Forest School Leader vs. Outdoor Teacher
A Forest School Leader and an Outdoor Teacher (considered to be a regular teacher that uses the outdoors) share similarities in that both work in outdoor settings to facilitate learning. However, depending on the skills of either one, they can differ significantly in philosophy, approach, and focus. Here's a detailed comparison:
1. Philosophical Approach
Forest School Leader:
Forest School Leaders and Practitioners typically have specialist qualifications, such as Level 3 qualifications and possibly higher..
Emphasizes the Forest School ethos, which is child-led, play-based, and focused on holistic development.
Encourages exploration and self-discovery over structured teaching.
Aims to develop confidence, resilience, and a deep connection to nature over long-term engagement.
Outdoor Teacher:
Teachers usually have higher level education-focused qualifications - Level 6 or Level 7 / Degree Level i.e., Post-Graduate Degree Level.
Often follows a more curriculum-driven approach where specific subjects or skills are taught in an outdoor setting.
Learning objectives and outcomes are usually predefined.
Focuses on delivering lessons or activities that align with academic goals.
Can incorporate Forest School principles depending on teacher approach and interests.
Pressure to deliver results against a curriculum.
2. Learning Style
Forest School Leader:
Child-Led Learning: Activities are guided by the interests and curiosity of the participants.
Process-Oriented: Prioritizes the learning journey over achieving specific outcomes.
Utilises unstructured play and hands-on exploration.
Outdoor Teacher:
Teacher-Led Learning: Lessons are typically structured, with the teacher directing the flow of activities.
Child-Led Learning: Dependant on the approach and skills of the teacher scaffolding and linking child-led learning to curriculum.
Outcome-Oriented: Focus is on meeting specific educational goals or objectives.
Uses nature as a classroom to teach topics like science, geography, or environmental studies.
3. Session Structure
Forest School Leader:
Flexible Sessions: Activities adapt to the interests and needs of the group, as well as the natural environment. Note: Perhaps contradictory to this approach is that many OFQUAL-regulated Forest School Leader courses require learners to plan sessions in advance (and then to offer flexibility).
Repeated, regular sessions to build a deeper connection with nature and allow for gradual development.
Emphasizes long-term engagement over standalone lessons.
Forest School Leaders may be more inclined to enjoy being outdoors in adverse weather.
Outdoor Teacher:
Planned Lessons: Follows a structured plan with clear objectives and timelines.
Flexible Sessions: Depending on the skills of the teacher in enabling children to pursue their own interests as well as being able to make links to curriculum.
Sessions are often standalone or part of a short-term series, but not always. Depending on the teacher approach, long term sessions may be project-focused.
Time may be divided between outdoor activities and traditional classroom-based learning.
Teachers may be more inclined to enjoy being indoors in adverse weather.
4. Skills and Expertise
Forest School Leader:
Trained in the Forest School ethos and practical bushcraft skills.
Knowledgeable about child development, risk management, and fostering emotional resilience.
Focus on facilitating activities like fire lighting, shelter building, and nature-based crafts.
Outdoor Teacher:
Typically trained in traditional teaching methods with additional knowledge of outdoor education, which may or may not include Forest School.
Focuses on delivering curriculum focused lessons in subjects like biology, geography, or environmental science.
May incorporate outdoor games and activities to support learning.
5. Outcomes
Forest School Leader:
Holistic development: Building confidence, independence, and emotional well-being.
Developing a lifelong connection to and respect for nature.
Encourages creativity, problem-solving, and social skills through natural exploration.
Outdoor Teacher:
Academic learning: Meeting specific curriculum objectives using the outdoor environment.
Enhancing understanding of subjects through experiential, real-world learning.
Promotes teamwork and physical activity but often as secondary benefits.
6. Environment and Tools
Forest School Leader:
Often operates in a natural woodland setting or similar environment.
Incorporates natural materials and simple tools for activities like whittling or den building.
Encourages a deep understanding of ecosystems and sustainability.
Outdoor Teacher:
Can work in various outdoor spaces, such as school grounds, parks, or reserves, as well as woodlands.
Uses outdoor environments as a teaching aid but may rely on traditional educational tools (e.g., notebooks, charts, scientific equipment).
Conclusion
Both roles are essential in fostering outdoor learning but may serve different purposes:
A Forest School Leader is suited for facilitating holistic, unstructured, and nature-focused development.
An Outdoor Teacher is ideal for delivering structured, curriculum-based education in an outdoor setting.
The choice between these roles depends on the desired outcomes of the program and the needs of the learners.
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