The Britishness of Woodlands

Why teach children about woodlands?

As part of our understanding of British History and British Values, it is important for children to see how humans have changed our landscape and to the extent that it has been changed over time, and why. Learners can then understand the bigger picture of why we are learning about our woodlands and why it is important for us look after and improve the environment.

Woodlands have diminished from our country, alongside many natural habitats around the world, through a long history of human activity. Around 7000 years ago it is estimated that around 75% of Britain was woodland – compared to 12% today. (Joined-up Forestry – Kevin Watts)

Sharing with children a graph of the number of trees, and then creating their own version using natural found objects in the forest, is a valuable way of showing how in recent time we have begun to replant; as our understanding of the importance of the  natural environment has increased.

Graph: https://wtcampaigns.wordpress.com/2012/10/05/guest-post-dominic-driver-forestry-commission/

If learners are looking at the Industrial Revolution in Britain KS2 or younger children exploring environmental books including, ‘Dinosaurs and all that Rubbish – Michael Foreman’ then they may be able to make the link between the increase in industry and the decrease in the amount of woodland.

There is more than meets the eye in British Woodlands and children are very good at exploring details and observing; once their ‘Forest School vision’ has been switched on!

Initial ideas of sharing the different structures of woodland can be through scavenger hunt type activities, where they can explore and look closely at their surroundings before coming back to share and piece together what they have discovered. Using an action song such as, ‘Ground, field, shrub and canopy’ sung to the tune of ‘Heads, shoulders, knees and toes’ is a good way for all learners to remember the different vertical layers and the actions reinforce the layers too.

Woodland Structures

I'd previously never thought too much about the structures of woodlands but I can now see the different structures and how they work and how they are different in the species that they have - because of the particular structure they are.

Woodlands can be looked at in reference to both their horizontal and vertical structures.

The horizontal structure of British woods is looking at how dense the woodland is - how close together the trees are.

Trees may be wild and cramped together forming dense woodland in contrast, when woodland is closely managed and planned, trees can be evenly spaced.

The location of the forest can impact on the denseness and distribution of the trees; alongside environmental aspects including: drainage, moisture, soil type and whether it is flat or on a slope.

Woodlands can change relatively quickly following rom large trees dying and areas being cleared to then have saplings flourish; creating different areas within the woodland.

Wild / cramped together

Evenly spaced

Evenly spaced with gaps

Uneven with gaps

Looking at the vertical structure of vegetation, working upwards the first layer – often taken for granted, is the ground layer. This layer, which is less than 2cm from the ground, consists of mosses, lichens, ivy and fungi. Alongside this on the woodland floor there are rotting leaves and vegetation; a microhabitat for invertebrates – including woodlice and centipedes. We have all of these at our forest school site – but you may needs to look closely! There are some lovely examples of fungi on the tree stumps of the cut down trees – it smells very mushroomy! Children should be reminded of health and safety when exploring; some fungi is poisonous and some children can have an allergic reaction to ivy.

The next layer up is commonly called the field layer – which comprises of vegetation between 2cm and150cm. This layer is home to ferns and flowering plants, including wood anemone, horse tails and lots of different grasses. It can often be thought of grass as all being the same but it can be a lovely activity for children to identify similarities and differences between the different grasses in our forest school – ‘Forest School Vision’ needed!

Above the field layer is the shrub layer – ranging from 1.5 metres to 4.5 metres. This layer is composed of shrubs which are happy to grow in limited light. These include: blackberry, elder, hawthorn, hazel and field maple – these can all be found in our Forest School area. Alongside these could be sapling from canopy trees. This layer provides a wealth of shelter and food for a wide-range of mammals, insects and birds.

Finally the highest part of the British woodland is the canopy layer – which is roughly anything over 4.5 metres. This is the realm of the dominant trees: oak, ash, beech and birch (for example). These tree receive the maximum amount of light available and therefore control the climate beneath them in the lower layers of woodland.