UNIT 2 WORKBOOK
Unit 2: Forest School Programmes and the Woodland Environment
This Unit has 4 learning outcomes
3 credits – 30 hours
This unit has 4 learning outcomes.
Learning Outcomes / Assessment CriteriaThe learner will: / The learner can:
- Understand the structures of woodlands.
1.2.Differentiate between broad leaved and coniferous woodland ecosystems.
- Know how to identify a range of flora and fauna.
- Understand the importance of flora and fauna identification for the Forest School Programme leader.
- Understand the management of woodlands as a sustainable learning environment.
4.2.Explain ways to involve learners in sustainable woodland management.
Forest School Programme Leadership: Level 3 Training – UNIT 2
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Learning Outcome 1 : Understand the structures of woodlands
(Wordcount guideline for answering questions below is between 50 – 400 words)
1.1Define the term eco-structure (the structural components that make up an ecosystem).Write a short description defining the ecological structure of the British Woodland and how this affects wildlife in the woodland.
1.2Clearly explain and critically compare broadleaved and coniferous woodland ecosystem referring to: Definition of ecosystem and include the different levels, light, space, ease of access, biodiversity, ecology and interdependence.
Learning Outcome 2: Know how to identify a range of flora and fauna.
2.1Create an identification sheet on flora and fauna on your forest school site. A minimum of 12 species. Include trees; plants; insects; animals; birds, fungi. (Create in your own way– can use photos & anything of personal interest – Refer to example Template provided in Appendix 1).
Learning Outcome 3: Understand the importance of flora and fauna identification for the Forest School Programme Leader.
3.1Explain the importance of simple identification for an outdoor practitioner including information on how woodland/field-based flora & fauna can be used as learning resource.
Learning Outcome 4: Understand the management of woodlands as a sustainable learning environment.
4.1Explain the sustainability of current and historic woodland management techniques in own locality – include coppicing, charcoal making, animal grazing, thinning, timber uses. (Sources of information include Natural England, Field Studies Council, English Heritage).
4.2Explain at least two ways to involve learners in sustainable woodland management.
Discuss how Forest School could impact positively on biodiversity through management of light and shade. Consider the impacts of the site in relation to the benefits of educating positive relationships towards the natural world.
Other useful references
APPENDIX 1
Example of Profiles (please adapt accordingly)
Plant/Fungi Profile
Common Name:Latin Name:
Family: / Drawing/photo
Description
Taste/Smell/Texture
* no tasting if not sure about safety! / Habitat
Medicinal uses / Edible Uses
Cautions / Different seasons?
Animal/Insect/Birds Profile
Common Name:Latin Name: / Drawing - Print
Behaviour / Habitat
Feeding points / Signs