Our Bush School program involves running our educational program from the local bush land for the day. The children have the opportunity to observe wildlife, climb trees, build forts, use natural materials and immerse themselves in nature.
The notion of Bush School is to offer every child the opportunity to explore freely amongst nature for extended periods of time, regardless of age, capabilities and developmental stages. All educators regularly reflect on any social justice or equity implications of their decisions to ensure the inclusion of all children. Regardless of a child’s home life, background or ability they are free to explore and learn. They can connect to the land, connect to themselves and connect to each other.
In line with our service philosophy we believe that through these natural experiences children are provided with opportunities to make connections, develop skills and share and deepen their understanding of the world we live in. We give children opportunities to connect with nature and use intentional teaching strategies to develop children’s appreciation and care for our natural world. Our Bush School program is informed by current recognised guidance and theories. This includes the work of Angela Hanscom, Claire Warden, David Sobel, Peter Gray, Bonnie Berry and Richard Louv. Our educators are continually seeking further knowledge and increasing their skills. Educators have completed Forest school training, training with local indigenous community members’ and training in bush skills.
Our surroundings are ever changing and we use our senses to become fully immersed in nature. We close our eyes and listen carefully to the noises. We can hear the flora rustling in the breeze, native fauna visiting us when the Kookaburra laughs above us. We can see that someone has been here before us as the path has footsteps and bike tracks in the dirt. We can see the sap pouring out of trees which leads to thinking processes such as inquiry, hypothesising and investigation. We touch the plant life and bush floor around us and notice the different feelings beneath our hands. Our sensory-rich bushland is stimulating for our body and minds, yet relaxing simultaneously-there is no rush, no transitions, no man-made toys.
The notion of Bush School is to offer every child the opportunity to explore freely amongst nature for extended periods of time, regardless of age, capabilities and developmental stages. All educators regularly reflect on any social justice or equity implications of their decisions to ensure the inclusion of all children. Regardless of a child’s home life, background or ability they are free to explore and learn. They can connect to the land, connect to themselves and connect to each other.
In line with our service philosophy we believe that through these natural experiences children are provided with opportunities to make connections, develop skills and share and deepen their understanding of the world we live in. We give children opportunities to connect with nature and use intentional teaching strategies to develop children’s appreciation and care for our natural world. Our Bush School program is informed by current recognised guidance and theories. This includes the work of Angela Hanscom, Claire Warden, David Sobel, Peter Gray, Bonnie Berry and Richard Louv. Our educators are continually seeking further knowledge and increasing their skills. Educators have completed Forest school training, training with local indigenous community members’ and training in bush skills.
Our surroundings are ever changing and we use our senses to become fully immersed in nature. We close our eyes and listen carefully to the noises. We can hear the flora rustling in the breeze, native fauna visiting us when the Kookaburra laughs above us. We can see that someone has been here before us as the path has footsteps and bike tracks in the dirt. We can see the sap pouring out of trees which leads to thinking processes such as inquiry, hypothesising and investigation. We touch the plant life and bush floor around us and notice the different feelings beneath our hands. Our sensory-rich bushland is stimulating for our body and minds, yet relaxing simultaneously-there is no rush, no transitions, no man-made toys.
Bush School does not require specific resources, Bush School adapts to us as we adapt and grow with it. We nurture our land and in return it nurtures our holistic development. We have engaged the services of a paediatric occupational therapist to extend our knowledge on self-regulation and meeting children’s needs through a program called ‘Essential Connections’. This has highlighted even further the benefits for children of being in a sensory rich environment- such as our Bush School program.
Children need repeated exposure to be able to master a skill “If children climb a tree once or twice a year, they are likely to remain novices and stay fairly close to the ground. However, if children climb trees on a regular basis…they’ll not only develop the muscle and advance the coordination needed to be expert climbers, but they’ll likely be confident, strong, and safe in any other physical pursuit” (Hanscom, 2016, p.40). A regular Bush School program allows children the opportunity to practise, build on and develop skills.
It’s not ‘just a bush’ it’s our home, our playground, our classroom and our world.
Our bush school coordinator is a certified Forest School leader (level 3).
Children need repeated exposure to be able to master a skill “If children climb a tree once or twice a year, they are likely to remain novices and stay fairly close to the ground. However, if children climb trees on a regular basis…they’ll not only develop the muscle and advance the coordination needed to be expert climbers, but they’ll likely be confident, strong, and safe in any other physical pursuit” (Hanscom, 2016, p.40). A regular Bush School program allows children the opportunity to practise, build on and develop skills.
It’s not ‘just a bush’ it’s our home, our playground, our classroom and our world.
Our bush school coordinator is a certified Forest School leader (level 3).