1. 2. 3. UNIT 2 WORK BOOK
4. Unit 2: Forest School Programmes and the Woodland Environment 5. 6. This Unit has 4 learning outcomes
7. 3 credits – 30 hours
This unit has 4 learning outcomes.
Learning Outcomes Assessment Criteria
The learner will: The learner can:
1. Understand the structures of woodlands. 1.1. Explain the vertical and horizontal ecological structures of British woodland.
1.2. Differentiate between broad leaved and coniferous woodland ecosystems.
2. Know how to identify a range of flora and 2.1. Identify a range of woodland flora and fauna. fauna for own site, detailing identifying traits for each item.
3. Understand the importance of flora and 3.1. Explain the importance of flora and fauna identification for the Forest School fauna identification for the Forest School leader. Programme leader.
4. Understand the management of woodlands 4.1. Explain the sustainability of current as a sustainable learning environment. and historic woodland management techniques in own location.
4.2. Explain ways to involve learners in sustainable woodland management.
8. Forest School Programme Leadership: Level 3 Training – UNIT 2 9. 10. Name: 11. 12. Address: 13. 14. 15. Post code: 16. 17. Date of Birth: 18. 19. Email: 20. 21. Phone Number: 22. 23. 24. Tutor Name: 25. 26. 27. Declarations: 28. 29. Student: 30. 31. I certify that this workbook and portfolio of evidence presented for assessment and 32. moderation by the above student is my own work and authentic. 33. 34. Signature: 35. 36. Date: 37. 38. Tutor: 39. 40. I certify that to the best of my knowledge the evidence presented by the above student was 41. collated under the required conditions and was appropriately supervised. 42. 43. Signature: 44. 45. Date: 46. 47. Internal Moderator (if sampled during the moderation process): 48. 49. I have sampled this workbook and portfolio during the internal moderation process and 50. confirmed the tutor’s assessment decisions. 51. 52. Signature: 53. 54. Date:
55. 56. 57. Learning Outcome 1 : Understand the structures of woodlands 58. (Word count guideline for answering questions below is between 50 – 400 words)
1.1 Define 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.
1.2 Clearly 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.
2.1 Create 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.
3.1 Explain 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.
4.1 Explain 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).
4.2 Explain 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.
59.
60. 61. Other useful references 62. http://www.countrysideinfo.co.uk/woodland_manage/struct.htm http://www.lifeonland.org.uk/woodland/Management.htm
APPENDIX 1
Example of Profiles (please adapt accordingly)
Plant/Fungi Profile
Common Name: Drawing/photo Latin Name: Family: Description
Taste/Smell/Texture Habitat * no tasting if not sure about safety!
Medicinal uses Edible Uses
Cautions Different seasons?
Animal/Insect/Birds Profile Common Name: Drawing - Print Latin Name:
Behaviour Habitat
Feeding points Signs