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Teaching Outdoor Practical Skills (TOPS)

Assessment Criteria

1.1  Teach the selection and use of personal protective equipment (PPE) for working in a range of outdoor situations.

1.2  Teach the safe use of hand tools.

1.3  Teach how to clean and maintain hand tools.

1.4 Teach how to tie and use knots.

1.5  Teach how to make items from natural materials, to include the design and selection of materials.

1.6  Erect temporary shelters.

2.1  Teach safe siting, lighting and management of a campfire and surrounding area.

2.2  Teach a use of a campfire to cook food using different methods, including using correct hygiene procedures.

2.3  Teach how to extinguish a campfire

Supporting Learning Play and Development in the Natural Environment (SLPDNE)


Assessment Criteria

1.1  Explain a range of approaches to learning in the natural environment.

1.2  Summarise learning theories.

1.3  Relate a learning theory to the delivery of own practice in the natural environment.

1.4  Summarise research relating to learning in the natural environment and apply to own practice.

2.1  Summarise play theories.

22  Explain the benefits and value of play in the natural environment.

2.3  Relate the benefits and values from 2.2 to the delivery of own practice in the natural environment.

3.1  Describe the factors affecting the behaviour of learners in the natural environment.

3.2  Explain how own behaviour impacts on yourself and others.

3.3  Use methods to support positive behaviour in the natural environment.

3.4  Evaluate methods to support positive behaviour in the natural environment.

4.1  Outline the concept of holistic development.

4.2  Explain how holistic development is facilitated in learning and play in the natural environment.

4.3  Explain how to support and develop self-confidence in learning and play in the natural environment.

4.4  Explain how to support and develop emotional literacy in learning and play in the natural environment.

Sustainable Use and Management of Natural Resources (SUMNR)

Assessment Criteria

1.1  Describe the ecological functions and structure of different native ecosystems.

1.2  Explain the threats to native ecosystems.

1.3  Describe the difference between native and non-native species.

1.4  Identify a range of flora and fauna from own site or local area.

2.1  Define the term ‘Sustainable Management of Natural Resources’ (SMNR).

2.2  Define each principle of SMNR.

2.3  Describe the benefits of applying the principles of SMNR to a project.

2.4  Summarise the historic use and management of a local natural environment.

2.5  Describe the management techniques that could have a positive impact on a natural environment.

2.6  Explain why identification of native flora and fauna is important in the sustainable management and use of the natural environment at own site.

Forest School Delivery (FSD)

Assessment Criteria

1.1 Summarise the history of Forest School.


2.1  Develop a working ‘Forest School Handbook’ for delivery of own Forest School programmes.

2.2  Assess ecological impact of using own Forest School site.

2.3  Create a sustainable management plan for own Forest School site based on the assessment in 2.2.

2.4  Develop and implement a Forest School communication strategy for stakeholders.

2.5  Describe the process of risk-benefit assessment.

2.6  Produce site and session risk-benefit assessments for Forest School programmes.

3.1 Deliver a programme of Forest School sessions showing flexibility in delivery and links to holistic development of participants.

4.1  Reflect on own personal learning and development during Forest School training.

4.2  Describe how the reflection in 4.1 has informed own practice

Observing and Evaluation of Forest School (OEFS)

Assessment Criteria

1.1  Use formative observational techniques at Forest School.

1.2  Evaluate the overall programme of Forest School sessions.

1.3  Use summative assessment of the impact on participants of learning and play at Forest School.

2.1  Summarise the role of the Leader in delivering Forest School sessions

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