Sprout ISSUE 2 September 2020

THIS ISSUE: Family activities - Digital tools - Reflections on lockdown

SPROUT

SEPTEMBER 2020 Issue 2

The Wildlife Trusts’ magazine for outdoor educators

Outdoors! outdoors! outdoors!

Makin g wave s Exploring campaig and the ning climate crisis

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©Paul Harris/2020VISION

WELCOME! “Sprout [noun]: new growth, the start of something”

Abi Paine; Communications and Engagement Officer at The Wildlife Trusts

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t doesn’t feel as though ‘summer break’ really applies this year. Instead, the months have merged into one another. I had only noticed that autumn was inching closer when the blackberries appeared on the river path and the red flash of rowan berries could be seen over my neighbour’s hedge.

We also mustn’t dismiss the importance of continued digital engagement as we move forward. More than just ‘screen time’, going digital allows us to reach out and connect with greater numbers of people and bridge the gap that social distancing creates. It can also be a great tool for creativity, communityled content, interactive engagement and supported learning. We’ll be looking at some useful ‘digi-tools’ on page four.

I hope that, as always, being outdoors is bringing you comfort during these uncertain times. And wishing everyone the very best for the new term, whatever it brings.

Abi

Activity ideas

Getting in contact

We aim to provide inspiration, ideas and guidance that will help Watch Leaders, educators, parents, school groups and others to run safe and enjoyable activities that enable children and young people to engage with nature and environmental issues.

We’re always on the look out for new and innovative activity ideas, tried and tested with children. This magazine can only happen with your input, so why not share your ideas and experiences with us using the Watch email address?

The Wildlife Trusts’ central team are based in Newark and look after some shared aspects of Wildlife Watch, supporting local activity and staff across the UK.

The Wildlife Trusts Registered Charity No 207238

You can find more activities on the Wildlife Watch website under ‘things to do’. Here, you’re able to download activity sheets and make species spotter sheets.

Our address is: The Wildlife Trusts The Kiln, Waterside, Mather Road, Newark, Notts, NG24 1WT watch@wildlifetrusts.org www.wildlifewatch.org.uk

Wildlife Watch is the junior branch of The Wildlife Trusts. There are 46 Wildlife Trusts around the UK, the Isle of Man and Alderney. The Trusts work together with local communities to protect wildlife in all habitats. Collectively we have more than 850,000 members including 150,000 Wildlife Watch/family members.

We are one of the UK’s leading providers of learning opportunities relating to the natural environment and sustainability issues. Every year thousands of schools visit our nature reserves and visitor centres. Trusts also deliver outreach programmes that engage tens of thousands of children each year.

Each local Trust is committed to a diverse range of activities that engage individuals and communities in wildlife conservation and wider environmental agendas. We also promote engagement through our visitor centres and through access to the 2,300 nature reserves we manage, spanning more than 90,000 hectares of the UK’s finest wildlife areas.

Front cover image ©Helena Dolby for Sheffield and Rotherham Wildlife Trust

©Ross Hoddinort/2020VISION

Your contribution

Do you have an activity that works brilliantly with your Watch Group? Or maybe your school has a fantastic wildlife area that you’d like to share? Get in touch!

©Adrian Clarke

As explored in the last issue, the past five months have been extremely challenging for many. Furloughed staff, cancelled events and closed schools meant that engagement had to quickly adapt or cease entirely. There has, however, been a glimmer of normality starting to emerge on the horizon. Those staff still able to work have been looking at ways to enable a return to delivery. The sector feels like it has pulled together to share information - from risk assessments and deciphering of government guidance, to the gathering of resources and extra equipment. There has been a sense of

collective effort to understand what is needed to safely and effectively run outdoor sessions again, with some reflection on this on pages 10 and 11.

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NEWS ACTION FOR INSECTS SCHOOLS GUIDE

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considering their place in it and how they can change it for the better. Each session has a detailed delivery plan and can be delivered within whatever timeframe suits – from an afternoon’s lesson to a full multi-week programme. As well as schools, they’re also perfect for education staff, and could even be used by parents. Taking part in Action for Insects in schools or at home is a great way to encourage nature-based learning experiences, and for developing outdoor learning skills.

For more information visit the www. wildlifewatch.org.uk/Learning. Let us know wildlifewatch.org.uk/Learning how you’ve been helping insects by sending your pictures, videos, and letters to watch@ wildlifetrusts.org, or sharing on social media using #ActionForInsects.

©Guy Edwardes/2020VISION

he Wildlife Trusts are launching a new set of resources aimed at inspiring and engaging students about insects, the troubles they’re facing, and how action can be taken in schools to help them.

As part of our Action for Insects campaign, we have created a series of learning sessions and other resources that you can access online from 17th September to get students excited about insects. Whether it’s by doing a ‘great bug hunt’, creating insect homes in school grounds, or speaking up to help insects, there are lots of ways that schools can make a difference and learn at the same time.

The six sessions, delivered as a series or as standalone activities, will enable students to learn about habitats and encourage them to investigate their local environment, whilst

ONLINE RESOURCES

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here are a wealth of useful online resources available, covering a range of topics linked to outdoor education in the light of COVID-19.

There is new guidance out almost every week so this is by no means an exhaustive list, but hopefully useful to some.

Council for Learning Outside the Classroom has a YouTube channel where all their past webinars are stored. This includes their July webinar ‘Offering Outreach to Schools: How outdoor learning providers and schools are working together’ among others.

The Irish Government have released guidelines for re-opening for activity providers. This is a live working document so will be updated regularly.

The DfE’s guidance for implementing protective measures in education and childcare settings is outlined here and updated regularly.

The National Youth Agency have developed guidance for managing youth sector activities and spaces during COVID-19, including a useful summary video (England only).

The Outdoor Recreation Network ran a webinar on returning volunteers safely highlighting good practice approaches.

The Institute for Outdoor Learning have released their sector report on the impact of COVID-19, for organisations and outdoor professionals.

LEADING ON LEARNING Fiona Groves; Education & Learning Policy Manager at The Wildlife Trusts

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’ve spent the last few months settling into my new role as the Education and Learning Policy Manager for The Wildlife Trusts.

Joining a new organisation virtually in these strange times has been quite a learning experience in itself. I’ve really enjoyed seeing and hearing about the positive impact that The Wildlife Trusts’outreach teams are having on individuals, groups and local communities’ lives, young and old alike. My new role will look at ways to help frame The Wildlife Trusts’ diverse education and learning offer, to support different stages of a whole life ‘learning journey’ and help influence policy and delivery decision makers. I have started working with some The Wildlife Trusts’ younger advocates and leaders already, so that together we can ensure long term sustainable opportunities for making essential nature connections.

Already, in my new role, I have been involved with coordinating a Wildlife Trust response to the Natural History GSCE Consultation and have also joined the Strategic Advisory Board - thisprovides a great opportunity to feed into the whole process. There has been a ‘phenomenal’ response with 3,092 full responses, 290 responses from young people and many letters. This has taken OCR, the teaching and assessment board leading the proposals, quite by surprise. The next step is to publish a summary of the findings and submit a formal proposal for a GCSE in Natural History to the Department for Education (DfE). As well as new pages on the Natural History GCSE website (www.teach.ocr.org.uk/naturalhistory), you can sign up to a Natural History newsletter where, in the second issue, The WIldlife Trusts’ Head of Health and Education, Dom Higgins contributed a really insightful article.

Finally a ‘thank you’ for helping me settle in. Everyone’s been so welcoming and I’ve been really impressed by the quality of work being delivered. I look forward to meeting many more of you and sharing developments as we go along.

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DIGI-TOOLS

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sing digital devices or tools in the occasional session is a great way to help children become more familiar with these technologies. Many of you are no doubt using GIS/GPS tools with groups already, and do get in touch if you’ve discovered any useful apps worth sharing!

With some forward planning, the right instruction and a little bit of patience, using tech can be great fun.

APPS (FOR USE ON TABLETS OR PHONES) Obviously the first stumbling block with apps is how to source a phone or tablet in order to use them. Could your group find a local sponsor to support the purchase a few secondhand tablets? Or ask parents and carers if they have an old smartphone collecting dust somewhere? As long as they can connect to wifi for the intial download you’ll be good to go and they can be used in small groups to promote teamwork, so you wouldn’t need many.

Seek by iNaturalist (free - www.inaturalist.org/pages/seek_app) Really easy to use and doesn’t require sign up. Children point the camera at a species, which the app looks up on its database of over 30,000 plants, animals and fungi. Add the photo to your observation list and earn discovery badges!

OsmAnd (free - www.osmand.net) If you need offline maps for walking and rural areas OsmAnd is a great option. You can set map markers and include clues or things to spot there - this takes time but once done you’re all set! Works well in green spaces and nature reserves also.

©Emma Bradshaw

ChirpOMatic (£3.99 - www.chirpomatic.com/index.html) Although costly, this is a fun app for recording birdsong and finding out who’s singing! Turn it into a learning tool by playing back recordings quiz-style to see if they can recall the species.

USB MICROSCOPES

USB microscopes are a great way to get a closer look at your finds. Connect up to a laptop or computer and you’re away.

There are lots to choose from online; this one (www.amazon.co.uk/dp/B00XNYXQ HE?linkCode=gs2&tag=mlbuk-21) comes with an observation stand, and this one (www.amazon.co.uk/dp/B07MXWY4Q B?linkCode=gs2&tag=mlbuk-21) would need the addition of glass slides or petri dishes.

BUILD-YOUR-OWN CAMERA The My Naturewatch Camera is a cool DIY device that acts as a motion sensor camera. The build itself can teach design and engineering principles, a little fiddly for small hands but a great challenge for older groups. Find information on the website www.mynaturewatch.net and buy the assembly kit here - www.shop.pimoroni.com/products/mynaturewatch-standard-camera

Why not try a photography challenge? Set a key word or theme to provide some direction. Or how about holding a ‘bat night’ with a visiting bat expert.

This often provides opprtunities to use the detecting equipment and night-vision cameras.

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GPS ORIENTEERING OR TECHNO TREASURE HUNTS! What is it? Well, this is a cross between ‘geo-caching’ and orienteering. However, there is no cache of treasure but rather the purpose is to find the interpretation panels or similar, using the GPS units and pre-programmed ‘waymarks’. The panel or information at each spot will supply the answers to the questions on the sheet you provide.

It allows children to explore the use of maps and the GPS technology whilst learning about the wildlife and wild place they are in. Unlike official geo-caching, it can be done on any site, including your own, and adapted for your groups. But don’t forget to seek the landowner’s permission! Ideally, this activity is suggested for use with top end primary age children and above.

You can adapt the session to include seasonal or themed questions, allowing you to use it multiple times, especially if creating your own laminated sheets as the clues at each way mark.

You will need GPS units with waymarks pre-programmed in (one unit between groups of two or three) A large enough site or area to feel like you are exploring. This can either have interpretation panels or, if on your own site, you can set up laminated information points or other clues Question sheets, with each set of questions numbered according to the preprogrammed waymarks in the GPS units Map of area for adult leaders

What to do This requires a fair bit of preparation beforehand, but once set up, can be used again and again. Have a series of approximately 10 waymarks/interpretation panels for the children to find.

Programme each GPS unit with the same waymarks but in a different order, so that the groups go off in different directions.

The question sheets need to be specific to the GPS units being used as the questions/answers will be in a different order for each individual route that the teams go on. You could put a numbered sticker on each unit that matches up with the corresponding question sheet.

LIGHTS! CAMERA! ACTION!

Approximately five teams with adults set off with a question sheet relating to information panels and interpretation boards already present on the site (this means your “orienteering” has zero impact on the site as it doesn’t involve new signage etc). Or, as mentioned, you can create your own. Some questions can be in bird hides or a bit cryptic! Find points 1-10 and answer the questions at each one. Answering the questions not only enables learning but proves you have really been there.

Safety note If your trail is taking you around a lake, be aware that the GPS unit will probably suggest walking across the lake to get to the next point! Remind the participants to stay on the path; the digital compass will adjust to the right route as they go along.

If your group is feeling creative (and confident!) why not try some other sessions. Here are a few ideas: • Super wildlife: In small groups, the children first choose an animal or plant they like. Using colour pens and pencils, they then make a poster on large sheets of paper with the species drawn in the middle. Around the outside, they then add all the things that make that plant or animal ‘super’ such as their special powers or abilities. Encourage creativity (is that worm wearing a cape?) but make sure facts are based on reality. They can present back to the group if feeling brave.

• Stop motion stories: Life cycles or processes such as photosynthesis lend themselves to stop motion animation. To keep it simple, use paper elements on a flat surface - you can see a good example from Suffolk Wildlife Trust here - https://youtu.be/1vKN0etncIM • Roving reporters: Become a news team for the day. Assign everyone a role (reporter, camera person, weather person) leaving some participants as ‘actors’.

Write and record a few stories relevant to your site (e.g. frog spawn discovered in pond). This is more about the experience than watching back the end result.

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©Penny Dixie

CAMPAIGNING & THE CLIMATE CRISIS How do we involve young people in the discussion and ensure they get the chance to have their voices heard?

LOCAL ACTION FORUMS Andy Charles-O’Callaghan; Anglesey Youth Project Officer at North Wales Wildlife Trust For the North Wales Wildlife Trust’s Our Wild Coast project, Local Action Forums are key. They give young people the tools and skills to inform our community engagement, and the chance to take part in campaigns to influence policy here in Wales. This is no small feat though! Policy, campaigns and politics are often dry subjects for young people who would rather be in the great outdoors, so it is important to relate the subject to the individual and make it fun!

Our forums meet once a month to discuss issues they are passionate about.

The groups are as youth led as possible, and the forum members assign themselves tasks linked to upcoming events and campaigns. The meetings are interactive and often include pizza and lots of laughs!

During the past 4 years, our forums have written funding bids, created wildlifefriendly gardens, reintroduced native flowers to heavily mowed grassland, developed their own specific branding, codelivered events with over 100 attendees, and contacted local AMs (Assembly Members) and MPs. Last year, one young person, Finn, with help from his forum, wrote a letter to his local MP. He asked his MP to support a call for an hour a day to be allocated to outdoor learning in schools; an ask that has come out of the National Lottery Community Funded programme, Our Bright Future. Within two weeks, he received a reply from the education minister in Wales letting him know that timetabling was a

school by school decision, which sparked conversations in the forum about how we could progress this further with the schools in North Wales.

Moments like this help the forums become stronger as a unit, and allow them to see the potential impact they can have on larger issues. Forums are a great step to giving young people more responsibility.

This year, one of the Our Wild Coast youth forum members became North Wales Wildlife Trust’s first ever young trustee!

Young people give completely different perspectives on the work we do everyday, and are a great asset to help steer the direction and decision making of any organisation.

KAYE’S KEY QUESTIONS FOR CAMPAIGNING Kaye Brennan; Head of Campaigns at The Wildlife Trusts 1. What is the problem? And what needs to happen to turn this situation around? Try to drill down to the core of the issue, so you can be sure that what you are planning to do is really going to make the change you want to see. This should also help you work out who has the power to make things change and therefore who you should target with your campaign.

2. So what? Keep asking yourself this question because not everyone will be as concerned as you are about what your campaign is trying to achieve. You also need to be able to discuss your issue with people who don’t understand or don’t agree with you, so being able to answer this question can be a big help. Understanding the other side of the argument will also help you deal with compromise, or negotiate a different outcome than you might have initially expected.

3. Where’s the sweet spot? When you know what you need to see happen to make the change you’re after, think about timing. Working backwards from your end point will help you plan the activity that will get you there.

4. Who do you know? Money is always helpful, but don’t underestimate how much people would like to help – would your local printmakers print campaign posters for free or could your local Councillor offer free space for a meeting? This sort of support is what keeps a community working together and helps to raise awareness of your campaign with people who might not have heard about it already. Think about the influencers you know too, in your community as well as online. How can they amplify your cause for you?

5. What’s happening on the other side? It’s always important to remember that the people you are hoping to influence currently believe what they’re doing is right, or necessary. Why is that? Listen to them. What is their motivation? Campaigning doesn’t have to be about pushing people to do what you want. When people feel under attack they can get defensive. Instead, try to pull them towards you. If nothing else, they will be more likely to listen to your message.

©Penny Dixie

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eople power can be a wonderful thing. We’ve all seen examples where ‘real’ voices or extra pressure from the public has made a difference to an issue. But it doesn’t always guarantee change.

When empowering young campaigners, especially when it comes to meaty issues like climate change, it’s important to help them take a step back for a moment, so they can be clear about the outcome they are after (and help them think about what to do if they are unsuccessful).

I’ve been an environmental campaigner both professionally and as a volunteer for over 20 years.

Here are five of my key questions to consider when planning a campaign.

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SMALL CHANGES, BIG IMPACT Alford Watch Group

©Mary Porter

The Alford Watch Group in Lincolnshire take part in a wide range of activities that have environment and conservation at their heart. From planting marram grass to diversify sand dunes, to raising awareness about waste habits and their impact on the planet.

Members of the group put together an interactive magnetic board (pictured right) displaying different illustrated items used in everyday life, such as carrier bags and bottles, to start a conversation about ‘how long til it’s gone?’. They took the board to events and venues to engage people in the conversation about waste; asking them to plot out the decomposition time of the items.

Giving young people opportunities to educate others on issues they care about is a great way to raise awareness, which is especially effective when peer to peer.

Margot Charlton, leader of the Alford Watch Group, mentions that they also do lots of litter picking! Being out in the community, litter picking or improving greenspace, is a chance for local people to see the positive efforts of the group and encourage others to try the same. Look out in the next issue for a step-by-step guide to making beeswax wraps, put together by Grace, a member of the Alford Watch Group.

Alford Watch Group member Abigail at the Countryside Lincs Show 2018

Have you run campaigning or social action sessions with your group or school? We’d love to feature some more examples of activities on this theme, so please get in touch if you’d like to share your ideas or experiences.

If the weather is rough, and you have a space for it, why not watch a documentary together. Something like David Attenborough’s ‘Planet Earth’ series or National Geographic’s ‘Great Migrations’ both touch on climate change and issues around human disruption without being too overwhelming. Afterwards, over snacks and drinks, encourage discussion and thought sharing. Perhaps ask for suggestions on how we might be able to help as wildlife advocates.

As an activity with an older group, try pitching a scenario (or use a real life case if there is one locally). Perhaps the council wants to build ‘affordable’ homes on a nearby brownfield site that is abundant with wildlife. Give members of the group different roles (a councillor, a local resident, someone needing a new home etc) and come up with reasons why they might be for or against the development. How would this understanding of different viewpoints help us articulate our responses or run a campaign in a real life situation?

Theme some sessions around national awareness days, to support young people’s sense of purpose and belonging to a bigger movement. Earth Day (www.earthday.org), Plastic Free July (www.plasticfreejuly.org) and National Marine Week (www.wildlifetrusts.org/get-involved/campaign/nationalmarine-week) are all great ones to get involved in.

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ACTIVITIES TOFFEE APPLE SLICES You will need Apples (regular sweet eating apples) Light or dark soft brown sugar Cinnamon or nutmeg to taste Green wood sticks such as willow

What to do It’s Apple Day on October 21st so gather around the campfire and give these a go!

1) Following a safety talk, light the campfire or a BBQ. Allow the embers to die down a little.

2) Cut your apples into large slices. Put a slice onto the end of your stick.

3) Roast them a little until the pulp starts to bubble up.

4) Then dip the slices into a tray of the sugar, ensuring they are evenly coated. Don’t let the apple fall off the stick!

This activity can be a great starting point to discuss ‘food miles’.

Why is it beneficial to eat locally grown food when it is in season?

What are the positives and the challenges involved in this?

5) Roast the apple slice over the fire again until the sugar starts to melt.

6) Take off the fire and allow to cool for a minute until the sugar starts to harden - it will create a crispy toffee apple coating. Eat and repeat!

MAKE YOUR OWN RAIN GAUGE Get children thinking about rainfall and water conservation with a simple rain gauge activity.

Once made, bury the bottom half of the bottle in soil or sand to stop it blowing away. You could even wedge it in a bucket with some stones if you prefer. Pop it somewhere away from trees or other structures that might shield the bottle from rain. Once in place, the rain gauge can be used to compare daily rainfall or even calculate how much a rain barrel might harvest if you were to install one.

You will need 1 litre recycled plastic bottle Scissors

• How much rain is falling each day? Could you make a graph with your daily recordings? Don’t forget to empty the bottle each day after you’ve noted the measurement!

• If you measured an inch of rain in your rain gauge last week, can you calculate how much rain could be collected if it fell on your roof and was collected in a rain barrel?

• What other ways can you think of saving water at home?

What to do

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Tape Marker pen Ruler Notebook (for recording findings)

1) Cut the top off the plastic bottle using scissors (adult supervision required - watch out for sharp edges).

2) Place the top piece upside down in the main body of the bottle, without the lid. Add a piece of tape to keep the funnel in place.

3) Use a ruler and marker pen to mark measurements up the side of the bottle.

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FOR FAMILIES TO DO AT HOME - SUITABLE FOR KS1&2

There’s no right or wrong answer when it comes to poetry, but four key principles can help build up confidence and support our understanding of this ancient art form: listen, learn, write, perform.

Listen to other poetry inspired by nature and wildlife.

Try Bluebottle, Winter or Splish Splash Splosh on the Children’s Poetry Archive website. Read a poem without looking at the title and see if you can guess what it might be called. Does the title impact the way a poem is read?

Learning a poem by heart can help us to understand it better.

It can also give us a feel for the rhythm of language. I’m sure many of us adults can still recite a poem or ditty from childhood!

Performing poetry aloud can help transform its meaning.

Explore pace, movement and emphasis as you read it out.

Note: children will learn in different ways. Some might find it helpful to draw out ideas first. Others might want to compose ideas in their heads. Allow time for experimentation and creativity.

Describe a tree using similes (e.g. the branches were spread out like fingers from a palm) or metaphors (e.g. the tree is a cathedral of nature in my back garden).

yo

Think of your favourite wild place (woodland, a marsh, your local park) and write a poem from the perspective of a creature that lives there.

elf urs

Writing a poem doesn’t happen all at once. First, sitting outside somewhere, write down what you can hear, smell, touch and feel around you. Try rhyming a few of those words together.

Ide as

NATURE-INSPIRED POETRY

to try Write an alliterative sentence about an animal using a given letter. E.g. The darting dragonfly dips and dives deftly; delighting its discoverers.

National Poetry Day takes place on October 1st!

RAINBOW MATCH-UP • Pick up some colour charts from your local DIY store - try colours you know can be found in your local area. Brown, green, dark oranges and yellows are a good place to start.

• Head out on a walk to match things in nature to the colours on the charts. Only pick up things that are already moveable such as stones or twigs. If there is a petal or insect that matches the colour chart, ask to be taken to it and you can verify the match!

Blackberries can be seen in hedgerows, woodland and verges at this time of year. Why not have a go at foraging your own wild blackberries and make a warming crumble?

You can watch the video on our YouTube channel (https://youtu.be/kqr_d--sVFM) as part of the weekly ‘Wildlife Wednesday’ series, and download the activity sheet (www.wildlifewatch.org.uk/sites/default/ files/2020-08/Blackberry%20crumble.png) from the Widllife Watch website!

• Try this on the beach for a completely different colour pallette.

Or head out to your local green spaces in late October as the leaves change, and see what other colours can be found.

©Margaret Holland

BLACKBERRY CRUMBLE

• Need to run off some energy?

Turn it into a race! Choose a set area (such as your own garden or part of a park), point out a colour and the first one to bring something back that matches that colour wins!

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REFLECTIONS ON LOCKDOWN OUTDOORS! OUTDOORS! OUTDOORS! Paul Martin; Education Team Leader at Devon Wildlife Trust

Like so many, whilst we were adjusting to the online delivery of resources, videos, talks and competitions, thoughts also turned to what the new “normal” may look like. With so much emphasis on the need to spend time outdoors, perhaps the silver lining to this cloud would be an increase in schools wanting to engage more with the natural world? One headteacher, responding to an offer of help in September simply responded “outdoors, outdoors, outdoors!”.

By taking time to reflect on our current practice and the potential consequences of the coronavirus pandemic, we have had the opportunity to address questions around what we want to offer schools and how to do it safely.

For the last four years, we have been fortunate to receive support for outreach from the players of People’s Postcode Lottery. Our model builds upon a successful Wildife Champions project in Exeter (now in it’s tenth year). The funding has afforded us the opportunity to work closely with schools to embed nature into all aspects of school life, from staff training, curriculum development, grounds design and student participation. We have established

relationships with schools and a wealth of experience in developing curriculum using the outdoors for inspiration.

Although the impact of the pandemic is significant we believe that drastic change is not needed as we already build learning into outdoor settings. But what about the other benefits that outdoor learning can bring?

One of the well documented concerns following lockdown and school closures has been the potential knock on effects on mental health and wellbeing. The combination of fear over the virus, loss of social contact and other restrictions have the potential to raise anxiety levels, including in young people. Contact with the natural world has been shown to have significant positive impact on all aspects of wellbeing and this, we believe, is the focal point around which to remodel our approach. To assess this, we ran two sessions in late July with 11 students who had not been in school since before lockdown and who were deemed to be anxious about their return. The aim of the activities was to re-engage them with school, one another, and learning. All outside and all delivered under Covid-19 safety guidelines.

Describing the outcomes of the first day, the staff member assigned to the group said “I have never witnessed such a dramatic change in both physical and mental wellbeing in the space of a day”. The children had been quiet, uncertain, anxious and scared (words they used) at the start of

©Scottish Wildlife Trust

How many times have we heard the phrase “unprecedented times” in recent months?

As for many environmental educators, the sudden change from our hectic days of school visits, to a life of working at home, was indeed unprecedented. It brought with it challenges and opportunities for our team at Devon Wildlife Trust.

the sessions, and excited, happy, relaxed and confident (their words) by the end.

What had we done? Nothing more than the simple, nature-based learning activities we deliver all the time. The difference was a notebook; used for recording experiences in words, pictures, sketches with labels or stories so that learning could be recorded and recalled. Those students left that day reconnected with school and each other ready to return in the new year.

Does improved wellbeing equal improved learning? It seems an obvious connection.

How about improved contact with nature as the trigger to improved wellbeing and therefore subsequent learning? That is what we will be promoting and delivering to the schools adjusting to change in these turbulent times. Putting nature at the heart of learning across the curriculum? Now that would be unprecedented!

©Paul Harris/2020VISION

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RESTARTING ALL THINGS WILD Jo Shackleton; Wild Learning Officer at Suffolk Wildlife Trust After pausing our learning activities in March, at Suffolk Wildlife Trust we were keen to start reconnecting with families and children at our nature reserves over the summer holidays. Returning from several months’ of furlough, apart from dusting down the pond nets, we knew that we were faced with some significant challenges if we wanted to run events that were familiar to families, but met all of the new requirements for keeping people safe.

Despite the inevitable changes to how we worked, we felt that we had a strong starting position. One of the wonderful things about the work that Wildlife Trusts do is that it takes place predominantly outdoors. We have also seen an increase in families engaging with nature activities for the first time. The natural world has increasingly become a place for entertainment, education and relief from the stresses brought about by this unprecedented situation. This has been evident at our Carlton Marshes nature reserve; situated right on the edge of Lowestoft. The reserve is flanked on two sides by

the town, and within a 20 minute walk for thousands of residents, yet it has taken the travel restrictions of lockdown for many locals to discover us. Now that they have, we want to capture and make the most of their new-found enthusiasm for all things wild!

We invested significant staff time in familiarising ourselves with the relevant Government guidance and, from this, have produced a robust code of practice that enabled us to restart family learning activities at our reserves. From Wild Tots to family Forest Schools, pond dipping to minibeast hunting, we have engaged with families across the county and helped them make nature part of their everyday lives. It has also been a rejuvenating process for us, allowing us to return to what we love best; providing opportunities for families and children to connect with, and be inspired by, the natural world.

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©Jo Shackleton for Suffolk Wildlife Trust

4.

Provide clear information on your booking website about your expectations of participants. Guidelines around social distancing, hand cleaning, parental responsibility for children and when not to attend a session. Reinforce this in your booking confirmation email and with a verbal reminder on arrival at the session.

Reduce the number of participants at each session. It’s critical that you realistically assess how many individuals you can accommodate in your space whilst still allowing social distancing to take place. Think also about how the session will feel to participants; while you may technically have enough space, if it feels crowded people will feel less safe.

Avoid sharing equipment between household groups. Try to plan activities that require minimum equipment and then, at the start of the session, give each family a tray or trug that contains everything that they will need. This also helps to build anticipation of what will come as they look through their selection of goodies!

Think about the overall flow of your session, from arrival to departure. How will participants reach you from the car park and move between activities? It’s important to avoid pinch points and to discourage groups from gathering. Try staggered arrival times to reduce queuing and, if space is limited, having a one-way system around your activities.

There’s no need to abandon all your best-loved activities, just think creatively.

If you would normally use a log sitting-circle, expand it using tarps to create more space between families and designate sitting points. This way you can maintain the feel of a group circle whilst allowing social distancing to take place.

If you would normally have an indoor element to your session, think about how you can move this outside. As the weather gets cooler and damper this autumn, consider how you will keep everyone warm and dry without getting too close. If you would normally use a tarp shelter, you may need several dotted around your site.

Give yourself plenty of time before and after the session. All equipment used needs to be thoroughly washed with detergent or disinfectant after each session, which may take longer than usual, so make sure you won’t be rushed.

Enjoy! Autumn has so much to offer, so make the most of the opportunity to connect children and families to nature.

©Jo Shackleton for Suffolk Wildlife Trust

If you’re hoping to re-start learning activities this autumn, here are my top tips to help ensure your sessions run smoothly and are safe for everyone involved:

13 | Sprout | September 2020

Issue 2

What are you doing on October 9th?

Tuning into Harvest Festival LIVE of course!

Our friends at Jordans Cereals have teamed up with pop star JB Gill and Eco-Schools to host the first ever virtual Harvest Festival, which will be streamed live on YouTube at 10am on 9th October 2020.

importance of farming in harmony with nature. The annual harvest celebration is a brilliant opportunity to teach children where their food comes from and the journey it makes from farm to fork.”

Mia Hartwell from Jordans Cereals, explains: “Harvest is a really special time of year, not just in the farming calendar but also for schools up and down the country who gather together to celebrate the food our farmers produce and the nature that makes it possible.

Each of Jordans 34 oat farmers works with a Wildlife Trust advisor to make sure their farm is welcoming to wildlife.

That means planting wildflowers to attract insects, growing crops that birds like to munch on and leaving a gap around the edge of the fields where the grass can grow long and provide shelter for small animals.

“While coronavirus continues to prevent schools from bringing large groups of children together, we were determined to find a way to mark this important milestone and say thank you to the farming communities who have worked so hard to feed us during the pandemic.”

One of our farm advisors is due to make a special appearance during the event, so be sure to tune in on the day!

To find out more and get stuck into lots of fun harvest activities, visit www. jordanscereals.co.uk.

JLS band member and farmer JB Gill, who’s hosting Harvest Festival LIVE, adds: “As a farmer myself, I know all too well how much work goes into growing and producing food, and the

Wildlife Highlights: September and October Birds, such as tits, flock as they search for food amongst the trees Ivy flowers abound with bees, wasps and flies Berries ripening include hawthorn, rosehips, sloes and blackberries

©Scottish Wildlife Trust

First signs of autumn appear, including conkers on horse chestnut trees Shrews are breeding - listen for their highpitched squeaks!

First geese arrive from the Arctic Squirrels and jays bury their acorns Field maple leaves start to turn yellow Hedgehogs, bats, dormice, reptiles and amphibians, look for hibernation sites Deer begin rutting Hazelnuts ripe Fungi in abundance

©Katrina Martin/2020VISION

©Mark Hamblin/2020VISION

www.wildlifewatch.org.uk Wildlife Watch is for kids passionate about wildlife! The Wildlife Watch and Sprout magazines are produced by The Wildlife Trusts’ central team. For local queries regarding Watch groups, educational sessions and events, please contact your regional Watch organiser or Wildlife Trust.

IN THE NEXT ISSUE (NOVEMBER)

Editor: Abi Paine - apaine@wildlifetrusts.org

Eco Christmas crafts Nature Friendly Schools programme Outdoor learning and SEN