Forest school safety games

The children have to hide behind trees or bushes or any available hiding place they must be able to see the Eagle while the Eagle with blindfold removed has to then try and spy them. Give the Eagle 10 to 20 secs to do this and any child that is spotted is out of the game. The blindfold is replaced and the children then have to make their way towards the Eagle again as you count down from 5 to 0 once more.

The winning child is the child that is closest to the Eagle in the final round you decide on the number of rounds but 4 or 5 works well depending upon the size of the area without being spotted.

Divide the group into 2 equal teams up to 30 kids and tell them they have to come up with 2 choices i. The teams they go about 50metres apart and decide on their choices from their start position. Once ready they come back to a mid point and spread out facing each other in a line.

You then say 1,2,3 and each team shouts out what they are. If one team shouts out bear and the other salmon the salmons have to turn and run back as fast as they can to the start position while the bears chase them bears eat salmon. Anyone tagged joins the other team for the next round. The reason for having two choices is that often both teams will shout out the same animal at which point its a stalemate and neither teams runs away.

Research is showing that Forest Schools extends thought processes, encourages freedom, allows the development of creativity, understanding of self and others and the world around them.

Increase the opportunities for engagement with good risk. Do nothing. Monitor the situation including supervision. Increase the reach of the benefit. The benefit is not significant enough compared to the risk involved What are the Risks that children young people, and others will be exposed to? Decrease the opportunities for engagement with bad risk. Lessen or manage the risk. Remove the risk. Like this: Like Loading Forest School outdoor play Risk. Go On A Nightwalk April 20, Tell Cloud Stories April 20, No Comments.

Leave a Reply Cancel reply. Instagram Instagram did not return a Follow Me. Facebook Twitter Instagram. Decorate the wing. Use grasses, leaves and any other materials of their choice to decorate the wing,. Wing Flying Challenge. Hold the wing flying challenge with the runners at a safe distance from each other. Fully supervise any cutting activities involving scissors and mini-hacksaw. Ensure children pulling the kites are at least 10 metres apart to present injuries to legs etc..

Warn of the hazards of kite flying and ensure the wind is mild and children are pulling into the wind. Observe kite action and stop activity if flight patterns become unpredictable. To develop fine motor skills in manipulating clay through a series of pre-defined stages, with children working together and supporting each other. To encourage children to listen carefully and follow a precise set of instructions. Children gain insight into a basic production process where are series of pre-defined stages are followed to complete a product.

Children make a neat ball of clay 2. Children use a rolling pin to flatten the ball into a disk 3. The clay is decorated with a feather pattern, using a pen top. The clay is folded carefully in the required sequence. If complete, children can make a second owl — this can be a daddy and a baby owl to make a family group.

Safe plastic knives to finish the fine detailing. Stick Mobiles. To improve their skills in applying their knowledge of basic measurement and 2D shapes.

To enable children to enjoy their creativity. Children collect natural materials to make a mobile. Using a small number of demonstrated techniques children assemble a stick mobile. What are mobiles for? How are they put together? Talk about the mobiles in terms of materials used and possible themes seasons, colours, shapes. Demonstrate how the sticks can be attached to the twine by untwisting a section of twine and inserting the stick into the resultant loop and then re-twisting closed. Are you happy with how you cooperated and worked together?

Say that you liked about the activity and the product you made. Warn about not running whilst carrying sticks. Remind them not to put fingers near mouth or eyes once they have started to collect. Supervise at one adult to 3 mini-hacksaws in use. Issue only as many tools as can be supervised Ensure that the hand holding the stick is gloved when sawing with mini-hacksaw.

Give very clear instructions about working away from the body and not towards it. Simplified rules to pin to shed. Reels of coloured tape. Spools of wool to make hanging loops. Bale of string.

Brace and bit in case children wish to drill holes through thicker sticks. Clay Monsters. To encourage story-telling based on experiences. To utilize natural materials to suggest form and shape.

Children talk about dragons and other monsters as well as creepy-crawlies and other unpleasant creatures. Children make monsters out of clay and found items. KS1 Spoken Language. Children give well-structured explanations and narratives for different purposes. Use spoken language to express their imagination. Children develop their ability to use colour, pattern, texture, line, shape, form and space. How many monster and creepy-crawly creatures can we name? Can we describe them?

Explain the purpose of the treasure hunt. Explain that we will be making monsters and creepy-crawlies out of clay and small sticks, bits of moss, wool, shells, small pebbles and any other odd thing we can find to add to the existing collection. Treasure Hunt. Scour the available spaces woodland, park or school field for useful items. Aim to bring back at least five very different items. On return, add your finds to the communal bowls.

If there is something very special yo wish to keep you may hang on to a maximum of two items. Demonstrate making technique — working the clay to make it more malleable, using sticks for limbs, demonstrate using a twig to push wool into the clay to create hair.

Children make one or two monsters, depending on available time. Encourage careful and detailed work and praise outcomes. Share outcomes. Make up a story about your monster. Where does it live? What does it eat? What is it doing in the wood? What is imagination? How does it help us?

Remind children about hedgerow hazards of fungi, brambles and nettles. Remind about not putting hands in mouth. Provide a couple of exemplar monsters made out of clay and found materials to demonstrate making techniques.

Bag of air-drying clay. Easter Garden. To celebrate Easter with a traditional Easter Activity. Children make an Easter Garden in the side of the mound facing the labyrinth. Children make mini- Easter Gardens to take home. Children engage in making a decorative item and engage creatively with the making process. The group is split into 2. One group makes the mini — Easter Gardens whilst the second group makes the big Easter Garden. They swap over after the Easter Chocolate break.

Get them to think about food and drinks as well as any equipment like blankets. Ask: What will we be doing? What will we need to do that? Get those little brains working!

Letting them forget a non-essential item creates a great opportunity for improvising. What else can we use? Make sure each teddy or toy has their own plate and space on the blanket.

Scavenging for woodland items is a fun and active way to get kids learning about nature whilst improving their attention to detail.