We are offering two, week-long Spring Camps through Saanich again this year.
We are excited to once again be hosting it out of Cuthbert Holmes park. All details are the same as last year (9am-4pm, $200/week). You can register online by searching “Forest School Camp” here:
Or by phoning any Saanich Rec center.
We look forward to another year of wonderful adventures with you!
Learning in a Forest School context is inquiry based, emergent, and based on real hands-on experiences. In other words learning comes naturally. Our program works with children’s natural desire to explore and question the world around them. Inquiry based learning, as the name suggests, involves exploring a child’s questions, interests, and ideas about the natural world. Forest School uses this curiosity as a foundation upon which to build the child’s problem solving abilities, critical thinking, and deep connection to nature. Learning in this format is emergent, meaning that it cannot be pre-planned by the educator. Instead, our “lessons” emerge as children follow their interests. It is a learning style that allows children to learn at their own pace, thus accommodating for different learning abilities and needs.
The importance of play in the child’s development is at the very heart of the Forest School ethos. Playfulness and curiosity go hand in hand, after all! Nature play gives children the precious opportunity to build communication and social skills, work on problem solving and allow burgeoning creativity to thrive. Learning through play is learning for the children by the children and is therefor an infinitely powerful learning experience.
Self-esteem and emotional intelligence are both keys to the development of a happy and resilient child. Any early childhood program should focus on enhancing the child’s self-esteem and developing their emotional intelligence and research has shown that Forest School programs and the expert mentoring of Forest School leaders do just that.
Increased self-esteem is one of the key results often observed in children participating in Forest School. A study by Liz O’Brien and Richard Murray identified the main elements of Forest School that had a direct link to increasing self-esteem in participants. First of all, the low ratio of child to adult provided more one on one time for the child and with the additional support children were more likely to achieve their goals. (O’Brien and Murray, 2006) This was particularly relevant in learning to use new tools, which also encourages trust and responsibility. With this help, children can learn new skill and, importantly, recognize that they have learnt new skills and seeing what they can achieve links directly to increasing their self-esteem and confidence. (O’Brien and Murray, 2006) Many activities in Forest School involve creating things, whether it be shelters, tools masks etc. and this production of physical evidence of a child’s work also contributes to self-esteem. The child-led nature of Forest School in terms of play, games, activities or songs allows the children to take part in a group activity and provide a recognizable contribution. Finally, being in an alternate environment and experiencing different things can change the focus for children with undesirable home life. All these contribute to creating happier children who are more independent. (O’Brien and Murray, 2006) The role of the Forest School leader is to be there for the children when they may need some guidance or to learn a new skill in order to accomplish a goal for themselves. A good leader knows when to offer a knot or a tool but also knows when to back off and leave the child be. This releasing of responsibility to the child and the respecting of the child’s abilities increases self-esteem and confidence.
Forest School also fosters the development of emotional intelligence in participants. An emotionally intelligent child will “have the dispositions and attitudes to learn, such as motivation, concentration, perseverance, the ability to control one’s own emotions and judge emotions in others.” (Falch-Lovesey et al., 2005) In Forest Schools it has been observed that students demonstrate high levels of motivation and perseverance. The child-led and child-centered approach means that students are intrinsically motivated and highly concentrated on their activities and persevere because it is exactly what they want to be doing and focusing their attention on. (Falch-Lovesey et al., 2005) This is evident in tree climbing, shelter building and various fine-motor based craft projects. Collaboration and problem solving in Forest School, in the form of games, building things etc., provides many opportunities for children to engage with one another and recognize and respond to the emotions of their peers. Also the lengthy programs, small groups and woodland resources give substantial time, space and opportunity for the adults to work with children on specific emotional goals and encourage the children to use the woodland resources to help develop emotional management strategies. (Forest School Wales, 2015) The Forest School leader is always focused on carefully observing the students. By this close observation, the leader is able to recognize when strong emotions are rising up in a child and be there to help them understand their emotions and provide strategies that may help the child manage their behaviours.
Increased self-esteem and development of emotional intelligence are both key results of a well run Forest School. They are two of the many benefits of Forest School on the overall well being of participants and two vital indicators of a happy and healthy childhood.
Falch-Lovesey, Sue. Lord, Clare. Ambrose, Louise. (2005) Forest School in Norfolk – Pilot Study Report and Evaluation. Norfolk County Council. Retrieved from http://www.schools.norfolk.gov.uk/view/NCC104249
Forest School Wales (2015). Emotional Intelligence. Retrieved from http://www.forestschoolwales.org.uk/ysgol-goedwigforest-school/what-happens-in-a-session/emotional-intelligence/
O’Brien, Liz and Murray Richard. (2006). A marvelous Opportunity for Children to Learn: A participatory evaluation of Forest School in England and Wales. Forest Research. Retrieved from http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf
The history of Forest School in Europe finds it’s deepest roots centuries ago and countless separate and connected ways of thought and movements have brought it to where it is today.
As early as the 1800s the romantics, such as Wordsworth and Ruskin, responded to the recent industrial revolution with counter-culture ideals of the importance of the sublime in nature, creative freedom, imagination and childhood innocence. (Cree & McCree, 2012) Their ideals, as well as those of contemporary or later educators, naturalists and philosophers the likes of Thoreau, John Muir, Baden Powell, Leslie Paul, Kurt Hahn, Susan Isaacs and the McMillan sisters were the inspirations for what we know now as Forest School. (FSA, 2012)
In the 1950s Forest Schools began popping up in Sweden, Denmark and other European countries. (Forest School Canada, 2015) Open-air culture (‘frulitsliv’) is deeply embedded in Scandinavian way of life and Danish pre-schools support the value of outdoor, child-centered, play-based pedagogy. In 1993 a group of nursery nurses at Bridgwater College in Somerset visited Denmark and were inspired to start their own Forest School in the UK. (FSA, 2012) From there the College developed a BTech in Forest School and Forest School took off in the UK. In 2002 practitioners held the first national conference at which an official definition was created and in 2012 the definition, principles and criteria were reviewed and built upon leading to the founding of the Forest School Association. (FSA, 2012) Canada’s first Forest School, Carp Ridge Forest School, opened its door in 2008 just outside Ottawa, Ontario. (Forest School Canada, 2015) Since then other Forest and Nature Schools have sprouted elsewhere in Canada including some in the Victoria, BC Region. Saanich parks and recreation has begun to offer a program called E.C.O. (Educating Children Outside) featuring Forest School for preschool children at Swan Lake Nature Sanctuary and Beaver Lake Regional Park. (Saanich Parks and Rec, 2015) Victoria Nature School, based out of Mount Douglas park, began in 2013 and offers programs for two year olds and three to five year olds. (Victoria Nature School, 2015) We at West Coast Forest School have been offering out of school camp programs in Victoria and the surrounding area since 2017.
Forest Schools are now widespread throughout Scandinavia, England, Wales, Scotland and the rest of Europe and the movement is gaining traction in Canada. With the introduction of the Forest School practitioner’s Level 3 course to Canada there is no doubt that Forest Schools will become ever more prevalent and popular in North America as well.
Cree, Jon & McCree, Mel. (2012). A Brief History of the Roots of Forest School in the UK. Horizons, 60, pages 32-34.
Forest School Canada. (2015). History of Forest and Nature School. Retrieved from http://www.forestschoolcanada.ca/home/about-forest-school/history-of-forest-school
FSA. (2012). History of Forest School. Retrieved from http://www.forestschoolassociation.org/history-of-forest-school/
Saanich Parks and Recreation. (2015). E.C.O. Program. Retrieved from http://www.saanich.ca/parkrec/recreation/e-c-o-program.html?ref=shortURL
Victoria Nature School. (2015). Home page. Retrieved from http://www.victorianatureschool.com/
(United Nations Human Rights, 1989)
The United Nations Convention of the Rights of the Child as Adopted and opened for signature, ratification and accession by General Assembly resolution on the 20th of November 1989 and entered into force the 2nd of September 1990 was a momentous step towards global recognition of the importance of basic human rights during childhood. Play and recreational activities appropriate to the age of the child, as noted in Article 31 (United Nations Human Rights, 1989), is a right that is central to the Forest School ethos. Though undervalued in traditional school styles, Forest Schools value play, and particularly child-led play, as a way for children to meet their basic needs not only for fun but also for learning.
Article 31 recognized play as a basic human right, as fundamental to what children need to develop, and nothing could be truer. From an evolutionary perspective all mammals need play. The young play at the activities and the culture of the old in order to gain understanding of how and why people behave the way they do. (Gray, 2013) In traditional hunter-gatherer societies the children are not explicitly taught anything, unless they request to be. They observe the behaviours of adults in their culture, listen to their conversations and watch them at their activities, then spend the majority of their day playing with their observations. They play at hunting, tracking, cooking, decision-making, problem solving and many other useful skills that the children adopt and bring into the realm of play. (Gray, 2013) This remains a biological necessity for children in our culture as well.
Forest Schools believe in this power of play and that play is “fundamental to healthy development and learning.” (Forest School Canada: Parent’s Handbook, 2014) Play in a Forest School can be defined as “a process that is freely chosen, personally directed, and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas, and interests in their own way for their own reasons.” (Hughes, 2013) This quote ties in directly with the idea of culture as stated in Article 31. Giving children the right to self-directed play allows them the opportunity to evaluate, play with and manipulate any aspects of our culture they choose to. In order to “participate freely in cultural life and the arts” (United Nations Human Rights, 1989) children need to be free to pursue their own interests and their own ways of following those interests. Those ways typically involve various types of play observed and supported in Forest School such as symbolic play, exploratory play, socio-dramatic play, dramatic play, social play, communication play, creative play, deep play, fantasy play, imaginative play, locomotor play, mastery play, recapitulative play and rough and tumble play. (Forest School Canada, 2014)
Article 31 of the UN Convention of the Rights of the Child directly supports Forest School’s belief in the value of all types of play to the healthy development of a child. Forest School puts into action the idea that play is not idle, wasted time but a biological necessity for all children and a fundamental human right.
Forest School Canada. (2014). Forest School Canada: Parent Handbook. Pg. 17.
Forest School Canada. (2014). FOREST AND NATURE SCHOOL IN CANADA: A Head, Heart, Hands Approach to Outdoor Learning. Pg. 25-30.
Gray, Peter. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books: New York.
Hughes, Bob. (2013) “Evolutionary Playwork.” Routledge.
United Nations Human Rights: Office of the High Commissioner for Human Rights. (1989). Conventions on the Rights of the Child. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx
Every good parent knows that there is nothing more important in the world than the health and safety of their child. So “is Forest School safe?” is a very important question. The answer, in a word, is no. Anytime you take a child out of the sanitized and ‘safe’ confines of a classroom or indoor learning environment there will be an increased level of risk. Uneven ground, sharp sticks, broken branches hanging above and a slew of other possibly dangerous hazards decorate the outdoor learning environment and when you feature in outside play and the inherent human errors it makes learning outside seem like an extraordinarily risky endeavor. Rather than shy away or overprotect children, the Forest School philosophy embraces risk and not only establishes standards by which to manage risk in certain situations but also encourages healthy risk taking and understanding of hazards and risks as a vital component of the learning experience.
Through play in nature at Forest School, the children’s decision-making and risk-assessment skills are honed. Children learn from the mistakes that they make and by assessing a situation’s benefits and negatives. The philosophy of Forest School focuses on real experiences, be it through play, tool use, shelter building or a variety of other activities, and that involves meeting and dealing with a variety of challenges. Using the example of climbing a tree, children learn much more from the experience of climbing, meeting and pushing their comfort level, even when it results in a fall, than they do by being told not to climb trees because it is dangerous. Taking risks, and learning how to identify and deal with risk, is a part of children’s natural development and without question a vitally important life skill. Engaging in risk-taking activities support the holistic development of the child. Risk-taking engages the child cognitively in terms of decision making and problem solving as well as physically (the activities themselves) and the tangible results that derive from taking risks and improving support self-confidence and emotional resiliency thus engaging the emotional and spiritual domains of development.
It is the role of the Forest School leader to ensure that children are not exposed to an unacceptable level of risk. Formats of risk assessment may vary from program to program but may follow this general sequence: identify the hazard, decide who may be harmed and how, evaluate the risk (Likelihood x Consequence = Risk) and decide on any precautions, record your findings and implement any control actions and review the assessment and update as necessary. There are also numerous different types of risk-assessments that may be necessary. These include; seasonal site risk assessments, activity or experience risk assessment, individuals risk assessment, daily risk assessment or dynamic risk assessment. The job of assessing risk is shared with the students of Forest School and with practice identifying hazards and risks they become direct contributors to the process. When assessing the risk of an activity a Forest School leader employ a risk-benefit assessment model. Balance between risk and benefit is complicated and often requires subjective judgment. A leader must take many things into account and may use everyday expertise, skills and knowledge or require specialist expertise to accurately assess risks.
In our Forest School experience we have observed various different types of risk taking. One striking example comes from a five-year-old boy who just recently became verbal. He found his role in a fantasy play game a couple of the girls were playing about building fairy houses by climbing up to the highest branches of a maple tree to harvest the biggest, greenest leaves for them to use as the roof. This positive risk taking for him not only relates to the physical aspect of pushing himself to the highest branches he could but also to the social risk taking for him pushing his comfort zone by playing in a situation he rarely has had opportunity to outside of Forest School. Tool use at our Forest School was also a key risk taking activity. Whether it be an older child’s desire to make a wood mallet, a multi-session project involving learning to work with the bow saw and the knife, a five year old asking on the last session to try and learn how to sharpen a stick with a knife or a group of kids using a chisel and mallet to harvest pieces of quartz from a mine area while also managing their own risk of fires by spraying water on the sparks, learning how to safely use tools and how to mitigate the risk to their own health and safety are valuable lessons that result in increased confidence and self esteem. The participants of our Forest School are also directly involved at the start of each day in identifying new hazards to our areas (branches blown by wind, glass, holes to trip in etc.) and discussing how we can manage the risk these hazards entaile to provide ourselves the most safe but also fun landscape with which to work. This inclusive practice gives the participants not only the skills to identify risks to their safety but also the ownership over the act of managing their own safety.
Risk plays a vital role to the child’s learning experience in Forest School. Children are encouraged to engage in healthy risk-taking behaviour in order to take advantage of the body and mind benefits inherent in such activities. They are also directly involved in identifying hazards and recognizing risks on a daily basis. The complicated role of the leader is to support them along their risk-literacy journey but also ensure that children are not put in unacceptably risky situations by comprehensively assessing the risk of all potentially hazardous sites and activities. No, Forest School is not safe but it isn’t meant to be! So is it worth the risk? Absolutely. Cuts and bruises heal but the positive effects of strong self-esteem and resilience built in childhood last a lifetime.
“That’s my dead beetle.”
This is the kind of quote that makes you wonder whether that sentence has ever been said before. Outside of a small niche group of very possessive entomologists, I’m going to guess not.
“We were talking about building a bridge.”
It was a sight to behold (see featured image above). They planned it, they built it, and three feet off the ground, it held every child and one of the leaders from one side of the creek to the other. Then came my turn…
“It’s not the wrong way. There is no wrong way.”
I would never think twice about an adult saying something like this. When a kid says it to another kid, I think to myself “Wow. Do I even need to be here?”
“Less talk. More work.”
I think the comment for the last quote more or less works here too…
“We were playing pass with the bunny poo.”
It’s only gross if you think about it too much. And really, what’s in a bunny’s diet that’s disgusting? Just ignore the fact it moved its way all through the little critter’s bowels and you get to create a new game. Worth it.
“Do you want to look for bunny poo with me?”
I guess they ran out…
“The snake is barfing up its organs!”
It wasn’t. But is was barfing up an only very lightly digested earthworm. A great lesson in snake diet and a reminder that kids love gross stuff.
“Cool, an ant’s nest. I’m going to pee on it.”
Every time I hear a kid say something like this I think of this quote:
“Finally Muir and his companions found a new pleasure in such activities as torturing cats (by throwing rocks at them, dropping them out of the third-story window to see if they would land feet first etc.), encouraging dogfights, and observing the “horrid red work” of pigs being killed in a nearby slaughterhouse.” (“The Young John Muir: An Environmental Biography” by Steven Jon Holmes)
Muir in this story is none other than John Muir. The naturalist, author, environmental philosopher, an early advocate for the preservation of wilderness in the US and founder of the Sierra Club.
Kids find their own paths to nature connection, and sometimes it isn’t pretty. The boy never peed on the Thatcher Ant nest (that I know of) but I can’t help but think that if he had, maybe the world would have been a better place. Think about it.
“I call being a judge for snake’s got talent!”
Does staring at a snake for six hours straight count as connecting to nature? It must, right? Add on building obstacle courses for them out of sticks and I think we had a pretty good day.
“This river smells like miso soup.”
Interesting. Can a river smell like fermented soybeans? I don’t see why not. This may be the birth of a new zen practice. You’ve heard of mindful eating. Now meet mindful river sniffing.
Why are snakes bad singers?
Because they can’t hold a tune.
For goodness snakes that’s a bad joke…
Kids learn by doing. We know this. Gone are the days when we expect little kids to sit quietly, listen and remember what we’ve said for any length of time. Facts come in from Google through your eyes and quickly slip out your ears without you even noticing they were even there in the first place. To really learn something you have to connect your hands and body to your brain. My suggested activity this month connects your eyes, hands and mind and may also push your comfort zone.
Catch A Snake
Here are 4 easy steps to catch a snake:
Step 1: Get your mind right – if you’ve never caught a snake before this might be the biggest challenge. If you chicken out the first time, don’t give up. It’s not that gross.
Step 2: Spot it – find some grassy areas close to freshwater (pond, bog, etc.). Start in the morning and walk trails. They’ll be sunning themselves in open areas.
Step 3: Catch it – don’t hesitate.
Step 4: Observe it – kids can watch snakes for hours commenting on their shapes, colours, behaviours, etc. There are so many great things to learn about by simple observation. This month we observed two snakes with opaque blue eyes. At first, the theory was they were blind, but then we observed them both start shedding their skin, so maybe there is a link there…
Don’t want to touch a snake? Maybe your kid would do it for you with your help spotting. Don’t have a kid? Well, people go birdwatching. Why not go snake watching? Or even better, do both. Keep your ears focused on the bird song and your eyes on the grass and you’ll really give your mind a workout.
Now that summer is winding down and we are turning to the season of back to school, let’s take a look back on the four weeks West Coast Forest School spent with some amazing kids at Layritz Park. As always in Forest School, every day was a bit different as interests change with the different seasons and group dynamics. That being said, there were certainly some standout highlights of the camps, which we wanted to share. Not everything we did made the top ten list; honorable mentions go to pine cone basketball, playing nature card games, sitting under the willow trees in the dried up pond and climbing trees. Without further ado, here are our Top 10 Highlights of Summer!
10. Rock Climbing
I was sitting with a few kids whittling when one of the girls came up to me and said “Can we have some green rope?” Intrigued, I wandered down the hill to see what they were up to. Turns out, one kid had whittled a handle and they had attached it to a length of twine to use as a belaying rope. The twine wasn’t strong enough, so they needed green rope. Of course they did! It was truly a beautiful example of problem solving, collaboration and trust, watching them figure out how to use the rope to help each other up the rock face. A harness and a harness holder was added, then a spotter and a safe route was chosen (mindfully, in order to avoid pulling down the moss from the rocks), and soon enough the whole group was waiting in line for their chance to belay up and down the rock face. Amazing!
9. Hiding Games
Camouflage, commando and sardines. Hours spent hiding or sneaking on our hands and knees through the tall grass of the fields or up the side of the hill. Tapping into the primal instinct to hunt and hide. Need I say more?
8. Making Rope
The open fields and Garry Oak meadows of Layritz Park are peppered with Scotch Broom, one of the most invasive species in Victoria, but incredibly useful for forest school. Not only did they give us lots of wood for our various projects, but the inner bark can be separated from the outer and woven into very strong cordage. It takes a good amount of fine motor skill and patience to strip and weave, so it wasn’t for everyone – but those who liked it, liked it a lot.
7. Exploring the Cycles of Life
OK, that’s really just a nice way of saying playing with dead stuff.
Together we dissected a snake that had probably been run over by a bike. We wanted to see if we could find out what it ate – we couldn’t. Whether because it hadn’t eaten recently, or because of my inability to perform surgery on a tiny snake with a Buck knife, we will never know. In the end, we took out all of the guts and let the snake skin dry in the sun. (To my wife’s chagrin it is still in my car).
We also found a recently dead shrew (COD unknown) and the kids were so excited to give it a burial that I never saw it again, and to this day don’t know where they buried it.
The most interesting find was the entire body (minus the gooey bits) of a rabbit. The circumstances of this poor little guy’s demise was extremely intriguing. At the scene of the crime we also found a feather and hair wrapped around a spiky plant. Was it killed by the bird? Did the bird find it when it was dead? Was it chased and then tangled in the spiky plant? These were some of the enthralling questions that came up during our CSI investigation.
Finally during the last week, someone found an old bone in a place we had been sitting in every day, for many days, then another, and another, until we had a whole Ziploc bag full of bones (raccoon maybe?). What do you do with a bag of bones? Make necklaces out of them, obviously. Their idea, not mine.
Highlight? Lowlight? Somewhere in between? Our July camps certainly faced our fair share of adversity dealing with these buggers. There is nothing like being attacked by a swarm of wasps to make you feel humble and respect your place in nature. If nothing else, it certainly made us more observant and aware of our surroundings at all times. Luckily, there is a healthy supply of plantain growing in the grass at Layritz,, so we just chewed some up, slapped it on our stings and on we went (more or less…). There was a great deal of satisfaction in watching the guys from the Parks department come and spray them down.
Thankfully, August camp, week one, was saved from additional wasp attacks on the first day. As we walked around an area, which we had used a lot in July, looking for hazards, one kid found a huge nest in the ground that someone would have undoubtedly stepped on. My hero.
5. Making Beads and Pea Shooters
In August I packed around a bag of dry Elderberry stick I had harvested from elsewhere. The inner pith can be hollowed out easily with a sharpened stick and sawed into beads or pea shooters. Add a little sandpaper and you could sell these things on Etsy.
4. Whittling; a Forest School Standard
Whittling is always a popular activity for the kids, as they love to learn how to safely use knives to create something of their own. I’ll always remember when the soccer camp from the field below took a hike up the hill to where we had our base. As they jogged through I heard “Whoa, they have knives here!” Yes, yes we do. How else would we make our hunting weapons or other tools? Bow and arrows were a very popular bushcraft this summer, along with spears, fishing rods for the creek (more on that later) and even a couple of atlatls (a primitive spear throwing device). Building confidence through training and trust is the forest school way and the pride these kids took in their creations was really awesome.
3. Berries Galore!
The quickest way to a child’s heart is through their belly (likely true for adults as well, at least for me). The July weeks were blessed with a wide variety of berries to forage for. We tasted native Trailing Blackberries (sweet), Thimbleberries (seedy but delicious, and a first for most kids), Saskatoon Berries (good but seedy), one random Salmonberry (wasn’t me), Indian Plums (gross), Oregon Grape (tangy), and Huckleberries (first spotted by a veteran Forest School camper). Another memorable moment came when some of the kids were picking Oregon Grapes along one of the concrete paths and a Tech Park worker, out for a lunch break stroll no doubt, stopped, looked a bit awkward and then said “I don’t think you can eat those.” One of the kids turned around confidently and said “this is Oregon Grape, they’re edible.” In my mind I said “its working!” with a huge smile.
In August it was an all you can eat buffet of our other favorite invasive species, Himalayan Blackberries.
What better use could there be for a yucky Indian Plum, a tart Oregon Grape or an unripe Blackberry than… paint! What a great experience watching them work together to figure out how to filter out the seeds and add water to get the right consistency they wanted.
2. Hunting (Humanely of course)
Hunting and capturing critters for observation started with the grasshoppers. On day one we caught three grasshoppers, which the kids named and observed over the course of the morning before we released them back where we found them. Later in the season, there were days when there were so many of them in the critter cage you would loose count of them.
The first snake catch of the summer was epic. In a great display of team work and patience, completely unprompted by me, the group from the first week stalked and waited out a snake hiding in a rock up the hill. They spent a good ten minutes all perched around the hole, whispering to each other to be quiet. Then, one pounced and grabbed the tail and another grabbed the head (so as not to get bitten of course) and it was out; the first snake of the season. That heart thumping, nail biting chase opened the flood gates for snake catching. The record was five in a day. Once we learned where they preferred to live and the time of day they were most active, it was all but certain that we would catch at least one a day to observe and release.
Even a couple of froggies made it into the critter cage for a short spell!
All in all, hunting season was good to us this summer and we made a lot of new critter friends.
And now for the number one highlight of Summer 2018 Forest School..
1. The Creek
When the fields were scathingly hot and overrun with wasps, where did we turn? The creek. When the hill was too dry and exposed where did we go? The creek. When everywhere was covered in wildfire smoke and smelt like camping, where was the air clean? The creek. The magic of playing in water and mud was in full force. Few kids went home this summer with dry feet. From damming the little stream, to catching water striders and fish, to play fishing off the log or exploring knee deep, the creek always delivered when we needed it to.
There you have it, the Top 10 Highlights of our Summer Forest School at Layritz Park. I am grateful to Saanich Rec for allowing us to use this wonderful spot, to Chris Filler in particular for helping make it all happen, to the birds, plants and beasts who shared their space with us, and to all of the parents who gave their children these experiences and ultimately had to clean them up at the end of the day. Most of all, I am grateful for the kids whose creativity and enthusiasm never cease to amaze. We look forward to more of the same at Spring Break, but with fire and tea!