Within this essay I will be discussing the importance of being able to identify the key characteristics of the flora and fauna within the eco-system of the Forest School site I plan to use.
To do this I will first set the scene and investigate the true worth of understanding a woodland space and the importance of building a clear picture of the biodiversity within it. I will look closely at the first hand observations, maps and identifications I have already made and I will discuss the ecosystem of this space by using the horizontal and vertical ecological structures that it sustains at present.
Then, I will go onto look at the importance of knowing their names and to do this I will draw upon the work of Robert Macfarlane and his book The Lost Words (Macfarlane, 2017) which addresses the loss of nature words from the language of children and Richard Louv’s book Last Child in the woods, saving our children from nature-deficit disorder. Then I will go onto explore the study of natural history and in particular four figures of the 18th and 19th century that made a significant contribution to our knowledge of the environment; John Ray, Gilbert White, George Montagu and Charles Darwin.
I will then move onto discover the importance of our relationship and interactions with a woodland space. Looking at the seasonal changes, the materials it can provide and how we can also look after it and have a positive sustainable long term impact upon the health of the site. This will include looking at the positive impact of removing some invasive and dominate species and what we could add to this space to increase its biodiversity.
Taking time to consider the importance and value of the biodiversity of this site will help me to develop an informed pro-active care plan which will ensure the health and well-being of both the people who use it and the space itself.
Methodology
To produce this essay I have used a range of sources including; books written about nature conservation, course material provided by Archimedes Earth-Level 3 Forest School Leadership training, research on the internet, documents and papers written by local and national environmental charities and Government initiatives. I have also used my own experiences and findings from past assignments to develop a true and reliable picture. I have referenced all of my resources and can guarantee that my work is authentic and reliable.
The Forest School site I plan to use is situated in the grounds of a local authority Infant school in Chandlers Ford, Eastleigh in Hampshire, where I currently work as a classroom teacher. Chandlers Ford is a largely residential, urban area that lies between Winchester and Southampton. The school was built in 1908 and is a red brick Victorian building which now has modern extensions and additional classrooms. The hazel coppice area which I plan to use was created in the school grounds in around 2007 (Appendix 1). So it is about 13 years old. At the time of planting a mixed native hedge was created in the boundary area using Hawthorn, Hazel, Holly, Honeysuckle and Dog rose. A predominately native shrub area was also added which was intended to provide screening and privacy from the housing beyond the school grounds and shade for the children as well as being an educational resource. The species that were planted were Hazel, Dogwood, Guelder rose, Hawthorn and a Wayfaring Tree. The final two areas that were planted were Willow Salix Viminals, Hazel trees and a Beech hedge. Today many of these species remain although the Hazels and Willows have not been coppiced so they have grown into substantial trees.
In order to develop and prepare this site for a Forest School it is essential that I really understand and know the unique qualities and characteristics of this space and I feel that the research and assignments that I have already completed have put me a good place to do this. To be successful, especially over the long term knowing this environment inside-out and the species that make up the ecosystem is essential:
“The foundation of any sound change management process is about understanding the current situation.” (Learning Through landscapes, 2014)
So I would like to begin with explaining and describing the existing vertical structure and the unique qualities it already holds. When looking at the canopy layer, I have noticed that it is made up of a mixture of broadleaved trees, mainly False Acacia, Hazel, Oak and Willow. I have observed that during the summer months they let in a dappled light and I know that they will lose their leaves in the autumn and winter. These trees are forever changing throughout the year and this means that they provide ideal conditions for other species to grow in the shrub, field and ground layers. The shrub layer of the site consists of Hawthorn, Buckthorn Ash, Holly, Cherry Laurel, Hazel saplings and Brambles. The field layer sustains Bluebells, Wild Garlic, ground Ivy, Bracken, Stinging Nettles, Lords and Ladies, Ground Elder, Dandelions, Buttercups to name a few. The ground layer consists of decaying matter, dead wood and logs, leaf litter, old hazel nuts, twigs and bark chippings there is then an underlay but when you get to the soil layer it is dark clay and the school lies within an area that is characteristically London Clay (Appendix 2) with a ph. level of 7.
Within this coppice area there are around eight species of trees and thirteen species of plants or shrubs. There are around five species of insects and five species of mammals and five species of birds (Appendix 3) from a count conducted in July 2020. At the time of my observation there were no fungi to identify but I will do this again in the autumn to see if there are any that appear due to the seasonal changes.
In terms of the horizontal structure this is a very small site 318m square (Appendix 4). It is a plantation and therefore it has largely been managed by humans and the trees will be no older than 13 years. There is an average distance of 1m between the trees with only a few being self-set. As a deciduous woodlands area it does offer a variety of layers/structures and environments and later I will discuss ways in which I could enhance its biodiversity. This is a very important area for the children of the school and I am excited about its potential.
This leads me onto a discussion about the importance of this site to the children of the school and the significance of sharing the knowledge about the names, identity and key characteristics of the fauna and flora within this space. The school grounds are a very valuable learning resource and in recent years I have been promoting the ways in which the school uses it to enrich the curriculum:
“The land around schools is a very significant early environment, and one which will influence children in complex ways. Vivid memories of time spent in the school grounds are likely to stay with them for the rest of their lives.”(RSPB, 1992,)
If this space can also be used as a Forest School site then it can be utilised for a number of new roles and relationships:
The ethos and principles of Forest Schools are rooted in human beings’ close association with nature” (Blackwell, c1988-2020)
Knowing the names of common trees, plants, mammals, insects and birds that live within the ecosystem of the hazel coppice area of the school is really important. The skill of knowing the names and characteristics of flora and fauna is an almost forgotten art. In Richard Louv’s book Last Child in the woods, saving our children from nature-deficit disorder he writes:
“Another British study discovered that average eight-year olds were better able to identify characters from the Japanese card trading game Pokemon than native species in the community where they lived: Pikachu, Metapod and Wigglytuff were names more familiar to them than otter, beetle, and oak tree” (Louv, 2008)
Robert Macfarlane and Jackie Morris have created a stunning book The Lost Words: A spell book (Macfarlane et al, 2017) on this very theme. Their book is a collection of acoustic spell poems that use words from the natural world that are becoming lost and unused by the children of today. The words they have chosen have sadly been removed from the Oxford Junior Dictionary and have been replaced with 20th century words instead:
“Once upon a time, words began to vanish from the language of children. They disappeared so quietly that at first no one noticed-fading away like water on a stone. The words were those that children used to name the natural world around them: acorn, adder, bluebell, bramble, conker-gone……The words were becoming lost: no longer vivid in children’s voices, no longer alive in their stories” (Macfarlane et al, 2017)
The idea behind this book is to celebrate again the magic in the names and characteristics of the fauna and flora that is starting to be forgotten and slipping away. Knowing the names of the creatures and plants in an ecosystem is very powerful as it brings you closer to it and there is something very innate and human about wanting to name things. As Macfarlane states in an interview with Waterstones Book Shop:
“We are names, we are name callers……..my naming you bring the other into being as it were, you allow it to enter into your life” (https://www.youtube.com/watch?v=j9WrlGZirPs, 2017)
In the Bible, Adam was, as Macfarlane asserts, the very first name caller whose very first job was to name all of the animals in the Garden of Eden:
“So Adam gave names to all cattle, to the birds of the air, and to every beast of the field” (The Holy Bible, Genesis 2:2)
The act of naming something and to speak a name out loud is very powerful as it gives that object, place, person, plant or animal an identity, it is known and referred to and becomes something we can relate to:
“One of my students told me that every time she learns the name of a plant, she feels as if she is meeting someone new. Giving a name to something is a way of knowing it” (Louv, 2008)
Many authors and playwrights have explored this idea. In Arthur Millar’s play “The Crucible” the importance of a name is one of the predominant themes that run throughout the play as with a name comes a reputation, an identity. Losing one’s name means losing your identity.
If we want children to care and have a relationship with the natural environment around them then one of the very first steps we need to take is to teach them the names of the plants and animals within it. This will help them to know about them and therefore to begin to care about them. As Macfarlane writes in an article in the Guardian News Paper:
“We do not care for what we do not know, and on the whole we do not know what we cannot name.” (Alison Flood, 2015)
David Attenborough also made a very similar comment about the importance of getting people to care about their environment. He asserts that it starts with experience and identification:
“No one will protect what they don’t care about; and no one will care about what they have never experienced” (David Attenborough, https://eco-age.com/news/david-attenboroughs-best-quotes)
I know from my own personal experience that learning more about the coppice site at school has helped me to become more attached and familiar to its characteristics and nature. I now feel a personal attachment to the space and this feeling is one that I want to install and nurture within the children who participate in the Forest School. The more we know about something the more we care about it. I have really enjoyed each step of my learning journey so far on this course and can understand and appreciate why I needed to gradually develop my knowledge and understanding. The course has lead me through a process where I initially began to think about the vertical and horizontal structures of woodland areas and then it has refined and developed my skills of identification. In the Archimedes Forest Schools Model Handbook, Sarah Blackwell writes:
“Forest Schools Education has an important role in development of an understanding of the woodland and natural environment among children and adults by creating environmental identity. Development of this ability assumes importance because this changes perceptions about the environment as a necessity and thus the need to protect and safeguard it” (Blackwell, c1988-2020)
Knowing the key characteristics of the plants, trees and animals on this site has also led me to think about the history of recording the fauna and flora of eco-systems. The study of plants (botany) and animals (zoology) are historically the core discipline of biology which is also closely linked to the natural sciences of chemistry, physics and geology. The history of natural sciences became really relevant during the enlightenment period of the 18th and 19th century, known as the period of reasoning and science. Before this significant period any great knowledge of plants fell into the realms of religion with monks or herbalists (who were often referred to as witches) and they had the knowledge of the properties of plants often as medicines. However, as the voyage to distant lands accelerated then another phase of encyclopaedic plant identification came about. Natural history collections were established in universities and plants became trophies. Botanical drawings began to be popularised especially as the printing press became widely used and names were shared as well as key characteristics.
During my research for this assignment I been inspired by four particular naturalists: John Ray who published his first book of plants growing in the vicinity of Cambridge in 1660, Gilbert White who published The Natural History and Antiquities of Selborne in 1789, George Montagu who was one of the most capable and wide-ranging naturalists of the 18th and 19th century and of course Charles Darwin, whose most famous work is, The Origin of Species by Means of Natural Selection, published in 1859. These four men found and shared the keys to nature’s secrets through documenting and recording their observations.
So, I have decided to start a sketch book of my own that records and captures the fauna and flora at the Coppice site through the seasons. I felt this would be a lovely way to document the site and something I can share and the children can also add to it. Drawing an object makes you really look carefully at its shape, form, colours and characteristics. I think drawing helps you feel and connect to your subject in a very special way. In this way I think the early naturalist connected to the plants and wildlife they were studying. Natural collections and books are important not just for education and cultural reasons, but for wider environmental reasons too:
“If we want to maintain our biodiversity and understand changes in our environment we need to sustain our natural history collections” (Viscardi, 2011, Guardian Newspaper).
If we don’t continue to share this knowledge and pass on stories, facts and information about the fauna and flora around us then our knowledge of this planets biodiversity and all the potential benefits therein will be lost:
“Forest School programmes have an important role in supporting the development of environment related concepts in children to allow them to understand their own roles and responsibilities relating to the natural world.” (Blackwell, c1988-2020)
I would now like to move on to discuss the importance of our relationship and interactions with a woodland space. To do this I would like to begin with a lovely quote from Sarah Blackwell whereby she uses the analogy of baking a cake to how we prepare a Forest School site:
“If we use the analogy of baking a cake, it requires a number of ingredients to produce. It is possible to choose a range of products to fulfil the requirements of the recipe. The choice and quality of those ingredients will inevitably determine the end product. It is also then in addition possible to add a range of species, different types of sugar, organic flour, free range or caged hen eggs, butter or margarine. The quantity and quality of the ingredients, the way it is beaten and mixed, and what order, the temperature of the oven and for how long we bake it will all create a variety of finished results. Each will of course still be a cake, but the nutritional and visual presentations will all be different and choice of process and input can add to our enjoyment of it and the benefit of eating that particular cake.
Therefore, it is possible to establish a Forest School in a range of natural settings such as in school grounds and parks. Forest Schools that occur in these environments have a fantastic impact and a long-term effect on participants and for some, this will have been the very first opportunity to play and learn in this way. The woodland environment, as an ingredient in the recipe provides distinctive and unique conditions for setting up a Forest School: space to organise and play; clean air and natural backdrop for the establishment of healthy affirmative feelings; the diversity of materials on offer, and the range of biodiversity for exploration, observation and encounter; opportunity to become exposed to and experience totally unique sensory stimuli (visual, sound, small, tactile, taste” (Blackwell, c1988-2020)
The participants’ interactions and relationship with a woodland space will be the corner stone for all of the work, learning, play and self-development which takes place. The powerful connections we make to a green space have been hugely researched in recent times and forest bathing is now even being prescribed by doctors. Research such as Coping with ADD, The Surprising Connection to Green Play settings: Kirby M (1989), highlights how nature can be a refuge in children’s environments. Charities such as Learning Through Landscapes are dedicated to outdoor learning and play and they produced a number of studies such as Grounds for Change (2014) and Woodland Play (2020) to name just a few. The Department of Education have also released a number of resources for developing school grounds and promoting outdoor learning these include, Schools for the Future (2006) and Transforming Outdoor Learning in Schools-lessons from the natural connections project (2016). While working as an Early Years teacher I have always used and loved the work of Elizabeth Jarman who has developed the communication friendly approach. She writes about improving learning environments for children’s learning and how “the environment you offer can set the scene for meaningful learning and connection to take place” (Jarman, 2013,). Jarman’s work echoes that of Susan Clayton (2003) who writes about the psychological significance of nature in her book Identity and the Natural Environment Clayton discusses how essential a natural space is to our identity:
“an environmental identity is one part of the way in which people form their self-concept: a sense of connection to some part of the nonhuman natural environment, based on history, emotional attachment, and/or similarity, that affects the way in which we perceive and act toward the world; a belief that the environment is important to us and an important part of who were are. An environment identity can be similar to another collective identity (such as a national or ethnic identity) in providing us with a sense of connection, of being part of a larger whole, and with recognition of similarity between ourselves and others.” (Clayton, 2003)
In order to design and develop this important space as a Forest School I now need to consider how we can look after and manage it to make sustainable long term impacts which will positively affect the health of the site and the health of its users. To start with I would like to discuss another important reason for fauna and flora identification which is health and safety as there are a number plants and animals in British woodlands that if treated incorrectly or are identified incorrectly could lead to serious harm. The skill of identification become even more important when foraging and sharing your finds and the importance of knowing flora and fauna needs to be coupled with first aid knowledge and an understanding of what to do in an emergency. I have looked carefully at the site and have put together an infographic poster that identifies poisonous plants within this space and others found in the local area (Appendix 5). This resource will be shared with the children, adults and staff at the school and displayed in the woodland area. I will also be taking a first aid course as part of the training so that I can deal with an emergency if one takes place. One of the key rules for any forest school session should be that children do not taste anything unless they have checked with you that it is safe to eat. Children need to understand that even if a plant is edible it may not be safe to eat depending on the location in which it was picked. The ‘no pick, no lick’ rule is a simple method of reminding younger children of the dangers of indiscriminately eating wild food.
The legalities of foraging (searching for things you can eat or use) are governed by three main pieces of legislation, The Theft Act-1968, The Wildlife and Countryside Act -1981 and the Countryside Rights of Way Act- 2004. It is normally not an offence to collect fruit, flowers, foliage and fungi for personal consumption and if the plants are growing wild. It is illegal to uproot any plant without permission of the landowner. Some rare or endangered plants, such as bluebells and snowdrops, are protected by law and it is illegal to pick them. Any plants you are picking must be in a wild location and not on protected land such as nature reserves.
When considering and planning Forest School activities that include foraging I will be using my knowledge of the plants and trees in the Coppice area to help me. Knowing the characteristics and uses of the different plants and how they change over the course of the year will allow me to make well informed choices. Using my knowledge of the flora presently growing on the site I have put together a list of activities for a range of species that grow, including the time of the year it will be best to use them (Appendix 6). One of the unique and wonderful things about Forest School learning is that nature is the teacher and children should have hands on experiences with the plants and animals within the Forest School site but of course this will always be done in a respectful way. As Sarah Blackwell writes:
“The longer the exposure during the programme the greater the personal rewards-nature is a great teacher and facilitator and it models and creates excellent metaphors for change and development and that no two seasons are the same” (Blackwell, c1988-2020)
Forest school education offers children freedom and opportunity to play, explore and discover nature through hands on experiences and accept challenge through managed risks. As advocated by the Play Safety Forum there is always a need to strike a balance “between risks and benefits of challenging play opportunities” (Ball et al, 1993) so safety is always taken seriously and thoughtful consideration is given to its management through structured sessions and this includes sharing our knowledge of the fauna and flora on the site. Having discussed a number of reasons behind why it is important to share and know the nature of the biodiversity present in my Forest School site I would now like to move onto how our knowledge of the fauna and flora can help to ensure that we look after and preserve the conservation of the woodland.
Considering the health of the site is a very important element of Forest School education and sustainable management and development is paramount and as Sarah Blackwell points out:
“Sustainable development promotes protection of environment and a balanced use of natural resources. It is a subject that especially concerns the interests of future generations. Forest Schools provide an opportunity to closely observe, experience and understand the natural surroundings over a period of time when the programmes are provided across the seasons as they are intended to do. This longevity promotes a better understanding of the interactions and processes of nature and all its complex relationships, its unique independent and interconnected elements and creates a sense of personal as well as a collaborative responsibility.” (Blackwell, c1988-2020)
During a Forest School session flowers, grasses, leaves sticks and twigs are commonly used as resources and it is important that they are only picked in moderation and that the woodland is given ample time to recover. This may involve rotating areas of the woodland that are used for forest school sessions or planning sessions to avoid repeated use of the same materials. As the over use of natural resources can have a devastating impact on woodland especially because the site is so small.
As part of the identification process it is also essential to think about and consider how we can enhance and provide a greater mix of different habitats to the site. Making a positive impact on the area is essential and there are two basic requirements to promoting awareness about sustainable development:
“….a long term connection, awareness about sustainable development that have been documented; a long term connection, awareness and education about nature, with an interested and motivated adult and this leads in later years, to a more complex understanding about the utility of nature and its conservation.” (Blackwell, c1988-2020)
One area that I need to consider in depth and discuss with the Head teacher of the school is developing and enhancing the mixture of habitats that are available within this small woodland area. Coppicing some of the Hazel and removing the standing dead trees on site, will open up area. Without more management this area will become dark, over shaded and therefore will not have any variation in structure or flora and fauna, ultimately reducing the amount of wildlife it can sustain. If I am able to manage and coppice this area it will nurture a new habitat with more floor flora which will be beneficial for both wildlife and people. It would also be good to introduce some more wild flower varieties to the edge of this woodland area so that more insects are attracted and therefore more birds and mammals. To manage woodland sensitively as the Wildlife Trust suggests you need to:
“….replicate all of the different species that a vast woodland would have done by itself thousands of years ago” (Wildlife Trust.org, 2020)
Coppicing involves cutting each stem at an angle, close to the stump and leaving a stool. This is repeated every 5-20 years and can be done in rotation to ensure minimal disturbance. It is best done in late autumn, when sap is down, before buds burst and birds are nesting. Coppicing allows flowering plants and grasses to grow which in turn provide food for insects and then other animals such as birds, bats and other common mammals to use and access the area. I have put together a development plan for the Coppice area that discuss the environmental changes I would like to make and the reasons behind them (Appendix 7).
Developing this school site into a richer and more diverse ecosystem to the one that it already sustains will be amazing. It will not only nourish the health of the site but it will nourish the learning and experiences that the participants of this Forest School will have. Identifying and knowing the qualities and characteristics of the fauna and fora is essential for any Forest School leader not only for the health and well-being and personal passion of the participants but also for the general well-being of the site itself. As Blackwell states:
“ …..but it is also understood from research that without the long term intervention, and much of that through self-discovery, then the awe and wonder will simply not translate into active participation in the preservation and conservation of the planet. Before a longevity of and concern for societal or global Sustainable Development to be present, an awareness of Personal Sustainability must ensure within the individual.” (Blackwell, c1988-2020).
In conclusion, the act of learning and knowing the flora and fauna of a site is crucial for any Forest School practitioner. This knowledge is needed for not only sharing and passing on an understanding to the next generation but it is also vital for the preservation of these unique ecosystems. I have thoroughly enjoyed discovering more about the unique biodiversity of this site and am keen to prepare this Forest School space for the needs of the group and the environment.
References
· Angel Heather et al, (1973) AA Book of the British Countryside, London, Drive Publications Ltd.
· Attenborough David https://www.goodreads.com/author/quotes/106444.David_Attenborough Accessed 3/8/20
· Ball et al, (2012) Managing Risk in Play Provision: Implementation Guide National Second Addition, London, Children’s Bureau.
· Blackwell Sarah, c 1988-2020, Archimed
es Forest School, Sheffield, Archimedes Earth Press, pp 2.4.3 Archimedes Earth Forest Schools, 2.4.4.2. Preparation of Forest School Sites, 4.1 Risks and Safety in Forest Schools, 5.2.1 Environmental Identity 5.2.3, Sustainable Development 5.2..3
· Clayton Susan, (2003), Identity and the Natural Environment: The Psychological Significance of Nature London, The MIT Press, p53
· Countryside Rights of Way Act 2004, UK Government Legislation, https://www.legislation.gov.uk/ukpga/2000/37/contents, Accessed 03/8/20
Darwin Charles (1st published 1859) On the Origin of Species by means of natural selection, Great Britain, Printed by Amazon.
· Department for Education and Skills, Foster et al, (2006) Schools for the future, designing school grounds, London, TSO.
· Flood Alison, (13th Jan 2015) The Guardian Newspaper, “Oxford Junior Dictionary’s Replacement of ‘natural’ words with 21st Century terms sparks outcry”
· Genesis 2:2, The Holy Bible, King James Version, Eyre and Spottiswoode Ltd, London
· Holden Edith, (1977) The Country Dairy of an Edwardian Lady, London, Webb and Bower, London
· Jarman Elizabeth, (2013) The Communication Friendly Spaces Approach, London, Elizabeth Jarman CFS.
· Learning Through Landscapes, (2014) Grounds for Change, Winchester, p2
· Louv Richard,2008, Last child in the woods, saving our children from nature-deficit disorder, New York, Workman Publishing, p33, 41
· Macfarlane Robert and Morris Jackie, 2017, The Lost Words London, Hamish Hamilton, p1
· Play Safety Forum https://playsafetyforum.wordpress.com/ Accessed 3/8/20
· Plymouth University, (2016), Transforming Outdoor Learning in Schools-Lessons from the natural connections project, Plymouth University, funded by the Department for the Environment, Food and Rural Affairs, Natural England and Historic England.
· Sandy (1992)
Wildlife and the school Environment, RSPB written in conjunction with Learning through Landscapes, Bedfordshire RSPB, p7
· The Theft Act 1968, UK Government Legislation, https://www.legislation.gov.uk/ukpga/1968/60 Accessed 03/8/20
· The Wildlife and Countryside Act 1981, UK Government Legislation, https://www.legislation.gov.uk/ukpga/1981/69, Accessed 03/8/20
· Viscardi Paolo, (12 April, 2011) The Guardian Newspaper, Natural history Collections-Why are they relevant?
· Waterstones book shop Interview with Robert Macfarlane, ( 2017), Oct 26th https://www.youtube.com/watch?v=j9WrlGZirPs, accessed 3/8/20
White Gilbert, (1st published 1789) The Natural History of Selborne, Great Britain, Printed by Amazon.
· Wildlife Trust, https://www.wildlifetrusts.org/wildlife-advice/how-manage-woodland-wildlife “Coppicing, how to manage a woodland for Wildlife”, 2020 accessed 3/8/20
· Woodland Play, Learning through landscapes, (2020 )woodland-play-in-schools1444300093.pdf Accessed 3/8/20
Appendices
Appendix 1
Appendix 2
Appendix 4
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