Core Skills Analysis
Science
Sasha explored Ashdown Forest and observed that bats lived among the trees, learning about nocturnal mammals and their habitats. She noticed the stream flowing through the forest and discussed why water is present in natural landscapes, connecting it to the water cycle. By placing sticks in the stream to race, Sasha investigated buoyancy and how objects move in water. She articulated simple cause‑and‑effect ideas, such as how the shape of a stick influences its speed.
Geography
Sasha identified the stream as a key feature of the forest environment and considered why it existed, touching on concepts of drainage and terrain. She mapped the route she walked, noting landmarks like trees and the waterway, which helped her develop spatial awareness. Collecting sticks for the race gave Sasha a practical sense of resources that come from the local landscape. She linked the forest’s physical characteristics to the living creatures, such as bats, that depend on them.
English / Literacy
Sasha was introduced to author A.A. Milne and listened to stories that sparked imagination about woodland adventures. She then created a storyboard of her day, sequencing events from collecting sticks to racing them in the stream. By labeling the pictures, Sasha practiced early writing skills and narrative structure. The activity reinforced listening comprehension and the ability to retell personal experiences.
Art
Sasha drew a storyboard of the forest outing, using crayons and markers to illustrate the sticks, stream, and bats. She experimented with colour to represent water and foliage, developing visual observation skills. The artwork encouraged fine‑motor development as she controlled her hand movements. Sasha also expressed feelings about the experience through expressive sketches.
Physical Education
Sasha moved around the forest, collecting sticks and carrying them to the stream, which built gross‑motor coordination and balance. She participated in a stick‑racing game, practicing running, throwing, and timing. The activity fostered teamwork when she shared sticks with peers and took turns. Sasha’s active exploration supported overall health and wellbeing.
Tips
To deepen Sasha’s learning, take a nature‑journal walk where she records observations of animals, plants, and water with simple drawings and words. Set up a mini‑laboratory by filling a clear container with water and testing different natural objects for buoyancy, encouraging hypothesis‑testing. Re‑read a A.A. Milne tale in the forest setting and have Sasha act out scenes, linking literature to the environment. Finally, create a map of Ashdown Forest using large‑paper collage, integrating symbols for streams, trees, and animal homes.
Book Recommendations
- The Gruffalo by Julia Donaldson: A playful rhyming tale about a mouse’s walk through the woods, introducing forest creatures and habitats.
- We're Going on a Bear Hunt by Michael Rosen: An adventurous story that encourages children to explore varied landscapes, including streams and forests.
- The Wind in the Willows by Kenneth Grahame: Classic woodland narrative featuring rivers, sticks, and animal friends, perfect for connecting literature to nature.
Learning Standards
- EYFS 2.1: Understanding the world – Recognise that living things have basic needs and live in particular places (bats in forest).
- EYFS 3.1: Communication – Listen to, understand and respond to a range of texts (A.A. Milne story).
- Key Stage 1 Science 1.2: Identify and compare a range of animals and plants, including the habitats they live in.
- Key Stage 1 Geography 1.1: Identify and name familiar places, objects and features in the local area (stream, forest).
- Key Stage 1 Art and Design 1.4: Use a range of techniques and materials to create pictures and three‑dimensional works.
Try This Next
- Worksheet: Match each forest animal (bat, squirrel, fox) to its habitat and draw a line to the correct picture.
- Quiz: Simple true/false questions about why water flows in a stream and what bats eat.
- Drawing task: Create a comic strip of the stick‑racing race, adding speech bubbles for the characters.
- Experiment: Predict which stick will float fastest, test it in a bucket, and record the results.