PP1 Reflective Practice

> >

Supporting evidence and research papers High Quality Outdoor Learning Regional Research Hubs

PROFESSIONAL PRACTICE

OUTDOOR LEADERSHIP

> > > > >

>

IOL Code of Professional Conduct 7 Steps to CPD Outdoor First Aid Training Duty of Care, DBS, Safeguarding Educare CPD Training Offer

>

Risks and benefits webpage and links Occupational Standards

>

IOL Climate Change Position Statement Respect, Protect, Enjoy: The Countryside Code